Bill Text: MN HF47 | 2011-2012 | 87th Legislature | Introduced
Bill Title: At-risk and off-track students alternative routes to standard diploma pursued.
Sponsorship: Partisan Bill (Democrat 6)
Status: (Introduced - Dead) 2011-01-20 - Author added Hayden [HF47 Detail]
Download: Minnesota-2011-HF47-Introduced.html
1.2relating to education; pursuing alternative routes to a standard diploma for at-risk
1.3and off-track students; requiring reports;amending Minnesota Statutes 2010,
1.4sections 120B.35, subdivision 3; 120B.36, subdivision 1.
1.5BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
1.6 Section 1. Minnesota Statutes 2010, section 120B.35, subdivision 3, is amended to read:
1.7 Subd. 3. State growth target; other state measures. (a) The state's educational
1.8assessment system measuring individual students' educational growth is based on
1.9indicators of achievement growth that show an individual student's prior achievement.
1.10Indicators of achievement and prior achievement must be based on highly reliable
1.11statewide or districtwide assessments.
1.12(b) The commissioner, in consultation with a stakeholder group that includes
1.13assessment and evaluation directors and staff and researchers must implement a model
1.14that uses a value-added growth indicator and includes criteria for identifying schools
1.15and school districts that demonstrate medium and high growth under section120B.299 ,
1.16subdivisions 8 and 9, and may recommend other value-added measures under section
1.17120B.299, subdivision 3
. The model may be used to advance educators' professional
1.18development and replicate programs that succeed in meeting students' diverse learning
1.19needs. Data on individual teachers generated under the model are personnel data under
1.20section13.43 . The model must allow users to:
1.21(1) report student growth consistent with this paragraph; and
1.22(2) for all student categories, report and compare aggregated and disaggregated state
1.23growth data using the nine student categories identified under the federal 2001 No Child
2.1Left Behind Act and two student gender categories of male and female, respectively,
2.2following appropriate reporting practices to protect nonpublic student data.
2.3The commissioner must report separate measures of student growth and proficiency,
2.4consistent with this paragraph.
2.5(c) When reporting student performance under section120B.36, subdivision 1 , the
2.6commissioner annually, beginning July 1, 2011, must report two core measures indicating
2.7the extent to which current high school graduates are being prepared for postsecondary
2.8academic and career opportunities:
2.9(1) a preparation measure indicating the number and percentage of high school
2.10graduates in the most recent school year who completed course work important to
2.11preparing them for postsecondary academic and career opportunities, consistent with
2.12the core academic subjects required for admission to Minnesota's public colleges and
2.13universities as determined by the Office of Higher Education under chapter 136A; and
2.14(2) a rigorous coursework measure indicating the number and percentage of high
2.15school graduates in the most recent school year who successfully completed one or more
2.16college-level advanced placement, international baccalaureate, postsecondary enrollment
2.17options including concurrent enrollment, other rigorous courses of study under section
2.18120B.021, subdivision 1a
, or industry certification courses or programs.
2.19When reporting the core measures under clauses (1) and (2), the commissioner must also
2.20analyze and report separate categories of information using the nine student categories
2.21identified under the federal 2001 No Child Left Behind Act and two student gender
2.22categories of male and female, respectively, following appropriate reporting practices to
2.23protect nonpublic student data.
2.24(d) When reporting student performance under section120B.36, subdivision 1 , the
2.25commissioner annually, beginning July 1, 2014, must report summary data on school
2.26safety and students' engagement and connection at school. The summary data under this
2.27paragraph are separate from and must not be used for any purpose related to measuring
2.28or evaluating the performance of classroom teachers. The commissioner, in consultation
2.29with qualified experts on student engagement and connection and classroom teachers,
2.30must identify highly reliable variables that generate summary data under this paragraph.
