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S.F. No. 2639 - World's Best Workforce Requirements
 
Author: Senator Charles W. Wiger
 
Prepared By: Ann Marie Butler, Senate Counsel (651/296-5301)
 
Date: March 2, 2018



 

Section 1. Definitions. Amends the goals for a world’s best workforce to be the following:

  1. have all children ready for kindergarten;
  2. have 90 percent of all third grade students achieve grade-level literacy with no student group below 85 percent by 2025;
  3. close the academic achievement gap among all racial and ethnic groups and between student living in poverty and not living in poverty, with 90 percent of students proficient in reading and math, and no student group below 85 percent by 2025;
  4. have all students attain career and college readiness before graduation from high school; and
  5. have all students graduate from high school, with 90 percent graduating, and no student group below 85 percent by 2020.

Defines “State ESSA plan” as the plan submitted by the Commissioner of Education to the United States Department of Education in accordance with the Elementary and Secondary Education Act.

Effective Date. Makes the section effective for the 2018-2019 school year and later.

Section 2. Performance measures. Adds to the measures to determine a school’s progress in striving to create the world’s best workforce to include an indicator of career and college readiness; student performance on a school readiness measurement tool selected by the Commissioner; and consistent attendance by students or another indicator of student success or school quality.

Effective Date. Makes the section effective for the 2018-2019 school year and later.

Section 3. Adopting plans and budgets. Requires a school board to present its progress report required under Minesota Statutes, section 120B.11, subdivision 5 (Report), at a public meeting. Amends the requirements for the comprehensive long-term strategic plan to include a system to periodically review and evaluate the effectiveness of curriculum in achieving grade-level literacy, closing achievement gaps, attaining career and college readiness, and improving graduation rates, taking into account principal and teacher evaluations. Clarifies that the plan includes strategies for improving English language proficiency and academic achievement of English learners and supporting the native language development and a process to increase access to teachers who are members of populations underrepresented among the licensed teachers in the district or school and who reflect the diversity of enrolled students.

Effective Date. Makes the section effective for the 2018-2019 school year and later.

Section 4. District advisory committee. Restates and amends the requirements for the district advisory committee to:

  1. recommend to the board rigorous academic standards, student achievement goals and measures, district assessments, means to improve students’ equitable access to effective and more diverse teachers, program evaluations, and strategies for assessing affected constituencies about their connection to and level of satisfaction with school;
  2. pursue community support to accelerate the academic and native literacy and achievement of English learning with varied needs; and
  3. if no site team is established under subdivision 4 (Site team), develop and recommend strategies and education effectiveness practices to improve instruction, curriculum, cultural competencies, including cultural awareness and cross-cultural communication, and student achievement.

Requires the district advisory committee of a district identified as in need of improvement to review the strategies, practices, and use of resources identified by the Commissioner under subdivision 9 (Annual evaluation), and actively participate in all phases of planning and improvements.

Effective Date. Makes the section effective for the 2018-2019 school year and later.

Section 5. Site Team. Permits, instead of requires, a school board to establish a site team to recommend strategies and education effectiveness practices to improve instruction, curriculum, cultural competencies, and student achievement at the school site.

Effective Date. Makes the section effective for the 2018-2019 school year and later.

Section 6. Report. Requires the school board to present the report on the district’s progress on the performance measures at a public meeting in addition to publishing in a local newspaper or electronically on the district Web site.

Effective Date. Makes the section effective for the 2018-2019 school year and later.

Section 7. Annual evaluation. Requires the Commissioner to identify districts not making sufficient progress towards meeting the goals in the state ESSA plan. The Commissioner must collaborate with the identified district to seek necessary resources to support schools identified for improvement under this section and the state ESSA plan.

Effective Date. Makes the section effective for the 2018-2019 school year and later.

Section 8. Repealer. Repeals section 120B.11, subdivision 7 (periodic report).

AMB/syl

 
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