Bill Text: MN HF2004 | 2013-2014 | 88th Legislature | Introduced
Bill Title: Students' proficiency in languages in addition to English further recognized.
Sponsorship: Partisan Bill (Democrat 2)
Status: (Introduced - Dead) 2014-02-25 - Introduction and first reading, referred to Education Policy [HF2004 Detail]
Download: Minnesota-2013-HF2004-Introduced.html
1.2relating to education; further recognizing students' proficiency in languages
1.3in addition to English;amending Minnesota Statutes 2012, section 120B.022;
1.4Minnesota Statutes 2013 Supplement, sections 120B.11, subdivision 3;
1.5120B.115; 124D.861, subdivision 3.
1.6BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
1.7 Section 1. Minnesota Statutes 2012, section 120B.022, is amended to read:
1.8120B.022 ELECTIVE STANDARDS.
1.9 Subdivision 1. Elective standards.(a) A district must establish its own standards in
1.10the following subject areas:
1.11 (1) career and technical education; and
1.12 (2) world languages.
1.13 A school district must offer courses in all elective subject areas.
1.14 Subd. 1a. Foreign language and culture; proficiency certificates.(b) (a) World
1.15languages teachers and other school staff should develop and implement world languages
1.16programs that acknowledge and reinforce the language proficiency and cultural awareness
1.17that non-English language speakers already possess, and encourage students' proficiency
1.18in multiple world languages. Programs under thisparagraph section must encompass
1.19indigenous American Indian languages and cultures, among other world languages and
1.20cultures. The department shall consult with postsecondary institutions in developing
1.21related professional development opportunities for purposes of this section.
1.22(c) (b) Any Minnesota public, charter, or nonpublic school may award Minnesota
1.23World Language Proficiency Certificates or Minnesota World Language Proficiency High
1.24Achievement Certificates, consistent with this subdivision.
2.1(c) The Minnesota World Language Proficiency Certificate recognizes students who
2.2demonstrate listening, speaking, reading, and writing language skills at the American
2.3Council on the Teaching of Foreign Languages' Intermediate-Low level on a valid and
2.4reliable assessment tool. For languages listed as Category 3 by the United States Foreign
2.5Service Institute or Category 4 by the United States Defense Language Institute, the
2.6standard is Intermediate-Low for listening and speaking and Novice-High for reading
2.7and writing.
2.8(d) The Minnesota World Language Proficiency High Achievement Certificate
2.9recognizes students who demonstrate listening, speaking, reading, and writing language
2.10skills at the American Council on the Teaching of Foreign Languages' Pre-Advanced level
2.11for K-12 learners on a valid and reliable assessment tool. For languages listed as Category
2.123 by the United States Foreign Service Institute or Category 4 by the United States
2.13Defense Language Institute, the standard is Pre-Advanced for listening and speaking and
2.14Intermediate-Mid for reading and writing.
2.15 Subd. 1b. State bilingual and multilingual seals. (a) Consistent with efforts to
2.16strive for the world's best workforce under sections 120B.11 and 124D.10, subdivision 8,
2.17paragraph (u), and close the academic achievement and opportunity gap under sections
2.18124D.861 and 124D.862, voluntary state bilingual and multilingual seals are established
2.19to recognize high school graduates who demonstrate level 5 functional native proficiency
2.20in speaking and reading on the Foreign Services Institute language proficiency tests or on
2.21equivalent valid and reliable assessments in one or more languages in addition to English.
2.22American Sign Language is a language other than English for purposes of this subdivision
2.23and a world language for purposes of subdivision 1a.
2.24(b) In addition to paragraph (a), to be eligible to receive a seal:
2.25(1) students must satisfactorily complete all required English language arts credits;
2.26and
2.27(2) students whose primary language is other than English must demonstrate mastery
2.28of Minnesota's English language proficiency standards.
2.29(c) Consistent with this subdivision, a high school graduate who demonstrates
2.30functional native proficiency in one language in addition to English is eligible to receive
2.31the state bilingual seal. A high school graduate who demonstrates functional native
2.32proficiency in more than one language in addition to English is eligible to receive the
2.33state multilingual seal.
