1.1.................... moves to amend H.F. No. 1441 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 in a student's achievement
1.6score at two or more 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. The difference between the student's score
1.9and the baseline defines value-added.
1.10    Subd. 4. Value-added growth. "Value-added growth" is based on a student's
1.11growth score. In a value-added growth system, the student's first test is the baseline, and
1.12the difference between the student's first and next test scores within a defined period is the
1.13measure of value-added. Value-added growth models use student-level data to measure
1.14what portion of a student's growth can be explained by inputs related to the educational
1.15environment.
1.16    Subd. 5. Adequate yearly progress. A school or district makes "adequate yearly
1.17progress" if, for every student subgroup under the federal 2001 No Child Left Behind
1.18Act in the school or district, its proficiency index or other approved adjustments for
1.19performance, based on statewide assessment scores, meets or exceeds federal expectations.
1.20To make adequate yearly progress, the school or district also must satisfy applicable
1.21federal requirements related to student attendance, graduation, and test participation rates.
1.22    Subd. 6. State growth target. (a) "State growth target" is the average year-two
1.23assessment scores for students with similar year-one assessment scores.
1.24    (b) The state growth targets for each grade and subject are benchmarked as follows
1.25until the assessment scale changes:
2.1(1) beginning in the 2008-2009 school year, the state growth target for grades 3 to 8
2.2is benchmarked to 2006-2007 and 2007-2008 school year data;
2.3(2) beginning in the 2008-2009 school year the state growth target for grade 10 is
2.4benchmarked to 2005-2006 and 2006-2007 school year data;
2.5(3) for the 2008-2009 school year, the state growth target for grade 11 is
2.6benchmarked to 2005-2006 school year data; and
2.7(4) beginning in the 2009-2010 school year, the state growth target for grade 11 is
2.8benchmarked to 2005-2006 and 2006-2007 school year data.
2.9    (c) Each time before the assessment scale changes, a stakeholder group that includes
2.10assessment and evaluation directors and staff and researchers must recommend a new
2.11state growth target that the commissioner must consider when revising standards under
2.12section 120B.023, subdivision 2.
2.13    Subd. 7. Low growth. "Low growth" is an assessment score one-half standard
2.14deviation below the state growth target.
2.15    Subd. 8. Medium growth. "Medium growth" is an assessment score within one-half
2.16standard deviation above or below the state growth target.
2.17    Subd. 9. High growth. "High growth" is an assessment score one-half standard
2.18deviation or more above the state growth target.
2.19EFFECTIVE DATE.This section is effective the day following final enactment.

2.20    Sec. 2. Minnesota Statutes 2008, section 120B.30, is amended to read:
2.21120B.30 STATEWIDE TESTING AND REPORTING SYSTEM.
2.22    Subdivision 1. Statewide testing. (a) The commissioner, with advice from experts
2.23with appropriate technical qualifications and experience and stakeholders, consistent with
2.24subdivision 1a, shall include in the comprehensive assessment system, for each grade
2.25level to be tested, state-constructed tests developed from and aligned with the state's
2.26required academic standards under section 120B.021 and administered annually to all
2.27students in grades 3 through 8 and at the high school level. A state-developed test in a
2.28subject other than writing, developed after the 2002-2003 school year, must include both
2.29machine-scoreable and constructed response questions. The commissioner shall establish
2.30one or more months during which schools shall administer the tests to students each
2.31school year. Schools that the commissioner identifies for stand-alone field testing or other
2.32national sampling must participate as directed. Superintendents or charter school directors
2.33may appeal in writing to the commissioner for an exemption from a field test based on
2.34undue hardship. The commissioner's decision regarding the appeal is final. For students
3.1enrolled in grade 8 before the 2005-2006 school year, only Minnesota basic skills tests in
3.2reading, mathematics, and writing shall fulfill students' basic skills testing requirements for
3.3a passing state notation. The passing scores of basic skills tests in reading and mathematics
3.4are the equivalent of 75 percent correct for students entering grade 9 in 1997 and thereafter,
3.5as based on the first uniform test administration of administered in February 1998.
