1.1.................... moves to amend H.F. No. 2749, the first engrossment, as follows:
1.2Page 40, line 25, after the second comma, insert "students' access to effective
1.3teachers who are members of populations underrepresented among the licensed teachers
1.4in the district or school and who reflect the diversity of enrolled students under section
1.5120B.35, subdivision 3, paragraph (b), clause (2),"
1.6Page 41, after line 1, insert:

"1.7    Sec. 10. Minnesota Statutes 2014, section 120B.11, subdivision 3, is amended to read:
1.8    Subd. 3. District advisory committee. Each school board shall establish an
1.9advisory committee to ensure active community participation in all phases of planning
1.10and improving the instruction and curriculum affecting state and district academic
1.11standards, consistent with subdivision 2. A district advisory committee, to the extent
1.12possible, shall reflect the diversity of the district and its school sites, include teachers,
1.13parents, support staff, students, and other community residents, and provide translation
1.14to the extent appropriate and practicable. The district advisory committee shall pursue
1.15community support to accelerate the academic and native literacy and achievement of
1.16English learners with varied needs, from young children to adults, consistent with section
1.17124D.59, subdivisions 2 and 2a. The district may establish site teams as subcommittees
1.18of the district advisory committee under subdivision 4. The district advisory committee
1.19shall recommend to the school board rigorous academic standards, student achievement
1.20goals and measures consistent with subdivision 1a and sections 120B.022, subdivisions 1a
1.21and 1b, and 120B.35, district assessments, means to improve students' equitable access to
1.22effective and more diverse teachers, and program evaluations. School sites may expand
1.23upon district evaluations of instruction, curriculum, assessments, or programs. Whenever
1.24possible, parents and other community residents shall comprise at least two-thirds of
1.25advisory committee members.
2.1EFFECTIVE DATE.This section is effective for the 2016-2017 school year and
2.2later.
"2.3Page 41, line 9, after "distribute" insert "diverse,"
2.4Page 59, after line 22, insert:

"2.5    Sec. 26. Minnesota Statutes 2015 Supplement, section 122A.40, subdivision 8,
2.6is amended to read:
2.7    Subd. 8. Development, evaluation, and peer coaching for continuing contract
2.8teachers. (a) To improve student learning and success, a school board and an exclusive
2.9representative of the teachers in the district, consistent with paragraph (b), may develop
2.10a teacher evaluation and peer review process for probationary and continuing contract
2.11teachers through joint agreement. If a school board and the exclusive representative of the
2.12teachers do not agree to an annual teacher evaluation and peer review process, then the
2.13school board and the exclusive representative of the teachers must implement the state
2.14teacher evaluation plan under paragraph (c). The process must include having trained
2.15observers serve as peer coaches or having teachers participate in professional learning
2.16communities, consistent with paragraph (b).