2.34(d) School districts and charter schools, in consultation with regional centers
2.35of excellence under section 120B.115, must give students periodic opportunities to
2.36demonstrate their level of proficiency in speaking and reading in a language in addition
3.1to English. Where valid and reliable assessments are unavailable, a school district or
3.2charter school may rely on a licensed foreign language immersion teacher or a nonlicensed
3.3community expert under section 122A.25 to assess a student's level of foreign, heritage, or
3.4indigenous language proficiency under this section. School districts and charter schools
3.5must maintain appropriate records to identify high school graduates eligible to receive the
3.6state bilingual or multilingual seal. The school district or charter school must affix the
3.7appropriate seal to the transcript of each high school graduate who meets the requirements
3.8of this subdivision and may affix the seal to the student's diploma. A school district or
3.9charter school must not charge the high school graduate a fee for this seal.
3.10(e) A school district or charter school may award elective course credits in world
3.11languages to a student who demonstrates the requisite proficiency in a language other
3.12than English under this section.
3.13(f) A school district or charter school may award community service credit to a
3.14student who demonstrates level 5 functional native proficiency in speaking and reading
3.15in a language other than English and who participates in community service activities
3.16that are integrated into the curriculum, involve the participation of teachers, and support
3.17biliteracy in the school or local community.
3.18(g) The commissioner must develop a Web page for the electronic delivery of
3.19these seals. The commissioner must list on the Web page those assessments that are
3.20equivalent to the Foreign Services Institute language proficiency tests and make all
3.21language proficiency tests and equivalent assessments available to school districts and
3.22charter schools without cost.
3.23(h) The colleges and universities of the Minnesota State Colleges and Universities
3.24system must award at least four semester credits of foreign language to a student who
3.25receives a state bilingual seal or a state multilingual seal under this subdivision and also
3.26may award one or more semester credits of foreign language to a student who receives
3.27a Minnesota world language proficiency certificate or a Minnesota world language high
3.28achievement certificate under subdivision 1a.
3.29 Subd. 2. Local assessments. A district must use a locally selected assessment to
3.30determine if a student has achieved an elective standard.
3.31EFFECTIVE DATE.This section is effective for the 2014-2015 school year and
3.32later.
3.33 Sec. 2. Minnesota Statutes 2013 Supplement, section 120B.11, subdivision 3, is
3.34amended to read:
4.1 Subd. 3. District advisory committee. Each school board shall establish an
4.2advisory committee to ensure active community participation in all phases of planning and
4.3improving the instruction and curriculum affecting state and district academic standards,
4.4consistent with subdivision 2. A district advisory committee, to the extent possible, shall
4.5reflect the diversity of the district and its school sites, and shall include teachers, parents,
4.6support staff, students, and other community residents. The district may establish site
4.7teams as subcommittees of the district advisory committee under subdivision 4. The
4.8district advisory committee shall recommend to the school board rigorous academic
4.9standards, student achievement goals and measures consistent with subdivision 1a and
4.10sections120B.022, subdivision 1 , paragraphs (b) and (c) subdivisions 1a and 1b, and
4.11120B.35
, district assessments, and program evaluations. School sites may expand upon
4.12district evaluations of instruction, curriculum, assessments, or programs. Whenever
4.13possible, parents and other community residents shall comprise at least two-thirds of
4.14advisory committee members.
4.15EFFECTIVE DATE.This section is effective for the 2014-2015 school year and
4.16later.
4.17 Sec. 3. Minnesota Statutes 2013 Supplement, section 120B.115, is amended to read:
4.18120B.115 REGIONAL CENTERS OF EXCELLENCE.
4.19(a) Regional centers of excellence are established to assist and support school
4.20boards, school districts, school sites, and charter schools in implementing research-based
4.21interventions and practices to increase the students' achievement within a region.
4.22The centers must develop partnerships with local and regional service cooperatives,
4.23postsecondary institutions, integrated school districts, the department, children's mental
4.24health providers, or other local or regional entities interested in providing a cohesive
4.25and consistent regional delivery system that serves all schools equitably. Centers must
4.26assist school districts, school sites, and charter schools in developing similar partnerships.
4.27Center support may include assisting school districts, school sites, and charter schools
4.28with common principles of effective practice, including:
4.29(1) defining measurable education goals undersection sections
120B.11, subdivision
4.302 , and 120B.022, subdivisions 1a and 1b;
4.31(2) implementing evidence-based practices;
4.32(3) engaging in data-driven decision-making;
4.33(4) providing multilayered levels of support;
5.1(5) supporting culturally responsive teaching and learning aligning state and local
5.2academic standards and career and college readiness benchmarks; and
5.3(6) engaging parents, families, youth, and local community members in programs
5.4and activities at the school district, school site, or charter school.
