Bill Text: MN SF759 | 2013-2014 | 88th Legislature | Introduced
Bill Title: At-risk and off-track students standard diploma alternative routes establishment
Sponsorship: Partisan Bill (Democrat 2)
Status: (Introduced - Dead) 2013-02-25 - Referred to Education [SF759 Detail]
Download: Minnesota-2013-SF759-Introduced.html
1.2relating to education; proposing to establish alternative routes to a standard
1.3diploma for at-risk and off-track students;amending Minnesota Statutes 2012,
1.4section 120B.35, subdivision 3.
1.5BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
1.6 Section 1. Minnesota Statutes 2012, 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, 2015, must annually report
3.3summary data on:
3.4(1) the four- and six-year graduation rates of students throughout the state who
3.5are identified as at risk of not graduating or off track to graduate, including students
3.6who are eligible to participate in a program under section 123A.05 or 124D.68, among
3.7other students; and
3.8(2) the success that school districts, school sites, charter schools, and alternative
3.9program providers experience in:
3.10(i) identifying at-risk and off-track student populations by grade;
3.11(ii) providing successful prevention and intervention strategies for at-risk students;
3.12(iii) providing successful recuperative and recovery or reenrollment strategies for
3.13off-track students; and
3.14(iv) improving the graduation outcomes of at-risk and off-track students.
3.15 For purposes of this paragraph, a student who is at risk of not graduating is a student
3.16in eighth or ninth grade who meets one or more of the following criteria: first enrolled
3.17in an English language learners program in eighth or ninth grade and may be older than
3.18other students enrolled in the same grade; as an eighth grader, is absent from school for at
3.19least 20 percent of the days of instruction during the school year, is two or more years
3.20older than other students enrolled in the same grade, or fails multiple core academic
3.21courses; or as a ninth grader, fails multiple ninth grade core academic courses in English
3.22language arts, math, science, or social studies.
3.23 For purposes of this paragraph, a student who is off track to graduate is a student
3.24who meets one or more of the following criteria: first enrolled in an English language
3.25learners program in high school and is older than other students enrolled in the same grade;
3.26is a returning dropout; is 16 or 17 years old and two or more academic years off track to
3.27graduate; is 18 years or older and two or more academic years off track to graduate; or is
3.2818 years or older and may graduate within one school year.
3.29EFFECTIVE DATE.Paragraph (e) applies to data that are collected in the
3.302014-2015 school year and later and reported annually beginning July 1, 2015, consistent
3.31with the recommendations the commissioner receives from recognized and qualified
3.32experts on improving differentiated graduation rates, and establishing alternative routes to
3.33a standard high school diploma for at-risk and off-track students.
4.1 Sec. 2. IMPLEMENTING DIFFERENTIATED GRADUATION RATE
4.2MEASURES AND EXPLORING ALTERNATIVE ROUTES TO A STANDARD
4.3DIPLOMA FOR AT-RISK AND OFF-TRACK STUDENTS.
4.4(a) To implement the requirements of Minnesota Statutes, section 120B.35,
4.5subdivision 3, paragraph (e), the commissioner of education must convene a group
4.6of recognized and qualified experts on improving differentiated graduation rates and
4.7establishing alternative routes to a standard high school diploma for at-risk and off-track
4.8students throughout the state. The commissioner must assist the group, as requested, to
4.9explore and recommend to the commissioner and the legislature:
4.10(1) research-based measures that demonstrate the relative success of school
4.11districts, school sites, charter schools, and alternative program providers in improving the
4.12graduation outcomes of at-risk and off-track students; and
4.13(2) state options for establishing alternative routes to a standard diploma consistent
4.14with the educational accountability system under Minnesota Statutes, chapter 120B.
4.15When proposing alternative routes to a standard diploma, the group also must identify
4.16highly reliable variables that generate summary data to comply with Minnesota Statutes,
4.17section 120B.35, subdivision 3, paragraph (e), including: who initiates the request for
4.18an alternative route; who approves the request for an alternative route; the parameters
4.19of the alternative route process, including whether a student first must fail a regular,
4.20state-mandated exam; and the comparability of the academic and achievement criteria
4.21reflected in the alternative route and the standard route for a standard diploma. The group
4.22is also encouraged to identify the data, time lines, and methods needed to evaluate and
4.23report on the alternative routes to a standard diploma once they are implemented and the
4.24student outcomes that result from those routes.