2.31The summary data may be used at school, district, and state levels only. Any data on
2.32individuals received, collected, or created that are used to generate the summary data
2.33under this paragraph are nonpublic data under section13.02, subdivision 9 .
2.34(e) For purposes of statewide educational accountability, the commissioner must
2.35identify and report measures that demonstrate the success of school districts, school sites,
2.36charter schools, and alternative program providers in improving the graduation outcomes
3.1of students under this paragraph. When reporting student performance under section
3.2120B.36, subdivision 1, the commissioner, beginning July 1, 2013, must annually report
3.3summary data on (1) the four- and six-year graduation rates of students throughout the
3.4state who are identified as at risk of not graduating or off track to graduate, including
3.5students who are eligible to participate in a program under section 123A.05 or 124D.68,
3.6among other students, and (2) the success that school districts, school sites, charter
3.7schools, and alternative program providers experience in:
3.8(i) identifying at-risk and off-track student populations by grade;
3.9(ii) providing successful prevention and intervention strategies for at-risk students;
3.10(iii) providing successful recuperative and recovery or reenrollment strategies for
3.11off-track students; and
3.12(iv) improving the graduation outcomes of at-risk and off-track students.
3.13 For purposes of this paragraph, a student who is at risk of not graduating is a student
3.14in grade 8 or 9 who meets one or more of the following criteria: first enrolled in an
3.15English language learners program in grade 8 or 9 and may be older than other students
3.16enrolled in the same grade; as a student in grade 8, is absent from school for at least 20
3.17percent of the days of instruction during the school year, is two or more years older than
3.18other students enrolled in the same grade, or fails multiple core academic courses; or as a
3.19student in grade 9 fails multiple grade 9 core academic courses in English language arts,
3.20math, science, or social studies.
3.21 For purposes of this paragraph, a student who is off track to graduate is a student
3.22who meets one or more of the following criteria: first enrolled in an English language
3.23learners program in high school and is older than other students enrolled in the same grade;
3.24is a returning dropout; is 16 or 17 years old and two or more academic years off track to
3.25graduate; is 18 years or older and two or more academic years off track to graduate; or is
3.2618 years or older and may graduate within one additional school year.
3.27EFFECTIVE DATE.Paragraph (e) applies to data that are collected in the
3.282013-2014 school year and later and reported annually beginning July 1, 2014, consistent
3.29with the recommendations the commissioner receives from recognized and qualified
3.30experts on improving differentiated graduation rates, and establishing alternative routes to
3.31a standard high school diploma for at-risk and off-track students.
3.32 Sec. 2. Minnesota Statutes 2010, section 120B.36, subdivision 1, is amended to read:
3.33 Subdivision 1. School performance report cards. (a) The commissioner
3.34shall report student academic performance under section120B.35, subdivision 2 ; the
3.35percentages of students showing low, medium, and high growth under section120B.35,
4.1subdivision 3 , paragraph (b); school safety and student engagement and connection
4.2under section120B.35, subdivision 3, paragraph (d); rigorous coursework under section
4.3120B.35, subdivision 3
, paragraph (c); the four- and six-year graduation rates of at-risk and
4.4off-track students throughout the state under section 120B.35, subdivision 3, paragraph
4.5(e), and the success that school districts, school sites, charter schools, and alternative
4.6program providers experience in their efforts to improve the graduation outcomes of
4.7those students; two separate student-to-teacher ratios that clearly indicate the definition
4.8of teacher consistent with sections122A.06 and
122A.15 for purposes of determining
4.9these ratios; staff characteristics excluding salaries; student enrollment demographics;
4.10district mobility; and extracurricular activities. The report also must indicate a school's
4.11adequate yearly progress status, and must not set any designations applicable to high- and
4.12low-performing schools due solely to adequate yearly progress status.
4.13 (b) The commissioner shall develop, annually update, and post on the department
4.14Web site school performance report cards.
4.15 (c) The commissioner must make available performance report cards by the
4.16beginning of each school year.