5.5Centers must work with school site leadership teams to build capacity to implement
5.6programs that close the achievement gap, increase students' progress and growth toward
5.7career and college readiness, and increase student graduation rates.
5.8(b) The department must assist the regional centers of excellence to meet staff,
5.9facilities, and technical needs, provide the centers with programmatic support, and work
5.10with the centers to establish a coherent statewide system of regional support, including
5.11consulting, training, and technical support, to help school boards, school districts, school
5.12sites, and charter schools effectively and efficiently implement the world's best workforce
5.13goals under section120B.11 and other state and federal education initiatives.
5.14EFFECTIVE DATE.This section is effective for the 2014-2015 school year and
5.15later.
5.16 Sec. 4. Minnesota Statutes 2013 Supplement, section 124D.861, subdivision 3, is
5.17amended to read:
5.18 Subd. 3. Public engagement; progress report and budget process. (a) To
5.19receive revenue under section124D.862 , the school board of an eligible district must
5.20incorporate school and district plan components under section120B.11 into the district's
5.21comprehensive integration plan.
5.22(b) A school board must hold at least one formal annual hearing to publicly report its
5.23progress in realizing the goals identified in its plan. At the hearing, the board must provide
5.24the public with longitudinal data demonstrating district and school progress in reducing
5.25the disparities in student academic performance among the specified categories of students
5.26and in realizing racial and economic integration, consistent with the district plan and the
5.27measures in paragraph (a). At least 30 days before the formal hearing under this paragraph,
5.28the board must post its plan, its preliminary analysis, relevant student performance data,
5.29and other longitudinal data on the district's Web site. A district must hold one hearing to
5.30meet the hearing requirements of both this section and section120B.11 .
5.31(c) The district must submit a detailed budget to the commissioner by March 15 in
5.32the year before it implements its plan. The commissioner must review, and approve or
5.33disapprove the district's budget by June 1 of that year.
6.1(d) The longitudinal data required under paragraph (a) must be based on student
6.2growth and progress in reading and mathematics, as defined under section120B.30 ,
6.3subdivision 1, and student performance data and achievement reports from fully adaptive
6.4reading and mathematics assessments for grades 3 through 7 beginning in the 2015-2016
6.5school year under section120B.30, subdivision 1a , and either (i) school enrollment
6.6choices, (ii) the number of world language proficiency or high achievement certificates
6.7awarded under section120B.022, subdivision 1 , paragraphs (b) and (c) 1a, or the number
6.8of state bilingual and multilingual seals issued under section 120B.022, subdivision 1b,
6.9or (iii) school safety and students' engagement and connection at school under section
6.10120B.35, subdivision 3
, paragraph (d). Additional longitudinal data may be based on:
6.11students' progress toward career and college readiness under section120B.30, subdivision
6.121 ; or rigorous coursework completed under section
120B.35, subdivision 3 , paragraph
6.13(c), clause (2).
6.14EFFECTIVE DATE.This section is effective for the 2014-2015 school year and
6.15later.
1.3in addition to English;amending Minnesota Statutes 2012, section 120B.022;
1.4Minnesota Statutes 2013 Supplement, sections 120B.11, subdivision 3;
1.5120B.115; 124D.861, subdivision 3.
1.6BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
1.7 Section 1. Minnesota Statutes 2012, section 120B.022, is amended to read:
1.8120B.022 ELECTIVE STANDARDS.
1.9 Subdivision 1. Elective standards.
1.10the following subject areas:
1.11 (1) career and technical education; and
1.12 (2) world languages.
1.13 A school district must offer courses in all elective subject areas.
1.14 Subd. 1a. Foreign language and culture; proficiency certificates.
1.15languages teachers and other school staff should develop and implement world languages
1.16programs that acknowledge and reinforce the language proficiency and cultural awareness
1.17that non-English language speakers already possess, and encourage students' proficiency
1.18in multiple world languages. Programs under this
1.19indigenous American Indian languages and cultures, among other world languages and
1.20cultures. The department shall consult with postsecondary institutions in developing
1.21related professional development opportunities for purposes of this section.
1.22
1.23World Language Proficiency Certificates or Minnesota World Language Proficiency High
1.24Achievement Certificates, consistent with this subdivision.
2.1(c) The Minnesota World Language Proficiency Certificate recognizes students who
2.2demonstrate listening, speaking, reading, and writing language skills at the American
2.3Council on the Teaching of Foreign Languages' Intermediate-Low level on a valid and
2.4reliable assessment tool. For languages listed as Category 3 by the United States Foreign
2.5Service Institute or Category 4 by the United States Defense Language Institute, the
2.6standard is Intermediate-Low for listening and speaking and Novice-High for reading
2.7and writing.
