Minnesota Legislature
HF 3200
as introduced - 89th Legislature (2015 - 2016) Posted on 04/07/2016 04:31pm
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A bill for an act
relating to education; modifying the state value-added growth model; amending
Minnesota Statutes 2014, section 120B.35, subdivisions 1, 3, by adding a
subdivision.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
Section 1.
Minnesota Statutes 2014, section 120B.35, subdivision 1, is amended to read:
Subdivision 1.
School and student indicators of growth and achievement.
The commissioner must develop and implement a system for measuring and reporting
academic achievement and individual student growth, consistent with the statewide
educational accountability and reporting system. The system components must measure
and separately report the adequate yearly progress of schools and the new text begin past and projected
new text end growth of individual students: students' current achievement in schools under subdivision
2; and individual students' educational growth over time under subdivision 3. The
system also must include statewide measures of student academic growth that identify
schools with high levels of growth, and also schools with low levels of growth that need
improvement. When determining a school's effect, the data must include both statewide
measures of student achievement and, to the extent annual tests are administered,
indicators of achievement growth that take into account a student's prior achievement.
Indicators of achievement and prior achievement must be based on highly reliable
statewide or districtwide assessments. Indicators that take into account a student's prior
achievement must not be used to disregard a school's low achievement or to exclude a
school from a program to improve low achievement levels.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective July 1, 2016.
new text end
Sec. 2.
Minnesota Statutes 2014, section 120B.35, subdivision 3, is amended to read:
Subd. 3.
State growth target; new text begin student growth model; new text end other state measures.
(a)
The state's educational assessment system measuring individual students' educational
growth is based on indicators of achievement growth that show an individual student's
prior achievement. Indicators of achievement and prior achievement must be based on
highly reliable statewide or districtwide assessments.
(b) The commissioner, in consultation with deleted text begin adeleted text end new text begin thenew text end stakeholder group deleted text begin that includes
assessment and evaluation directors, district staff, experts in culturally responsive teaching,
and researchersdeleted text end new text begin under subdivision 3anew text end , must implement a model that uses a value-added
growth indicator and includes criteria for identifying schools and school districts that
demonstrate medium and high growth under section 120B.299, subdivisions 8 and 9, and
may recommend other value-added measures under section 120B.299, subdivision 3. The
model may be used to advance educators' professional developmentnew text begin , improve educators'
abilities to provide differentiated instruction, enhance staff development activities under
section 122A.60, inform students' personal learning plans under section 120B.125, new text end and
replicate programs that succeed in meeting students' diverse learning needsnew text begin , among other
purposesnew text end . Data on individual teachers generated under the model are personnel data under
section 13.43. new text begin At a minimum, new text end the model must deleted text begin allow users todeleted text end :
(1) report student growth consistent with this paragraph; deleted text begin and
deleted text end
(2) new text begin accommodate criterion-referenced, norm-referenced, and college readiness
assessment data;
new text end
new text begin
(3) include students who have missing assessment data;
new text end
new text begin
(4) incorporate all prior assessments under section 120B.30 and other nationally
normed assessments across grades and subjects;
new text end
new text begin
(5) as soon as practicable, incorporate all prior standardized assessment data across
grades, subjects, and assessments, including locally adopted assessments, if they meet
commissioner-developed criteria for inclusion;
new text end
new text begin
(6) use, wherever possible, a multiyear average of student growth to increase the
reliability of model output;
new text end
new text begin
(7) account for student and teacher mobility and shared instructional practices in
which more than one teacher is responsible for a student's learning in a particular subject;
new text end
new text begin
(8) indicate the statistical precision of projected student growth; and
new text end
new text begin (9) new text end for all student categories, report and compare aggregated and disaggregated state
growth data using the nine student categories identified under the federal 2001 No Child
Left Behind Act and two student gender categories of male and female, respectively,
following appropriate reporting practices to protect nonpublic student data.
The commissioner must report measures of student growth, consistent with this
paragraph, including the English language development, academic progress, and oral
academic development of English learners and their native language development if the
native language is used as a language of instruction.