3.6    (b) For students enrolled in grade 8 in the 2005-2006 school year and later, only the
3.7following options shall fulfill students' state graduation test requirements:
3.8    (1) for reading and mathematics:
3.9    (i) obtaining an achievement level equivalent to or greater than proficient as
3.10determined through a standard setting process on the Minnesota comprehensive
3.11assessments in grade 10 for reading and grade 11 for mathematics or achieving a passing
3.12score as determined through a standard setting process on the graduation-required
3.13assessment for diploma in grade 10 for reading and grade 11 for mathematics or
3.14subsequent retests;
3.15    (ii) achieving a passing score as determined through a standard setting process on the
3.16state-identified language proficiency test in reading and the mathematics test for English
3.17language learners or the graduation-required assessment for diploma equivalent of those
3.18assessments for students designated as English language learners;
3.19    (iii) achieving an individual passing score on the graduation-required assessment
3.20for diploma as determined by appropriate state guidelines for students with an individual
3.21education plan or 504 plan;
3.22    (iv) obtaining achievement level equivalent to or greater than proficient as
3.23determined through a standard setting process on the state-identified alternate assessment
3.24or assessments in grade 10 for reading and grade 11 for mathematics for students with
3.25an individual education plan; or
3.26    (v) achieving an individual passing score on the state-identified alternate assessment
3.27or assessments as determined by appropriate state guidelines for students with an
3.28individual education plan; and
3.29    (2) for writing:
3.30    (i) achieving a passing score on the graduation-required assessment for diploma;
3.31    (ii) achieving a passing score as determined through a standard setting process on
3.32the state-identified language proficiency test in writing for students designated as English
3.33language learners;
3.34    (iii) achieving an individual passing score on the graduation-required assessment
3.35for diploma as determined by appropriate state guidelines for students with an individual
3.36education plan or 504 plan; or
4.1    (iv) achieving an individual passing score on the state-identified alternate assessment
4.2or assessments as determined by appropriate state guidelines for students with an
4.3individual education plan.
4.4     (c) The 3rd through 8th grade and high school level test results shall be available
4.5to districts for diagnostic purposes affecting student learning and district instruction and
4.6curriculum, and for establishing educational accountability. The commissioner must
4.7disseminate to the public the test results upon receiving those results.
4.8     (d) State tests must be constructed and aligned with state academic standards. The
4.9commissioner shall determine the testing process and the order of administration shall be
4.10determined by the commissioner. The statewide results shall be aggregated at the site and
4.11district level, consistent with subdivision 1a.
4.12     (e) In addition to the testing and reporting requirements under this section, the
4.13commissioner shall include the following components in the statewide public reporting
4.14system:
4.15    (1) uniform statewide testing of all students in grades 3 through 8 and at the high
4.16school level that provides appropriate, technically sound accommodations, alternate
4.17assessments, or exemptions consistent with applicable federal law, only with parent or
4.18guardian approval, for those very few students for whom the student's individual education
4.19plan team under sections 125A.05 and 125A.06 determines that the general statewide test
4.20is inappropriate for a student, or for a limited English proficiency student under section
4.21124D.59, subdivision 2 ;
4.22    (2) educational indicators that can be aggregated and compared across school
4.23districts and across time on a statewide basis, including average daily attendance, high
4.24school graduation rates, and high school drop-out rates by age and grade level;
4.25    (3) state results on the American College Test; and
4.26    (4) state results from participation in the National Assessment of Educational
4.27Progress so that the state can benchmark its performance against the nation and other
4.28states, and, where possible, against other countries, and contribute to the national effort
4.29to monitor achievement.
4.30    Subd. 1a. Statewide and local assessments; results. (a) The commissioner must
4.31develop reading, mathematics, and science assessments aligned with state academic
4.32standards that districts and sites must use to monitor student growth toward achieving
4.33those standards. The commissioner must not develop statewide assessments for academic
4.34standards in social studies, health and physical education, and the arts. The commissioner
4.35must require:
5.1    (1) annual reading and mathematics assessments in grades 3 through 8 and at the
5.2high school level for the 2005-2006 school year and later; and
5.3    (2) annual science assessments in one grade in the grades 3 through 5 span, the
5.4grades 6 through 9 8 span, and a life sciences assessment in the grades 10 9 through 12
5.5span for the 2007-2008 school year and later.
