Bill Text: MN HF247 | 2013-2014 | 88th Legislature | Engrossed
Bill Title: Integration revenue replacement advisory task force recommendations implemented, and integration revenue repurposed by establishing the "Achievement and Integration for Minnesota" program to increase student performance and equitable educational opportunities and prepare all students to be effective citizens.
Sponsorship: Partisan Bill (Democrat 5)
Status: (Introduced - Dead) 2013-04-08 - Author added Isaacson [HF247 Detail]
Download: Minnesota-2013-HF247-Engrossed.html
1.2relating to education; implementing integration revenue replacement advisory
1.3task force recommendations; repurposing integration revenue by establishing
1.4the "Achievement and Integration for Minnesota" program to increase student
1.5performance and equitable educational opportunities and prepare all students
1.6to be effective citizens;amending Minnesota Statutes 2012, section 120B.36,
1.7subdivision 1; proposing coding for new law in Minnesota Statutes, chapter 124D.
1.8BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
1.9 Section 1. Minnesota Statutes 2012, section 120B.36, subdivision 1, is amended to read:
1.10 Subdivision 1. School performance report cards. (a) The commissioner
1.11shall report student academic performance under section120B.35, subdivision 2 ; the
1.12percentages of students showing low, medium, and high growth under section120B.35,
1.13subdivision 3 , paragraph (b); school safety and student engagement and connection
1.14under section120B.35 , subdivision 3, paragraph (d); rigorous coursework under section
1.15120B.35, subdivision 3
, paragraph (c); longitudinal data on district and school progress
1.16in reducing disparities in students' academic achievement under section 124D.861,
1.17subdivision 3; two separate student-to-teacher ratios that clearly indicate the definition
1.18of teacher consistent with sections122A.06 and
122A.15 for purposes of determining
1.19these ratios; staff characteristics excluding salaries; student enrollment demographics;
1.20district mobility; and extracurricular activities. The report also must indicate a school's
1.21adequate yearly progress status, and must not set any designations applicable to high- and
1.22low-performing schools due solely to adequate yearly progress status.
1.23 (b) The commissioner shall develop, annually update, and post on the department
1.24Web site school performance report cards.
2.1 (c) The commissioner must make available performance report cards by the
2.2beginning of each school year.
2.3 (d) A school or district may appeal its adequate yearly progress status in writing to
2.4the commissioner within 30 days of receiving the notice of its status. The commissioner's
2.5decision to uphold or deny an appeal is final.
2.6 (e) School performance report card data are nonpublic data under section13.02,
2.7subdivision 9 , until the commissioner publicly releases the data. The commissioner shall
2.8annually post school performance report cards to the department's public Web site no later
2.9than September 1, except that in years when the report card reflects new performance
2.10standards, the commissioner shall post the school performance report cards no later than
2.11October 1.
2.12EFFECTIVE DATE.This section is effective July 1, 2014.
2.13 Sec. 2. [124D.861] ACHIEVEMENT AND INTEGRATION FOR MINNESOTA.
2.14 Subdivision 1. Program to close the academic achievement and opportunity
2.15gap. The "Achievement and Integration for Minnesota" program is established to
2.16promote diversity, pursue racial and economic integration, and increase student academic
2.17achievement and equitable educational opportunities in Minnesota public schools. The
2.18program must serve students of varying racial, ethnic, and economic backgrounds, taking
2.19into account unique geographic and demographic particularities affecting students,
2.20schools, and districts including race, neighborhood locations and characteristics, grades,
2.21socioeconomic status, academic performance, and language barriers. Eligible districts
2.22must use the revenue under section 124D.862 to pursue racial and economic integration in
2.23schools through: (1) in-school educational practices and integrated learning environments
2.24created to prepare all students to be effective citizens, enhance social cohesion, and
2.25reinforce democratic values; and (2) corresponding and meaningful policies and curricula
2.26and trained instructors, administrators, school counselors, and other advocates who
2.27support and enhance in-school practices and integrated learning environments under this
2.28section. In-school practices and integrated learning environments must promote increased
2.29student academic achievement, cultural fluency, graduation and educational attainment
2.30rates, and parent involvement.