4.17 (d) A school or district may appeal its adequate yearly progress status in writing to
4.18the commissioner within 30 days of receiving the notice of its status. The commissioner's
4.19decision to uphold or deny an appeal is final.
4.20 (e) School performance report card data are nonpublic data under section13.02,
4.21subdivision 9 , until not later than ten days after the appeal procedure described in
4.22paragraph (d) concludes. The department shall annually post school performance report
4.23cards to its public Web site no later than September 1.
4.24EFFECTIVE DATE.This section is effective the day following final enactment
4.25and applies to annual reports beginning July 1, 2014.
4.26 Sec. 3. IMPLEMENTING DIFFERENTIATED GRADUATION RATE
4.27MEASURES AND EXPLORING ALTERNATIVE ROUTES TO A STANDARD
4.28DIPLOMA FOR AT-RISK AND OFF-TRACK STUDENTS.
4.29(a) To implement the requirements of Minnesota Statutes, section 120B.35,
4.30subdivision 3, paragraph (e), the commissioner of education must convene a group
4.31of recognized and qualified experts on improving differentiated graduation rates and
4.32establishing alternative routes to a standard high school diploma for at-risk and off-track
4.33students throughout the state. The commissioner must assist the group, as requested,
4.34to explore and recommend to the commissioner and the legislature (1) research-based
4.35measures that demonstrate the relative success of school districts, school sites, charter
5.1schools, and alternative program providers in improving the graduation outcomes of
5.2at-risk and off-track students, and (2) state options for establishing alternative routes to a
5.3standard diploma consistent with the educational accountability system under Minnesota
5.4Statutes, chapter 120B. When proposing alternative routes to a standard diploma, the
5.5group also must identify highly reliable variables that generate summary data to comply
5.6with Minnesota Statutes, section 120B.35, subdivision 3, paragraph (e), including: who
5.7initiates the request for an alternative route; who approves the request for an alternative
5.8route; the parameters of the alternative route process, including whether a student first
5.9must fail a regular, state-mandated exam; and the comparability of the academic and
5.10achievement criteria reflected in the alternative route and the standard route for a standard
5.11diploma. The group is also encouraged to identify the data, time lines, and methods
5.12needed to evaluate and report on the alternative routes to a standard diploma once they are
5.13implemented and the student outcomes that result from those routes.
5.14(b) The commissioner must convene the first meeting of this group by September
5.1515, 2011. Group members must include: one administrator of, one teacher from, and
5.16one parent of a student currently enrolled in a state-approved alternative program
5.17selected by the Minnesota Association of Alternative Programs; one representative
5.18selected by the Minnesota Online Learning Alliance; one representative selected by
5.19the Metropolitan Federation of Alternative Schools; one representative selected by the
5.20Minnesota Association of Charter Schools; one representative selected by the Minnesota
5.21School Board Association; one representative selected by Education Minnesota; one
5.22representative selected by the Association of Metropolitan School Districts; one
5.23representative selected by the Minnesota Rural Education Association; two faculty
5.24members selected by the dean of the College of Education at the University of Minnesota
5.25with expertise in serving and assessing at-risk and off-track students; two Minnesota State
5.26Colleges and Universities faculty members selected by the Minnesota State Colleges
5.27and Universities chancellor with expertise in serving and assessing at-risk and off-track
5.28students; one currently serving superintendent from a school district selected by the
5.29Minnesota Association of School Administrators; one currently serving high school
5.30principal selected by the Minnesota Association of Secondary School Principals; and
5.31two public members selected by the commissioner. The group may seek input from
5.32representatives of other interested stakeholders and organizations with expertise to help
5.33inform the group's work. The group must meet at least quarterly. Group members do not
5.34receive compensation or reimbursement of expenses for participating in this group. The
5.35group expires February 16, 2013.
