1.1 	A bill for an act
1.2 	relating to education; specifying federal adequate yearly progress measurements; 
1.3 	requiring the lowest performing elementary and high schools to submit to a 
1.4 	turnaround strategy;amending Minnesota Statutes 2010, section 120B.35, 
1.5 	subdivision 2.
1.6 	BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:

1.7 	Section 1. Minnesota Statutes 2010, section 120B.35, subdivision 2, is amended to read:
1.8 		Subd. 2.Federal expectations for student academic achievement. (a) Each 
1.9 	school year, a school district must determine if the student achievement levels at each 
1.10 	school site meet federal expectations. If student achievement levels at a school site do 
1.11 	not meet federal expectations and the site has not made adequate yearly progress for two 
1.12 	consecutive school years, beginning with the 2001-2002 school year, the district must 
1.13 	work with the school site to adopt a plan to raise student achievement levels to meet 
1.14 	federal expectations. The commissioner of education shall establish student academic 
1.15 	achievement levels to comply with this paragraph. using adequate yearly progress to 
1.16 	determine annual measurable objectives for all public schools and school districts based 
1.17 	on four domains:
1.18 	(1) student proficiency on statewide assessments demonstrated by the student 
1.19 	subgroups defined in subdivision 3, paragraph (b), clause (2);
1.20 	(2) individual student growth over time measured according to subdivision 3 and 
1.21 	section 120B.299;
1.22 	(3) the rate by which disparities in student growth for black, Asian, Hispanic, 
1.23 	American Indian, and special education students, English language learners, and students 
1.24 	qualifying for a free or reduced price lunch are reduced; and
2.1 	(4) for high schools, a graduation rate based on a federally approved four-year 
2.2 	adjusted cohort formula.
2.3 	The commissioner must calculate and publicly report in a readily accessible format the 
2.4 	data for each domain and the combined domains for all public schools and school districts. 
2.5 	When reporting the data, the commissioner must rank order all public schools and school 
2.6 	districts based on the calculations for each domain and the combined domains.
2.7 	(b) Every third school year, beginning in the 2012-2013 school year, the 
2.8 	commissioner must identify the five percent of lowest performing elementary schools and 
2.9 	the five percent of lowest performing secondary schools with a grade 12 receiving or 
2.10 	eligible to receive Title I funds that have the lowest combined performance based on the 
2.11 	domains in paragraph (a) for Minnesota public elementary or secondary schools. Once 
2.12 	identified, a school must submit to a turnaround strategy beginning in the proximate school 
2.13 	year: be completely redesigned or replaced by a new school; be converted into a charter 
2.14 	school; be transformed into a higher performing school using a rigorous and equitable 
2.15 	principal evaluation system consistent with section 123B.147, and teacher evaluation 
2.16 	system consistent with section 122A.40, subdivision 8, or 122A.41, subdivision 5; or be 
2.17 	closed and have students transferred to other higher performing schools located in the 
2.18 	same school district as the school. Notwithstanding any other law to the contrary, and by 
2.19 	no later than the 2013-2014 school year, only a teacher rated as effective or higher under 
2.20 	section 122A.40, subdivision 8, or 122A.41, subdivision 5, and only a principal rated 
2.21 	as effective or higher under section 123B.147, may be employed in a school subject to 
2.22 	a turnaround strategy under this paragraph. The commissioner, in consultation with the 
2.23 	school principal and teachers selected to work in a lowest performing school under this 
2.24 	paragraph, must develop and implement a plan to improve student and school outcomes. 
2.25 	Notwithstanding any other law to the contrary, the plan must:
2.26 	(1) establish the terms and conditions of employment;
2.27 	(2) contain programmatic options for students;
2.28 	(3) provide professional development opportunities for educators;
2.29 	(4) increase challenging learning opportunities during and outside the school day 
2.30 	targeted to diverse groups of students;
2.31 	(5) increase student engagement and connection and community and family 
2.32 	partnerships; and
2.33 	(6) if the school is an elementary school, provide early childhood activities focused 
2.34 	on preliteracy and literacy, numeracy, and school readiness.
3.1 	A school remains identified as a "lowest performing" school for a minimum of three 
3.2 	school years and until the school demonstrates higher performance in the domains in 
3.3 	paragraph (a) as determined by the commissioner.
3.4 	School sites identified as not meeting federal expectations must develop continuous 
3.5 	improvement plans in order to meet federal expectations for student academic 
3.6 	achievement. The department, at a district's request, must assist the district and the school 
3.7 	site in developing a plan to improve student achievement. The plan must include parental 
3.8 	involvement components.
3.9 	(c) The commissioner must:
3.10 	(1) assist school sites and districts identified as not meeting federal expectations; and
3.11 	(2) provide technical assistance to schools that integrate student achievement 
3.12 	measures into the school continuous improvement plan.
3.13 	(d) The commissioner shall establish and maintain a continuous improvement Web 
3.14 	site designed to make data on every school and district available to parents, teachers, 
3.15 	administrators, community members, and the general public.

3.16 	EFFECTIVE DATE. This section is effective the day following final enactment 
3.17 	and applies to the 2012-2013 school year and later.