Bill Text: MN HF2180 | 2011-2012 | 87th Legislature | Introduced
Bill Title: Federal adequate yearly progress measurements specified, and lowest performing elementary and high schools required to submit to a turnaround strategy.
Spectrum: Partisan Bill (Republican 3-0)
Status: (Introduced - Dead) 2012-02-22 - Committee report, to pass and re-refer to Education Finance [HF2180 Detail]
Download: Minnesota-2011-HF2180-Introduced.html
1.2relating to education; specifying federal adequate yearly progress measurements;
1.3requiring the lowest performing elementary and high schools to submit to a
1.4turnaround strategy;amending Minnesota Statutes 2010, section 120B.35,
1.5subdivision 2.
1.6BE 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
1.9school year, a school district must determine if the student achievement levels at each
1.10school site meet federal expectations. If student achievement levels at a school site do
1.11not meet federal expectations and the site has not made adequate yearly progress for two
1.12consecutive school years, beginning with the 2001-2002 school year, the district must
1.13work with the school site to adopt a plan to raise student achievement levels to meet
1.14federal expectations. The commissioner of education shall establish student academic
1.15achievement levels to comply with this paragraph. using adequate yearly progress to
1.16determine annual measurable objectives for all public schools and school districts based
1.17on four domains:
1.18(1) student proficiency on statewide assessments demonstrated by the student
1.19subgroups defined in subdivision 3, paragraph (b), clause (2);
1.20(2) individual student growth over time measured according to subdivision 3 and
1.21section 120B.299;
1.22(3) the rate by which disparities in student growth for black, Asian, Hispanic,
1.23American Indian, and special education students, English language learners, and students
1.24qualifying 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
2.2adjusted cohort formula.
2.3The commissioner must calculate and publicly report in a readily accessible format the
2.4data for each domain and the combined domains for all public schools and school districts.
2.5When reporting the data, the commissioner must rank order all public schools and school
2.6districts 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
2.8commissioner must identify the five percent of lowest performing elementary schools and
2.9the five percent of lowest performing secondary schools with a grade 12 receiving or
2.10eligible to receive Title I funds that have the lowest combined performance based on the
2.11domains in paragraph (a) for Minnesota public elementary or secondary schools. Once
2.12identified, a school must submit to a turnaround strategy beginning in the proximate school
2.13year: be completely redesigned or replaced by a new school; be converted into a charter
2.14school; be transformed into a higher performing school using a rigorous and equitable
2.15principal evaluation system consistent with section 123B.147, and teacher evaluation
2.16system consistent with section 122A.40, subdivision 8, or 122A.41, subdivision 5; or be
2.17closed and have students transferred to other higher performing schools located in the
2.18same school district as the school. Notwithstanding any other law to the contrary, and by
2.19no later than the 2013-2014 school year, only a teacher rated as effective or higher under
2.20section 122A.40, subdivision 8, or 122A.41, subdivision 5, and only a principal rated
2.21as effective or higher under section 123B.147, may be employed in a school subject to
2.22a turnaround strategy under this paragraph. The commissioner, in consultation with the
2.23school principal and teachers selected to work in a lowest performing school under this
2.24paragraph, must develop and implement a plan to improve student and school outcomes.
2.25Notwithstanding 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
2.30targeted to diverse groups of students;
2.31(5) increase student engagement and connection and community and family
2.32partnerships; and
2.33(6) if the school is an elementary school, provide early childhood activities focused
2.34on preliteracy and literacy, numeracy, and school readiness.
3.1A school remains identified as a "lowest performing" school for a minimum of three
3.2school years and until the school demonstrates higher performance in the domains in
3.3paragraph (a) as determined by the commissioner.
3.4School sites identified as not meeting federal expectations must develop continuous
3.5improvement plans in order to meet federal expectations for student academic
3.6achievement. The department, at a district's request, must assist the district and the school
3.7site in developing a plan to improve student achievement. The plan must include parental
3.8involvement 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
3.12measures into the school continuous improvement plan.
