Article 2, Section 6 of HF 630 2013 Omnibus E-12 Finance Bill

School district process for reviewing curriculum, instruction, and student achievement;
striving for the worlds best workforce.
Subd. 1. Definitions. (c) Defines the worlds best workforce as striving to meet school readiness
goals, achieve third grade literacy for all students, close the academic achievement gap among racial,
ethnic, and economic categories of students, attain career and college readiness, and have all students
graduate from high school.
Subd. 1a. Performance measures. Lists measures used determine district and school progress in
striving to create the worlds best workforce, including the NAEP, students academic achievement
gap, the MCAs, high school graduation rates, and career and college readiness.
Subd. 2. Adopting plans and budgets. Directs a school board to publicly adopt a comprehensive
long-term plan to support teaching and learning that is aligned with the worlds best workforce and
includes: clearly defined goals and benchmarks for instruction and student achievement; a process for
assessing and evaluating students progress toward meeting academic standards and identifying the
strengths and weaknesses of instruction in pursuit of student and school success and student progress
and growth toward college and career readiness; a system to periodically review and evaluate the
effectiveness of instruction and curriculum, taking into account principal and teacher evaluations,
among other measures; strategies for improving curriculum, instruction, and student achievement;
education effectiveness practices that integrate instruction, curriculum, technology, and a
collaborative professional culture that develops and supports teacher quality, performance, and
effectiveness; and an annual budget for continuing to implement the district plan.
Subd. 3. District advisory committee. Directs the district advisory committee to recommend state
student performance measures. Allows school sites to expand upon district evaluations.
Subd. 4. Site team. Allows a school to establish a site team to improve instruction, curriculum, and
student achievement at the site. Directs the school board to publish a school performance report and
hold an annual public meeting to review and revise student achievement goals, local assessment
outcomes, plans, strategies, and practices for improving curriculum and instruction, and review
district success in realizing student achievement goals and benchmarks and the improvement plans
leading to the worlds best workforce. Directs the board to transmit a summary of its report to the
commissioner.
Subd. 5. Report. Directs the school board to publish a school performance report. Requires the
board to hold an annual public meeting to review and revise goals, assessment outcomes, strategies,
and practices for improving curriculum and instruction and to review district success in realizing
goals, benchmarks, and improvement plans leading to the worlds best workforce.
Subd. 7. Periodic report. Directs school districts to periodically survey affected constituencies
about their connection to and satisfaction with school. Requires the district to publish a summary of
the report.
Subd. 9. Annual evaluation. (a) Directs the commissioner to identify effective strategies, practices,
and use of resources by districts and school sites striving for the worlds best workforce. Directs the
commissioner to assist districts and sites throughout Minnesota in implementing these effective
strategies, practices, and use of resources.
(b) Directs the commissioner to identify those districts in any consecutive three-year period not
making sufficient progress toward improving teaching and learning and striving for the worlds best
workforce. Allows the commissioner, in consultation with the affected district, to require the district
to use up to two percent of its basic general education revenue per fiscal year during the proximate
three school years to implement commissioner-specified strategies and practices to improve and
accelerate its progress in realizing its education goals. Directs the commissioner to consider districts
budget constraints and legal obligations when implementing this section.
Makes this section effective for the 2013-2014 school year and later.


Regional centers of excellence. (a) Establishes regional centers of excellence to assist and support school
boards, school districts, and charter schools in implementing this section. Directs the centers to develop
partnerships with service cooperatives, postsecondary institutions, integrated school districts, the
department, childrens mental health providers, or other local or regional entities interested in providing a
cohesive regional delivery system that serves all schools equitably. Requires centers to assist school
districts, school sites, and charter schools in developing similar partnerships throughout the region. Allows
centers to assist with common principles of effective practice, including measureable education goals,
evidence-based practices, data-driven decision making, multi-layered levels of support, culturally
responsive teaching and learning, state and local academic standards and career and college ready
benchmarks, and engagement of families and communities. Requires centers to work with school site
leadership teams to implement programs that close the academic achievement gap, increase students
progress and growth toward career and college readiness, and increase student graduation rates.
(b) Directs the department to assist the centers with staff, facilities, technical needs, and programmatic
support and to work with the centers to provide a statewide system of regional support to help school
boards, school districts, and schools effectively and efficiently implement state and federal initiatives.