5.6    (b) The commissioner must ensure that all statewide tests administered to elementary
5.7and secondary students measure students' academic knowledge and skills and not students'
5.8values, attitudes, and beliefs.
5.9    (c) Reporting of assessment results must:
5.10    (1) provide timely, useful, and understandable information on the performance of
5.11individual students, schools, school districts, and the state;
5.12    (2) include, by no later than the 2008-2009 school year, a value-added component
5.13that is in addition to a measure for student achievement growth over time growth indicator
5.14of student achievement under section 120B.35, subdivision 3, paragraph (b); and
5.15    (3)(i) for students enrolled in grade 8 before the 2005-2006 school year, determine
5.16whether students have met the state's basic skills requirements; and
5.17    (ii) for students enrolled in grade 8 in the 2005-2006 school year and later, determine
5.18whether students have met the state's academic standards.
5.19    (d) Consistent with applicable federal law and subdivision 1, paragraph (d), clause
5.20(1), the commissioner must include appropriate, technically sound accommodations or
5.21alternative assessments for the very few students with disabilities for whom statewide
5.22assessments are inappropriate and for students with limited English proficiency.
5.23    (e) A school, school district, and charter school must administer statewide
5.24assessments under this section, as the assessments become available, to evaluate student
5.25progress in achieving the proficiency in the context of the state's grade level academic
5.26standards. If a state assessment is not available, a school, school district, and charter
5.27school must determine locally if a student has met the required academic standards. A
5.28school, school district, or charter school may use a student's performance on a statewide
5.29assessment as one of multiple criteria to determine grade promotion or retention. A
5.30school, school district, or charter school may use a high school student's performance on a
5.31statewide assessment as a percentage of the student's final grade in a course, or place a
5.32student's assessment score on the student's transcript.
5.33    Subd. 2. Department of Education assistance. The Department of Education
5.34shall contract for professional and technical services according to competitive bidding
5.35procedures under chapter 16C for purposes of this section.
6.1    Subd. 3. Reporting. The commissioner shall report test data publicly and to
6.2stakeholders, including the performance achievement levels developed from students'
6.3unweighted test scores in each tested subject and a listing of demographic factors that
6.4strongly correlate with student performance. The commissioner shall also report data that
6.5compares performance results among school sites, school districts, Minnesota and other
6.6states, and Minnesota and other nations. The commissioner shall disseminate to schools
6.7and school districts a more comprehensive report containing testing information that
6.8meets local needs for evaluating instruction and curriculum.
6.9    Subd. 4. Access to tests. The commissioner must adopt and publish a policy
6.10to provide public and parental access for review of basic skills tests, Minnesota
6.11Comprehensive Assessments, or any other such statewide test and assessment. Upon
6.12receiving a written request, the commissioner must make available to parents or guardians
6.13a copy of their student's actual responses to the test questions to be reviewed by the
6.14parent for their review.
6.15EFFECTIVE DATE.This section is effective the day following final enactment.

6.16    Sec. 3. Minnesota Statutes 2008, section 120B.31, is amended to read:
6.17120B.31 SYSTEM ACCOUNTABILITY AND STATISTICAL
6.18ADJUSTMENTS.
6.19    Subdivision 1. Educational accountability and public reporting. Consistent
6.20with the process direction to adopt a results-oriented graduation rule statewide academic
6.21standards under section 120B.02, the department, in consultation with education and
6.22other system stakeholders, must establish a coordinated and comprehensive system of
6.23educational accountability and public reporting that promotes higher greater academic
6.24achievement, preparation for higher academic education, preparation for the world of
6.25work, citizenship under sections 120B.021, subdivision 1, clause (4), and 120B.024,
6.26paragraph (a), clause (4), and the arts.
6.27    Subd. 2. Statewide testing. Each school year, all school districts shall give a
6.28uniform statewide test to students at specified grades to provide information on the status,
6.29needs and performance of Minnesota students.
