House Education Innovation Policy Committee – part 2


3 ONE EVERYBODY THE EXACT SAME THING. YOU NEED TO LOOK AT THE EXACT SAME THINGS. ACHIEVEMENT GAP AND GRADUATION RATE WE THOUGHT IMPORTANT.>>AND SO; LOW INCOME STUDENTS AND STUDENTS OF COLOR ACHIEVEMENT ADDRESSES THAT?>>REPRESENTATIVE PETERSON.>>THANK YOU; MADAM CHAIR. AND I’M SORRY — I JUST DON’T HAVE BILL RATE — OH; THERE IT IS. SUB.>>SUBDIVISION 3 AS WELL AS SUBDIVISION 5*.>>MADAM CHAIR; SO THESE WERE THE ITEMS WE THOUGHT COULD ALSO BE INCORPORATED INTO THIS ONE TO ONE HUNDRED RATING SYSTEM. AND LOOKING AT THESE DIFFERENT THINGS. BECAUSE MAYBE SOME SCHOOLS ARE REALLY DOING WELL WITH LOW INCOME STUDENTS. TO REDUCE THE ACHIEVEMENT GAP.* MAYBE THEY ARE DOING GREAT THINGS FOR STUDENTS OF COLOR. AND WE THOUGHT THAT THOSE WERE ALSO IMPORTANT PIECES TO INCORPORATE INTO SORT OF THAT BIGGER PICTURE TO HELP PARENTS FIGURE OUT WHICH SCHOOL THEY THINK WOULD BEST INSTITUTE THEIR STUDENTS’ NEEDS.>>REPRESENTATIVE.>>THANK YOU. I WOULD DISAGREE. I DON’T THINK THAT THOSE SHOULD BE IN THERE. I THINK IT GIVES PEOPLE MISINFORMATION OR MIGHT BE MISLEADING OR IF FOLKS ARE LOOKING FOR A CERTAIN RACIAL OR SOCIOECONOMIC LEVEL OF SCHOOL THAT THEY WANT THEIR STUDENTS TO ATTEND; I THINK THAT IS DEFINITELY AN ISSUE OF EQUITY AND I DON’T THINK THAT THAT SHOULD BE IN THERE. I WOULD STRONGLY SUGGEST THAT THAT NOT BE A PART OF IT.>>WELL; MEMBERS; KEEP IN MIND THAT THESE SIX ITEMS THAT ARE LISTED WOULD BE EQUALLY WEIGHTED FACTORS UNIQUE TO EACH SCHOOL. SO; FOR EXAMPLE; A SCHOOL MAY NOT HAVE A LARGE NUMBER OF STUDENTS OF COLOR BUT MAY HAVE A NUMBER OF STUDENTS FROM LOW-INCOME FAMILIES WHO MAY BE CLOSE TO POVERTY. SO WHY WOULDN’T WE WANT THAT FACTOR THEN TO WEIGH IN EQUALLY SINCE WE WANT TO MEASURE SOMETHING; YOU KNOW? WE’RE NOT GOING TO BE MEASURING ALL OF THESE IN EVERY SCHOOL DISTRICT AS FAR AS I UNDERSTAND; BECAUSE THEY’RE GOING TO BE WEIGHTED EQUALLY BASED ON UNIQUENESS OF THE SCHOOL. SO MAYBE I’M MISUNDERSTANDING YOU; BUT I THINK THAT WE WOULD SEE — CREATORS OF THIS BILL — HAVE TRIED TO PUT TOGETHER* A NUMBER OF ITEMS THAT COULD BE APPLICABLE TO ANY KI ND OF SCHOOL. AND WE HAVE A VARIETY OF THEM ACROSS THE STATE.>>THANK YOU. MADAM CHAIR.>>MAYBE VARIABLES WOULD BE LIKE EXTRACURRICULAR ACTIVITIES THAT ARE OFFERED OR LANGUAGE CLASSES THAT ARE OFFERED OR DESTINATION IMAGINATION PROGRAMS OR THE CHESS CLUB OR THOSE SORT OF THINGS THAT ARE FACTORS THAT BUILD A POSITIVE ACHIEVEMENT AND ACADEMIC EXPERIENCE. I JUST DON’T KNOW THAT PULLING OUT THE LOW-INCOME STUDENT RATIO OR THE STUDENT OF COLOR ACHIEVEMENT GAP IS ONE THAT SHOULD BE HIGHLIGHTED IN THIS SCORING — THIS WHOLE SCORING SITUATION.