1.1.................... moves to amend H.F. No. 2431, the delete everything amendment
1.2(A10-2517), as follows:
1.3Page 15, line 18, strike "from and" and insert "to be computer-adaptive reading and
1.4mathematics assessments for general education students that are"
1.5Page 17, line 24, after "grade" insert "computer-adaptive assessments"
1.6Page 17, line 27, after the second "the" insert "computer-adaptive assessments and"
1.7Page 17, line 28, after "grade" insert "computer-adaptive assessments"
1.8Page 18, line 17, after the period insert "Requirements for using computer-adaptive
1.9mathematics assessments for grades 3 through 8 apply in the 2010-2011 school year and
1.10later and requirements for using computer-adaptive reading assessments for grades 3
1.11through 8 apply in the 2013-2014 school year and later."
1.12Page 18, before line 18, insert:

1.13    "Sec. 7. Minnesota Statutes 2009 Supplement, section 120B.30, subdivision 1a,
1.14is amended to read:
1.15    Subd. 1a. Statewide and local assessments; results. (a) For purposes of this
1.16section, the following definitions have the meanings given them.
1.17(1) "Computer-adaptive assessments" means fully adaptive assessments or partially
1.18adaptive assessments.
1.19(2) "Fully adaptive assessments" include test items that are on-grade level and items
1.20that may be above or below a student's grade level.
1.21(3) "Partially adaptive assessments" include two portions of test items, where one
1.22portion is limited to on-grade level test items and a second portion includes test items that
1.23are on-grade level or above or below a student's grade level.
1.24(4) "On-grade level" test items contain subject area content that is aligned to state
1.25academic standards for the grade level of the student taking the assessment.
1.26(5) "Above-grade level" test items contain subject area content that is above the grade
1.27level of the student taking the assessment and are considered aligned with state academic
2.1standards to the extent they are aligned with content represented in state academic
2.2standards above the grade level of the student taking the assessment. Notwithstanding
2.3the student's grade level, administering above-grade level test items to a student does not
2.4violate the requirement that state assessments must be aligned with state standards.
2.5(6) "Below-grade level" test items contain subject area content that is below
2.6the grade level of the student taking the test and are considered aligned with state
2.7academic standards to the extent they are aligned with content represented in state
2.8academic standards below the student's current grade level. Notwithstanding the student's
2.9grade level, administering below-grade level test items to a student does not violate the
2.10requirement that state assessments must be aligned with state standards.
2.11(b) The commissioner must use fully adaptive assessments to the extent no net loss
2.12of federal and state funds occurs as a result of using these assessments. If a net loss of
2.13federal and state funds were to occur under this subdivision, then the commissioner must
2.14use partially adaptive assessments to meet existing federal educational accountability
2.15requirements.
2.16(c) For purposes of conforming with existing federal educational accountability
2.17requirements, the commissioner must develop and implement computer-adaptive reading
2.18and mathematics assessments for grades 3 through 8, state-developed high school
2.19reading and mathematics tests aligned with state academic standards, and science
2.20assessments under clause (2) that districts and sites must use to monitor student growth
2.21toward achieving those standards. In developing and implementing computer-adaptive
2.22assessments, the commissioner must allow for paper-and-pencil tests that are the
2.23equivalent of computer-adaptive assessments under this section to the extent these tests
2.24are needed to accommodate the technology capacity of individual school districts. The
2.25commissioner must not develop statewide assessments for academic standards in social
2.26studies, health and physical education, and the arts. The commissioner must require:
2.27    (1) annual computer-adaptive reading and mathematics assessments in grades 3
2.28through 8, and high school reading and mathematics tests; and
2.29    (2) annual science assessments in one grade in the grades 3 through 5 span, the
2.30grades 6 through 8 span, and a life sciences assessment in the grades 9 through 12 span,
2.31and the commissioner must not require students to achieve a passing score on high school
2.32science assessments as a condition of receiving a high school diploma.
2.33(d) The commissioner must ensure that for annual computer-adaptive assessments:
2.34(i) individual student performance data and achievement and summary reports are
2.35available to all schools within three school days of when students take an assessment;
3.1(ii) growth information is available for each student from the student's first
3.2assessment to each proximate assessment using a constant measurement scale;
3.3(iii) parents, teachers, and school administrators are able to use elementary and
3.4middle school student performance data to project student achievement in high school;
3.5(iv) teachers and school administrators are able to use formative information about
3.6students' academic strengths and weaknesses, to the extent it is available, to improve
3.7student instruction and indicate specific skills and knowledge that should be introduced
3.8and developed for students at given score levels, organized by strands within subject areas,
3.9and aligned to state academic standards; and
3.10(v) the maximum number of school districts have the opportunity to replace
3.11district-purchased computer-adaptive assessments with state-developed and state-funded
3.12computer-adaptive assessments.
3.13    (b) (e) The commissioner must ensure that all statewide tests administered to
3.14elementary and secondary students measure students' academic knowledge and skills and
3.15not students' values, attitudes, and beliefs.
3.16    (c) (f) Reporting of assessment results must:
3.17    (1) provide timely, useful, and understandable information on the performance of
3.18individual students, schools, school districts, and the state;
3.19    (2) include a value-added growth indicator of student achievement under section
3.20120B.35, subdivision 3 , paragraph (b); and
3.21    (3)(i) for students enrolled in grade 8 before the 2005-2006 school year, determine
3.22whether students have met the state's basic skills requirements; and
3.23    (ii) for students enrolled in grade 8 in the 2005-2006 school year and later, determine
3.24whether students have met the state's academic standards.
3.25    (d) (g) Consistent with applicable federal law and subdivision 1, paragraph (d),
3.26clause (1), the commissioner must include appropriate, technically sound accommodations
3.27or alternative assessments for the very few students with disabilities for whom statewide
3.28assessments are inappropriate and for students with limited English proficiency.
3.29    (e) (h) A school, school district, and charter school must administer statewide
3.30assessments under this section, as the assessments become available, to evaluate student
3.31proficiency in the context of the state's grade level academic standards. If a state
3.32assessment is not available, a school, school district, and charter school must determine
3.33locally if a student has met the required academic standards. A school, school district,
3.34or charter school may use a student's performance on a statewide assessment as one of
3.35multiple criteria to determine grade promotion or retention. A school, school district, or
3.36charter school may use a high school student's performance on a statewide assessment
4.1as a percentage of the student's final grade in a course, or place a student's assessment
4.2score on the student's transcript.
4.3EFFECTIVE DATE.Requirements for using computer-adaptive mathematics
4.4assessments for grades 3 through 8 apply in the 2010-2011 school year and later and
4.5requirements for using computer-adaptive reading assessments for grades 3 through 8
4.6apply in the 2013-2014 school year and later."
4.7Renumber the sections in sequence and correct the internal references
4.8Amend the title accordingly