HF 1709

as introduced - 89th Legislature (2015 - 2016) Posted on 03/08/2016 03:46pm

A bill for an act
relating to education; providing for full-service community schools; appropriating
money; proposing coding for new law in Minnesota Statutes, chapter 124D.

BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:

Section 1.

new text begin [124D.231] FULL-SERVICE COMMUNITY SCHOOLS.
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new text begin Subdivision 1. new text end

new text begin Definitions. new text end

new text begin For the purposes of this section, the following terms
have the meanings given them.
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new text begin (a) "Community organization" means a nonprofit organization that has been in
existence for three years or more and serves persons within the community surrounding
the covered school site on education and other issues.
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new text begin (b) "Community school consortium" means a group of schools and community
organizations that propose to work together to plan and implement community school
programming.
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new text begin (c) "Community school programming" means services, activities, and opportunities
described under subdivision 2, paragraph (g).
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new text begin (d) "High-quality childcare or early childhood education programming" means
educational programming for preschool-aged children that is grounded in research,
consistent with best practices in the field, and provided by licensed teachers.
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new text begin (e) "School site" means a school site at which an applicant has proposed or has been
funded to provide community school programming.
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new text begin (f) "Site coordinator" means an employee of the school district in which the school
site is located and who is responsible for aligning programming with the needs of the
school community identified in the baseline analysis.
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new text begin Subd. 2. new text end

new text begin Full-service community school program. new text end

new text begin (a) The commissioner shall
provide funding to eligible school sites to plan, implement, and improve full-service
community schools. Eligible school sites must meet one of the following criteria:
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new text begin (1) the school is on a development plan for continuous improvement under section
120B.35, subdivision 2; or
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new text begin (2) the school is in a district that has an achievement and integration plan approved
by the commissioner of education under sections 124D.861 and 124D.862.
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new text begin (b) An eligible school site must receive $100,000 annually. School sites receiving
funding under this section shall hire a site coordinator to coordinate services at each
covered school site.
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new text begin (c) Implementation funding of $20,000 must be available for up to one year for
planning for school sites. At the end of this period, the school must submit a full-service
community school plan, pursuant to paragraph (g).
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new text begin (d) A school site must establish a school leadership team responsible for developing
school-specific programming goals, assessing program needs, and overseeing the process
of implementing expanded programming at each covered site. The school leadership team
shall have between 12 to 15 members and shall meet the following requirements:
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new text begin (1) at least 30 percent of the members are parents and 30 percent of the members
are teachers at the school site and must include the school principal and representatives
from partner agencies; and
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new text begin (2) the school leadership team must be responsible for overseeing the baseline
analyses under paragraph (e). A school leadership team must have ongoing responsibility
for monitoring the development and implementation of full service community school
operations and programing at the school site and shall issue recommendations to schools
on a regular basis and summarized in an annual report. These reports shall also be made
available to the public at the school site and on school and district Web sites.
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new text begin (e) School sites must complete a baseline analysis prior to beginning programming
as a full-service community school. The analysis shall include:
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new text begin (1) a baseline analysis of needs at the school site, led by the school leadership team,
which shall include the following elements:
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new text begin (i) identification of challenges facing the school;
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new text begin (ii) analysis of the student body, including:
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new text begin (A) number and percentage of students with disabilities and needs of these students;
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new text begin (B) number and percentage of students who are English learners and the needs of
these students;
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new text begin (C) number of students who are homeless or highly mobile; and
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new text begin (D) number and percentage of students receiving free or reduced-priced lunch and
the needs of these students; and
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new text begin (iii) analysis of enrollment and retention rates for students with disabilities,
English learners, homeless and highly mobile students, and students receiving free or
reduced-priced lunch;
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new text begin (iv) analysis of suspension and expulsion data, including the justification for such
disciplinary actions and the degree to which particular populations, including, but not
limited to, students of color, students with disabilities, students who are English learners,
and students receiving free or reduced-price lunch are represented among students subject
to such actions;
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new text begin (v) analysis of school achievement data disaggregated by major demographic
categories, including, but not limited to, race, ethnicity, English learner status, disability
status, and free or reduced-priced lunch status;
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new text begin (vi) analysis of current parent engagement strategies and their success; and
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new text begin (vii) evaluation of the need for and availability of wraparound services, including,
but not limited to:
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new text begin (A) mechanisms for meeting students' social, emotional, and physical health needs,
which may include coordination of existing services as well as the development of new
services based on student needs; and
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new text begin (B) strategies to create a safe and secure school environment and improve school
climate and discipline, such as implementing a system of positive behavioral supports, and
taking additional steps to eliminate bullying;
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new text begin (2) a baseline analysis of community assets and a strategic plan for utilizing
and aligning identified assets. This analysis should include, but is not limited to, a
documentation of individuals in the community, faith-based organizations, community and
neighborhood associations, colleges, hospitals, libraries, businesses, and social service
agencies who may be able to provide support and resources; and
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new text begin (3) a baseline analysis of needs in the community surrounding the school, led by
the school leadership team, including, but not limited to:
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new text begin (i) the need for high-quality, full-day childcare and early childhood education
programs;
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new text begin (ii) the need for physical and mental health care services for children and adults; and
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new text begin (iii) the need for job training and other adult education programming.
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new text begin (f) Each school site receiving funding under this section must establish at least two
of the following types of programming:
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new text begin (1) early childhood:
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new text begin (i) early childhood education; and
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new text begin (ii) child care services;
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new text begin (2) academic:
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new text begin (i) academic support and enrichment activities, including expanded learning time;
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new text begin (ii) summer or after-school enrichment and learning experiences;
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new text begin (iii) job training, internship opportunities, and career counseling services;
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new text begin (iv) programs that provide assistance to students who have been truant, suspended,
or expelled; and
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new text begin (v) specialized instructional support services;
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new text begin (3) parental involvement:
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new text begin (i) programs that promote parental involvement and family literacy, including the
Reading First and Early Reading First programs authorized under part B of title I of the
Elementary and Secondary Education Act of 1965 (United States Code, title 20, section
6361, et seq.);
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new text begin (ii) parent leadership development activities; and
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new text begin (iii) parenting education activities;
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new text begin (4) mental and physical health:
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new text begin (i) mentoring and other youth development programs, including peer mentoring and
conflict mediation;
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new text begin (ii) juvenile crime prevention and rehabilitation programs;
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new text begin (iii) home visitation services by teachers and other professionals;
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new text begin (iv) developmentally appropriate physical education;
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new text begin (v) nutrition services;
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new text begin (vi) primary health and dental care; and
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new text begin (vii) mental health counseling services;
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new text begin (5) community involvement:
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new text begin (i) service and service-learning opportunities;
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new text begin (ii) adult education, including instruction in English as a second language; and
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new text begin (iii) homeless prevention services;
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new text begin (6) positive discipline practices; and
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new text begin (7) other programming designed to meet school and community needs identified in
the baseline analysis and reflected in the full-service community school plan.
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new text begin (g) The school leadership team at each school site must develop a full-service
community school plan detailing the steps the school leadership team will take, including:
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new text begin (1) timely establishment and consistent operation of the school leadership team;
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new text begin (2) maintenance of attendance records in all programming components;
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new text begin (3) maintenance of measurable data showing annual participation and the impact
of programming on the participating children and adults;
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new text begin (4) documentation of meaningful and sustained collaboration between the school
and community stakeholders, including local governmental units, civic engagement
organizations, businesses, and social service providers;
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new text begin (5) establishment and maintenance of partnerships with institutions, such as
universities, hospitals, museums, or not-for-profit community organizations to further the
development and implementation of community school programing;
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new text begin (6) ensuring compliance with the district nondiscrimination policy; and
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new text begin (7) plan for school leadership team development.
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new text begin Subd. 3. new text end

