1.1    .................... moves to amend H. F. No. 3329 as follows:
1.2Delete everything after the enacting clause and insert:

1.3    "Section 1. [120B.299] DEFINITIONS.
1.4    Subdivision 1. Definitions. The definitions in this section apply to this chapter.
1.5    Subd. 2. Growth. "Growth" compares the difference between a student's
1.6achievement score at two distinct points in time.
1.7    Subd. 3. Value-added. "Value-added" is the amount of achievement a student
1.8demonstrates above an established baseline.
1.9    Subd. 4. Growth-based value-added. "Growth-based value-added" is a
1.10value-added system of assessments that measures the difference between an established
1.11baseline of growth and a student's growth over time.
1.12    Subd. 5. Adequate yearly progress. Adequate yearly progress compares the
1.13average achievement of two different groups of students at two different points in time.
1.14    Subd. 6. State growth norm. "State growth norm" is an established statewide
1.15percentile, or standard applicable to all students in a particular grade benchmarked to
1.16an established school year. Beginning in the 2008-2009 school year, the state growth
1.17norm is benchmarked to 2006-2007 school year data until the commissioner next changes
1.18the vertically linked scale score. Each time the commissioner changes the vertically
1.19linked scale score, a recognized Minnesota assessment group composed of assessment
1.20and evaluation directors and staff and researchers, under Minnesota Statutes, section
1.21120B.299, subdivision 6, in collaboration with the Independent Office of Educational
1.22Accountability under section 120B.31, subdivision 3, must recommend a new state
1.23growth norm that the commissioner shall consider with the revised standards. For each
1.24newly established state growth norm, the commissioner also must establish criteria for
1.25identifying schools and school districts that demonstrate accelerated growth in order to
2.1advance educators' professional development and to replicate programs that succeed in
2.2meeting students' diverse learning needs.
2.3EFFECTIVE DATE.This section is effective the day following final enactment.

2.4    Sec. 2. Minnesota Statutes 2007 Supplement, section 120B.30, is amended to read:
2.5120B.30 STATEWIDE TESTING AND REPORTING SYSTEM.
2.6    Subdivision 1. Statewide testing. (a) The commissioner, with advice from experts
2.7with appropriate technical qualifications and experience and stakeholders, consistent with
2.8subdivision 1a, shall include in the comprehensive assessment system, for each grade
2.9level to be tested, state-constructed tests developed from and aligned with the state's
2.10required academic standards under section 120B.021 and administered annually to all
2.11students in grades 3 through 8 and at the high school level. A state-developed test in a
2.12subject other than writing, developed after the 2002-2003 school year, must include both
2.13machine-scoreable and constructed response questions. The commissioner shall establish
2.14one or more months during which schools shall administer the tests to students each
2.15school year. For students enrolled in grade 8 before the 2005-2006 school year, only
2.16Minnesota basic skills tests in reading, mathematics, and writing shall fulfill students'
2.17basic skills testing requirements for a passing state notation. The passing scores of basic
2.18skills tests in reading and mathematics are the equivalent of 75 percent correct for students
2.19entering grade 9 in 1997 and thereafter, as based on the first uniform test administration of
2.20administered in February 1998.