2.8(d) The Minnesota World Language Proficiency High Achievement Certificate
2.9recognizes students who demonstrate listening, speaking, reading, and writing language
2.10skills at the American Council on the Teaching of Foreign Languages' Pre-Advanced level
2.11for K-12 learners on a valid and reliable assessment tool. For languages listed as Category
2.123 by the United States Foreign Service Institute or Category 4 by the United States
2.13Defense Language Institute, the standard is Pre-Advanced for listening and speaking and
2.14Intermediate-Mid for reading and writing.
2.15 Subd. 1b. State bilingual and multilingual seals. (a) Consistent with efforts to
2.16strive for the world's best workforce under sections 120B.11 and 124D.10, subdivision 8,
2.17paragraph (u), and close the academic achievement and opportunity gap under sections
2.18124D.861 and 124D.862, voluntary state bilingual and multilingual seals are established
2.19to recognize high school graduates who demonstrate level 5 functional native proficiency
2.20in speaking and reading on the Foreign Services Institute language proficiency tests or on
2.21equivalent valid and reliable assessments in one or more languages in addition to English.
2.22American Sign Language is a language other than English for purposes of this subdivision
2.23and a world language for purposes of subdivision 1a.
2.24(b) In addition to paragraph (a), to be eligible to receive a seal:
2.25(1) students must satisfactorily complete all required English language arts credits;
2.26and
2.27(2) students whose primary language is other than English must demonstrate mastery
2.28of Minnesota's English language proficiency standards.
2.29(c) Consistent with this subdivision, a high school graduate who demonstrates
2.30functional native proficiency in one language in addition to English is eligible to receive
2.31the state bilingual seal. A high school graduate who demonstrates functional native
2.32proficiency in more than one language in addition to English is eligible to receive the
2.33state multilingual seal.
2.34(d) School districts and charter schools, in consultation with regional centers
2.35of excellence under section 120B.115, must give students periodic opportunities to
2.36demonstrate their level of proficiency in speaking and reading in a language in addition
3.1to English. Where valid and reliable assessments are unavailable, a school district or
3.2charter school may rely on a licensed foreign language immersion teacher or a nonlicensed
3.3community expert under section 122A.25 to assess a student's level of foreign, heritage, or
3.4indigenous language proficiency under this section. School districts and charter schools
3.5must maintain appropriate records to identify high school graduates eligible to receive the
3.6state bilingual or multilingual seal. The school district or charter school must affix the
3.7appropriate seal to the transcript of each high school graduate who meets the requirements
3.8of this subdivision and may affix the seal to the student's diploma. A school district or
3.9charter school must not charge the high school graduate a fee for this seal.
3.10(e) A school district or charter school may award elective course credits in world
3.11languages to a student who demonstrates the requisite proficiency in a language other
3.12than English under this section.
3.13(f) A school district or charter school may award community service credit to a
3.14student who demonstrates level 5 functional native proficiency in speaking and reading
3.15in a language other than English and who participates in community service activities
3.16that are integrated into the curriculum, involve the participation of teachers, and support
3.17biliteracy in the school or local community.
3.18(g) The commissioner must develop a Web page for the electronic delivery of
3.19these seals. The commissioner must list on the Web page those assessments that are
3.20equivalent to the Foreign Services Institute language proficiency tests and make all
3.21language proficiency tests and equivalent assessments available to school districts and
3.22charter schools without cost.
3.23(h) The colleges and universities of the Minnesota State Colleges and Universities
3.24system must award at least four semester credits of foreign language to a student who
3.25receives a state bilingual seal or a state multilingual seal under this subdivision and also
3.26may award one or more semester credits of foreign language to a student who receives
3.27a Minnesota world language proficiency certificate or a Minnesota world language high
3.28achievement certificate under subdivision 1a.
3.29 Subd. 2. Local assessments. A district must use a locally selected assessment to
3.30determine if a student has achieved an elective standard.
3.31EFFECTIVE DATE.This section is effective for the 2014-2015 school year and
3.32later.