2.17    (b) To develop, improve, and support qualified teachers and effective teaching
2.18practices and, improve student learning and success, and provide all enrolled students in
2.19a district or school with improved and equitable access to more effective and diverse
2.20teachers, the annual evaluation process for teachers:
2.21    (1) must, for probationary teachers, provide for all evaluations required under
2.22subdivision 5;
2.23    (2) must establish a three-year professional review cycle for each teacher that
2.24includes an individual growth and development plan, a peer review process, and at least
2.25one summative evaluation performed by a qualified and trained evaluator such as a school
2.26administrator. For the years when a tenured teacher is not evaluated by a qualified and
2.27trained evaluator, the teacher must be evaluated by a peer review;
2.28    (3) must be based on professional teaching standards established in rule;
2.29    (4) must coordinate staff development activities under sections 122A.60 and
2.30122A.61 with this evaluation process and teachers' evaluation outcomes;
2.31    (5) may provide time during the school day and school year for peer coaching and
2.32teacher collaboration;
2.33    (6) may include job-embedded learning opportunities such as professional learning
2.34communities;
2.35    (7) may include mentoring and induction programs for teachers, including teachers
2.36who are members of populations underrepresented among the licensed teachers in
3.1the district or school and who reflect the diversity of students under section 120B.35,
3.2subdivision 3, paragraph (b), clause (2), who are enrolled in the district or school;
3.3    (8) must include an option for teachers to develop and present a portfolio
3.4demonstrating evidence of reflection and professional growth, consistent with section
3.5122A.18, subdivision 4 , paragraph (b), and include teachers' own performance assessment
3.6based on student work samples and examples of teachers' work, which may include video
3.7among other activities for the summative evaluation;
3.8    (9) must use data from valid and reliable assessments aligned to state and local
3.9academic standards and must use state and local measures of student growth and literacy
3.10that may include value-added models or student learning goals to determine 35 percent of
3.11teacher evaluation results;
3.12    (10) must use longitudinal data on student engagement and connection, and other
3.13student outcome measures explicitly aligned with the elements of curriculum for which
3.14teachers are responsible, including academic literacy, oral academic language, and
3.15achievement of content areas of English learners;
3.16    (11) must require qualified and trained evaluators such as school administrators to
3.17perform summative evaluations and ensure school districts and charter schools provide for
3.18effective evaluator training specific to teacher development and evaluation;
3.19    (12) must give teachers not meeting professional teaching standards under clauses
3.20(3) through (11) support to improve through a teacher improvement process that includes
3.21established goals and timelines; and
3.22    (13) must discipline a teacher for not making adequate progress in the teacher
3.23improvement process under clause (12) that may include a last chance warning,
3.24termination, discharge, nonrenewal, transfer to a different position, a leave of absence, or
3.25other discipline a school administrator determines is appropriate.
3.26    Data on individual teachers generated under this subdivision are personnel data
3.27under section 13.43. The observation and interview notes of peer coaches may only be
3.28disclosed to other school officials with the consent of the teacher being coached.
3.29    (c) The department, in consultation with parents who may represent parent
3.30organizations and teacher and administrator representatives appointed by their respective
3.31organizations, representing the Board of Teaching, the Minnesota Association of School
3.32Administrators, the Minnesota School Boards Association, the Minnesota Elementary
3.33and Secondary Principals Associations, Education Minnesota, and representatives of
3.34the Minnesota Assessment Group, the Minnesota Business Partnership, the Minnesota
3.35Chamber of Commerce, and Minnesota postsecondary institutions with research expertise
3.36in teacher evaluation, must create and publish a teacher evaluation process that complies
4.1with the requirements in paragraph (b) and applies to all teachers under this section and
4.2section 122A.41 for whom no agreement exists under paragraph (a) for an annual teacher
4.3evaluation and peer review process. The teacher evaluation process created under this
4.4subdivision does not create additional due process rights for probationary teachers under
4.5subdivision 5.
4.6(d) Consistent with the measures of teacher effectiveness under this subdivision:
4.7(1) for students in kindergarten through grade 4, a school administrator must not
4.8place or approve the placement of a student in the classroom of a teacher who is in the
4.9improvement process referenced in paragraph (b), clause (12), or has not had a summative
4.10evaluation if, in the prior year, that student was in the classroom of a teacher who received
4.11discipline pursuant to paragraph (b), clause (13), unless no other teacher at the school
4.12teaches that grade; and
4.13(2) for students in grades 5 through 12, a school administrator must not place
4.14or approve the placement of a student in the classroom of a teacher who is in the
4.15improvement process referenced in paragraph (b), clause (12), or has not had a summative
4.16evaluation if, in the prior year, that student was in the classroom of a teacher who received
4.17discipline pursuant to paragraph (b), clause (13), unless no other teacher at the school
4.18teaches that subject area and grade.
4.19All data created and used under this paragraph retains its classification under chapter 13.
4.20EFFECTIVE DATE.This section is effective for the 2016-2017 school year and
4.21later.