2.21    (b) For students enrolled in grade 8 in the 2005-2006 school year and later, only the
2.22following options shall fulfill students' state graduation test requirements:
2.23    (1) for reading and mathematics:
2.24    (i) obtaining an achievement level equivalent to or greater than proficient as
2.25determined through a standard setting process on the Minnesota comprehensive
2.26assessments in grade 10 for reading and grade 11 for mathematics or achieving a passing
2.27score as determined through a standard setting process on the graduation-required
2.28assessment for diploma in grade 10 for reading and grade 11 for mathematics or
2.29subsequent retests;
2.30    (ii) achieving a passing score as determined through a standard setting process on the
2.31state-identified language proficiency test in reading and the mathematics test for English
2.32language learners or the graduation-required assessment for diploma equivalent of those
2.33assessments for students designated as English language learners;
3.1    (iii) achieving an individual passing score on the graduation-required assessment
3.2for diploma as determined by appropriate state guidelines for students with an individual
3.3education plan or 504 plan;
3.4    (iv) obtaining achievement level equivalent to or greater than proficient as
3.5determined through a standard setting process on the state-identified alternate assessment
3.6or assessments in grade 10 for reading and grade 11 for mathematics for students with
3.7an individual education plan; or
3.8    (v) achieving an individual passing score on the state-identified alternate assessment
3.9or assessments as determined by appropriate state guidelines for students with an
3.10individual education plan; and
3.11    (2) for writing:
3.12    (i) achieving a passing score on the graduation-required assessment for diploma;
3.13    (ii) achieving a passing score as determined through a standard setting process on
3.14the state-identified language proficiency test in writing for students designated as English
3.15language learners;
3.16    (iii) achieving an individual passing score on the graduation-required assessment
3.17for diploma as determined by appropriate state guidelines for students with an individual
3.18education plan or 504 plan; or
3.19    (iv) achieving an individual passing score on the state-identified alternate assessment
3.20or assessments as determined by appropriate state guidelines for students with an
3.21individual education plan.
3.22     (c) The 3rd through 8th grade and high school level test results shall be available
3.23to districts for diagnostic purposes affecting student learning and district instruction and
3.24curriculum, and for establishing educational accountability. The commissioner must
3.25disseminate to the public the test results upon receiving those results.
3.26     (d) State tests must be constructed and aligned with state academic standards. The
3.27commissioner shall determine the testing process and the order of administration shall be
3.28determined by the commissioner. The statewide results shall be aggregated at the site and
3.29district level, consistent with subdivision 1a.
3.30     (e) In addition to the testing and reporting requirements under this section, the
3.31commissioner shall include the following components in the statewide public reporting
3.32system:
3.33    (1) uniform statewide testing of all students in grades 3 through 8 and at the high
3.34school level that provides appropriate, technically sound accommodations, alternate
3.35assessments, or exemptions consistent with applicable federal law, only with parent or
3.36guardian approval, for those very few students for whom the student's individual education
4.1plan team under sections 125A.05 and 125A.06 determines that the general statewide test
4.2is inappropriate for a student, or for a limited English proficiency student under section
4.3124D.59, subdivision 2 ;
4.4    (2) educational indicators that can be aggregated and compared across school
4.5districts and across time on a statewide basis, including average daily attendance, high
4.6school graduation rates, and high school drop-out rates by age and grade level;
4.7    (3) state results on the American College Test; and
4.8    (4) state results from participation in the National Assessment of Educational
4.9Progress so that the state can benchmark its performance against the nation and other
4.10states, and, where possible, against other countries, and contribute to the national effort
4.11to monitor achievement.
4.12    Subd. 1a. Statewide and local assessments; results. (a) The commissioner must
4.13develop reading, mathematics, and science assessments aligned with state academic
4.14standards that districts and sites must use to monitor student growth toward achieving
4.15those standards. The commissioner must not develop statewide assessments for academic
4.16standards in social studies, health and physical education, and the arts. The commissioner
4.17must require:
4.18    (1) annual reading and mathematics assessments in grades 3 through 8 and at the
4.19high school level for the 2005-2006 school year and later; and
4.20    (2) annual science assessments in one grade in the grades 3 through 5 span, the
4.21grades 6 through 9 span, and a life sciences assessment in the grades 10 through 12 span
4.22for the 2007-2008 school year and later.
4.23    (b) The commissioner must ensure that all statewide tests administered to elementary
4.24and secondary students measure students' academic knowledge and skills and not students'
4.25values, attitudes, and beliefs.
4.26    (c) Reporting of assessment results must:
4.27    (1) provide timely, useful, and understandable information on the performance of
4.28individual students, schools, school districts, and the state;
4.29    (2) include, by no later than the 2008-2009 school year, a growth-based value-added
4.30component that is in addition to a measure for student achievement growth over time
4.31indicator of student achievement under section 120B.35, subdivision 3, paragraph (b); and
4.32    (3)(i) for students enrolled in grade 8 before the 2005-2006 school year, determine
4.33whether students have met the state's basic skills requirements; and
4.34    (ii) for students enrolled in grade 8 in the 2005-2006 school year and later, determine
4.35whether students have met the state's academic standards.