6.1(c) The group, by February 15, 2013, must develop and submit recommendations
6.2and legislation to the commissioner consistent with this section and Minnesota Statutes,
6.3section 120B.35, subdivision 3, paragraph (e), for:
6.4(1) measuring and reporting differentiated graduation rates for at-risk and off-track
6.5students throughout the state and the success and costs that school districts, school sites,
6.6charter schools, and alternative program providers experience in identifying and serving
6.7at-risk or off-track student populations; and
6.8(2) establishing alternative routes to a standard diploma.
6.9EFFECTIVE DATE.This section is effective the day following final enactment
6.10and applies to school report cards beginning July 1, 2014.
1.3and off-track students; requiring reports;amending Minnesota Statutes 2010,
1.4sections 120B.35, subdivision 3; 120B.36, subdivision 1.
1.5BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
1.6 Section 1. Minnesota Statutes 2010, section 120B.35, subdivision 3, is amended to read:
1.7 Subd. 3. State growth target; other state measures. (a) The state's educational
1.8assessment system measuring individual students' educational growth is based on
1.9indicators of achievement growth that show an individual student's prior achievement.
1.10Indicators of achievement and prior achievement must be based on highly reliable
1.11statewide or districtwide assessments.
1.12(b) The commissioner, in consultation with a stakeholder group that includes
1.13assessment and evaluation directors and staff and researchers must implement a model
1.14that uses a value-added growth indicator and includes criteria for identifying schools
1.15and school districts that demonstrate medium and high growth under section
1.16subdivisions 8 and 9, and may recommend other value-added measures under section
1.18development and replicate programs that succeed in meeting students' diverse learning
1.19needs. Data on individual teachers generated under the model are personnel data under
1.20section
1.21(1) report student growth consistent with this paragraph; and
1.22(2) for all student categories, report and compare aggregated and disaggregated state
1.23growth data using the nine student categories identified under the federal 2001 No Child
2.1Left Behind Act and two student gender categories of male and female, respectively,
2.2following appropriate reporting practices to protect nonpublic student data.
2.3The commissioner must report separate measures of student growth and proficiency,
2.4consistent with this paragraph.
2.5(c) When reporting student performance under section
2.6commissioner annually, beginning July 1, 2011, must report two core measures indicating
2.7the extent to which current high school graduates are being prepared for postsecondary
2.8academic and career opportunities:
2.9(1) a preparation measure indicating the number and percentage of high school
2.10graduates in the most recent school year who completed course work important to
2.11preparing them for postsecondary academic and career opportunities, consistent with
2.12the core academic subjects required for admission to Minnesota's public colleges and
2.13universities as determined by the Office of Higher Education under chapter 136A; and
2.14(2) a rigorous coursework measure indicating the number and percentage of high
2.15school graduates in the most recent school year who successfully completed one or more
2.16college-level advanced placement, international baccalaureate, postsecondary enrollment
2.17options including concurrent enrollment, other rigorous courses of study under section
2.19When reporting the core measures under clauses (1) and (2), the commissioner must also
2.20analyze and report separate categories of information using the nine student categories
2.21identified under the federal 2001 No Child Left Behind Act and two student gender
2.22categories of male and female, respectively, following appropriate reporting practices to
2.23protect nonpublic student data.
2.24(d) When reporting student performance under section
2.25commissioner annually, beginning July 1, 2014, must report summary data on school
2.26safety and students' engagement and connection at school. The summary data under this
2.27paragraph are separate from and must not be used for any purpose related to measuring
2.28or evaluating the performance of classroom teachers. The commissioner, in consultation
2.29with qualified experts on student engagement and connection and classroom teachers,
2.30must identify highly reliable variables that generate summary data under this paragraph.