3.33 Sec. 2. Minnesota Statutes 2013 Supplement, section 120B.11, subdivision 3, is
3.34amended to read:
4.1 Subd. 3. District advisory committee. Each school board shall establish an
4.2advisory committee to ensure active community participation in all phases of planning and
4.3improving the instruction and curriculum affecting state and district academic standards,
4.4consistent with subdivision 2. A district advisory committee, to the extent possible, shall
4.5reflect the diversity of the district and its school sites, and shall include teachers, parents,
4.6support staff, students, and other community residents. The district may establish site
4.7teams as subcommittees of the district advisory committee under subdivision 4. The
4.8district advisory committee shall recommend to the school board rigorous academic
4.9standards, student achievement goals and measures consistent with subdivision 1a and
4.10sections
4.12district evaluations of instruction, curriculum, assessments, or programs. Whenever
4.13possible, parents and other community residents shall comprise at least two-thirds of
4.14advisory committee members.
4.15EFFECTIVE DATE.This section is effective for the 2014-2015 school year and
4.16later.
4.17 Sec. 3. Minnesota Statutes 2013 Supplement, section 120B.115, is amended to read:
4.18120B.115 REGIONAL CENTERS OF EXCELLENCE.
4.19(a) Regional centers of excellence are established to assist and support school
4.20boards, school districts, school sites, and charter schools in implementing research-based
4.21interventions and practices to increase the students' achievement within a region.
4.22The centers must develop partnerships with local and regional service cooperatives,
4.23postsecondary institutions, integrated school districts, the department, children's mental
4.24health providers, or other local or regional entities interested in providing a cohesive
4.25and consistent regional delivery system that serves all schools equitably. Centers must
4.26assist school districts, school sites, and charter schools in developing similar partnerships.
4.27Center support may include assisting school districts, school sites, and charter schools
4.28with common principles of effective practice, including:
4.29(1) defining measurable education goals under
4.302
4.31(2) implementing evidence-based practices;
4.32(3) engaging in data-driven decision-making;
4.33(4) providing multilayered levels of support;
5.1(5) supporting culturally responsive teaching and learning aligning state and local
5.2academic standards and career and college readiness benchmarks; and
5.3(6) engaging parents, families, youth, and local community members in programs
5.4and activities at the school district, school site, or charter school.
5.5Centers must work with school site leadership teams to build capacity to implement
5.6programs that close the achievement gap, increase students' progress and growth toward
5.7career and college readiness, and increase student graduation rates.
5.8(b) The department must assist the regional centers of excellence to meet staff,
5.9facilities, and technical needs, provide the centers with programmatic support, and work
5.10with the centers to establish a coherent statewide system of regional support, including
5.11consulting, training, and technical support, to help school boards, school districts, school
5.12sites, and charter schools effectively and efficiently implement the world's best workforce
5.13goals under section
5.14EFFECTIVE DATE.This section is effective for the 2014-2015 school year and
5.15later.
5.16 Sec. 4. Minnesota Statutes 2013 Supplement, section 124D.861, subdivision 3, is
5.17amended to read:
5.18 Subd. 3. Public engagement; progress report and budget process. (a) To
5.19receive revenue under section
5.20incorporate school and district plan components under section
5.21comprehensive integration plan.
5.22(b) A school board must hold at least one formal annual hearing to publicly report its
5.23progress in realizing the goals identified in its plan. At the hearing, the board must provide
5.24the public with longitudinal data demonstrating district and school progress in reducing
5.25the disparities in student academic performance among the specified categories of students
5.26and in realizing racial and economic integration, consistent with the district plan and the
5.27measures in paragraph (a). At least 30 days before the formal hearing under this paragraph,
5.28the board must post its plan, its preliminary analysis, relevant student performance data,
5.29and other longitudinal data on the district's Web site. A district must hold one hearing to
5.30meet the hearing requirements of both this section and section
5.31(c) The district must submit a detailed budget to the commissioner by March 15 in
5.32the year before it implements its plan. The commissioner must review, and approve or
5.33disapprove the district's budget by June 1 of that year.
6.1(d) The longitudinal data required under paragraph (a) must be based on student
6.2growth and progress in reading and mathematics, as defined under section
6.3subdivision 1, and student performance data and achievement reports from fully adaptive
6.4reading and mathematics assessments for grades 3 through 7 beginning in the 2015-2016
6.5school year under section
6.6choices, (ii) the number of world language proficiency or high achievement certificates
6.7awarded under section
6.8of state bilingual and multilingual seals issued under section 120B.022, subdivision 1b,
6.9or (iii) school safety and students' engagement and connection at school under section
6.11students' progress toward career and college readiness under section
6.121
6.13(c), clause (2).
6.14EFFECTIVE DATE.This section is effective for the 2014-2015 school year and
6.15later.