>>MEMBERS; KEEP IN MIND THAT THE MCA UPON WHICH THIS BILL IS CREATED IS THE STATE AND FEDERAL ACCOUNTABILITY THAT WE MUST ADHERE TO. YOU MAY NOT LIKE IT. I MAY NOT LIKE IT; BUT IT’S THE LAW; AND WE HONOR THE LAW. FURTHERMORE; THE TESTS THAT’S GIVEN IN LANGUAGE ARTS AND READING AND THE TEST THAT’S GIVEN IN MATH — WE CALL THEM MCAS — ARE MEASURING THE STUDENTS BASED ON THE BENCHMARK OF THE STANDARD. AND EVERY TEACHER WHO TEACHES LANGUAGE ARTS OR READING HAS TO ADDRESS THOSE STANDARDS. BECAUSE WE HAVE K-12 STANDARDS. AND THAT’S A INDICATION TO THE STUDENT; THE TEACHER; THE PARENT HOW THAT CHILD HAS DONE IN ACHIEVING OUR STANDARD. NOW WE’RE STANDARDS BASED AGAIN. IT’S IN THE LAW. WE HONOR THE LAW. YOU MAY NOT LIKE IT. I MAY NOT LIKE IT. BUT WE HAVE TO HONOR THE LAW. THAT IS WHY THERE IS AN EMPHASIS ON THE MCA AND WHY WE HONOR ALSO THE MCA TEST THAT’S GIVEN; BECAUSE THAT’S AN INDICATOR — IT CERTAINLY WAS TO ME AS A TEACHER — HOW WELL DID I DO IN TEACHING MY STUDENTS READING AND LANGUAGE ARTS IN THE COURSE THAT I WAS TEACHING AT THE HIGH SCHOOL LEVEL WHEN I WOULD BE A TEACHER AND THEY WERE TESTING? THE STANDARDS WERE DIFFERENT THEN; BUT THEY NEVERTHELESS WERE THERE; AND I WAS GIVING A TEST. SO; YOU KNOW; I HOPE WE UNDERSTAND THAT BASIC CONCEPT OF WHAT WE HAVE.>>REPRESENTATIVE MARIANI.>>THANK YOU; MADAM CHAIR. I’M SO GLAD WE’RE HAVING THIS DEBATE. WE’VE BEEN HAVING THIS DEBATE FOR A NUMBER OF YEARS.>>DECADES.>>TRYING TO [INDECIPHERABLE]. WELL OVER HUNDRED YEARS AGO WHEN WE SHUT THE ONE ROOM SCHOOLHOUSE MANAGEMENT DISTRICT; WE ALSO ENDED UP HAVING DISTRICTS. WE THEN SHIFTED TOWARDS STATE REVIEW. AND THEN IN THE LAST 30 YEARS FEDERAL. IT’S AN AMERICAN DEBATE — ABSOLUTELY. IT SEEMS TO ME THAT THE BIG CONCERN THAT OUGHT TO BE HERE IS; “WHY ARE LEGISLATORS MAKING THESE DECISIONS?” YOU KNOW; IT’S TRUE THAT WE HAVE ACCOUNTABILITY SYSTEM. AND IN FACT; WE HAVE [INDECIPHERABLE] UNDER THE ACCOUNTABILITY SYSTEM. WE DON’T NEED TO DO SOME OF THE STAR RATING SYSTEM TO REPORT WHAT WE’VE ALREADY REPORTED IF THE PURPOSE IS TO CAPTURE OUR ACCOUNTABILITY SYSTEM SAYING SOMETHING ABOUT THE NATURE OF OUR SCHOOLS. SO THAT’S ONE OF THE ISSUES; YOU KNOW — DO WE WANT TO BE A STATE THAT ATTEMPTS TO TELL THE SAME STORY TWICE? AND HOW DO WE MAKE SURE WE’RE ACTUALLY TELLING THE SAME STORY? YOU KNOW; I MEAN; THERE ARE A LOT OF QUESTIONS HERE WE OUGHT TO BE ASKING ABOUT WHETHER THIS PARTICULAR REGIME — THIS FRAMEWORK — ALIGNS WITH THE CURRENT SS SPECIFICATION.* WHAT’S MISSING? WHAT’S DIFFERENT? YOU KNOW? DO WE RUN THE RISK OF ACTUALLY [INDECIPHERABLE] TO THE PUBLIC BY HAVING TWO WAYS TO TELL THAT STORY? I MEAN; I THINK THAT’S AN OBJECTIVE QUESTION WE OUGHT TO; YOU KNOW; [INDECIPHERABLE]. BUT EVEN BEFORE WE GET TO THAT; IT SEEMS TO ME THAT THE ISSUE IS; “WHY IS REPRESENTATIVE COWELL MARIANI MAKING THE DECISION ABOUT WHAT GOES INTO STAR RATING?” AND IN THIS PLACE; WHAT THAT REALLY MEANS ULTIMATELY; IT’S GOING TO BE DEMOCRATS AND REPUBLICANS MAKING THOSE DECISIONS FILTERING IT THROUGH OUR IDEOLOGY; YOU KNOW? WHAT WE REALLY OUGHT TO HAVE IF WE’RE GOING TO DO THIS AT ALL IS TO HAVE A GROUP OF PSYCHOMA TRIGSES* TO BE THE ONE TOES SHAPE SOMETHING LIKE THAT.