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SF 2639

as introduced - 90th Legislature (2017 - 2018) Posted on 02/27/2018 08:27am

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Current Version - as introduced

A bill for an act
relating to education; modifying world's best workforce requirements;amending
Minnesota Statutes 2016, section 120B.11, subdivisions 1, 1a, 2, 3, 4, 5, 9; repealing
Minnesota Statutes 2016, section 120B.11, subdivision 7.

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

Section 1.

Minnesota Statutes 2016, section 120B.11, subdivision 1, is amended to read:


Subdivision 1.

Definitions.

For the purposes of this section and section 120B.10, the
following terms have the meanings given them.

(a) "Instruction" means methods of providing learning experiences that enable a student
to meet state and district academic standards and graduation requirements including applied
and experiential learning.

(b) "Curriculum" means district or school adopted programs and written plans for
providing students with learning experiences that lead to expected knowledge and skills
and career and college readiness.

(c) "World's best workforce" means striving to: meet school readiness goals; have all
third grade students
meet the following goals:

(1) have all children ready to start kindergarten;

(2) have 90 percent of all third grade students achieve grade-level literacy; close the
academic achievement gap among all racial and ethnic groups of students and between
students living in poverty and students not living in poverty;
with no student group below
85 percent by 2025;

(3) close the academic achievement gap among all racial and ethnic groups of students
and between students living in poverty and students not living in poverty, with 90 percent
of students proficient in reading and math, and no student group below 85 percent by 2025;

(4) have all students attain career and college readiness before graduating from high
school; and

(5) have all students graduate from high school, with 90 percent graduating, and no
student group below 85 percent by 2020
.

(d) "Experiential learning" means learning for students that includes career exploration
through a specific class or course or through work-based experiences such as job shadowing,
mentoring, entrepreneurship, service learning, volunteering, internships, other cooperative
work experience, youth apprenticeship, or employment.

(e) "State ESSA plan" means the plan submitted by the commissioner of education to
the United States Department of Education in accordance with the Elementary and Secondary
Education Act, as reauthorized by the Every Student Succeeds Act.

EFFECTIVE DATE.

This section is effective for the 2018-2019 school year and later.

Sec. 2.

Minnesota Statutes 2016, section 120B.11, subdivision 1a, is amended to read:


Subd. 1a.

Performance measures.

Measures to determine school district and school
site progress in striving to create the world's best workforce must include at least:

(1) the size of the academic achievement gap, rigorous course taking under section
120B.35, subdivision 3, paragraph (c), clause (2), and enrichment experiences by student
subgroup;

(2) student performance on the Minnesota Comprehensive Assessments;

(3) high school graduation rates; and

(4) an indicator of career and college readiness under section 120B.30, subdivision 1.,
paragraph (p);

(5) student performance on a school readiness measurement tool selected by the
commissioner of education for use by all districts; and

(6) consistent attendance by students or another indicator of student success or school
quality as identified in the state ESSA plan.

EFFECTIVE DATE.

This section is effective for the 2018-2019 school year and later.

Sec. 3.

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 must
present the report required under subdivision 5 and
adopt a comprehensive, long-term
strategic plan to support and improve teaching and learning that is aligned with creating the
world's best workforce and includes:

(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) a process to assess and evaluate each student's progress toward meeting state and
local academic standards, assess and identify students to participate in gifted and talented
programs and accelerate their instruction, and adopt early-admission procedures consistent
with section 120B.15, and identifying the strengths and weaknesses of instruction in pursuit
of student and school success and curriculum affecting students' progress and growth toward
career and college readiness and leading to the world's best workforce
;

(3) a system to periodically review and evaluate the effectiveness of all instruction and
curriculum, taking into account strategies and best practices, student outcomes, school
principal evaluations under section 123B.147, subdivision 3, students' access to effective
teachers who are members of populations underrepresented among the licensed teachers in
the district or school and who reflect the diversity of enrolled students under section 120B.35,
subdivision 3
, paragraph (b), clause (2), and teacher evaluations under section 122A.40,
subdivision 8
, or 122A.41, subdivision 5
in achieving grade-level literacy, closing
achievement gaps, attaining career and college readiness, and improving graduation rates,
taking into account the principal evaluations under section 123B.147, subdivision 3, and
teacher evaluations under section 122A.40, subdivision 8, or 122A.41, subdivision 5
;

(4) strategies for improving instruction, curriculum, and student achievement, including
the English language proficiency and academic achievement of English learners and, where
practicable, supporting the native language development and the academic achievement of
English learners;

(5) a process to increase access to teachers who are members of populations
underrepresented among the licensed teachers in the district or school and who reflect the
diversity of enrolled students under section 120B.35, subdivision 3, paragraph (b), clause
(2), and to
examine the equitable distribution of teachers and strategies to ensure low-income
and minority children are not taught at higher rates than other children by inexperienced,
ineffective, or out-of-field teachers;

(6) education 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) an annual budget for continuing to implement the district plan.

EFFECTIVE DATE.

This section is effective for the 2018-2019 school year and later.

Sec. 4.

Minnesota Statutes 2016, section 120B.11, subdivision 3, is amended to read:


Subd. 3.

District advisory committee.