5.1    (d) Consistent with applicable federal law and subdivision 1, paragraph (d), clause
5.2(1), the commissioner must include appropriate, technically sound accommodations or
5.3alternative assessments for the very few students with disabilities for whom statewide
5.4assessments are inappropriate and for students with limited English proficiency.
5.5    (e) A school, school district, and charter school must administer statewide
5.6assessments under this section, as the assessments become available, to evaluate student
5.7progress in achieving the proficiency in the context of the state's grade level academic
5.8standards. If a state assessment is not available, a school, school district, and charter
5.9school must determine locally if a student has met the required academic standards. A
5.10school, school district, or charter school may use a student's performance on a statewide
5.11assessment as one of multiple criteria to determine grade promotion or retention. A
5.12school, school district, or charter school may use a high school student's performance on a
5.13statewide assessment as a percentage of the student's final grade in a course, or place a
5.14student's assessment score on the student's transcript.
5.15    Subd. 2. Department of Education assistance. The Department of Education
5.16shall contract for professional and technical services according to competitive bidding
5.17procedures under chapter 16C for purposes of this section.
5.18    Subd. 3. Reporting. The commissioner shall report test data publicly and to
5.19stakeholders, including the performance achievement levels developed from students'
5.20unweighted test scores in each tested subject and a listing of demographic factors that
5.21strongly correlate with student performance. The commissioner shall also report data that
5.22compares performance results among school sites, school districts, Minnesota and other
5.23states, and Minnesota and other nations. The commissioner shall disseminate to schools
5.24and school districts a more comprehensive report containing testing information that
5.25meets local needs for evaluating instruction and curriculum.
5.26    Subd. 4. Access to tests. The commissioner must adopt and publish a policy
5.27to provide public and parental access for review of basic skills tests, Minnesota
5.28Comprehensive Assessments, or any other such statewide test and assessment. Upon
5.29receiving a written request, the commissioner must make available to parents or guardians
5.30a copy of their student's actual responses to the test questions to be reviewed by the
5.31parent for their review.
5.32EFFECTIVE DATE.This section is effective the day following final enactment.

5.33    Sec. 3. Minnesota Statutes 2006, section 120B.31, as amended by Laws 2007, chapter
5.34146, article 2, section 10, is amended to read:
6.1120B.31 SYSTEM ACCOUNTABILITY AND STATISTICAL
6.2ADJUSTMENTS.
6.3    Subdivision 1. Educational accountability and public reporting. Consistent
6.4with the process direction to adopt a results-oriented graduation rule statewide academic
6.5standards under section 120B.02, the department, in consultation with education and other
6.6system stakeholders, must establish maintain a coordinated and comprehensive system of
6.7educational accountability and public reporting that promotes higher greater academic
6.8achievement, preparation for higher academic education, preparation for the world of
6.9work, citizenship as outlined under sections 120B.021, subdivision 1, clause (4); and
6.10120B.024, paragraph (a), clause (4), and the arts.
6.11    Subd. 2. Statewide testing. Each school year, all school districts shall give a
6.12uniform statewide test to students at specified grades to provide information on the status,
6.13needs and performance of Minnesota students.