2.31 Subd. 2. Plan components. (a) The school board of each eligible district must
2.32formally develop and implement a long-term comprehensive plan that identifies the
2.33collaborative structures and systems, in-school strategies, inclusive best educational
2.34practices, and partnerships with higher education institutions and industries required
2.35to effect this section and increase the academic achievement of all students. Plan
3.1components may include: innovative and integrated prekindergarten through grade 12
3.2learning environments that offer students school enrollment choices; family engagement
3.3initiatives that involve families in their students' academic life and success; professional
3.4development opportunities for teachers and administrators focused on improving the
3.5academic achievement of all students; increased programmatic opportunities focused
3.6on rigor and college and career readiness for underserved students, including students
3.7enrolled in alternative learning centers under section 123A.05, public alternative programs
3.8under section 126C.05, subdivision 15, or contract alternative programs under section
3.9124D.69, among other underserved students; or recruitment and retention of teachers and
3.10administrators with diverse backgrounds. The plan must specify district and school goals
3.11for reducing the disparity in academic achievement among all racial and ethnic categories of
3.12students and promoting racial and economic integration in schools and districts over time.
3.13(b) Among other requirements, an eligible district must implement a cost-effective,
3.14research-based intervention that includes formative assessment practices to reduce the
3.15disparity in student academic achievement between the highest and lowest performing
3.16racial and ethnic categories of students as measured by student demonstration of
3.17proficiency on state reading and math assessments.
3.18(c) Eligible districts must collaborate in creating efficiencies and eliminating the
3.19duplication of programs and services under this section, which may include forming a
3.20single, seven-county metropolitan areawide partnership of eligible districts for this purpose.
3.21 Subd. 3. Biennial progress; budget process. (a) To receive revenue under section
3.22124D.862, the school board of an eligible district must hold at least one formal hearing by
3.23March 1 in the year preceding the current biennium to report to the public its progress in
3.24realizing the goals identified in its plan. At the hearing, the board must provide the public
3.25with longitudinal data demonstrating district and school progress in reducing the disparity
3.26in student academic achievement among all racial and ethnic categories of students and
3.27realizing racial and economic integration, consistent with its plan and the measures in
3.28paragraph (b). The district also must submit to the commissioner by March 1 in the year
3.29preceding the current biennium a detailed biennial budget for continuing to implement
3.30its plan and the commissioner must review and approve or disapprove the budget by
3.31June 1 of that year.
3.32(b) The longitudinal data required under paragraph (a) must be based on one or
3.33more of the following measures:
3.34(1) the number of world language proficiency or high achievement certificates
3.35awarded under section 120B.022, subdivision 1, paragraphs (b) and (c);
4.1(2) student growth and progress toward proficiency in reading or mathematics as
4.2defined under section 120B.299;
4.3(3) adequate yearly progress under section 120B.35, subdivision 2;
4.4(4) preparation for postsecondary academic and career opportunities under section
4.5120B.35, subdivision 3, paragraph (c), clause (1);
4.6(5) rigorous coursework completed under section 120B.35, subdivision 3, paragraph
4.7(c), clause (2); or
4.8(6) school safety and students' engagement and connection at school under section
4.9120B.35, subdivision 3, paragraph (d).
4.10 Subd. 4. Evaluation. The commissioner must evaluate the efficacy of district
4.11plans in reducing the disparity in student academic achievement among all racial and
4.12ethnic categories of students and realizing racial and economic integration and report the
4.13commissioner's findings to the K-12 education committees of the legislature by February 1
4.14every fourth year beginning February 1, 2017.
4.15EFFECTIVE DATE.This section is effective for fiscal year 2014 and later.