(c) When reporting student performance under section 120B.36, subdivision 1, the
commissioner annually, beginning July 1, 2011, must report two core measures indicating
the extent to which current high school graduates are being prepared for postsecondary
academic and career opportunities:
(1) a preparation measure indicating the number and percentage of high school
graduates in the most recent school year who completed course work important to
preparing them for postsecondary academic and career opportunities, consistent with
the core academic subjects required for admission to Minnesota's public colleges and
universities as determined by the Office of Higher Education under chapter 136A; and
(2) a rigorous coursework measure indicating the number and percentage of high
school graduates in the most recent school year who successfully completed one or more
college-level advanced placement, international baccalaureate, postsecondary enrollment
options including concurrent enrollment, other rigorous courses of study under section
120B.021, subdivision 1a, or industry certification courses or programs.
When reporting the core measures under clauses (1) and (2), the commissioner must also
analyze and report separate categories of information using the nine student categories
identified under the federal 2001 No Child Left Behind Act and two student gender
categories of male and female, respectively, following appropriate reporting practices to
protect nonpublic student data.
(d) When reporting student performance under section 120B.36, subdivision 1, the
commissioner annually, beginning July 1, 2014, must report summary data on school
safety and students' engagement and connection at school. The summary data under this
paragraph are separate from and must not be used for any purpose related to measuring
or evaluating the performance of classroom teachers. The commissioner, in consultation
with qualified experts on student engagement and connection and classroom teachers,
must identify highly reliable variables that generate summary data under this paragraph.
The summary data may be used at school, district, and state levels only. Any data on
individuals received, collected, or created that are used to generate the summary data
under this paragraph are nonpublic data under section 13.02, subdivision 9.
(e) For purposes of statewide educational accountability, the commissioner must
identify and report measures that demonstrate the success of learning year program
providers under sections 123A.05 and 124D.68, among other such providers, in improving
students' graduation outcomes. The commissioner, beginning July 1, 2015, must annually
report summary data on:
(1) the four- and six-year graduation rates of students under this paragraph;
(2) the percent of students under this paragraph whose progress and performance
levels are meeting career and college readiness benchmarks under section 120B.30,
subdivision 1; and
(3) the success that learning year program providers experience in:
(i) identifying at-risk and off-track student populations by grade;
(ii) providing successful prevention and intervention strategies for at-risk students;
(iii) providing successful recuperative and recovery or reenrollment strategies for
off-track students; and
(iv) improving the graduation outcomes of at-risk and off-track students.
The commissioner may include in the annual report summary data on other education
providers serving a majority of students eligible to participate in a learning year program.
(f) The commissioner, in consultation with recognized experts with knowledge and
experience in assessing the language proficiency and academic performance of English
learners, must identify and report appropriate and effective measures to improve current
categories of language difficulty and assessments, and monitor and report data on students'
English proficiency levels, program placement, and academic language development,
including oral academic language.
new text begin
(g) By August 1, 2017, the commissioner must provide Web-based reporting of
the growth model output under paragraph (b) to all teachers at the state, district, and
school levels with role-based permissions that allow teachers and other authorized users to
access information about the academic achievement, past growth, and projected growth
of students within their immediate responsibility, consistent with applicable state and
federal data privacy law.
new text end
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective July 1, 2016.
new text end
Sec. 3.
Minnesota Statutes 2014, section 120B.35, is amended by adding a subdivision
to read:
new text begin Subd. 3a. new text end
new text begin Student growth data stakeholder group. new text end
new text begin
(a) When state student growth
data indicators or models are created or modified, the commissioner shall seek input on
value-added growth indicators and other value-added measures from a stakeholder group
that includes:
new text end
new text begin
(1) assessment and evaluation directors;
new text end
new text begin
(2) school district staff;
new text end
new text begin
(3) experts in culturally responsive teaching; and
new text end
new text begin
(4) researchers.
new text end
new text begin
(b) An individual is prohibited from serving as a member of the stakeholder group if
the individual or an immediate family member is a full or part owner or principal with a
for-profit or nonprofit entity or independent contractor that provides professional services
or goods related to student assessments.
new text end
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective July 1, 2016.
new text end