6.30    Subd. 3. Educational accountability. (a) The Independent Office of Educational
6.31Accountability, as authorized by Laws 1997, First Special Session chapter 4, article 5,
6.32section 28, subdivision 2, is established, and shall be funded through the Board of Regents
6.33of the University of Minnesota. The office shall advise the education committees of
6.34the legislature and the commissioner of education, at least on a biennial basis, on the
7.1degree to which the statewide educational accountability and reporting system includes a
7.2comprehensive assessment framework that measures school accountability for students
7.3achieving the goals described in the state's results-oriented high school graduation
7.4rule. The office shall determine and annually report to the legislature whether and how
7.5effectively:
7.6    (1) the statewide system of educational accountability utilizes uses multiple
7.7indicators to provide valid and reliable comparative and contextual data on students,
7.8schools, districts, and the state, and if not, recommend ways to improve the accountability
7.9reporting system;
7.10    (2) the commissioner makes statistical adjustments when reporting student data over
7.11time, consistent with clause (4);
7.12    (3) the commissioner uses indicators of student achievement growth a value-added
7.13growth indicator of student achievement over time and a value-added assessment model
7.14that estimates the effects of the school and school district on student achievement to
7.15measure and measures school performance, consistent with section 120B.36, subdivision
7.161 120B.35, subdivision 3, paragraph (b);
7.17    (4) the commissioner makes (3) data are available on students who do not pass one
7.18or more of the state's required GRAD tests and do not receive a diploma as a consequence,
7.19and categorizes these data are categorized according to gender, race, eligibility for free
7.20or reduced lunch, and English language proficiency; and
7.21    (5) the commissioner fulfills (4) the requirements under section 127A.095,
7.22subdivision 2 , are met.
7.23    (b) When the office reviews the statewide educational accountability and reporting
7.24system, it shall also consider:
7.25    (1) the objectivity and neutrality of the state's educational accountability system; and
7.26    (2) the impact of a testing program on school curriculum and student learning.
7.27    Subd. 4. Statistical adjustments; student performance data. In developing
7.28policies and assessment processes to hold schools and districts accountable for high
7.29levels of academic standards under section 120B.021, the commissioner shall aggregate
7.30student data over time to report student performance and growth levels measured at the
7.31school, school district, regional, or and statewide level. When collecting and reporting
7.32the performance data, the commissioner shall: (1) acknowledge the impact of significant
7.33demographic factors such as residential instability, the number of single parent families,
7.34parents' level of education, and parents' income level on school outcomes; and (2)
7.35organize and report the data so that state and local policy makers can understand the
7.36educational implications of changes in districts' demographic profiles over time. Any
8.1report the commissioner disseminates containing summary data on student performance
8.2must integrate student performance and the demographic factors that strongly correlate
8.3with that performance.
8.4EFFECTIVE DATE.This section is effective the day following final enactment.

8.5    Sec. 4. Minnesota Statutes 2008, section 120B.35, is amended to read:
8.6120B.35 STUDENT ACADEMIC ACHIEVEMENT AND PROGRESS
8.7GROWTH.
8.8    Subdivision 1. Adequate yearly progress of schools and students School and
8.9student indicators of growth and achievement. The commissioner must develop and
8.10implement a system for measuring and reporting academic achievement and individual
8.11student progress growth, consistent with the statewide educational accountability and
8.12reporting system. The system components of the system must measure and separately
8.13report the adequate yearly progress of schools and the growth of individual students:
8.14students' current achievement in schools under subdivision 2; and individual students'
8.15educational progress growth over time under subdivision 3. The system also must include
8.16statewide measures of student academic achievement growth that identify schools with
8.17high levels of achievement growth, and also schools with low levels of achievement
8.18growth that need improvement. When determining a school's effect, the data must
8.19include both statewide measures of student achievement and, to the extent annual tests
8.20are administered, indicators of achievement growth that take into account a student's
8.21prior achievement. Indicators of achievement and prior achievement must be based on
8.22highly reliable statewide or districtwide assessments. Indicators that take into account a
8.23student's prior achievement must not be used to disregard a school's low achievement or to
8.24exclude a school from a program to improve low achievement levels. The commissioner
8.25by January 15, 2002, must submit a plan for integrating these components to the chairs of
8.26the legislative committees having policy and budgetary responsibilities for elementary
8.27and secondary education.