new text begin Full-service community school review. new text end

new text begin (a) Every three years, a
full-service community school site must submit to the commissioner, and make available
at the school site and online, a report describing efforts to integrate community school
programming at each covered school site and the effect of the transition to a full-service
community school on participating children and adults. This report shall include, but
is not limited to, the following:
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new text begin (1) an assessment of the effectiveness of the school site in development or
implementing the community school plan;
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new text begin (2) problems encountered in the design and execution of the community school
plan, including identification of any federal, state, or local statute or regulation impeding
program implementation;
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new text begin (3) the operation of the school leadership team and its contribution to successful
execution of the community school plan;
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new text begin (4) recommendations for improving delivery of community school programming
to students and families;
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new text begin (5) the number and percentage of students receiving community school programming
who had not previously been served;
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new text begin (6) the number and percentage of nonstudent community members receiving
community school programming who had not previously been served;
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new text begin (7) improvement in retention among students who receive community school
programming;
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new text begin (8) improvement in academic achievement among students who receive community
school programming;
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new text begin (9) changes in student's readiness to enter school, active involvement in learning and
in their community, physical, social and emotional health, and student's relationship with
the school and community environment;
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new text begin (10) an accounting of anticipated local budget savings, if any, resulting from the
implementation of the program;
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new text begin (11) improvements to the frequency or depth of families' involvement with their
children's education;
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new text begin (12) assessment of community stakeholder satisfaction;
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new text begin (13) assessment of institutional partner satisfaction;
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new text begin (14) the ability, or anticipated ability, of the school site and partners to continue to
provide services in the absence of future funding under this section;
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new text begin (15) increases in access to services for students and their families; and
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new text begin (16) the degree of increased collaboration among participating agencies and private
partners.
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new text begin (b) Reports submitted under this section shall be evaluated by the commissioner with
respect to the following criteria:
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new text begin (1) the effectiveness of the school or the community school consortium in
implementing the full-service community school plan, including the degree to which
the school site navigated difficulties encountered in the design and operation of the
full-service community school plan, including identification of any federal, state, or local
statute or regulation impeding program implementation;
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new text begin (2) the extent to which the project has produced lessons about ways to improve
delivery of community school programming to students;
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new text begin (3) the degree to which there has been an increase in the number or percentage of
students and nonstudents receiving community school programming;
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new text begin (4) the degree to which there has been an improvement in retention of students and
improvement in academic achievement among students receiving community school
programming;
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new text begin (5) local budget savings, if any, resulting from the implementation of the program;
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new text begin (6) the degree of community stakeholder and institutional partner engagement;
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new text begin (7) the ability, or anticipated ability, of the school site and partners to continue to
provide services in the absence of future funding under this section;
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new text begin (8) increases in access to services for students and their families; and
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new text begin (9) the degree of increased collaboration among participating agencies and private
partners.
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Sec. 2. new text begin APPROPRIATION.
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new text begin Subdivision 1. new text end

new text begin Department of Education. new text end

new text begin The sums indicated in this section are
appropriated from the general fund to the Department of Education for the fiscal years
designated.
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new text begin Subd. 2. new text end

new text begin Full-service community schools. new text end

new text begin For full-service community schools
under Minnesota Statutes, section 124D.231:
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	new text begin $ new text end	new text begin ....... new text end	new text begin ..... new text end	new text begin 2016 new text end
	new text begin $ new text end	new text begin ....... new text end	new text begin ..... new text end	new text begin 2017 new text end

new text begin Any balance in the first year does not cancel but is available in the second year.
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