Bill Text: MN HF2840 | 2011-2012 | 87th Legislature | Introduced
Bill Title: Integration revenue replacement advisory task force recommendations implemented, and integration revenue repurposed by the "Achievement and Integration for Minnesota" program establishment to increase student performance and equitable educational opportunities and prepare all students to be effective citizens.
Spectrum: Partisan Bill (Democrat 11-0)
Status: (Introduced - Dead) 2012-03-30 - Authors added Gauthier, Norton and Johnson [HF2840 Detail]
Download: Minnesota-2011-HF2840-Introduced.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;proposing coding for new law in Minnesota Statutes,
1.7chapter 124D.
1.8BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
1.9 Section 1. [124D.861] ACHIEVEMENT AND INTEGRATION FOR
1.10MINNESOTA.
1.11 Subdivision 1. Program to close the academic achievement and opportunity
1.12gap. The "Achievement and Integration for Minnesota" program is established to
1.13promote diversity, pursue racial and economic integration, and increase student academic
1.14achievement and equitable educational opportunities in Minnesota public schools. The
1.15program must serve students of varying racial, ethnic, and economic backgrounds, taking
1.16into account unique geographic and demographic particularities affecting students,
1.17schools, and districts including race, neighborhood locations and characteristics, grades,
1.18socioeconomic status, academic performance, and language barriers. Eligible districts
1.19must use the revenue under section 124D.862 to pursue racial and economic integration in
1.20schools through: (1) in-school educational practices and integrated learning environments
1.21created to prepare all students to be effective citizens, enhance social cohesion, and
1.22reinforce democratic values; and (2) corresponding and meaningful policies and curricula
1.23and trained instructors, administrators, school counselors, and other advocates who
1.24support and enhance in-school practices and integrated learning environments under this
1.25section. In-school practices and integrated learning environments must promote increased
2.1student academic achievement, cultural fluency, graduation and educational attainment
2.2rates, and parent involvement.
2.3 Subd. 2. Plan components. (a) The school board of each eligible district must
2.4formally develop and implement a long-term comprehensive plan that identifies the
2.5collaborative structures and systems, in-school strategies, inclusive best educational
2.6practices, and partnerships with higher education institutions and industries required
2.7to effect this section and increase the academic achievement of all students. Plan
2.8components may include: innovative and integrated prekindergarten through grade 12
2.9learning environments that offer students school enrollment choices; family engagement
2.10initiatives that involve families in their students' academic life and success; professional
2.11development opportunities for teachers and administrators focused on improving the
2.12academic achievement of all students; increased programmatic opportunities focused
2.13on rigor and college and career readiness for underserved students, including students
2.14enrolled in alternative learning centers under section 123A.05, public alternative programs
2.15under section 126C.05, subdivision 15, or contract alternative programs under section
2.16124D.69, among other underserved students; or recruitment and retention of teachers
2.17and administrators with diverse backgrounds. The plan must specify district and school
2.18goals for reducing the disparity in academic achievement among all racial and ethnic
2.19categories of students and promoting racial and economic integration in schools and
2.20districts over time.
2.21(b) Among other requirements, an eligible district must implement a cost-effective,
2.22research-based intervention that includes formative assessment practices to reduce the
2.23disparity in student academic achievement between the highest and lowest performing
2.24racial and ethnic categories of students as measured by student demonstration of
2.25proficiency on state reading and math assessments.
2.26(c) Eligible districts must collaborate in creating efficiencies and eliminating the
2.27duplication of programs and services under this section, which may include forming
2.28a single, seven-county metropolitan areawide partnership of eligible districts for this
2.29purpose.