Sec. 6. Minnesota Statutes 2012, section 120B.11, is amended to read:
58.16120B.11 SCHOOL DISTRICT PROCESS FOR REVIEWING CURRICULUM,
58.17INSTRUCTION, AND STUDENT ACHIEVEMENT; STRIVING FOR THE
58.18WORLD'S BEST WORKFORCE.
58.19 Subdivision 1. Definitions. For the purposes of this section and section 120B.10,
58.20the following terms have the meanings given them.
58.21 (a) "Instruction" means methods of providing learning experiences that enable a
58.22student to meet state and district academic standards and graduation
requirements.
58.23 (b) "Curriculum" means district or school adopted programs and written plans for
58.24providing students with learning experiences that lead to expected knowledge and
skills
58.25 and career and college readiness.
58.26 (c) "World's best workforce" means striving to: meet school readiness goals;
have
58.27all third grade students achieve grade-level literacy; close the academic
achievement gap
58.28among all racial and ethnic groups of students and between students living in
poverty and
58.29students not living in poverty; have all students attain career and college
readiness before
58.30graduating from high school; and have all students graduate from high school.
58.31 Subd. 1a. Performance measures. Measures to determine school district and
58.32school site progress in striving to create the world's best workforce must include
at least:
58.33(1) student performance on the National Association of Education Progress;
58.34(2) the size of the academic achievement gap by student subgroup;
59.1(3) student performance on the Minnesota Comprehensive Assessments;
59.2(4) high school graduation rates; and
59.3(5) career and college readiness under section 120B.30, subdivision 1.
59.4 Subd. 2. Adopting policies plans and budgets. A school board, at a public
59.5meeting, shall have in place an adopted written policy adopt a comprehensive,
long-term
59.6strategic plan to support and improve teaching and learning that includes the
following is
59.7aligned with creating the world's best workforce and includes:
59.8 (1) clearly defined district and school site goals and benchmarks for instruction
59.9including the use of best practices, district and school curriculum, and student
achievement
59.10for all student subgroups identified in section 120B.35, subdivision 3, paragraph
(b),
59.11clause (2);
59.12 (2) a process for assessing and evaluating each student's progress toward
meeting state
59.13and local academic standards and identifying the strengths and weaknesses of
instruction
59.14in pursuit of student and school success and curriculum affecting students'
progress and
59.15growth toward career and college readiness and leading to the world's best
workforce;
59.16 (3) a system for periodically reviewing and evaluating to periodically review and
59.17evaluate the effectiveness of all instruction and curriculum, taking into account
strategies
59.18and best practices, student outcomes, school principal evaluations under section
123B.147,
59.19subdivision 3, and teacher evaluations under section 122A.40, subdivision 8, or
122A.41,
59.20subdivision 5;
59.21 (4) a plan strategies for improving instruction, curriculum, and student
achievement;
59.22and
59.23 (5) an education effectiveness plan aligned with section 122A.625 practices that
59.24integrates integrate high-quality instruction, rigorous curriculum, and technology,
and a
59.25collaborative professional culture that develops and supports teacher quality,
performance,
59.26and effectiveness; and
59.27 (6) an annual budget for continuing to implement the district plan.
59.28 Subd. 3. District advisory committee. Each school board shall establish an
59.29advisory committee to ensure active community participation in all phases of
planning and
59.30improving the instruction and curriculum affecting state and district academic
standards,
59.31consistent with subdivision 2. A district advisory committee, to the extent
possible, shall
59.32reflect the diversity of the district and its learning school sites, and shall include
teachers,
59.33parents, support staff, students, and other community residents. The district may
establish
59.34building site teams as subcommittees of the district advisory committee under
subdivision
59.354. The district advisory committee shall recommend to the school board rigorous
academic
59.36standards, student achievement goals and measures consistent with subdivision
1a and
60.1sections 120B.022, subdivision 1, paragraphs (b) and (c), and 120B.35, district
assessments,
60.2and program evaluations. Learning School sites may expand upon district
evaluations of
60.3instruction, curriculum, assessments, or programs. Whenever possible, parents and
other
60.4community residents shall comprise at least two-thirds of advisory committee
members.
60.5 Subd. 4. Building Site team. A school may establish a building site team to
60.6develop and implement an strategies and education effectiveness plan practices to
improve
60.7instruction, curriculum, and student achievement at the school site, consistent with
60.8subdivision 2. The team shall advise advises the board and the advisory committee
about
60.9developing the annual budget and revising an instruction and curriculum
improvement
60.10plan that aligns curriculum, assessment of student progress and growth in
meeting state
60.11and district academic standards, and instruction.