4.16 Sec. 3. [124D.862] ACHIEVEMENT AND INTEGRATION REVENUE.
4.17 Subdivision 1. Eligibility. A school district is eligible for achievement and
4.18integration revenue under this section if the district has a biennial achievement and
4.19integration plan approved by the department under section 124D.861.
4.20 Subd. 2. Achievement and integration revenue. (a) An eligible district's initial
4.21achievement and integration revenue equals the sum of (1) $....... per pupil unit plus (2)
4.22$....... times district's pupil units for that year times the ratio of the district's enrollment of
4.23protected students to total enrollment for the previous school year.
4.24(b) In each year, .02 percent of each district's initial achievement and integration
4.25revenue is transferred to the Department of Education for the oversight and accountability
4.26activities required under this section and section 124D.861.
4.27(c) A district that did not meet its achievement goals established in section 124D.861
4.28for the previous biennium must have its initial achievement and integration revenue
4.29reduced by ....... percent for the current year.
4.30(d) Any revenue saved by the reductions in paragraph (c) must be proportionately
4.31reallocated on a per pupil basis to all districts that met their achievement goals in the
4.32previous biennium.
4.33 Subd. 3. Achievement and integration aid. A district's achievement and
4.34integration aid equals 70 percent of its achievement and integration revenue.
5.1 Subd. 4. Achievement and integration levy. A district's achievement and
5.2integration levy equals the difference between its achievement and integration revenue
5.3and its achievement and integration aid.
5.4 Subd. 5. Incentive revenue. An eligible school district's maximum incentive
5.5revenue equals $....... per pupil unit. In order to receive this revenue, a district must be
5.6implementing a voluntary plan to reduce racial enrollment disparities through intradistrict
5.7and interdistrict activities that have been approved as a part of the district's achievement
5.8and integration plan.
5.9 Subd. 6. Revenue reserved. Integration revenue received under this section must
5.10be reserved and used only for the programs authorized in subdivision 7.
5.11 Subd. 7. Revenue uses. At least 80 percent of a district's achievement and
5.12integration revenue received under this section must be used for innovative and integrated
5.13learning environments, family engagement activities, and other approved programs
5.14providing direct services to students. Up to 20 percent of the revenue may be used for
5.15professional development and staff development activities, and not more than ten percent
5.16of this share of the revenue may be used for administrative expenditures.
5.17EFFECTIVE DATE.This section is effective for revenue for fiscal year 2014
5.18and later.
1.3task force recommendations; repurposing integration revenue by establishing
1.4the "Achievement and Integration for Minnesota" program to increase student
1.5performance and equitable educational opportunities and prepare all students
1.6to be effective citizens;amending Minnesota Statutes 2012, section 120B.36,
1.7subdivision 1; proposing coding for new law in Minnesota Statutes, chapter 124D.
1.8BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
1.9 Section 1. Minnesota Statutes 2012, section 120B.36, subdivision 1, is amended to read:
1.10 Subdivision 1. School performance report cards. (a) The commissioner
1.11shall report student academic performance under section
1.12percentages of students showing low, medium, and high growth under section
1.13subdivision 3
1.14under section
1.16in reducing disparities in students' academic achievement under section 124D.861,
1.17subdivision 3; two separate student-to-teacher ratios that clearly indicate the definition
1.18of teacher consistent with sections
1.19these ratios; staff characteristics excluding salaries; student enrollment demographics;
1.20district mobility; and extracurricular activities. The report also must indicate a school's
1.21adequate yearly progress status, and must not set any designations applicable to high- and
1.22low-performing schools due solely to adequate yearly progress status.
1.23 (b) The commissioner shall develop, annually update, and post on the department
1.24Web site school performance report cards.
2.1 (c) The commissioner must make available performance report cards by the
2.2beginning of each school year.
2.3 (d) A school or district may appeal its adequate yearly progress status in writing to
2.4the commissioner within 30 days of receiving the notice of its status. The commissioner's
2.5decision to uphold or deny an appeal is final.