2.30 Subd. 3. Biennial progress; budget process. (a) To receive revenue under section
2.31124D.862, the school board of an eligible district must hold at least one formal hearing by
2.32March 1 in the year preceding the current biennium to report to the public its progress in
2.33realizing the goals identified in its plan. At the hearing, the board must provide the public
2.34with longitudinal data demonstrating district and school progress in reducing the disparity
2.35in student academic achievement among all racial and ethnic categories of students and
2.36realizing racial and economic integration, consistent with its plan and the measures in
3.1paragraph (b). The district also must submit to the commissioner by March 1 in the year
3.2preceding the current biennium a detailed biennial budget for continuing to implement
3.3its plan and the commissioner must review and approve or disapprove the budget by
3.4June 1 of that year.
3.5(b) The longitudinal data required under paragraph (a) must be based on one or
3.6more of the following measures:
3.7(1) the number of world language proficiency or high achievement certificates
3.8awarded under section 120B.022, subdivision 1, paragraphs (b) and (c);
3.9(2) student growth and progress toward proficiency in reading or mathematics as
3.10defined under section 120B.299;
3.11(3) adequate yearly progress under section 120B.35, subdivision 2;
3.12(4) preparation for post secondary academic and career opportunities under section
3.13120B.35, subdivision 3, paragraph (c), clause (1);
3.14(5) rigorous coursework completed under section 120B.35, subdivision 3, paragraph
3.15(c), clause (2); or
3.16(6) school safety and students' engagement and connection at school under section
3.17120B.35, subdivision 3, paragraph (d).
3.18 Subd. 4. Evaluation. The commissioner must evaluate the efficacy of district
3.19plans in reducing the disparity in student academic achievement among all racial and
3.20ethnic categories of students and realizing racial and economic integration and report the
3.21commissioner's findings to the K-12 education committees of the legislature by February 1
3.22every fourth year beginning February 1, 2017.
3.23EFFECTIVE DATE.This section is effective for fiscal year 2014 and later.
3.24 Sec. 2. [124D.862] ACHIEVEMENT AND INTEGRATION REVENUE.
3.25 Subdivision 1. Eligibility. A school district is eligible for achievement and
3.26integration revenue under this section if the district has a biennial achievement and
3.27integration plan approved by the department under section 124D.861.
3.28 Subd. 2. Achievement and integration revenue. (a) An eligible district's initial
3.29achievement and integration revenue equals the sum of (1) $....... per pupil unit plus (2)
3.30$....... times district's pupil units for that year times the ratio of the district's enrollment of
3.31protected students to total enrollment for the previous school year.
3.32(b) In each year, .02 percent of each district's initial achievement and integration
3.33revenue is transferred to the Department of Education for the oversight and accountability
3.34activities required under this section and section 124D.861.
4.1(c) A district that did not meet its achievement goals established in section 124D.861
4.2for the previous biennium must have its initial achievement and integration revenue
4.3reduced by ....... percent for the current year.
4.4(d) Any revenue saved by the reductions in paragraph (c) must be proportionately
4.5reallocated on a per pupil basis to all districts that met their achievement goals in the
4.6previous biennium.
4.7 Subd. 3. Achievement and integration aid. A district's achievement and
4.8integration aid equals 70 percent of its achievement and integration revenue.
4.9 Subd. 4. Achievement and integration levy. A district's achievement and
4.10integration levy equals the difference between its achievement and integration revenue
4.11and its achievement and integration aid.
4.12 Subd. 5. Incentive revenue. An eligible school district's maximum incentive
4.13revenue equals $....... per pupil unit. In order to receive this revenue, a district must be
4.14implementing a voluntary plan to reduce racial enrollment disparities through intradistrict
4.15and interdistrict activities that have been approved as a part of the district's achievement
4.16and integration plan.
4.17 Subd. 6. Revenue reserved. Integration revenue received under this section must
4.18be reserved and used only for the programs authorized in subdivision 7.
4.19 Subd. 7. Revenue uses. At least 80 percent of a district's achievement and
4.20integration revenue received under this section must be used for innovative and integrated
4.21learning environments, family engagement activities, and other approved programs
4.22providing direct services to students. Up to 20 percent of the revenue may be used for
4.23professional development and staff development activities, and not more than ten percent
4.24of this share of the revenue may be used for administrative expenditures.