6.14    Subd. 3. Educational accountability. (a) The Independent Office of Educational
6.15Accountability, as authorized by Laws 1997, First Special Session chapter 4, article 5,
6.16section 28, subdivision 2, is established, and shall be funded through the Board of Regents
6.17of the University of Minnesota. The office shall advise the education committees of
6.18the legislature and the commissioner of education, at least on a biennial basis, on the
6.19degree to which the statewide educational accountability and reporting system includes a
6.20comprehensive assessment framework that measures school accountability for students
6.21achieving the goals described in the state's results-oriented high school graduation
6.22rule. The office shall determine and annually report to the legislature whether and how
6.23effectively:
6.24    (1) the statewide system of educational accountability utilizes uses multiple
6.25indicators to provide valid and reliable comparative and contextual data on students,
6.26schools, districts, and the state, and if not, recommend ways to improve the accountability
6.27reporting system;
6.28    (2) the commissioner makes statistical adjustments when reporting student data over
6.29time, consistent with clause (4);
6.30    (3) the commissioner uses indicators of student achievement growth a growth-based
6.31value-added indicator of student achievement over time and a value-added assessment
6.32model that estimates the effects of the school and school district on student achievement to
6.33measure school performance, consistent with section 120B.36, subdivision 1 120B.35,
6.34subdivision 3, paragraph (b);
6.35    (4) (3) the commissioner makes data available on students who do not pass one or
6.36more of the state's required GRAD tests and do not receive a diploma as a consequence,
7.1and categorizes these data according to gender, race, eligibility for free or reduced lunch,
7.2and English language proficiency; and
7.3    (5) (4) the commissioner fulfills the requirements under section 127A.095,
7.4subdivision 2 .
7.5    (b) When the office reviews the statewide educational accountability and reporting
7.6system, it shall also consider:
7.7    (1) the objectivity and neutrality of the state's educational accountability system; and
7.8    (2) the impact of a testing program on school curriculum and student learning.
7.9    Subd. 4. Statistical adjustments; student performance data. In developing
7.10managing policies and assessment processes to hold schools and districts accountable
7.11for high levels of academic standards under section 120B.021, the commissioner shall
7.12aggregate student data over time to report student performance and growth levels
7.13measured at the school, school district, regional, or and statewide level. When collecting
7.14and reporting the performance data, the commissioner shall: (1) acknowledge the impact
7.15of significant demographic factors such as residential instability, the number of single
7.16parent families, parents' level of education, and parents' income level on school outcomes;
7.17and (2) organize and report the data so that state and local policy makers can understand
7.18the educational implications of changes in districts' demographic profiles over time. Any
7.19report the commissioner disseminates containing summary data on student performance
7.20must integrate student performance and the demographic factors that strongly correlate
7.21with that performance.
7.22EFFECTIVE DATE.This section is effective the day following final enactment.

7.23    Sec. 4. Minnesota Statutes 2006, section 120B.35, as amended by Laws 2007, chapter
7.24147, article 8, section 38, is amended to read:
7.25120B.35 STUDENT ACADEMIC ACHIEVEMENT AND PROGRESS
7.26GROWTH.
7.27    Subdivision 1. Adequate yearly progress of schools and students School and
7.28student indicators of growth and achievement. The commissioner must develop
7.29and implement maintain a system for measuring and reporting academic achievement
7.30and individual student progress growth, consistent with the statewide educational
7.31accountability and reporting system. The system components of the system must measure
7.32the adequate yearly progress of schools and the growth of individual students: students'
7.33current achievement in schools under subdivision 2; and individual students' educational
7.34progress growth over time under subdivision 3. The system also must include statewide
7.35measures of student academic achievement growth that identify schools with high levels
8.1of achievement growth, and also schools with low levels of achievement growth that need
8.2improvement. When determining a school's effect, the data must include both statewide
8.3measures of student achievement and, to the extent annual tests are administered,
8.4indicators of achievement growth that take into account a student's prior achievement.
8.5Indicators of achievement and prior achievement must be based on highly reliable
8.6statewide or districtwide assessments. Indicators that take into account a student's prior
8.7achievement must not be used to disregard a school's low achievement or to exclude
8.8a school from a program to improve low achievement levels. The commissioner by
8.9January 15, 2002, must submit a plan for integrating these components to the chairs of
8.10the legislative committees having policy and budgetary responsibilities for elementary
8.11and secondary education.
8.12    Subd. 2. Expectations for federally mandated student academic achievement.
8.13    (a) Each school year, a school district must determine if the student achievement levels
8.14at each school site meet state and local federally mandated expectations. If student
8.15achievement levels at a school site do not meet state and local federally mandated
8.16expectations and the site has not made adequate yearly progress for two consecutive
8.17school years, beginning with the 2001-2002 school year, the district must work with the
8.18school site to adopt a plan to raise student achievement levels to meet state and local
8.19federally mandated expectations. The commissioner of education shall establish student
8.20academic achievement levels to comply with this paragraph.