4.25(b) The commissioner must convene the first meeting of this group by September
4.2615, 2013. Group members must include: one administrator of, one teacher from, and
4.27one parent of a student currently enrolled in a state-approved alternative program
4.28selected by the Minnesota Association of Alternative Programs; one representative
4.29selected by the Minnesota Online Learning Alliance; one representative selected by
4.30the Metropolitan Federation of Alternative Schools; one representative selected by the
4.31Minnesota Association of Charter Schools; one representative selected by the Minnesota
4.32School Board Association; one representative selected by Education Minnesota; one
4.33representative selected by the Association of Metropolitan School Districts; one
4.34representative selected by the Minnesota Rural Education Association; two faculty
4.35members selected by the dean of the College of Education at the University of Minnesota
4.36with expertise in serving and assessing at-risk and off-track students; two Minnesota State
5.1Colleges and Universities faculty members selected by the Minnesota State Colleges
5.2and Universities chancellor with expertise in serving and assessing at-risk and off-track
5.3students; one currently serving superintendent from a school district selected by the
5.4Minnesota Association of School Administrators; one currently serving high school
5.5principal selected by the Minnesota Association of Secondary School Principals; and
5.6two public members selected by the commissioner. The group may seek input from
5.7representatives of other interested stakeholders and organizations with expertise to help
5.8inform the group's work. The group must meet at least quarterly. Group members do not
5.9receive compensation or reimbursement of expenses for participating in this group. The
5.10group expires February 16, 2014.
5.11(c) The group, by February 15, 2014, must develop and submit to the commissioner
5.12and the education policy and finance committees of the legislature recommendations
5.13and legislation, consistent with this section and Minnesota Statutes, section 120B.35,
5.14subdivision 3, paragraph (e), for:
5.15(1) measuring and reporting differentiated graduation rates for at-risk and off-track
5.16students throughout the state and the success and costs that school districts, school sites,
5.17charter schools, and alternative program providers experience in identifying and serving
5.18at-risk or off-track student populations; and
5.19(2) establishing alternative routes to a standard diploma.
5.20EFFECTIVE DATE.This section is effective the day following final enactment
5.21and applies to school report cards beginning July 1, 2015.
1.3diploma for at-risk and off-track students;amending Minnesota Statutes 2012,
1.4section 120B.35, subdivision 3.
1.5BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
1.6 Section 1. Minnesota Statutes 2012, 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, 2015, must annually report
3.3summary data on:
3.4(1) the four- and six-year graduation rates of students throughout the state who
3.5are identified as at risk of not graduating or off track to graduate, including students
3.6who are eligible to participate in a program under section 123A.05 or 124D.68, among
3.7other students; and
3.8(2) the success that school districts, school sites, charter schools, and alternative
3.9program providers experience in:
3.10(i) identifying at-risk and off-track student populations by grade;
3.11(ii) providing successful prevention and intervention strategies for at-risk students;
3.12(iii) providing successful recuperative and recovery or reenrollment strategies for
3.13off-track students; and
3.14(iv) improving the graduation outcomes of at-risk and off-track students.
3.15 For purposes of this paragraph, a student who is at risk of not graduating is a student
3.16in eighth or ninth grade who meets one or more of the following criteria: first enrolled
3.17in an English language learners program in eighth or ninth grade and may be older than
3.18other students enrolled in the same grade; as an eighth grader, is absent from school for at
3.19least 20 percent of the days of instruction during the school year, is two or more years
3.20older than other students enrolled in the same grade, or fails multiple core academic
3.21courses; or as a ninth grader, fails multiple ninth grade core academic courses in English
3.22language arts, math, science, or social studies.
3.23 For purposes of this paragraph, a student who is off track to graduate is a student
3.24who meets one or more of the following criteria: first enrolled in an English language
3.25learners program in high school and is older than other students enrolled in the same grade;
3.26is a returning dropout; is 16 or 17 years old and two or more academic years off track to
3.27graduate; is 18 years or older and two or more academic years off track to graduate; or is
3.2818 years or older and may graduate within one school year.
