Minnesota Legislature
HF 2184
as introduced - 90th Legislature (2017 - 2018) Posted on 03/13/2017 06:10pm
Current Version - as introduced
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A bill for an act
relating to education; modifying gifted and talented programs; amending Minnesota
Statutes 2016, sections 120B.11, subdivision 2; 120B.15; 120B.20; 126C.10,
subdivision 2b.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
Section 1.
Minnesota Statutes 2016, section 120B.11, subdivision 2, is amended to read:
Subd. 2.
Adopting plans and budgets.
A school board, at a public meeting, shall adopt
a comprehensive, long-term strategic plan to support and improve teaching and learning
that is aligned with creating the world's best workforce deleted text begin and includesdeleted text end new text begin . The plan shall includenew text end :
(1) clearly defined district and school site goals and benchmarks for instruction and
student achievement for all student subgroups identified in section 120B.35, subdivision 3,
paragraph (b), clause (2);
(2) deleted text begin a processdeleted text end new text begin processesnew text end tonew text begin :new text end assess and evaluate each student's progress toward meeting
state and local academic standardsdeleted text begin ,deleted text end new text begin ;new text end assess and identify students to participate in gifted and
talented programs and accelerate deleted text begin theirdeleted text end new text begin gifted students'new text end instructiondeleted text begin , anddeleted text end new text begin ; report on the number
of students assessed, identified, and accelerated through gifted-education procedures;new text end adopt
early-admission procedures consistent with section 120B.15,new text begin including reporting on the
number of students admitted early to school;new text end and deleted text begin identifying thedeleted text end new text begin identify districts'
instructional and curricularnew text end strengths and weaknesses deleted text begin of instruction in pursuit of student
and school success and curriculum affecting students' progress and growthdeleted text end new text begin as
gifted-and-talented and other students strivenew text end toward career and college readiness and deleted text begin leading
todeleted text end new text begin career success as that success is envisioned bynew text end the world's best workforcenew text begin goalsnew text end ;
(3) a system to periodically review and evaluate the effectiveness of all instruction and
curriculumnew text begin as it relates to upper-level thinking skillsnew text end , taking into account deleted text begin strategies anddeleted text end new text begin the
following elements: instructionalnew text end best practicesdeleted text begin ,deleted text end new text begin ;new text end student outcomesdeleted text begin ,deleted text end new text begin ;new text end school principal
evaluations under section 123B.147, subdivision 3deleted text begin ,deleted text end new text begin ;new text end students' access to effective new text begin licensed
new text end teachers who are members of deleted text begin populationsdeleted text end underrepresented deleted text begin among the licensed teachers in
the district or schooldeleted text end new text begin populations in their districts or schools new text end and who reflect the diversity
of new text begin their currently new text end enrolled students under section 120B.35, subdivision 3, paragraph (b),
clause (2)deleted text begin ,deleted text end new text begin ;new text end and teacher evaluations under section 122A.40, subdivision 8, or 122A.41,
subdivision 5;
(4) strategies for improving instruction, curriculum, and student achievement, deleted text begin including
thedeleted text end new text begin in higher-level thinking skills in bothnew text end English new text begin speakers new text end anddeleted text begin , where practicable, the native
language development and the academic achievement ofdeleted text end English learners;
(5) deleted text begin a process to examinedeleted text end new text begin processes for examiningnew text end the equitable distribution of teachers
and strategies to ensure new text begin that gifted-and-talented, new text end low-incomenew text begin ,new text end and minority children are not
taught at higher rates than other children by inexperienced, ineffective, or out-of-field
teachers;
(6) deleted text begin educationdeleted text end new text begin educationalnew text end effectiveness practices that integrate high-quality instruction,
rigorous curriculum, technology, and a collaborative professional culture that develops and
supports teacher quality, performance, and effectiveness; and
(7) deleted text begin andeleted text end annual deleted text begin budget for continuingdeleted text end new text begin budgets that continuenew text end to implement the district plannew text begin
and that plan's gifted-and-talented elementsnew text end .
Sec. 2.
Minnesota Statutes 2016, section 120B.15, is amended to read:
120B.15 GIFTED AND TALENTED STUDENTS PROGRAMS.