60.12 Subd. 5. Report. (a) By October 1 of each year, the school board shall use
standard
60.13statewide reporting procedures the commissioner develops and adopt a report
that includes
60.14the following:
60.15 (1) student achievement goals for meeting state academic standards;
60.16 (2) results of local assessment data, and any additional test data;
60.17 (3) the annual school district improvement plans including staff development
goals
60.18under section 122A.60;
60.19 (4) information about district and learning site progress in realizing previously
60.20adopted improvement plans; and
60.21 (5) the amount and type of revenue attributed to each education site as defined
60.22in section 123B.04.
60.23 (b) Consistent with requirements for school performance reports under section
60.24120B.36, subdivision 1, the school board shall publish a summary of the report in
the local
60.25newspaper with the largest circulation in the district, by mail, or by electronic
means
60.26such as on the district Web site. The school board shall hold an annual public
meeting
60.27to review, and revise where appropriate, student achievement goals, local
assessment
60.28outcomes, plans, strategies, and practices for improving curriculum and
instruction, and to
60.29review district success in realizing the previously adopted student achievement
goals and
60.30related benchmarks and the improvement plans leading to the world's best
workforce. If
60.31electronic means are used, school districts must publish notice of the report in a
periodical
60.32of general circulation in the district. School districts must make copies of the
report
60.33available to the public on request.
60.34 (c) The title of the report shall contain the name and number of the school
district and
60.35read "Annual Report on Curriculum, Instruction, and Student Achievement." The
report
60.36must include at least the following information about advisory committee
membership:
61.1 (1) the name of each committee member and the date when that member's term
61.2expires;
61.3 (2) the method and criteria the school board uses to select committee members;
and
61.4 (3) the date by which a community resident must apply to next serve on the
61.5committee. The school board must transmit an electronic summary of its report to
the
61.6commissioner in the form and manner the commissioner determines.
61.7 Subd. 6. Student evaluation. The school board annually shall provide high
school
61.8graduates or GED recipients who receive a diploma or its equivalent from the
school
61.9district with an opportunity to report to the board on the following:
61.10 (1) the quality of district instruction, curriculum, and services;
61.11 (2) the quality of district delivery of instruction, curriculum, and services;
61.12 (3) the utility of district facilities; and
61.13 (4) the effectiveness of district administration.
61.14 Subd. 7. Periodic report. Each school district shall periodically ask survey
affected
61.15constituencies about their connection to and level of satisfaction with school. The
61.16district shall include the results of this evaluation in the summary report required
under
61.17subdivision 5.
61.18 Subd. 8. Biennial evaluation; assessment program. At least once every two
years,
61.19the district report shall include an evaluation of the district testing programs,
according to
61.20the following:
61.21 (1) written objectives of the assessment program;
61.22 (2) names of tests and grade levels tested;
61.23 (3) use of test results; and
61.24 (4) student achievement results compared to previous years.
61.25 Subd. 9. Annual evaluation. (a) The commissioner must identify effective
61.26strategies, practices, and use of resources by districts and school sites in striving
for the
61.27world's best workforce. The commissioner must assist districts and sites
throughout the
61.28state in implementing these effective strategies, practices, and use of resources.
61.29(b) The commissioner must identify those districts in any consecutive three-year
61.30period not making sufficient progress toward improving teaching and learning and
61.31striving for the world's best workforce. The commissioner, in collaboration with
the
61.32identified district, may require the district to use up to two percent of its basic
general
61.33education revenue per fiscal year during the proximate three school years to
implement
61.34commissioner-specified strategies and practices, consistent with paragraph (a), to
improve
61.35and accelerate its progress in realizing its goals under this section. In
implementing this
61.36section, the commissioner must consider districts' budget constraints and legal
obligations.
62.1EFFECTIVE DATE.This section is effective for the 2013-2014 school year and
62.2later.

62.3 Sec. 7. [120B.115] REGIONAL CENTERS OF EXCELLENCE.
62.4(a) Regional centers of excellence are established to assist and support school
62.5boards, school districts, school sites, and charter schools in implementing research-
based
62.6interventions and practices to increase the students' achievement within a region.