4.25EFFECTIVE DATE.This section is effective for revenue for fiscal year 2014
4.26and 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;proposing coding for new law in Minnesota Statutes,
1.7chapter 124D.
1.8BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
1.9 Section 1. [124D.861] ACHIEVEMENT AND INTEGRATION FOR
1.10MINNESOTA.
1.11 Subdivision 1. Program to close the academic achievement and opportunity
1.12gap. The "Achievement and Integration for Minnesota" program is established to
1.13promote diversity, pursue racial and economic integration, and increase student academic
1.14achievement and equitable educational opportunities in Minnesota public schools. The
1.15program must serve students of varying racial, ethnic, and economic backgrounds, taking
1.16into account unique geographic and demographic particularities affecting students,
1.17schools, and districts including race, neighborhood locations and characteristics, grades,
1.18socioeconomic status, academic performance, and language barriers. Eligible districts
1.19must use the revenue under section 124D.862 to pursue racial and economic integration in
1.20schools through: (1) in-school educational practices and integrated learning environments
1.21created to prepare all students to be effective citizens, enhance social cohesion, and
1.22reinforce democratic values; and (2) corresponding and meaningful policies and curricula
1.23and trained instructors, administrators, school counselors, and other advocates who
1.24support and enhance in-school practices and integrated learning environments under this
1.25section. In-school practices and integrated learning environments must promote increased
2.1student academic achievement, cultural fluency, graduation and educational attainment
2.2rates, and parent involvement.
2.3 Subd. 2. Plan components. (a) The school board of each eligible district must
2.4formally develop and implement a long-term comprehensive plan that identifies the
2.5collaborative structures and systems, in-school strategies, inclusive best educational
2.6practices, and partnerships with higher education institutions and industries required
2.7to effect this section and increase the academic achievement of all students. Plan
2.8components may include: innovative and integrated prekindergarten through grade 12
2.9learning environments that offer students school enrollment choices; family engagement
2.10initiatives that involve families in their students' academic life and success; professional
2.11development opportunities for teachers and administrators focused on improving the
2.12academic achievement of all students; increased programmatic opportunities focused
2.13on rigor and college and career readiness for underserved students, including students
2.14enrolled in alternative learning centers under section 123A.05, public alternative programs
2.15under section 126C.05, subdivision 15, or contract alternative programs under section
2.16124D.69, among other underserved students; or recruitment and retention of teachers
2.17and administrators with diverse backgrounds. The plan must specify district and school
2.18goals for reducing the disparity in academic achievement among all racial and ethnic
2.19categories of students and promoting racial and economic integration in schools and
2.20districts over time.
2.21(b) Among other requirements, an eligible district must implement a cost-effective,
2.22research-based intervention that includes formative assessment practices to reduce the
2.23disparity in student academic achievement between the highest and lowest performing
2.24racial and ethnic categories of students as measured by student demonstration of
2.25proficiency on state reading and math assessments.
2.26(c) Eligible districts must collaborate in creating efficiencies and eliminating the
2.27duplication of programs and services under this section, which may include forming
2.28a single, seven-county metropolitan areawide partnership of eligible districts for this
2.29purpose.
2.30 Subd. 3. Biennial progress; budget process. (a) To receive revenue under section
2.31124D.862, the school board of an eligible district must hold at least one formal hearing by
2.32March 1 in the year preceding the current biennium to report to the public its progress in
2.33realizing the goals identified in its plan. At the hearing, the board must provide the public
2.34with longitudinal data demonstrating district and school progress in reducing the disparity
2.35in student academic achievement among all racial and ethnic categories of students and
2.36realizing racial and economic integration, consistent with its plan and the measures in
3.1paragraph (b). The district also must submit to the commissioner by March 1 in the year
3.2preceding the current biennium a detailed biennial budget for continuing to implement
3.3its plan and the commissioner must review and approve or disapprove the budget by
3.4June 1 of that year.