(a)new text begin For purposes of this section, "gifted and talented students" means students of all
income levels, cultural and language groups, varying degrees of abilities or disabilities, and
twice-exceptional students who are gifted and talented youth with disabilities, identified at
the preschool, elementary, and secondary school levels as having outstanding abilities and
as demonstrating achievement or potential ability for high performance in general intellectual
functioning, specific academic subjects, creativity, leadership, or visual and performing
arts, and who require differentiated and challenging educational programs or services beyond
those provided in the general school program.
new text end
new text begin (b)new text end School districts deleted text begin maydeleted text end new text begin mustnew text end identify students, locally develop programs addressing
instructional and affective needs, provide staff development, and evaluate programs to
provide gifted and talented students with challenging and appropriate educational programs.
deleted text begin (b)deleted text end new text begin (c)new text end School districts must deleted text begin adopt guidelines for assessing and identifyingdeleted text end new text begin assess and
identifynew text end students for participation in gifted and talented programs consistent with section
120B.11, subdivision 2, clause (2). The guidelines should include the use of:
(1) multiple deleted text begin and objective criteriadeleted text end new text begin research-supported instruments that are inclusive and
address different gifts and talentsnew text end ; and
(2) assessments and new text begin programming new text end procedures that are valid and reliable, fair, and based
on current theory and research. Assessments and new text begin programming new text end procedures should be sensitive
to underrepresented groups, includingdeleted text begin ,deleted text end but not limited todeleted text begin ,deleted text end low-income, minority,
twice-exceptional, and English learnersnew text begin , and should be coordinated to allow for
comprehensive, optimal services for studentsnew text end .
new text begin
(d) School districts must develop and offer a variety of research-supported programs
that address the social-emotional and cognitive needs of those students identified in paragraph
(c), clause (2).
new text end
new text begin
(e) School districts must provide professional development opportunities grounded in
best practice and research for all professional staff, including administration, on the nature
and needs of gifted students.
new text end
new text begin
(f) School districts, in collaboration with the Department of Education, must evaluate
gifted-and-talented program effectiveness in terms of achievement of both the gifted
population and the general population, and student, parent, and teacher satisfaction.
new text end
deleted text begin (c)deleted text end new text begin (g)new text end School districts must deleted text begin adopt procedures for the academic acceleration ofdeleted text end new text begin
academically acceleratenew text end gifted and talented students consistent with section 120B.11,
subdivision 2, clause (2). deleted text begin These procedures must include how the district willdeleted text end new text begin Districts mustnew text end :
(1) assess a student's readiness and motivation for acceleration; and
(2) match the level, complexity, and pace of the curriculum to a student deleted text begin to achievedeleted text end new text begin so
the curriculum representsnew text end the best type of academic acceleration for that student.
deleted text begin (d) School districts must adopt proceduresdeleted text end new text begin (h)new text end Consistent with deleted text begin sectiondeleted text end new text begin sectionsnew text end 124D.02,
subdivision 1, deleted text begin for early admission to kindergarten or first grade of gifted and talented learners
consistent with sectiondeleted text end new text begin andnew text end 120B.11, subdivision 2, clause (2)new text begin , school districts must allow
early admission to kindergarten or first grade for qualified gifted and talented studentsnew text end . deleted text begin Thedeleted text end new text begin
Admissionnew text end procedures must be sensitive to underrepresented groups.
Sec. 3.
Minnesota Statutes 2016, section 120B.20, is amended to read:
120B.20 PARENTAL CURRICULUM REVIEW.
Each school district shall have a procedure for a parent, guardian, or an adult student,
18 years of age or older, to review the content of the instructional materials to be provided
to a minor child or to an adult student deleted text begin and,deleted text end new text begin .new text end If the parent, guardian, or adult student objects
to the content, deleted text begin todeleted text end new text begin that adult maynew text end make reasonable arrangements with school personnel for
alternative instruction. Alternative instructionnew text begin , including remedial and advanced instruction
on topics related to the school's syllabi for the subjects in question,new text end may be provided by the
parent, guardian, or adult student if the alternative instruction, if any, offered by the school
board does not meet the concerns of the parent, guardian, or adult student. The school board
is not required to pay for the costs of alternative instruction provided by a parent, guardian,
or adult student. School personnel may not impose an academic or other penalty upon a
student merely for arranging alternative instruction under this section. School personnel
may evaluate and assess the quality of the student's work.
Sec. 4.
Minnesota Statutes 2016, section 126C.10, subdivision 2b, is amended to read:
Subd. 2b.
Gifted and talented revenue.
new text begin (a) new text end Gifted and talented revenue for each district
equals the district's adjusted pupil units for that school year times deleted text begin $13deleted text end new text begin $39new text end . A school district
must reserve gifted and talented revenue and, consistent with section 120B.15, must spend
the revenue only to:
(1) new text begin assess and new text end identify gifted and talented studentsnew text begin who are diverse by readiness, age,
culture, ability, disability, and languagenew text end ;
(2) provide education programs for gifted and talented students; or
(3) provide staff development to prepare teachers to best meet the unique needs of gifted
and talented students.
new text begin
(b) Districts must report to the commissioner on specific state-funded gifted and talented
services, including achievement data and other student performance disaggregated into all
four quartiles of student body outcomes; student, parent, and teacher satisfaction; and how
the money was spent on each service provided, including gifted-and-talented-focused
identification, educational programming, professional development, and program evaluation.
new text end