1.1.................... moves to amend H.F. No. 1337 as follows:
1.2Delete everything after the enacting clause and insert:

1.3    "Section 1. Laws 2009, chapter 96, article 2, section 8, is amended to read:
1.4    Sec. 8. Minnesota Statutes 2008, section 120B.30, is amended to read:
1.5120B.30 STATEWIDE TESTING AND REPORTING SYSTEM.
1.6    Subdivision 1. Statewide testing. (a) The commissioner, with advice from experts
1.7with appropriate technical qualifications and experience and stakeholders, consistent with
1.8subdivision 1a, shall include in the comprehensive assessment system, for each grade
1.9level to be tested, state-constructed tests developed from and aligned with the state's
1.10required academic standards under section 120B.021, include multiple choice questions,
1.11and be administered annually to all students in grades 3 through 8. State-developed high
1.12school tests aligned with the state's required academic standards under section 120B.021
1.13and administered to all high school students in a subject other than writing must include
1.14multiple choice questions. The commissioner shall establish one or more months during
1.15which schools shall administer the tests to students each school year. For students enrolled
1.16in grade 8 before the 2005-2006 school year, Minnesota basic skills tests in reading,
1.17mathematics, and writing shall fulfill students' basic skills testing requirements for a
1.18passing state notation. The passing scores of basic skills tests in reading and mathematics
1.19are the equivalent of 75 percent correct for students entering grade 9 based on the first
1.20uniform test administered in February 1998. Students who have not successfully passed
1.21a Minnesota basic skills test by the end of the 2011-2012 school year must pass the
1.22graduation-required assessments for diploma under paragraph (b).
1.23(b) The state assessment system must be aligned to the most recent revision of
1.24academic standards as described in section 120B.023 in the following manner:
1.25(1) mathematics;
1.26(i) grades 3 through 8 beginning in the 2010-2011 school year; and
2.1(ii) high school level beginning in the 2013-2014 school year;
2.2(2) science; grades 5 and 8 and at the high school level beginning in the 2011-2012
2.3school year; and
2.4(3) language arts and reading; grades 3 through 8 and high school level beginning in
2.5the 2012-2013 school year.
2.6    (c) For students enrolled in grade 8 in the 2005-2006 school year and later, only the
2.7following options shall fulfill students' state graduation test requirements:
2.8    (1) for reading and mathematics:
2.9    (i) obtaining an achievement level equivalent to or greater than proficient as
2.10determined through a standard setting process on the Minnesota comprehensive
2.11assessments in grade 10 for reading and grade 11 for mathematics or achieving a passing
2.12score as determined through a standard setting process on the graduation-required
2.13assessment for diploma in grade 10 for reading and grade 11 for mathematics or
2.14subsequent retests;
2.15    (ii) achieving a passing score as determined through a standard setting process on the
2.16state-identified language proficiency test in reading and the mathematics test for English
2.17language learners or the graduation-required assessment for diploma equivalent of those
2.18assessments for students designated as English language learners;
2.19    (iii) achieving an individual passing score on the graduation-required assessment
2.20for diploma as determined by appropriate state guidelines for students with an individual
2.21education plan or 504 plan;
2.22    (iv) obtaining achievement level equivalent to or greater than proficient as
2.23determined through a standard setting process on the state-identified alternate assessment
2.24or assessments in grade 10 for reading and grade 11 for mathematics for students with
2.25an individual education plan; or
2.26    (v) achieving an individual passing score on the state-identified alternate assessment
2.27or assessments as determined by appropriate state guidelines for students with an
2.28individual education plan; and
2.29    (2) for writing:
2.30    (i) achieving a passing score on the graduation-required assessment for diploma;
2.31    (ii) achieving a passing score as determined through a standard setting process on
2.32the state-identified language proficiency test in writing for students designated as English
2.33language learners;
2.34    (iii) achieving an individual passing score on the graduation-required assessment
2.35for diploma as determined by appropriate state guidelines for students with an individual
2.36education plan or 504 plan; or
3.1    (iv) achieving an individual passing score on the state-identified alternate assessment
3.2or assessments as determined by appropriate state guidelines for students with an
3.3individual education plan.
3.4    (d) Students enrolled in grade 8 in any school year from the 2005-2006 school
3.5year to the 2009-2010 2011-2012 school year who do not pass the mathematics
3.6graduation-required assessment for diploma under paragraph (b) are eligible to receive a
3.7high school diploma with a passing state notation if they:
3.8(1) complete with a passing score or grade all state and local coursework and credits
3.9required for graduation by the school board granting the students their diploma;
3.10(2) participate in district-prescribed academic remediation in mathematics; and
3.11    (3) fully participate in at least two retests of the mathematics GRAD test or until
3.12they pass the mathematics GRAD test, whichever comes first. A school, district, or
3.13charter school must place a student's highest assessment score for each of the following
3.14assessments on the student's high school transcript: the mathematics Minnesota
3.15Comprehensive Assessment, reading Minnesota Comprehensive Assessment, and writing
3.16Graduation-Required Assessment for Diploma, and when applicable, the mathematics
3.17Graduation-Required Assessment for Diploma and reading Graduation-Required
3.18Assessment for Diploma.