8.28    Subd. 2. Federal expectations for student academic achievement. (a) Each school
8.29year, a school district must determine if the student achievement levels at each school site
8.30meet state and local federal expectations. If student achievement levels at a school site do
8.31not meet state and local federal expectations and the site has not made adequate yearly
8.32progress for two consecutive school years, beginning with the 2001-2002 school year,
8.33the district must work with the school site to adopt a plan to raise student achievement
8.34levels to meet state and local federal expectations. The commissioner of education shall
8.35establish student academic achievement levels to comply with this paragraph.
9.1(b) School sites identified as not meeting federal expectations must develop
9.2continuous improvement plans in order to meet state and local federal expectations for
9.3student academic achievement. The department, at a district's request, must assist the
9.4district and the school site in developing a plan to improve student achievement. The plan
9.5must include parental involvement components.
9.6(c) The commissioner must:
9.7(1) provide assistance to assist school sites and districts identified as not meeting
9.8federal expectations; and
9.9(2) provide technical assistance to schools that integrate student progress
9.10achievement measures under subdivision 3 in into the school continuous improvement
9.11plan.
9.12(d) The commissioner shall establish and maintain a continuous improvement Web
9.13site designed to make data on every school and district available to parents, teachers,
9.14administrators, community members, and the general public.
9.15    Subd. 3. Student progress assessment State growth target; other state measures.
9.16(a) The state's educational assessment system component measuring individual students'
9.17educational progress must be growth is based, to the extent annual tests are administered,
9.18on indicators of achievement growth that show an individual student's prior achievement.
9.19Indicators of achievement and prior achievement must be based on highly reliable
9.20statewide or districtwide assessments.
9.21(b) The commissioner, in consultation with a stakeholder group that includes
9.22assessment and evaluation directors and staff and researchers must identify effective
9.23models for measuring individual student progress that enable a school district or school
9.24site to perform gains-based analysis, including evaluating the effects of the teacher,
9.25school, and school district on student achievement over time. At least one model must
9.26be a "value-added" assessment model that reliably estimates those effects for classroom
9.27settings where a single teacher teaches multiple subjects to the same group of students, for
9.28team teaching arrangements, and for other teaching circumstances. implement a model
9.29that uses a value-added growth indicator and includes criteria for identifying schools
9.30and school districts that demonstrate medium and high growth under section 120B.299,
9.31subdivisions 8 and 9, and may recommend other value-added measures under section
9.32120B.299, subdivision 3. The model may be used to advance educators' professional
9.33development and replicate programs that succeed in meeting students' diverse learning
9.34needs. Data on individual teachers generated under the model are personnel data under
9.35section 13.43. The model must allow users to:
9.36(1) report student growth consistent with this paragraph; and
10.1(2) for all student categories, report and compare aggregated and disaggregated state
10.2growth data using the nine student categories identified under the federal 2001 No Child
10.3Left Behind Act and two student gender categories of male and female, respectively,
10.4following appropriate reporting practices to protect nonpublic student data.
10.5The commissioner must report separate measures of student growth and proficiency,
10.6consistent with this paragraph.
10.7(c) If a district has an accountability plan that includes gains-based analysis or
10.8"value-added" assessment, the commissioner shall, to the extent practicable, incorporate
10.9those measures in determining whether the district or school site meets expectations. The
10.10department must coordinate with the district in evaluating school sites and continuous
10.11improvement plans, consistent with best practices. When reporting student performance
10.12under section 120B.36, subdivision 1, the commissioner annually, beginning July 1,
10.132011, must report two core measures indicating the extent to which current high school
10.14graduates are being prepared for postsecondary academic and career opportunities:
10.15(1) a preparation measure indicating the number and percentage of high school
10.16graduates in the most recent school year who completed course work important to
10.17preparing them for postsecondary academic and career opportunities, consistent with
10.18the core academic subjects required for admission to Minnesota's public colleges and
10.19universities as determined by the Office of Higher Education under chapter 136A; and
10.20(2) a rigorous coursework measure indicating the number and percentage of high
10.21school graduates in the most recent school year who successfully completed one or more
10.22college-level advanced placement, international baccalaureate, postsecondary enrollment
10.23options including concurrent enrollment, other rigorous courses of study under section
10.24120B.021, subdivision 1a, or industry certification courses or programs.