62.7The centers must develop partnerships with local and regional service cooperatives,
62.8postsecondary institutions, integrated school districts, the department, children's
mental
62.9health providers, or other local or regional entities interested in providing a
cohesive
62.10and consistent regional delivery system that serves all schools equitably. Centers
must
62.11assist school districts, school sites, and charter schools in developing similar
partnerships.
62.12Center support may include assisting school districts, school sites, and charter
schools
62.13with common principles of effective practice, including:
62.14(1) defining measurable education goals under section 120B.11, subdivision 2;
62.15(2) implementing evidence-based practices;
62.16(3) engaging in data-driven decision-making;
62.17(4) providing multi-layered levels of support;
62.18(5) supporting culturally responsive teaching and learning aligning state and local
62.19academic standards and career and college readiness benchmarks; and
62.20(6) engaging parents, families, youth, and local community members in programs
62.21and activities at the school district, school site, or charter school.
62.22Centers must work with school site leadership teams to build capacity to
implement
62.23programs that close the achievement gap, increase students' progress and growth
toward
62.24career and college readiness, and increase student graduation rates.
62.25(b) The department must assist the regional centers of excellence to meet staff,
62.26facilities, and technical needs, provide the centers with programmatic support,
and work
62.27with the centers to establish a coherent statewide system of regional support,
including
62.28consulting, training, and technical support, to help school boards, school districts,
school
62.29sites, and charter schools effectively and efficiently implement the world's best
workforce
62.30goals under section 120B.11 and other state and federal education initiatives.

62.31 Sec. 8. Minnesota Statutes 2012, section 120B.125, is amended to read:
62.32120B.125 PLANNING FOR STUDENTS' SUCCESSFUL TRANSITION
62.33TO POSTSECONDARY EDUCATION AND EMPLOYMENT; INVOLUNTARY
62.34CAREER TRACKING PROHIBITED.
63.1(a) Consistent with sections 120B.128, 120B.13, 120B.131, 120B.132, 120B.14,
63.2120B.15 , 120B.30, subdivision 1, paragraph (c), 125A.08, and other related
sections,
63.3school districts are strongly encouraged to, beginning in the 2013-2014 school
year, must
63.4 assist all students by no later than grade 9 to explore their college and career
interests and
63.5aspirations and develop a plan for a smooth and successful transition to
postsecondary
63.6education or employment. All students' plans must be designed to:
63.7(1) provide a comprehensive academic plan for completing a college and
63.8career-ready curriculum premised on meeting state and local academic standards
and
63.9developing 21st century skills such as team work, collaboration, and good work
habits;
63.10(2) emphasize academic rigor and high expectations;
63.11(3) help students identify personal learning styles that may affect their
postsecondary
63.12education and employment choices;
63.13(4) help students succeed at gaining gain access to postsecondary education and
63.14career options;
63.15(5) integrate strong academic content into career-focused courses and integrate
63.16relevant career-focused courses into strong academic content;
63.17(6) help students and families identify and gain access to appropriate counseling
63.18and other supports and assistance that enable students to complete required
coursework,
63.19prepare for postsecondary education and careers, and obtain information about
63.20postsecondary education costs and eligibility for financial aid and scholarship;
63.21(7) help students and families identify collaborative partnerships of kindergarten
63.22through grade 12 schools, postsecondary institutions, economic development
agencies, and
63.23employers that support students' transition to postsecondary education and
employment
63.24and provide students with experiential learning opportunities; and
63.25(8) be reviewed and revised at least annually by the student, the student's parent
or
63.26guardian, and the school or district to ensure that the student's course-taking
schedule
63.27keeps the student "on track" making adequate progress to meet state and local
high school
63.28graduation requirements and with a reasonable chance to succeed with
employment or
63.29postsecondary education without the need to first complete remedial course work.
63.30(b) A school district may develop grade-level curricula or provide instruction that
63.31introduces students to various careers, but must not require any curriculum,
instruction,
63.32or employment-related activity that obligates an elementary or secondary student
to
63.33involuntarily select a career, career interest, employment goals, or related job
training.
63.34(c) School districts are encouraged to seek and use revenue and in-kind
contributions
63.35from nonstate sources and to seek administrative cost savings through innovative
local
63.36funding arrangements, such as the Collaboration Among Rochester Educators
(CARE)
64.1model for funding postsecondary enrollment options, among other sources, for
purposes
64.2of implementing this section.
64.3EFFECTIVE DATE.This section is effective the day following final enactment.