2.6 (e) School performance report card data are nonpublic data under section
2.7subdivision 9
2.8annually post school performance report cards to the department's public Web site no later
2.9than September 1, except that in years when the report card reflects new performance
2.10standards, the commissioner shall post the school performance report cards no later than
2.11October 1.
2.12EFFECTIVE DATE.This section is effective July 1, 2014.
2.13 Sec. 2. [124D.861] ACHIEVEMENT AND INTEGRATION FOR MINNESOTA.
2.14 Subdivision 1. Program to close the academic achievement and opportunity
2.15gap. The "Achievement and Integration for Minnesota" program is established to
2.16promote diversity, pursue racial and economic integration, and increase student academic
2.17achievement and equitable educational opportunities in Minnesota public schools. The
2.18program must serve students of varying racial, ethnic, and economic backgrounds, taking
2.19into account unique geographic and demographic particularities affecting students,
2.20schools, and districts including race, neighborhood locations and characteristics, grades,
2.21socioeconomic status, academic performance, and language barriers. Eligible districts
2.22must use the revenue under section 124D.862 to pursue racial and economic integration in
2.23schools through: (1) in-school educational practices and integrated learning environments
2.24created to prepare all students to be effective citizens, enhance social cohesion, and
2.25reinforce democratic values; and (2) corresponding and meaningful policies and curricula
2.26and trained instructors, administrators, school counselors, and other advocates who
2.27support and enhance in-school practices and integrated learning environments under this
2.28section. In-school practices and integrated learning environments must promote increased
2.29student academic achievement, cultural fluency, graduation and educational attainment
2.30rates, and parent involvement.
2.31 Subd. 2. Plan components. (a) The school board of each eligible district must
2.32formally develop and implement a long-term comprehensive plan that identifies the
2.33collaborative structures and systems, in-school strategies, inclusive best educational
2.34practices, and partnerships with higher education institutions and industries required
2.35to effect this section and increase the academic achievement of all students. Plan
3.1components may include: innovative and integrated prekindergarten through grade 12
3.2learning environments that offer students school enrollment choices; family engagement
3.3initiatives that involve families in their students' academic life and success; professional
3.4development opportunities for teachers and administrators focused on improving the
3.5academic achievement of all students; increased programmatic opportunities focused
3.6on rigor and college and career readiness for underserved students, including students
3.7enrolled in alternative learning centers under section 123A.05, public alternative programs
3.8under section 126C.05, subdivision 15, or contract alternative programs under section
3.9124D.69, among other underserved students; or recruitment and retention of teachers and
3.10administrators with diverse backgrounds. The plan must specify district and school goals
3.11for reducing the disparity in academic achievement among all racial and ethnic categories of
3.12students and promoting racial and economic integration in schools and districts over time.
3.13(b) Among other requirements, an eligible district must implement a cost-effective,
3.14research-based intervention that includes formative assessment practices to reduce the
3.15disparity in student academic achievement between the highest and lowest performing
3.16racial and ethnic categories of students as measured by student demonstration of
3.17proficiency on state reading and math assessments.
3.18(c) Eligible districts must collaborate in creating efficiencies and eliminating the
3.19duplication of programs and services under this section, which may include forming a
3.20single, seven-county metropolitan areawide partnership of eligible districts for this purpose.
3.21 Subd. 3. Biennial progress; budget process. (a) To receive revenue under section
3.22124D.862, the school board of an eligible district must hold at least one formal hearing by
3.23March 1 in the year preceding the current biennium to report to the public its progress in
3.24realizing the goals identified in its plan. At the hearing, the board must provide the public
3.25with longitudinal data demonstrating district and school progress in reducing the disparity
3.26in student academic achievement among all racial and ethnic categories of students and
3.27realizing racial and economic integration, consistent with its plan and the measures in
3.28paragraph (b). The district also must submit to the commissioner by March 1 in the year
3.29preceding the current biennium a detailed biennial budget for continuing to implement
3.30its plan and the commissioner must review and approve or disapprove the budget by
3.31June 1 of that year.