(a) Each school board shall must establish an
advisory committee to ensure active community participation in all phases of planning and
improving the instruction and curriculum affecting state and district academic standards,
consistent with subdivision 2. A district advisory committee, to the extent possible, shall
must
reflect the diversity of the district and its school sites, include teachers, parents, support
staff, students, and other community residents, and provide translation to the extent
appropriate and practicable. The district advisory committee shall pursue community support
to accelerate the academic and native literacy and achievement of English learners with
varied needs, from young children to adults, consistent with section 124D.59, subdivisions
2
and 2a. The district may establish site teams as subcommittees of the district advisory
committee under subdivision 4. The district advisory committee shall recommend to the
school board rigorous academic standards, student achievement goals and measures consistent
with subdivision 1a and sections 120B.022, subdivisions 1a and 1b, and 120B.35, district
assessments, means to improve students' equitable access to effective and more diverse
teachers, and program evaluations. School sites may expand upon district evaluations of
instruction, curriculum, assessments, or programs.
Whenever possible, parents and other
community residents shall must comprise at least two-thirds of advisory committee members.

(b) The district advisory committee must:

(1) recommend to the school board rigorous academic standards, student achievement
goals and measures consistent with subdivision 1a and sections 120B.022, subdivisions 1a
and 1b, and 120B.35, district assessments, means to improve students' equitable access to
effective and more diverse teachers, program evaluations, and strategies for assessing
affected constituencies about their connection to and level of satisfaction with school;

(2) pursue community support to accelerate the academic and native literacy and
achievement of English learners with varied needs, from young children to adults, consistent
with section 124D.59, subdivisions 2 and 2a; and

(3) if no site team is established in accordance with subdivision 4, develop and
recommend strategies and education effectiveness practices to improve instruction,
curriculum, cultural competencies, including cultural awareness and cross-cultural
communication, and student achievement.

(c) The district advisory committee of a district identified in accordance with subdivision
9, paragraph (b), must review the strategies, practices, and use of resources identified by
the commissioner in accordance with subdivision 9, paragraph (a), and actively participate
in all phases of planning and improvement.

EFFECTIVE DATE.

This section is effective for the 2018-2019 school year and later.

Sec. 5.

Minnesota Statutes 2016, section 120B.11, subdivision 4, is amended to read:


Subd. 4.

Site team.

A school must board may establish a school site team to develop
and implement recommend strategies and education effectiveness practices to improve
instruction, curriculum, cultural competencies, including cultural awareness and cross-cultural
communication, and student achievement at the school site, consistent with subdivision 2.
The site team must include an equal number of teachers and administrators and at least one
parent. The site team advises the board and the advisory committee about developing the
annual budget and creates an instruction and curriculum improvement plan to align
curriculum, assessment of student progress, and growth in meeting state and district academic
standards and instruction.

EFFECTIVE DATE.

This section is effective for the 2018-2019 school year and later.

Sec. 6.

Minnesota Statutes 2016, section 120B.11, subdivision 5, is amended to read:


Subd. 5.

Report.

Consistent with requirements for school performance reports under
section 120B.36, subdivision 1, the school board shall must publish a report in the local
newspaper with the largest circulation in the district, by mail, or by electronic means on the
district Web site, and present the report at a public meeting in accordance with subdivision
2
. The school board shall hold an annual public meeting to review, and revise where
appropriate, student achievement goals, local assessment outcomes, plans, strategies, and
practices for improving curriculum and instruction and cultural competency, and efforts to
equitably distribute diverse, effective, experienced, and in-field teachers, and to
report must
review district success in realizing the previously adopted student achievement goals and
related benchmarks and the improvement plans leading to the world's best workforce
progress
on the performance measures identified in subdivision 1a
. The school board must transmit
an electronic summary of its report to the commissioner in the form and manner the
commissioner determines.

EFFECTIVE DATE.

This section is effective for the 2018-2019 school year and later.

Sec. 7.

Minnesota Statutes 2016, section 120B.11, subdivision 9, is amended to read:


Subd. 9.

Annual evaluation.

(a) The commissioner must identify effective strategies,
practices, and use of resources by districts and school sites in striving for the world's best
workforce. The commissioner must assist districts and sites throughout the state in
implementing these effective strategies, practices, and use of resources.

(b) The commissioner must identify those districts in any a consecutive three-year period
not making sufficient progress toward improving teaching and learning for all students,
including English learners with varied needs, consistent with section 124D.59, subdivisions
2 and 2a, and striving for the world's best workforce, and meeting the goals in the state
ESSA plan
. The commissioner, in collaboration with the identified district, may require the
district to use up to two percent of its basic general education revenue per fiscal year during
the proximate three school years to implement commissioner-specified strategies and
practices, consistent with paragraph (a), to improve and accelerate its progress in realizing
its goals under this section. In implementing this section, the commissioner must consider
districts' budget constraints and legal obligations
must seek the resources necessary to
support schools identified for improvement under this section and the state ESSA plan. The
commissioner must use the same three-year period to evaluate district progress under this
section, and to evaluate school performance under the state ESSA plan
.

(c) The commissioner shall must report by January 25 of each year to the committees
of the legislature having jurisdiction over kindergarten through grade 12 education the list
of school districts that have not submitted their report to the commissioner under subdivision
5 and the list of school districts not achieving their performance goals established in their
plan under subdivision 2.

EFFECTIVE DATE.

This section is effective for the 2018-2019 school year and later.

Sec. 8. REPEALER.

Minnesota Statutes 2016, section 120B.11, subdivision 7, is repealed.

APPENDIX

Repealed Minnesota Statutes: SF2639-0

120B.11 SCHOOL DISTRICT PROCESS FOR REVIEWING CURRICULUM, INSTRUCTION, AND STUDENT ACHIEVEMENT; STRIVING FOR THE WORLD'S BEST WORKFORCE.

Subd. 7.

Periodic report.

Each school district shall periodically survey affected constituencies, in their native languages where appropriate and practicable, about their connection to and level of satisfaction with school. The district shall include the results of this evaluation in the summary report required under subdivision 5.

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