"4.22Page 60, after line 3, insert:

"4.23    Sec. 27. Minnesota Statutes 2015 Supplement, section 122A.41, subdivision 5,
4.24is amended to read:
4.25    Subd. 5. Development, evaluation, and peer coaching for continuing contract
4.26teachers. (a) To improve student learning and success, a school board and an exclusive
4.27representative of the teachers in the district, consistent with paragraph (b), may develop an
4.28annual teacher evaluation and peer review process for probationary and nonprobationary
4.29teachers through joint agreement. If a school board and the exclusive representative of
4.30the teachers in the district do not agree to an annual teacher evaluation and peer review
4.31process, then the school board and the exclusive representative of the teachers must
4.32implement the state teacher evaluation plan developed under paragraph (c). The process
4.33must include having trained observers serve as peer coaches or having teachers participate
4.34in professional learning communities, consistent with paragraph (b).
5.1    (b) To develop, improve, and support qualified teachers and effective teaching
5.2practices and improve student learning and success, and provide all enrolled students in
5.3a district or school with improved and equitable access to more effective and diverse
5.4teachers, the annual evaluation process for teachers:
5.5    (1) must, for probationary teachers, provide for all evaluations required under
5.6subdivision 2;
5.7    (2) must establish a three-year professional review cycle for each teacher that
5.8includes an individual growth and development plan, a peer review process, and at least
5.9one summative evaluation performed by a qualified and trained evaluator such as a school
5.10administrator;
5.11    (3) must be based on professional teaching standards established in rule;
5.12    (4) must coordinate staff development activities under sections 122A.60 and
5.13122A.61 with this evaluation process and teachers' evaluation outcomes;
5.14    (5) may provide time during the school day and school year for peer coaching and
5.15teacher collaboration;
5.16    (6) may include job-embedded learning opportunities such as professional learning
5.17communities;
5.18    (7) may include mentoring and induction programs for teachers, including teachers
5.19who are members of populations underrepresented among the licensed teachers in
5.20the district or school and who reflect the diversity of students under section 120B.35,
5.21subdivision 3, paragraph (b), clause (2), who are enrolled in the district or school;
5.22    (8) must include an option for teachers to develop and present a portfolio
5.23demonstrating evidence of reflection and professional growth, consistent with section
5.24122A.18, subdivision 4 , paragraph (b), and include teachers' own performance assessment
5.25based on student work samples and examples of teachers' work, which may include video
5.26among other activities for the summative evaluation;
5.27    (9) must use data from valid and reliable assessments aligned to state and local
5.28academic standards and must use state and local measures of student growth and literacy
5.29that may include value-added models or student learning goals to determine 35 percent of
5.30teacher evaluation results;
5.31    (10) must use longitudinal data on student engagement and connection and other
5.32student outcome measures explicitly aligned with the elements of curriculum for which
5.33teachers are responsible, including academic literacy, oral academic language, and
5.34achievement of English learners;
6.1    (11) must require qualified and trained evaluators such as school administrators to
6.2perform summative evaluations and ensure school districts and charter schools provide for
6.3effective evaluator training specific to teacher development and evaluation;
6.4    (12) must give teachers not meeting professional teaching standards under clauses
6.5(3) through (11) support to improve through a teacher improvement process that includes
6.6established goals and timelines; and
6.7    (13) must discipline a teacher for not making adequate progress in the teacher
6.8improvement process under clause (12) that may include a last chance warning,
6.9termination, discharge, nonrenewal, transfer to a different position, a leave of absence, or
6.10other discipline a school administrator determines is appropriate.
6.11    Data on individual teachers generated under this subdivision are personnel data
6.12under section 13.43. The observation and interview notes of peer coaches may only be
6.13disclosed to other school officials with the consent of the teacher being coached.