3.32(b) The longitudinal data required under paragraph (a) must be based on one or
3.33more of the following measures:
3.34(1) the number of world language proficiency or high achievement certificates
3.35awarded under section 120B.022, subdivision 1, paragraphs (b) and (c);
4.1(2) student growth and progress toward proficiency in reading or mathematics as
4.2defined under section 120B.299;
4.3(3) adequate yearly progress under section 120B.35, subdivision 2;
4.4(4) preparation for postsecondary academic and career opportunities under section
4.5120B.35, subdivision 3, paragraph (c), clause (1);
4.6(5) rigorous coursework completed under section 120B.35, subdivision 3, paragraph
4.7(c), clause (2); or
4.8(6) school safety and students' engagement and connection at school under section
4.9120B.35, subdivision 3, paragraph (d).
4.10 Subd. 4. Evaluation. The commissioner must evaluate the efficacy of district
4.11plans in reducing the disparity in student academic achievement among all racial and
4.12ethnic categories of students and realizing racial and economic integration and report the
4.13commissioner's findings to the K-12 education committees of the legislature by February 1
4.14every fourth year beginning February 1, 2017.
4.15EFFECTIVE DATE.This section is effective for fiscal year 2014 and later.
4.16 Sec. 3. [124D.862] ACHIEVEMENT AND INTEGRATION REVENUE.
4.17 Subdivision 1. Eligibility. A school district is eligible for achievement and
4.18integration revenue under this section if the district has a biennial achievement and
4.19integration plan approved by the department under section 124D.861.
4.20 Subd. 2. Achievement and integration revenue. (a) An eligible district's initial
4.21achievement and integration revenue equals the sum of (1) $....... per pupil unit plus (2)
4.22$....... times district's pupil units for that year times the ratio of the district's enrollment of
4.23protected students to total enrollment for the previous school year.
4.24(b) In each year, .02 percent of each district's initial achievement and integration
4.25revenue is transferred to the Department of Education for the oversight and accountability
4.26activities required under this section and section 124D.861.
4.27(c) A district that did not meet its achievement goals established in section 124D.861
4.28for the previous biennium must have its initial achievement and integration revenue
4.29reduced by ....... percent for the current year.
4.30(d) Any revenue saved by the reductions in paragraph (c) must be proportionately
4.31reallocated on a per pupil basis to all districts that met their achievement goals in the
4.32previous biennium.
4.33 Subd. 3. Achievement and integration aid. A district's achievement and
4.34integration aid equals 70 percent of its achievement and integration revenue.
5.1 Subd. 4. Achievement and integration levy. A district's achievement and
5.2integration levy equals the difference between its achievement and integration revenue
5.3and its achievement and integration aid.
5.4 Subd. 5. Incentive revenue. An eligible school district's maximum incentive
5.5revenue equals $....... per pupil unit. In order to receive this revenue, a district must be
5.6implementing a voluntary plan to reduce racial enrollment disparities through intradistrict
5.7and interdistrict activities that have been approved as a part of the district's achievement
5.8and integration plan.
5.9 Subd. 6. Revenue reserved. Integration revenue received under this section must
5.10be reserved and used only for the programs authorized in subdivision 7.
5.11 Subd. 7. Revenue uses. At least 80 percent of a district's achievement and
5.12integration revenue received under this section must be used for innovative and integrated
5.13learning environments, family engagement activities, and other approved programs
5.14providing direct services to students. Up to 20 percent of the revenue may be used for
5.15professional development and staff development activities, and not more than ten percent
5.16of this share of the revenue may be used for administrative expenditures.
5.17EFFECTIVE DATE.This section is effective for revenue for fiscal year 2014
5.18and later.