3.19In addition, the school board granting the students their diplomas may formally
3.20decide to include a notation of high achievement on the high school diplomas of those
3.21graduating seniors who, according to established school board criteria, demonstrate
3.22exemplary academic achievement during high school.
3.23(e) The 3rd through 8th grade and high school test results shall be available to
3.24districts for diagnostic purposes affecting student learning and district instruction and
3.25curriculum, and for establishing educational accountability. The commissioner must
3.26disseminate to the public the high school test results upon receiving those results.
3.27    (f) The 3rd through 8th grade and high school tests must be aligned with state
3.28academic standards. The commissioner shall determine the testing process and the order
3.29of administration. The statewide results shall be aggregated at the site and district level,
3.30consistent with subdivision 1a.
3.31    (g) In addition to the testing and reporting requirements under this section, the
3.32commissioner shall include the following components in the statewide public reporting
3.33system:
3.34    (1) uniform statewide testing of all students in grades 3 through 8 and at the high
3.35school level that provides appropriate, technically sound accommodations or alternate
3.36assessments;
4.1    (2) educational indicators that can be aggregated and compared across school
4.2districts and across time on a statewide basis, including average daily attendance, high
4.3school graduation rates, and high school drop-out rates by age and grade level;
4.4    (3) state results on the American College Test; and
4.5    (4) state results from participation in the National Assessment of Educational
4.6Progress so that the state can benchmark its performance against the nation and other
4.7states, and, where possible, against other countries, and contribute to the national effort
4.8to monitor achievement.
4.9    Subd. 1a. Statewide and local assessments; results. (a) For purposes
4.10of conforming with existing federal educational accountability requirements, the
4.11commissioner must develop reading and mathematics assessments for grades 3 through 8,
4.12state-developed high school reading and mathematics tests aligned with state academic
4.13standards, and science assessments under clause (2) that districts and sites must use to
4.14monitor student growth toward achieving those standards. The commissioner must
4.15not develop statewide assessments for academic standards in social studies, health and
4.16physical education, and the arts. The commissioner must require:
4.17    (1) annual reading and mathematics assessments in grades 3 through 8, and high
4.18school reading and mathematics tests; and
4.19    (2) annual science assessments in one grade in the grades 3 through 5 span, the
4.20grades 6 through 8 span, and a life sciences assessment in the grades 9 through 12 span,
4.21and the commissioner must not require students to achieve a passing score on high school
4.22science assessments as a condition of receiving a high school diploma.
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 a value-added growth indicator of student achievement under section
4.30120B.35, subdivision 3 , paragraph (b); and
4.31    (3)(i) for students enrolled in grade 8 before the 2005-2006 school year, determine
4.32whether students have met the state's basic skills requirements; and
4.33    (ii) for students enrolled in grade 8 in the 2005-2006 school year and later, determine
4.34whether students have met the state's academic standards.
4.35    (d) Consistent with applicable federal law and subdivision 1, paragraph (d), clause
4.36(1), the commissioner must include appropriate, technically sound accommodations or
5.1alternative assessments for the very few students with disabilities for whom statewide
5.2assessments are inappropriate and for students with limited English proficiency.
5.3    (e) A school, school district, and charter school must administer statewide
5.4assessments under this section, as the assessments become available, to evaluate student
5.5proficiency in the context of the state's grade level academic standards. If a state
5.6assessment is not available, a school, school district, and charter school must determine
5.7locally if a student has met the required academic standards. A school, school district,
5.8or charter school may use a student's performance on a statewide assessment as one of
5.9multiple criteria to determine grade promotion or retention. A school, school district, or
5.10charter school may use a high school student's performance on a statewide assessment
5.11as a percentage of the student's final grade in a course, or place a student's assessment
5.12score on the student's transcript.
5.13    Subd. 2. Department of Education assistance. The Department of Education
5.14shall contract for professional and technical services according to competitive bidding
5.15procedures under chapter 16C for purposes of this section.
5.16    Subd. 3. Reporting. The commissioner shall report test data publicly and to
5.17stakeholders, including the performance achievement levels developed from students'
5.18unweighted test scores in each tested subject and a listing of demographic factors that
5.19strongly correlate with student performance. The commissioner shall also report data that
5.20compares performance results among school sites, school districts, Minnesota and other
5.21states, and Minnesota and other nations. The commissioner shall disseminate to schools
5.22and school districts a more comprehensive report containing testing information that
5.23meets local needs for evaluating instruction and curriculum.