2.31The summary data may be used at school, district, and state levels only. Any data on
2.32individuals received, collected, or created that are used to generate the summary data
2.33under this paragraph are nonpublic data under section
2.34(e) For purposes of statewide educational accountability, the commissioner must
2.35identify and report measures that demonstrate the success of school districts, school sites,
2.36charter schools, and alternative program providers in improving the graduation outcomes
3.1of students under this paragraph. When reporting student performance under section
3.2120B.36, subdivision 1, the commissioner, beginning July 1, 2013, must annually report
3.3summary data on (1) the four- and six-year graduation rates of students throughout the
3.4state who are identified as at risk of not graduating or off track to graduate, including
3.5students who are eligible to participate in a program under section 123A.05 or 124D.68,
3.6among other students, and (2) the success that school districts, school sites, charter
3.7schools, and alternative program providers experience in:
3.8(i) identifying at-risk and off-track student populations by grade;
3.9(ii) providing successful prevention and intervention strategies for at-risk students;
3.10(iii) providing successful recuperative and recovery or reenrollment strategies for
3.11off-track students; and
3.12(iv) improving the graduation outcomes of at-risk and off-track students.
3.13 For purposes of this paragraph, a student who is at risk of not graduating is a student
3.14in grade 8 or 9 who meets one or more of the following criteria: first enrolled in an
3.15English language learners program in grade 8 or 9 and may be older than other students
3.16enrolled in the same grade; as a student in grade 8, is absent from school for at least 20
3.17percent of the days of instruction during the school year, is two or more years older than
3.18other students enrolled in the same grade, or fails multiple core academic courses; or as a
3.19student in grade 9 fails multiple grade 9 core academic courses in English language arts,
3.20math, science, or social studies.
3.21 For purposes of this paragraph, a student who is off track to graduate is a student
3.22who meets one or more of the following criteria: first enrolled in an English language
3.23learners program in high school and is older than other students enrolled in the same grade;
3.24is a returning dropout; is 16 or 17 years old and two or more academic years off track to
3.25graduate; is 18 years or older and two or more academic years off track to graduate; or is
3.2618 years or older and may graduate within one additional school year.
3.27EFFECTIVE DATE.Paragraph (e) applies to data that are collected in the
3.282013-2014 school year and later and reported annually beginning July 1, 2014, consistent
3.29with the recommendations the commissioner receives from recognized and qualified
3.30experts on improving differentiated graduation rates, and establishing alternative routes to
3.31a standard high school diploma for at-risk and off-track students.
3.32 Sec. 2. Minnesota Statutes 2010, section 120B.36, subdivision 1, is amended to read:
3.33 Subdivision 1. School performance report cards. (a) The commissioner
3.34shall report student academic performance under section
3.35percentages of students showing low, medium, and high growth under section
4.1subdivision 3
4.2under section
4.4off-track students throughout the state under section 120B.35, subdivision 3, paragraph
4.5(e), and the success that school districts, school sites, charter schools, and alternative
4.6program providers experience in their efforts to improve the graduation outcomes of
4.7those students; two separate student-to-teacher ratios that clearly indicate the definition
4.8of teacher consistent with sections
4.9these ratios; staff characteristics excluding salaries; student enrollment demographics;
4.10district mobility; and extracurricular activities. The report also must indicate a school's
4.11adequate yearly progress status, and must not set any designations applicable to high- and
4.12low-performing schools due solely to adequate yearly progress status.
4.13 (b) The commissioner shall develop, annually update, and post on the department
4.14Web site school performance report cards.
4.15 (c) The commissioner must make available performance report cards by the
4.16beginning of each school year.
4.17 (d) A school or district may appeal its adequate yearly progress status in writing to
4.18the commissioner within 30 days of receiving the notice of its status. The commissioner's
4.19decision to uphold or deny an appeal is final.
4.20 (e) School performance report card data are nonpublic data under section
4.21subdivision 9
4.22paragraph (d) concludes. The department shall annually post school performance report
4.23cards to its public Web site no later than September 1.
4.24EFFECTIVE DATE.This section is effective the day following final enactment
4.25and applies to annual reports beginning July 1, 2014.