8.21    (b) School sites identified as not meeting federally mandated expectations must
8.22develop continuous improvement plans in order to meet state and local federally mandated
8.23expectations for student academic achievement. The department, at a district's request,
8.24must assist the district and the school site in developing a plan to improve student
8.25achievement. The plan must include parental involvement components.
8.26    (c) The commissioner must:
8.27    (1) provide assistance to assist school sites and districts identified as not meeting
8.28federally mandated expectations; and
8.29    (2) provide technical assistance to schools that integrate student progress measures
8.30under subdivision 3 in the school continuous improvement plan.
8.31    (d) The commissioner shall establish and maintain a continuous improvement Web
8.32site designed to make data on every school and district available to parents, teachers,
8.33administrators, community members, and the general public.
8.34    Subd. 3. Student progress assessment growth; other state measures. (a)
8.35The state's educational assessment system component measuring individual students'
8.36educational progress must be growth is based, to the extent annual tests are administered,
9.1on indicators of achievement growth that show an individual student's prior achievement.
9.2Indicators of achievement and prior achievement must be are based on highly reliable
9.3statewide or districtwide assessments.
9.4    (b) The commissioner must identify effective models for measuring individual
9.5student progress that enable a school district or school site to perform gains-based
9.6analysis, including evaluating the effects of the teacher, school, and school district on
9.7student achievement over time. At least one model must be a "value-added" assessment
9.8model that reliably estimates those effects for classroom settings where a single teacher
9.9teaches multiple subjects to the same group of students, for team teaching arrangements,
9.10and for other teaching circumstances. use a growth-based value-added system. The
9.11commissioner must apply the state growth norm to students in grades 4 through 8
9.12beginning in the 2008-2009 school year, consistent with section 120B.299, subdivision
9.136, initially benchmarking the state growth norm to 2007-2008 school year data. The
9.14model must allow the user to:
9.15    (1) report student growth at and above the state norm; and
9.16    (2) for all student categories with a cell size of at least 20, report and compare
9.17aggregated and disaggregated state growth data using the nine student categories identified
9.18under the federal 2001 No Child Left Behind Act and two student gender categories of
9.19male and female, respectively. The model must have the ability to measure the effects
9.20on student growth at the teacher team level, grade teacher teams level, school level, and
9.21school district level.
9.22    (c) If a district has an accountability plan that includes gains-based analysis or
9.23"value-added" assessment, the commissioner shall, to the extent practicable, incorporate
9.24those measures in determining whether the district or school site meets expectations. The
9.25department must coordinate with the district in evaluating school sites and continuous
9.26improvement plans, consistent with best practices If a district has an accountability
9.27plan that includes other growth-based value-added analysis, the commissioner may, to
9.28the extent practicable and consistent with this section, incorporate those measures in
9.29determining whether the district or school site shows growth.
9.30    (d) When reporting student performance under section 120B.36, subdivision 1, the
9.31commissioner annually, beginning July 1, 2011, must report two core measures indicating
9.32the extent to which current high school graduates are being prepared for postsecondary
9.33academic and career opportunities:
9.34    (1) a preparation measure indicating the number and percentage of high school
9.35graduates in the most recent school year who completed course work important to
9.36preparing them for postsecondary academic and career opportunities, consistent with the
10.1core academic subjects required for admission to Minnesota's public four-year colleges
10.2and universities as determined by the Minnesota Office of Higher Education under chapter
10.3136A; and
10.4    (2) a rigorous coursework measure indicating the number and percentage of high
10.5school graduates in the most recent school year who successfully completed one or more
10.6college-level advanced placement, international baccalaureate, postsecondary enrollment
10.7options, other rigorous courses of study under section 120B.021, subdivision 1a, or
10.8industry certification courses.