3.29EFFECTIVE DATE.Paragraph (e) applies to data that are collected in the
3.302014-2015 school year and later and reported annually beginning July 1, 2015, consistent
3.31with the recommendations the commissioner receives from recognized and qualified
3.32experts on improving differentiated graduation rates, and establishing alternative routes to
3.33a standard high school diploma for at-risk and off-track students.
4.1 Sec. 2. IMPLEMENTING DIFFERENTIATED GRADUATION RATE
4.2MEASURES AND EXPLORING ALTERNATIVE ROUTES TO A STANDARD
4.3DIPLOMA FOR AT-RISK AND OFF-TRACK STUDENTS.
4.4(a) To implement the requirements of Minnesota Statutes, section 120B.35,
4.5subdivision 3, paragraph (e), the commissioner of education must convene a group
4.6of recognized and qualified experts on improving differentiated graduation rates and
4.7establishing alternative routes to a standard high school diploma for at-risk and off-track
4.8students throughout the state. The commissioner must assist the group, as requested, to
4.9explore and recommend to the commissioner and the legislature:
4.10(1) research-based measures that demonstrate the relative success of school
4.11districts, school sites, charter schools, and alternative program providers in improving the
4.12graduation outcomes of at-risk and off-track students; and
4.13(2) state options for establishing alternative routes to a standard diploma consistent
4.14with the educational accountability system under Minnesota Statutes, chapter 120B.
4.15When proposing alternative routes to a standard diploma, the group also must identify
4.16highly reliable variables that generate summary data to comply with Minnesota Statutes,
4.17section 120B.35, subdivision 3, paragraph (e), including: who initiates the request for
4.18an alternative route; who approves the request for an alternative route; the parameters
4.19of the alternative route process, including whether a student first must fail a regular,
4.20state-mandated exam; and the comparability of the academic and achievement criteria
4.21reflected in the alternative route and the standard route for a standard diploma. The group
4.22is also encouraged to identify the data, time lines, and methods needed to evaluate and
4.23report on the alternative routes to a standard diploma once they are implemented and the
4.24student outcomes that result from those routes.
4.25(b) The commissioner must convene the first meeting of this group by September
4.2615, 2013. Group members must include: one administrator of, one teacher from, and
4.27one parent of a student currently enrolled in a state-approved alternative program
4.28selected by the Minnesota Association of Alternative Programs; one representative
4.29selected by the Minnesota Online Learning Alliance; one representative selected by
4.30the Metropolitan Federation of Alternative Schools; one representative selected by the
4.31Minnesota Association of Charter Schools; one representative selected by the Minnesota
4.32School Board Association; one representative selected by Education Minnesota; one
4.33representative selected by the Association of Metropolitan School Districts; one
4.34representative selected by the Minnesota Rural Education Association; two faculty
4.35members selected by the dean of the College of Education at the University of Minnesota
4.36with expertise in serving and assessing at-risk and off-track students; two Minnesota State
5.1Colleges and Universities faculty members selected by the Minnesota State Colleges
5.2and Universities chancellor with expertise in serving and assessing at-risk and off-track
5.3students; one currently serving superintendent from a school district selected by the
5.4Minnesota Association of School Administrators; one currently serving high school
5.5principal selected by the Minnesota Association of Secondary School Principals; and
5.6two public members selected by the commissioner. The group may seek input from
5.7representatives of other interested stakeholders and organizations with expertise to help
5.8inform the group's work. The group must meet at least quarterly. Group members do not
5.9receive compensation or reimbursement of expenses for participating in this group. The
5.10group expires February 16, 2014.
5.11(c) The group, by February 15, 2014, must develop and submit to the commissioner
5.12and the education policy and finance committees of the legislature recommendations
5.13and legislation, consistent with this section and Minnesota Statutes, section 120B.35,
5.14subdivision 3, paragraph (e), for:
5.15(1) measuring and reporting differentiated graduation rates for at-risk and off-track
5.16students throughout the state and the success and costs that school districts, school sites,
5.17charter schools, and alternative program providers experience in identifying and serving
5.18at-risk or off-track student populations; and
5.19(2) establishing alternative routes to a standard diploma.
5.20EFFECTIVE DATE.This section is effective the day following final enactment
5.21and applies to school report cards beginning July 1, 2015.