3.5(b) The longitudinal data required under paragraph (a) must be based on one or
3.6more of the following measures:
3.7(1) the number of world language proficiency or high achievement certificates
3.8awarded under section 120B.022, subdivision 1, paragraphs (b) and (c);
3.9(2) student growth and progress toward proficiency in reading or mathematics as
3.10defined under section 120B.299;
3.11(3) adequate yearly progress under section 120B.35, subdivision 2;
3.12(4) preparation for post secondary academic and career opportunities under section
3.13120B.35, subdivision 3, paragraph (c), clause (1);
3.14(5) rigorous coursework completed under section 120B.35, subdivision 3, paragraph
3.15(c), clause (2); or
3.16(6) school safety and students' engagement and connection at school under section
3.17120B.35, subdivision 3, paragraph (d).
3.18 Subd. 4. Evaluation. The commissioner must evaluate the efficacy of district
3.19plans in reducing the disparity in student academic achievement among all racial and
3.20ethnic categories of students and realizing racial and economic integration and report the
3.21commissioner's findings to the K-12 education committees of the legislature by February 1
3.22every fourth year beginning February 1, 2017.
3.23EFFECTIVE DATE.This section is effective for fiscal year 2014 and later.
3.24 Sec. 2. [124D.862] ACHIEVEMENT AND INTEGRATION REVENUE.
3.25 Subdivision 1. Eligibility. A school district is eligible for achievement and
3.26integration revenue under this section if the district has a biennial achievement and
3.27integration plan approved by the department under section 124D.861.
3.28 Subd. 2. Achievement and integration revenue. (a) An eligible district's initial
3.29achievement and integration revenue equals the sum of (1) $....... per pupil unit plus (2)
3.30$....... times district's pupil units for that year times the ratio of the district's enrollment of
3.31protected students to total enrollment for the previous school year.
3.32(b) In each year, .02 percent of each district's initial achievement and integration
3.33revenue is transferred to the Department of Education for the oversight and accountability
3.34activities required under this section and section 124D.861.
4.1(c) A district that did not meet its achievement goals established in section 124D.861
4.2for the previous biennium must have its initial achievement and integration revenue
4.3reduced by ....... percent for the current year.
4.4(d) Any revenue saved by the reductions in paragraph (c) must be proportionately
4.5reallocated on a per pupil basis to all districts that met their achievement goals in the
4.6previous biennium.
4.7 Subd. 3. Achievement and integration aid. A district's achievement and
4.8integration aid equals 70 percent of its achievement and integration revenue.
4.9 Subd. 4. Achievement and integration levy. A district's achievement and
4.10integration levy equals the difference between its achievement and integration revenue
4.11and its achievement and integration aid.
4.12 Subd. 5. Incentive revenue. An eligible school district's maximum incentive
4.13revenue equals $....... per pupil unit. In order to receive this revenue, a district must be
4.14implementing a voluntary plan to reduce racial enrollment disparities through intradistrict
4.15and interdistrict activities that have been approved as a part of the district's achievement
4.16and integration plan.
4.17 Subd. 6. Revenue reserved. Integration revenue received under this section must
4.18be reserved and used only for the programs authorized in subdivision 7.
4.19 Subd. 7. Revenue uses. At least 80 percent of a district's achievement and
4.20integration revenue received under this section must be used for innovative and integrated
4.21learning environments, family engagement activities, and other approved programs
4.22providing direct services to students. Up to 20 percent of the revenue may be used for
4.23professional development and staff development activities, and not more than ten percent
4.24of this share of the revenue may be used for administrative expenditures.
4.25EFFECTIVE DATE.This section is effective for revenue for fiscal year 2014
4.26and later.