6.14    (c) The department, in consultation with parents who may represent parent
6.15organizations and teacher and administrator representatives appointed by their respective
6.16organizations, representing the Board of Teaching, the Minnesota Association of School
6.17Administrators, the Minnesota School Boards Association, the Minnesota Elementary
6.18and Secondary Principals Associations, Education Minnesota, and representatives of
6.19the Minnesota Assessment Group, the Minnesota Business Partnership, the Minnesota
6.20Chamber of Commerce, and Minnesota postsecondary institutions with research expertise
6.21in teacher evaluation, must create and publish a teacher evaluation process that complies
6.22with the requirements in paragraph (b) and applies to all teachers under this section and
6.23section 122A.40 for whom no agreement exists under paragraph (a) for an annual teacher
6.24evaluation and peer review process. The teacher evaluation process created under this
6.25subdivision does not create additional due process rights for probationary teachers under
6.26subdivision 2.
6.27(d) Consistent with the measures of teacher effectiveness under this subdivision:
6.28(1) for students in kindergarten through grade 4, a school administrator must not
6.29place or approve the placement of a student in the classroom of a teacher who is in the
6.30improvement process referenced in paragraph (b), clause (12), or has not had a summative
6.31evaluation if, in the prior year, that student was in the classroom of a teacher who received
6.32discipline pursuant to paragraph (b), clause (13), unless no other teacher at the school
6.33teaches that grade; and
6.34(2) for students in grades 5 through 12, a school administrator must not place
6.35or approve the placement of a student in the classroom of a teacher who is in the
6.36improvement process referenced in paragraph (b), clause (12), or has not had a summative
7.1evaluation if, in the prior year, that student was in the classroom of a teacher who received
7.2discipline pursuant to paragraph (b), clause (13), unless no other teacher at the school
7.3teaches that subject area and grade.
7.4All data created and used under this paragraph retains its classification under chapter 13.
7.5EFFECTIVE DATE.This section is effective for the 2016-2017 school year and
7.6later.
"7.7Page 65, after line 20, insert:

"7.8    Sec. 38. Minnesota Statutes 2014, section 123B.147, subdivision 3, is amended to read:
7.9    Subd. 3. Duties; evaluation. (a) The principal shall provide administrative,
7.10supervisory, and instructional leadership services, under the supervision of the
7.11superintendent of schools of the district and according to the policies, rules, and
7.12regulations of the school board, for the planning, management, operation, and evaluation
7.13of the education program of the building or buildings to which the principal is assigned.
7.14(b) To enhance a principal's leadership skills and support and improve teaching
7.15practices, school performance, and student achievement for diverse student populations,
7.16including at-risk students, children with disabilities, English learners, and gifted students,
7.17among others, a district must develop and implement a performance-based system for
7.18annually evaluating school principals assigned to supervise a school building within the
7.19district. The evaluation must be designed to improve teaching and learning by supporting
7.20the principal in shaping the school's professional environment and developing teacher
7.21quality, performance, and effectiveness. The annual evaluation must:
7.22(1) support and improve a principal's instructional leadership, organizational
7.23management, and professional development, and strengthen the principal's capacity in the
7.24areas of instruction, supervision, evaluation, and teacher development by, among other
7.25things, hiring, supporting, and retaining a diverse teaching staff that reflects the diversity
7.26of students under section 120B.35, subdivision 3, paragraph (b), clause (2), who are
7.27enrolled in the district or school;
7.28(2) include formative and summative evaluations based on multiple measures of
7.29student progress toward career and college readiness;
7.30(3) be consistent with a principal's job description, a district's long-term plans and
7.31goals, and the principal's own professional multiyear growth plans and goals, all of which
7.32must support the principal's leadership behaviors and practices, rigorous curriculum,
7.33school performance, students' improved and equitable access to effective and more diverse
7.34teachers, and high-quality instruction;
7.35(4) include on-the-job observations and previous evaluations;
8.1(5) allow surveys to help identify a principal's effectiveness, leadership skills and
8.2processes, and strengths and weaknesses in exercising leadership in pursuit of school
8.3success;
8.4(6) use longitudinal data on student academic growth as 35 percent of the evaluation
8.5and incorporate district achievement goals and targets;
8.6(7) be linked to professional development that emphasizes improved teaching and
8.7learning, curriculum and instruction, student learning, and a collaborative professional
8.8culture, and students' increased and equitable access to effective and more diverse
8.9teachers, consistent with attaining the world's best workforce under section 120B.11,
8.10subdivision 1, paragraph (c); and
8.11(8) for principals not meeting standards of professional practice or other criteria
8.12under this subdivision, implement a plan to improve the principal's performance and
8.13specify the procedure and consequence if the principal's performance is not improved.