5.24    Subd. 4. Access to tests. The commissioner must adopt and publish a policy
5.25to provide public and parental access for review of basic skills tests, Minnesota
5.26Comprehensive Assessments, or any other such statewide test and assessment. Upon
5.27receiving a written request, the commissioner must make available to parents or guardians
5.28a copy of their student's actual responses to the test questions for their review.
5.29EFFECTIVE DATE.This section is effective the day following final enactment.

5.30    Sec. 2. Laws 2009, chapter 96, article 2, section 8, the effective date, is amended to read:
5.31EFFECTIVE DATE.This section is effective the day following final enactment.
5.32Subdivision 1, paragraph (d), applies to the 2009-2010 through 2013-2014 2015-2016
5.33 school years only. Minnesota Statutes, section 120B.30, subdivision 1, paragraph (b),
5.34clause (1), item (ii), is not effective until July 1, 2010, and the legislature specifically
6.1authorizes the number, subject area, grade level, and consequence of a high school
6.2mathematics assessment program; if the legislature does not authorize the assessment
6.3program by July 1, 2010, the graduation-required assessment for diploma in grade 11 for
6.4mathematics under Minnesota Statutes, section 120B.30, subdivision 1, paragraph (c),
6.5remains in effect.
6.6EFFECTIVE DATE.This section is effective the day following final enactment.

6.7    Sec. 3. CAREER PATHWAYS ADVISORY TASK FORCE.
6.8    Subdivision 1. Recommendations. (a) A career pathways advisory task force
6.9is established to recommend to the Minnesota legislature, consistent with Minnesota
6.10Statutes, sections 120B.30, subdivision 1, and 120B.35, subdivision 3, how to:
6.11(1) improve secondary and postsecondary outcomes for students and adult learners;
6.12(2) align secondary and postsecondary education programs serving students and
6.13adult learners;
6.14(3) align secondary and postsecondary education programs and Minnesota's
6.15workforce needs; and
6.16(4) measure and evaluate the combined efficacy of Minnesota's public kindergarten
6.17through grade 12 and postsecondary education programs.
6.18(b) Advisory task force members, in preparing these recommendations, must
6.19seek the advice of education providers, employers, policy makers, and other interested
6.20stakeholders and must at least consider how to:
6.21(1) better inform students about career options, occupational trends, and educational
6.22paths leading to viable and rewarding careers and reduce the gap between the demand for
6.23and preparation of a skilled Minnesota workforce;
6.24(2) in consultation with a student's family, develop and periodically adapt as needed
6.25an education and work plan for each student aligned with the student's personal and
6.26professional interests, abilities, skills, and aspirations;
6.27(3) improve monitoring of high school students' progress with targeted interventions
6.28and support and remove the need for remedial instruction;
6.29(4) increase and accelerate opportunities for secondary school students to earn
6.30postsecondary credits leading to a certificate, industry license, or degree;
6.31(5) better align high school courses and expectations and postsecondary
6.32credit-bearing courses;
6.33(6) better align high school standards and assessments, postsecondary readiness
6.34measures and entrance requirements, and the expectations of Minnesota employers;
7.1(7) increase the rates at which students complete a postsecondary certificate,
7.2industry license, or degree; and
7.3(8) provide graduates of two-year and four-year postsecondary institutions with the
7.4foundational skills needed for civic engagement, ongoing employment, and continuous
7.5learning.
7.6    Subd. 2. Task force membership and operation. (a) Advisory task force members
7.7must include representatives of the following: the Minnesota Association of Career and
7.8Technical Administrators; the Minnesota Association for Career and Technical Education;
7.9University of Minnesota and Minnesota State Colleges and Universities faculty working
7.10to develop career and technical educators in Minnesota; the National Research Center for
7.11Career and Technical Education; the Minnesota Department of Education; the Minnesota
7.12Board of Teaching; the Minnesota Association of Colleges for Teacher Education;
7.13Minnesota State Colleges and Universities foundational skills and general education
7.14faculty; and any other representatives selected by the task force members. The education
7.15commissioner or the commissioner's designee must convene the task force. Task force
7.16members are not eligible for compensation or reimbursement for expenses related to
7.17task force activities.
7.18(b) The commissioner, upon request, must provide technical assistance to the task
7.19force.
7.20(c) The task force must submit its written recommendations under this section to the
7.21legislative committees with jurisdiction over kindergarten through grade 12 education by
7.22February 15, 2014.
7.23EFFECTIVE DATE.This section is effective the day following final enactment."
7.24Amend the title accordingly