4.26 Sec. 3. IMPLEMENTING DIFFERENTIATED GRADUATION RATE
4.27MEASURES AND EXPLORING ALTERNATIVE ROUTES TO A STANDARD
4.28DIPLOMA FOR AT-RISK AND OFF-TRACK STUDENTS.
4.29(a) To implement the requirements of Minnesota Statutes, section 120B.35,
4.30subdivision 3, paragraph (e), the commissioner of education must convene a group
4.31of recognized and qualified experts on improving differentiated graduation rates and
4.32establishing alternative routes to a standard high school diploma for at-risk and off-track
4.33students throughout the state. The commissioner must assist the group, as requested,
4.34to explore and recommend to the commissioner and the legislature (1) research-based
4.35measures that demonstrate the relative success of school districts, school sites, charter
5.1schools, and alternative program providers in improving the graduation outcomes of
5.2at-risk and off-track students, and (2) state options for establishing alternative routes to a
5.3standard diploma consistent with the educational accountability system under Minnesota
5.4Statutes, chapter 120B. When proposing alternative routes to a standard diploma, the
5.5group also must identify highly reliable variables that generate summary data to comply
5.6with Minnesota Statutes, section 120B.35, subdivision 3, paragraph (e), including: who
5.7initiates the request for an alternative route; who approves the request for an alternative
5.8route; the parameters of the alternative route process, including whether a student first
5.9must fail a regular, state-mandated exam; and the comparability of the academic and
5.10achievement criteria reflected in the alternative route and the standard route for a standard
5.11diploma. The group is also encouraged to identify the data, time lines, and methods
5.12needed to evaluate and report on the alternative routes to a standard diploma once they are
5.13implemented and the student outcomes that result from those routes.
5.14(b) The commissioner must convene the first meeting of this group by September
5.1515, 2011. Group members must include: one administrator of, one teacher from, and
5.16one parent of a student currently enrolled in a state-approved alternative program
5.17selected by the Minnesota Association of Alternative Programs; one representative
5.18selected by the Minnesota Online Learning Alliance; one representative selected by
5.19the Metropolitan Federation of Alternative Schools; one representative selected by the
5.20Minnesota Association of Charter Schools; one representative selected by the Minnesota
5.21School Board Association; one representative selected by Education Minnesota; one
5.22representative selected by the Association of Metropolitan School Districts; one
5.23representative selected by the Minnesota Rural Education Association; two faculty
5.24members selected by the dean of the College of Education at the University of Minnesota
5.25with expertise in serving and assessing at-risk and off-track students; two Minnesota State
5.26Colleges and Universities faculty members selected by the Minnesota State Colleges
5.27and Universities chancellor with expertise in serving and assessing at-risk and off-track
5.28students; one currently serving superintendent from a school district selected by the
5.29Minnesota Association of School Administrators; one currently serving high school
5.30principal selected by the Minnesota Association of Secondary School Principals; and
5.31two public members selected by the commissioner. The group may seek input from
5.32representatives of other interested stakeholders and organizations with expertise to help
5.33inform the group's work. The group must meet at least quarterly. Group members do not
5.34receive compensation or reimbursement of expenses for participating in this group. The
5.35group expires February 16, 2013.
6.1(c) The group, by February 15, 2013, must develop and submit recommendations
6.2and legislation to the commissioner consistent with this section and Minnesota Statutes,
6.3section 120B.35, subdivision 3, paragraph (e), for:
6.4(1) measuring and reporting differentiated graduation rates for at-risk and off-track
6.5students throughout the state and the success and costs that school districts, school sites,
6.6charter schools, and alternative program providers experience in identifying and serving
6.7at-risk or off-track student populations; and
6.8(2) establishing alternative routes to a standard diploma.
6.9EFFECTIVE DATE.This section is effective the day following final enactment
6.10and applies to school report cards beginning July 1, 2014.