8.14The provisions of this paragraph are intended to provide districts with sufficient
8.15flexibility to accommodate district needs and goals related to developing, supporting,
8.16and evaluating principals.
8.17EFFECTIVE DATE.This section is effective for the 2016-2017 school year and
8.18later.
"8.19Page 71, after line 31, insert:

"8.20    Sec. 47. Minnesota Statutes 2014, section 124D.861, as amended by Laws 2015,
8.21chapter 21, article 1, section 20, is amended to read:
8.22124D.861 ACHIEVEMENT AND INTEGRATION FOR MINNESOTA.
8.23    Subdivision 1. Program to close the academic achievement and opportunity gap;
8.24revenue uses. (a) The "Achievement and Integration for Minnesota" program is established
8.25to pursue racial and economic integration and increase student academic achievement,
8.26create equitable educational opportunities, and reduce academic disparities based on
8.27students' diverse racial, ethnic, and economic backgrounds in Minnesota public schools.
8.28(b) For purposes of this section and section 124D.862, "eligible district" means a
8.29district required to submit a plan to the commissioner under Minnesota Rules governing
8.30school desegregation and integration, or be a member of a multidistrict integration
8.31collaborative that files a plan with the commissioner.
8.32(c) Eligible districts must use the revenue under section 124D.862 to pursue
8.33academic achievement and racial and economic integration through:
9.1(1) integrated learning environments that give students improved and equitable
9.2access to effective and more diverse teachers, prepare all students to be effective citizens
9.3and enhance social cohesion;
9.4(2) policies and curricula and trained instructors, administrators, school counselors,
9.5and other advocates to support and enhance integrated learning environments under
9.6this section, including through magnet schools, innovative, research-based instruction,
9.7differentiated instruction, improved and equitable access to effective and diverse teachers,
9.8and targeted interventions to improve achievement; and
9.9(3) rigorous career and college readiness programs and effective and more diverse
9.10instructors for underserved student populations, consistent with section 120B.30,
9.11subdivision 1 ; integrated learning environments to increase student academic achievement;
9.12cultural fluency, competency, and interaction; graduation and educational attainment rates;
9.13and parent involvement.
9.14(d) Consistent with paragraph (c), eligible districts may adopt policies to increase the
9.15diversity of district teachers and administrators using the revenue under section 124D.862
9.16for recruitment, retention, and hiring incentives or additional compensation.
9.17    Subd. 2. Plan implementation; components. (a) The school board of each eligible
9.18district must formally develop and implement a long-term plan under this section. The plan
9.19must be incorporated into the district's comprehensive strategic plan under section 120B.11.
9.20Plan components may include: innovative and integrated prekindergarten through grade 12
9.21learning environments that offer students school enrollment choices; family engagement
9.22initiatives that involve families in their students' academic life and success; professional
9.23development opportunities for teachers and administrators focused on improving the
9.24academic achievement of all students, including teachers and administrators who are
9.25members of populations underrepresented among the licensed teachers or administrators
9.26in the district or school and who reflect the diversity of students under section 120B.35,
9.27subdivision 3, paragraph (b), clause (2), who are enrolled in the district or school;
9.28increased programmatic opportunities and effective and more diverse instructors focused
9.29on rigor and college and career readiness for underserved students, including students
9.30enrolled in alternative learning centers under section 123A.05, public alternative programs
9.31under section 126C.05, subdivision 15, and contract alternative programs under section
9.32124D.69 , among other underserved students; or recruitment and retention of teachers and
9.33administrators with diverse racial and ethnic backgrounds. The plan must contain goals for:
9.34(1) reducing the disparities in academic achievement and in equitable access to
9.35effective and more diverse teachers among all students and specific categories of students
10.1under section 120B.35, subdivision 3, paragraph (b), excluding the student categories of
10.2gender, disability, and English learners; and
10.3(2) increasing racial and economic diversity and integration in schools and districts.