10.25When reporting the core measures under clauses (1) and (2), the commissioner must also
10.26analyze and report separate categories of information using the nine student categories
10.27identified under the federal 2001 No Child Left Behind Act and two student gender
10.28categories of male and female, respectively following appropriate reporting practices to
10.29protect nonpublic student data.
10.30(d) When reporting student performance under section 120B.36, subdivision 1, the
10.31commissioner annually, beginning July 1, 2013, must report summary data on school
10.32safety and students' engagement and connection at school. The summary data under this
10.33paragraph are separate from and must not be used for any purpose related to measuring
10.34or evaluating the performance of classroom teachers. The commissioner, in consultation
10.35with qualified experts on student engagement and connection and classroom teachers,
10.36must identify highly reliable variables that generate summary data under this paragraph.
11.1The summary data may be used at school, district, and state levels only. Any data on
11.2individuals received, collected, or created that are used to generate the summary data
11.3under this paragraph are nonpublic data under section 13.02, subdivision 9.
11.4    Subd. 4. Improving schools. Consistent with the requirements of this section,
11.5beginning June 20, 2012, the commissioner of education must establish a second
11.6achievement benchmark to identify improving schools. The commissioner must
11.7recommend to annually report to the public and the legislature by February 15, 2002,
11.8indicators in addition to the achievement benchmark for identifying improving schools,
11.9including an indicator requiring a school to demonstrate ongoing successful use of best
11.10teaching practices the organizational and curricular practices implemented in those schools
11.11that demonstrate medium and high growth compared to the state growth target.
11.12    Subd. 5. Improving graduation rates for students with emotional or behavioral
11.13disorders. (a) A district must develop strategies in conjunction with parents of students
11.14with emotional or behavioral disorders and the county board responsible for implementing
11.15sections 245.487 to 245.4889 to keep students with emotional or behavioral disorders in
11.16school, when the district has a drop-out rate for students with an emotional or behavioral
11.17disorder in grades 9 through 12 exceeding 25 percent.
11.18(b) A district must develop a plan in conjunction with parents of students with
11.19emotional or behavioral disorders and the local mental health authority to increase the
11.20graduation rates of students with emotional or behavioral disorders. A district with a
11.21drop-out rate for children with an emotional or behavioral disturbance in grades 9 through
11.2212 that is in the top 25 percent of all districts shall submit a plan for review and oversight
11.23to the commissioner.
11.24EFFECTIVE DATE.Subdivision 3, paragraph (b), applies to students in the
11.252008-2009 school year and later. Subdivision 3, paragraph (c), applies to students in the
11.262010-2011 school year and later. Subdivision 3, paragraph (d), applies to data that are
11.27collected in the 2010-2011 school year and later and reported annually beginning July 1,
11.282013, consistent with advice the commissioner receives from recognized and qualified
11.29experts on student engagement and connection and classroom teachers. Subdivision 4
11.30applies in the 2011-2012 school year and later.

11.31    Sec. 5. Minnesota Statutes 2008, section 120B.36, is amended to read:
11.32120B.36 SCHOOL ACCOUNTABILITY; APPEALS PROCESS.
11.33    Subdivision 1. School performance report cards. (a) The commissioner shall use
11.34objective criteria based on levels of student performance to report at least student academic
11.35performance under section 120B.35, subdivision 2, the percentages of students showing
12.1low, medium, and high growth under section 120B.35, subdivision 3, paragraph (b),
12.2school safety and student engagement and connection under section 120B.35, subdivision
12.33, paragraph (d), rigorous coursework under section 120B.35, subdivision 3, paragraph
12.4(c), two separate student-to-teacher ratios that clearly indicate the definition of teacher
12.5consistent with sections 122A.06 and 122A.15 for purposes of determining these ratios,
12.6and staff characteristics excluding salaries, with a value-added component added no later
12.7than the 2008-2009 school year student enrollment demographics, district mobility, and
12.8extracurricular activities. The report also must indicate a school's adequate yearly progress
12.9status, and must not set any designations applicable to high- and low-performing schools
12.10due solely to adequate yearly progress status.
12.11    (b) The commissioner shall develop, annually update, and post on the department
12.12Web site school performance report cards.
12.13    (c) The commissioner must make available the first performance report cards by
12.14November 2003, and during the beginning of each school year thereafter.