10.9When reporting the core measures under clauses (1) and (2), the commissioner must also
10.10analyze and report separate categories of information using the nine student categories
10.11identified under the federal 2001 No Child Left Behind Act and two student gender
10.12categories of male and female, respectively.
10.13    (d) When reporting student performance under section 120B.36, subdivision 1, the
10.14commissioner annually, beginning July 1, 2011, must include summary data showing
10.15student's average self-reported sense of school safety, engagement in school, and the
10.16quality of students' relationship with teachers, administrators, and other students. The
10.17commissioner must gather these data consistently from students in grade 4 or 5, in one
10.18grade level in grades 6 through 8, and in one grade level in high school, as determined by
10.19the commissioner in consultation with recognized and qualified experts.
10.20    Subd. 4. Improving schools. Consistent with the requirements of this section, the
10.21commissioner of education must establish a second achievement benchmark to identify
10.22improving schools. The commissioner must recommend to annually report to the public
10.23and the legislature by February 15, 2002, indicators in addition to the achievement
10.24benchmark for identifying improving schools, including an indicator requiring a school to
10.25demonstrate ongoing successful use of best teaching practices best practices learned from
10.26those schools that demonstrate accelerated growth compared to the state growth norm.
10.27    The commissioner also must use those learned best practices to provide additional
10.28assistance and intervention support to a district or school site that does not meet either
10.29federally mandated expectations or the state growth norm.
10.30    Subd. 5. Improving graduation rates for students with emotional or behavioral
10.31disorders. (a) A district must develop strategies in conjunction with parents of students
10.32with emotional or behavioral disorders and the county board responsible for implementing
10.33sections 245.487 to 245.4889 to keep students with emotional or behavioral disorders in
10.34school, when the district has a drop-out rate for students with an emotional or behavioral
10.35disorder in grades 9 through 12 exceeding 25 percent.
11.1    (b) A district must develop a plan in conjunction with parents of students with
11.2emotional or behavioral disorders and the local mental health authority to increase the
11.3graduation rates of students with emotional or behavioral disorders. A district with a
11.4drop-out rate for children with an emotional or behavioral disturbance in grades 9 through
11.512 that is in the top 25 percent of all districts shall submit a plan for review and oversight
11.6to the commissioner.
11.7EFFECTIVE DATE.Subdivision 3, paragraph (b), applies to students in the
11.82009-2010 school year and later. Subdivision 3, paragraph (c), applies to students in the
11.92010-2011 school year and later. Subdivision 3, paragraph (d), applies to high school
11.10students in the 2009-2010 school year and later, and to students in any grades 4 through 8
11.11in the 2010-2011 school year and later, consistent with the commissioner's grade level
11.12determinations. Subdivision 4 applies in the 2011-2012 school year and later.

11.13    Sec. 5. Minnesota Statutes 2006, section 120B.36, as amended by Laws 2007, chapter
11.14146, article 2, section 11, is amended to read:
11.15120B.36 SCHOOL ACCOUNTABILITY; APPEALS PROCESS.
11.16    Subdivision 1. School performance report cards. (a) The commissioner shall use
11.17objective criteria based on levels of student performance to report at least student academic
11.18performance under section 120B.35, subdivision 2, a table showing the percentages
11.19of students at and above the state growth norm under section 120B.35, subdivision 3,
11.20paragraph (b), school safety and student engagement under section 120B.35, subdivision
11.213, paragraph (d), rigorous coursework under section 120B.35, subdivision 3, paragraph
11.22(c), two separate student-to-teacher ratios that clearly indicate the definition of teacher
11.23consistent with sections 122A.06 and 122A.15 for purposes of determining these ratios,
11.24and staff characteristics excluding salaries, with a value-added component added no later
11.25than the 2008-2009 school year student enrollment demographics, district mobility, and
11.26extracurricular activities. The report must indicate a school's adequate yearly progress
11.27status, and must not set any designations applicable to high- and low-performing schools
11.28due solely to adequate yearly progress status.
11.29    (b) The commissioner shall develop, annually update, and post on the department
11.30Web site school performance report cards.
11.31    (c) The commissioner must make available the first performance report cards by
11.32November 2003, and during the beginning of each school year thereafter.