10.4(b) Among other requirements, an eligible district must implement effective,
10.5research-based interventions that include formative assessment practices to reduce the
10.6disparities in student academic performance among the specific categories of students as
10.7measured by student progress and growth on state reading and math assessments and
10.8as aligned with section 120B.11.
10.9(c) Eligible districts must create efficiencies and eliminate duplicative programs
10.10and services under this section, which may include forming collaborations or a single,
10.11seven-county metropolitan areawide partnership of eligible districts for this purpose.
10.12    Subd. 3. Public engagement; progress report and budget process. (a) To
10.13receive revenue under section 124D.862, the school board of an eligible district must
10.14incorporate school and district plan components under section 120B.11 into the district's
10.15comprehensive integration plan.
10.16(b) A school board must hold at least one formal annual hearing to publicly report
10.17its progress in realizing the goals identified in its plan. At the hearing, the board must
10.18provide the public with longitudinal data demonstrating district and school progress in
10.19reducing the disparities in student academic performance among the specified categories
10.20of students, in improving students' equitable access to effective and more diverse teachers,
10.21and in realizing racial and economic diversity and integration, consistent with the district
10.22plan and the measures in paragraph (a). At least 30 days before the formal hearing under
10.23this paragraph, the board must post its plan, its preliminary analysis, relevant student
10.24performance data, and other longitudinal data on the district's Web site. A district must
10.25hold one hearing to meet the hearing requirements of both this section and section 120B.11.
10.26(c) The district must submit a detailed budget to the commissioner by March 15 in
10.27the year before it implements its plan. The commissioner must review, and approve or
10.28disapprove the district's budget by June 1 of that year.
10.29(d) The longitudinal data required under paragraph (b) must be based on student
10.30growth and progress in reading and mathematics, as defined under section 120B.30,
10.31subdivision 1, and student performance data and achievement reports from fully adaptive
10.32reading and mathematics assessments for grades 3 through 7 beginning in the 2015-2016
10.33school year under section 120B.30, subdivision 1a, and either (i) school enrollment
10.34choices, (ii) the number of world language proficiency or high achievement certificates
10.35awarded under section 120B.022, subdivision 1a, or the number of state bilingual and
10.36multilingual seals issued under section 120B.022, subdivision 1b, or (iii) school safety
11.1and students' engagement and connection at school under section 120B.35, subdivision 3,
11.2paragraph (d). Additional longitudinal data may be based on: students' progress toward
11.3career and college readiness under section 120B.30, subdivision 1; or rigorous coursework
11.4completed under section 120B.35, subdivision 3, paragraph (c), clause (2).
11.5    Subd. 4. Timeline and implementation. A board must approve its plan and submit
11.6it to the department by March 15. If a district that is part of a multidistrict council applies
11.7for revenue for a plan, the individual district shall not receive revenue unless it ratifies
11.8the plan adopted by the multidistrict council. Each plan has a term of three years. For
11.9the 2014-2015 school year, an eligible district under this section must submit its plan to
11.10the commissioner for review by March 15, 2014. For the 2013-2014 school year only,
11.11an eligible district may continue to implement its current plan until the commissioner
11.12approves a new plan under this section.
11.13    Subd. 5. Evaluation. The commissioner must evaluate the efficacy of district
11.14plans in reducing the disparities in student academic performance among the specified
11.15categories of students within the district, improving students' equitable access to effective
11.16and diverse teachers, and in realizing racial and economic diversity and integration.
11.17The commissioner shall report evaluation results to the kindergarten through grade 12
11.18education committees of the legislature by February 1 of every odd-numbered year.
11.19EFFECTIVE DATE.This section is effective for the 2016-2017 school year and
11.20later.
"11.21Renumber the sections in sequence and correct internal references
11.22Amend the title accordingly