12.15    (d) A school or district may appeal its adequate yearly progress status in writing to
12.16the commissioner within 30 days of receiving the notice of its status. The commissioner's
12.17decision to uphold or deny an appeal is final.
12.18    (e) School performance report cards card data are nonpublic data under section
12.1913.02, subdivision 9 , until not later than ten days after the appeal procedure described in
12.20paragraph (d) concludes. The department shall annually post school performance report
12.21cards to its public Web site no later than September 1.
12.22    Subd. 2. Adequate yearly progress data. All data the department receives,
12.23collects, or creates for purposes of determining to determine adequate yearly progress
12.24designations status under Public Law 107-110, section 1116, set state growth targets, and
12.25determine student growth are nonpublic data under section 13.02, subdivision 9, until not
12.26later than ten days after the appeal procedure described in subdivision 1, paragraph (d),
12.27concludes. Districts must provide parents sufficiently detailed summary data to permit
12.28parents to appeal under Public Law 107-110, section 1116(b)(2). The department shall
12.29annually post federal adequate yearly progress data and state student growth data to its
12.30public Web site no later than September 1.
12.31EFFECTIVE DATE.This section is effective the day following final enactment.

12.32    Sec. 6. IMPLEMENTING RIGOROUS COURSEWORK MEASURES
12.33RELATED TO STUDENT PERFORMANCE.
12.34    To implement the requirements of Minnesota Statutes, section 120B.35, subdivision
12.353, paragraph (c), clauses (1) and (2), and to help parents and members of the public better
13.1understand the reported data, the commissioner of education must convene a group
13.2of recognized and qualified experts and interested stakeholders, including parents and
13.3teachers among other stakeholders, to develop a model projecting anticipated performance
13.4of each high school on preparation and rigorous coursework measures that compares the
13.5school with similar schools. The model must use information about entering high school
13.6students based on particular background characteristics that are predictive of differing
13.7rates of college readiness. These characteristics include grade 8 achievement levels, high
13.8school student mobility, high school student attendance, and the size of each entering ninth
13.9grade class. The group of experts and stakeholders may examine other characteristics not
13.10part of the prediction model including the nine student categories identified under the
13.11federal 2001 No Child Left Behind Act, and two student gender categories of male and
13.12female, respectively. The commissioner annually must use the predicted level of entering
13.13students' performance to provide a context for interpreting graduating students' actual
13.14performance. The group convened under this section expires June 30, 2011.
13.15EFFECTIVE DATE.This section is effective the day following final enactment
13.16and applies to school report cards beginning July 1, 2011.

13.17    Sec. 7. IMPLEMENTING MEASURES FOR ASSESSING SCHOOL SAFETY
13.18AND STUDENTS' ENGAGEMENT AND CONNECTION AT SCHOOL .
13.19    (a) To implement the requirements of Minnesota Statutes, section 120B.35,
13.20subdivision 3, paragraph (d), the commissioner of education, in consultation with
13.21interested stakeholders, including parents and teachers among other stakeholders,
13.22must convene a group of recognized and qualified experts on student engagement and
13.23connection and classroom teachers currently teaching in Minnesota schools to:
13.24    (1) identify highly reliable variables of student engagement and connection that
13.25may include student attendance, home support for learning, and student participation in
13.26out-of-school activities, among other variables; and
13.27    (2) determine how to report "safety" in order to comply with federal law.
13.28    (b) The commissioner must submit a written report and all the group's working
13.29papers to the education committees of the house of representatives and senate by February
13.3015, 2010, presenting the group's responses to paragraph (a), clauses (1) and (2). The
13.31commissioner must submit a second, related report to the education committees of the
13.32legislature by February 15, 2013, indicating the content and analysis of and the format
13.33for reporting the data collected in the 2010-2011 and 2011-2012 school years under
13.34Minnesota Statutes, section 120B.35, subdivision 3, paragraph (d). The group convened
13.35under this section expires December 31, 2013.
14.1EFFECTIVE DATE.This section is effective the day following final enactment
14.2and applies to school report cards beginning July 1, 2013.

14.3    Sec. 8. REPEALER.
14.4Minnesota Statutes 2008, section 120B.362, is repealed."
14.5Amend the title accordingly