11.33    (d) A school or district may appeal its adequate yearly progress status in writing to
11.34the commissioner within 30 days of receiving the notice of its status. The commissioner's
11.35decision to uphold or deny an appeal is final.
12.1    (e) School performance report cards card data are nonpublic data under section
12.213.02, subdivision 9 , until not later than ten days after the appeal procedure described in
12.3paragraph (d) concludes. The department shall annually post school performance report
12.4cards to its public Web site no later than September 1.
12.5    Subd. 2. Adequate yearly progress data. All data the department receives,
12.6collects, or creates for purposes of determining to determine adequate yearly progress
12.7designations status under Public Law 107-110, section 1116, set state growth norms, and
12.8determine student growth are nonpublic data under section 13.02, subdivision 9, until not
12.9later than ten days after the appeal procedure described in subdivision 1, paragraph (d),
12.10concludes. Districts must provide parents sufficiently detailed summary data to permit
12.11parents to appeal under Public Law 107-110, section 1116(b)(2). The department shall
12.12annually post federally mandated adequate yearly progress data and state student growth
12.13data to its public Web site no later than September 1.
12.14EFFECTIVE DATE.This section is effective the day following final enactment.

12.15    Sec. 6. Minnesota Statutes 2006, section 120B.362, is amended to read:
12.16120B.362 GROWTH-BASED VALUE-ADDED ASSESSMENT PROGRAM.
12.17    (a) The commissioner of education must implement a growth-based value-added
12.18assessment program to assist school districts, public schools, and charter schools in
12.19assessing and reporting individual students' growth in academic achievement under section
12.20120B.30, subdivision 1a . The program must use assessments of individual students'
12.21academic achievement to make longitudinal comparisons of each student's academic
12.22growth over time. School districts, public schools, and charter schools may apply to the
12.23commissioner to participate in the initial trial program using a form and in the manner the
12.24commissioner prescribes. The commissioner must select program participants from urban,
12.25suburban, and rural areas throughout the state.
12.26    (b) The commissioner may issue a request for proposals to contract with an
12.27organization that provides a value-added assessment model that reliably estimates school
12.28and school district effects on students' academic achievement over time. The model the
12.29commissioner selects must accommodate diverse data and must use each student's test
12.30data across grades. Data on individual teachers generated under the model are personnel
12.31data under section 13.43.
12.32    (c) The contract under paragraph (b) must be consistent with the definition of "best
12.33value" under section 16C.02, subdivision 4.
12.34EFFECTIVE DATE.This section is effective the day following final enactment.

13.1    Sec. 7. IMPLEMENTING A STUDENT GROWTH-BASED VALUE-ADDED
13.2SYSTEM.
13.3    (a) To implement the requirements of Minnesota Statutes, section 120B.35,
13.4subdivision 3, paragraph (b), and to help parents and members of the public compare the
13.5reported data, the commissioner must convene a group of expert school district assessment
13.6and evaluation staff, including a recognized Minnesota assessment group composed
13.7of assessment and evaluation directors and staff and researchers under Minnesota
13.8Statutes, section 120B.299, subdivision 6, and interested stakeholders, including school
13.9superintendents, school principals, and school teachers to examine the actual statewide
13.10performance of students using Minnesota's growth-based value-added system and
13.11establish criteria for identifying schools and school districts that demonstrate accelerated
13.12growth in order to advance educators' professional development and replicate programs
13.13that succeed in meeting students' diverse learning needs.
13.14    (b) The commissioner must submit a written report to the education committees of
13.15the house of representatives and senate by February 15, 2009, describing the criteria for
13.16identifying schools and school districts that demonstrate accelerated growth.
13.17EFFECTIVE DATE.This section is effective the day following final enactment
13.18and applies to school report cards in the 2008-2009 school year and later.

13.19    Sec. 8. IMPLEMENTING RIGOROUS COURSEWORK MEASURES
13.20RELATED TO STUDENT PERFORMANCE.