3.13(d) The commissioner shall establish and maintain a continuous improvement Web
3.14site designed to make data on every school and district available to parents, teachers,
3.15administrators, community members, and the general public.
3.16EFFECTIVE DATE.This section is effective the day following final enactment
3.17and applies to the 2012-2013 school year and later.
1.3requiring the lowest performing elementary and high schools to submit to a
1.4turnaround strategy;amending Minnesota Statutes 2010, section 120B.35,
1.5subdivision 2.
1.6BE 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
1.9school year, a school district must determine if the student achievement levels at each
1.10school site meet federal expectations. If student achievement levels at a school site do
1.11not meet federal expectations and the site has not made adequate yearly progress for two
1.12consecutive school years, beginning with the 2001-2002 school year, the district must
1.13work with the school site to adopt a plan to raise student achievement levels to meet
1.14federal expectations. The commissioner of education shall establish student academic
1.15achievement levels to comply with this paragraph
1.16determine annual measurable objectives for all public schools and school districts based
1.17on four domains:
1.18(1) student proficiency on statewide assessments demonstrated by the student
1.19subgroups defined in subdivision 3, paragraph (b), clause (2);
1.20(2) individual student growth over time measured according to subdivision 3 and
1.21section 120B.299;
1.22(3) the rate by which disparities in student growth for black, Asian, Hispanic,
1.23American Indian, and special education students, English language learners, and students
1.24qualifying 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
2.2adjusted cohort formula.
2.3The commissioner must calculate and publicly report in a readily accessible format the
2.4data for each domain and the combined domains for all public schools and school districts.
2.5When reporting the data, the commissioner must rank order all public schools and school
2.6districts 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
2.8commissioner must identify the five percent of lowest performing elementary schools and
2.9the five percent of lowest performing secondary schools with a grade 12 receiving or
2.10eligible to receive Title I funds that have the lowest combined performance based on the
2.11domains in paragraph (a) for Minnesota public elementary or secondary schools. Once
2.12identified, a school must submit to a turnaround strategy beginning in the proximate school
2.13year: be completely redesigned or replaced by a new school; be converted into a charter
2.14school; be transformed into a higher performing school using a rigorous and equitable
2.15principal evaluation system consistent with section 123B.147, and teacher evaluation
2.16system consistent with section 122A.40, subdivision 8, or 122A.41, subdivision 5; or be
2.17closed and have students transferred to other higher performing schools located in the
2.18same school district as the school. Notwithstanding any other law to the contrary, and by
2.19no later than the 2013-2014 school year, only a teacher rated as effective or higher under
2.20section 122A.40, subdivision 8, or 122A.41, subdivision 5, and only a principal rated
2.21as effective or higher under section 123B.147, may be employed in a school subject to
2.22a turnaround strategy under this paragraph. The commissioner, in consultation with the
2.23school principal and teachers selected to work in a lowest performing school under this
2.24paragraph, must develop and implement a plan to improve student and school outcomes.
2.25Notwithstanding 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
2.30targeted to diverse groups of students;
2.31(5) increase student engagement and connection and community and family
2.32partnerships; and
2.33(6) if the school is an elementary school, provide early childhood activities focused
2.34on preliteracy and literacy, numeracy, and school readiness.
3.1A school remains identified as a "lowest performing" school for a minimum of three
3.2school years and until the school demonstrates higher performance in the domains in
3.3paragraph (a) as determined by the commissioner.
3.4School sites identified as not meeting federal expectations must develop continuous
3.5improvement plans in order to meet federal expectations for student academic
3.6achievement. The department, at a district's request, must assist the district and the school
3.7site in developing a plan to improve student achievement. The plan must include parental
3.8involvement 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
3.12measures into the school continuous improvement plan.
3.13(d) The commissioner shall establish and maintain a continuous improvement Web
3.14site designed to make data on every school and district available to parents, teachers,
3.15administrators, community members, and the general public.
3.16EFFECTIVE DATE.This section is effective the day following final enactment
3.17and applies to the 2012-2013 school year and later.