13.21    To implement the requirements of Minnesota Statutes, section 120B.35, subdivision
13.223, paragraph (c), clauses (1) and (2), and to help parents and members of the public
13.23compare the reported data, the commissioner of education must convene a group of
13.24recognized and qualified experts and interested stakeholders to develop a model projecting
13.25anticipated performance of each high school on preparation and rigorous coursework
13.26measures that compares the school with similar schools. The model must use information
13.27about entering high school students based on particular background characteristics that
13.28are predictive of differing rates of college readiness. The characteristics include grade 8
13.29achievement levels, high school student mobility, high school student attendance, the nine
13.30student categories identified under the federal 2001 No Child Left Behind Act, and two
13.31student gender categories of male and female, respectively, to predict student performance
13.32on these two core measures. The commissioner must use the anticipated level of entering
13.33students' performance to provide a context for interpreting graduating students' actual
13.34performance.
14.1EFFECTIVE DATE.This section is effective the day following final enactment
14.2and applies to school report cards beginning July 1, 2011.

14.3    Sec. 9. IMPLEMENTING MEASURES FOR ASSESSING STUDENTS'
14.4SELF-REPORTED SENSE OF SCHOOL SAFETY, ENGAGEMENT IN
14.5SCHOOL, AND THE QUALITY OF RELATIONSHIPS WITH TEACHERS,
14.6ADMINISTRATORS, AND OTHER STUDENTS.
14.7    (a) To implement the requirements of Minnesota Statutes, section 120B.35,
14.8subdivision 3, paragraph (d), and to help parents and members of the public compare the
14.9reported data, the commissioner of education, in consultation with interested stakeholders,
14.10must convene a group of recognized and qualified experts to:
14.11    (1) analyze the University of Minnesota student safety and engagement survey
14.12instrument and other commonly recognized survey instruments to select or devise the
14.13survey instrument that best meets state accountability requirements;
14.14    (2) ensure that the identified survey instrument has sound psychometric properties
14.15and is useful for intervention planning;
14.16    (3) determine at what grade levels to administer the survey instrument and ensure
14.17that the survey instrument can be used at those grade levels; and
14.18    (4) determine through disaggregated use of survey indicators or other means how to
14.19report "safety" in order to comply with federal law.
14.20    (b) The commissioner must submit a written report to the education committees of
14.21the house of representatives and senate by February 15, 2009, presenting the experts'
14.22responses to paragraph (a), clauses (1) to (4).
14.23EFFECTIVE DATE.This section is effective the day following final enactment
14.24and applies to school report cards beginning July 1, 2011.

14.25    Sec. 10. GROWTH-BASED VALUE-ADDED SYSTEM.
14.26    The growth-based value-added system used by the commissioner of education to
14.27comply with Minnesota Statutes, section 120B.35, subdivision 3, paragraph (b), must be
14.28consistent with the growth-based value-added model contained in the document labeled
14.29"Educational Report Card Growth Model, 2008." The document must be deposited with
14.30the Minnesota Office of the Revisor of Statutes, the Minnesota Legislative Reference
14.31Library, and the Minnesota State Law Library, where the document shall be maintained
14.32until the commissioner implements the growth-based value-added system under
14.33Minnesota Statutes, section 120B.35, subdivision 3, paragraph (b). The recognized
14.34Minnesota assessment group composed of assessment and evaluation directors and
14.35staff and researchers under Minnesota Statutes, section 120B.299, subdivision 6, must
15.1determine whether the growth-based value-added model the commissioner uses to comply
15.2with Minnesota Statutes, section 120B.35, subdivision 3, paragraph (b), is consistent with
15.3the deposited document and report its determination to the education committees of the
15.4house of representatives and senate by February 15, 2009.
15.5EFFECTIVE DATE.This section is effective the day following final enactment."
15.6Delete the title and insert:
15.8relating to education; establishing state measures of academic success;amending
15.9Minnesota Statutes 2006, sections 120B.31, as amended; 120B.35, as amended;
15.10120B.36, as amended; 120B.362; Minnesota Statutes 2007 Supplement, section
15.11120B.30; proposing coding for new law in Minnesota Statutes, chapter 120B."