*. I ASK MY QUESTION TO YOU REPRESENTATIVE PETERSON; “WHO ARE THE EXPERTS THAT SHAPE ISSUES?” AND MADAM CHAIR; ARE WE GOING TO HEAR FROM PSYCHOMA TRIGSES?>>REPRESENTATIVE PETERSON.>>THANK YOU; MADAM CHAIR AND REPRESENTATIVE MARIANI. I GUESS IN THIS CASE WHAT WE’RE TRYING TO DO IS EMPOWER PARENTS. AND YOU CAN THROW A WHOLE BUNCH OF PAPERS AND A REALLY CONFUSING WEBSITE AND A WHOLE BUNCH OF INFORMATION AND WE’RE A PARENT. THIS IS ABOUT THEM AND HELPING THEM DETERMINE WHAT’S BEST FOR THEIR CHILDREN. IT’S PRETTY SIMPLE. WE COLLECT ALL THIS DATA; AND WOULDN’T IT BE WONDERFUL TO BE ABLE TO USE IT IN A MEANINGFUL WAY? THIS IS ABOUT; YOU KNOW; THE SAME THING AS WE HEARD EARLIER. THIS IS ABOUT SHINING THE FLASHLIGHT AND NOT USING A HAMMER. IT’S NOT MEANT TO BE PUNITIVE. IT’S MEANT TO BE ENLIGHTENING. AND WE HAVE WONDERFUL; WONDERFUL PUBLIC SCHOOLS. WE REALLY DO. AND — BUT TO SAY THAT THEY’RE PERFECT IS; I THINK; NOT REALLY BEING HONEST WITH OURSELVES. WE CAN DO BETTER. WE CAN EMPOWER PARENTS SO THAT THEY CAN MAKE THE BEST DECISIONS FOR OUR STUDENTS. AND QUITE FRANKLY; THE SCHOOL DISTRICT CAN POTENTIALLY USE THIS AS A DIAGNOSTIC TOOL. THIS IS WHERE WE’RE DOING TERRIFIC. THIS IS WHERE WE COULD MAYBE USE SOME IMPROVEMENT. AND YOU CAN ADJUST RESOURCES ACCORDINGLY. BUT REALLY IT IS ABOUT BEING OPEN AND HONEST WITH OUR PARENTS.>>REPRESENTATIVE MARIANI.>>FAIR ENOUGH REPRESENTATIVE PETERSON. ACTUALLY I PROBABLY AGREE ON THIS [INDECIPHERABLE]. [VOICE VOLUME LOW]*. I WOULD POZ IT YOU COULD HAVE A* TRANSPARENCY THERE AND OPEN SHARING OF INFORMATION THAT DOESN’T [INDECIPHERABLE] NUMBER SYSTEM; WHICH SOME PEOPLE WOULD ARGUE IS JUST A REDUCTIONIST [INDECIPHERABLE] REALITY. I MEAN; PARENTS; THEY WANT TO HAVE INFORMATION SUGGESTED HOW BEST [INDECIPHERABLE] WITH THE SCHOOL. SO WE DO A REDUCTION OF MEASUREMENT — DOES THAT GIVE US THE LEVEL OF DETAIL FOR A PARENT TO DO THAT? I DON’T KNOW. I SUSPECT NOT. I WANT TO HEAR FROM PEOPLE WHO HAVE THOUGHT ABOUT THIS. EARLIER THIS MORNING [INDECIPHERABLE] WHO WERE VERY CLEAR. THEY’RE NOT PLAYING ANYBODY’S GAME.* [INDECIPHERABLE] [MUMBLING].** AND WHAT THEY SAID IS; “WE NEED A PROVISION THAT ARMS US.” THEY ALSO TALKED ABOUT [INDECIPHERABLE] MINNEAPOLIS; WHICH IS NOT THIS SCHOOL IN FRONT OF US. AND THEY TALKED ABOUT HOW THAT SCHOOL IS TAILORED IN SUCH A WAY* THAT PROVIDES A LEVEL OF INFORMATION; THE KIND OF INFORMATION THAT THEY NEED TO HAVE IN ORDER TO MAKE DECISIONS ABOUT; YOU KNOW; THE WORTH OF THE SCHOOL; HOW THEY INTERACT WITH THE SCHOOL; WHATEVER. SO WHAT I WANT TO AVOID HERE FRANKLY IS TO GET US [INDECIPHERABLE] — IF YOU WENT THAT BECAUSE YOU REALLY CARE ABOUT BEING TRANSPARENT. IF YOU’RE NOT; YOU DON’T CARE ABOUT BEING TRANSPARENT. THERE’S MORE THAN ONE WAY TO DO THIS THING. AND SO THAT — I’M OPEN ON THIS THING. I’VE HAD CONVERSATIONS WITH ALL SORTS OF FOLKS. I HAVE GENERALLY BEEN VERY [INDECIPHERABLE]. YOU KNOW; TAKING A REDUCTIONIST INSTRUMENT; YOU KNOW; AND AVOIDING THAT BECOMING A JUDGMENTAL INSTRUMENT. WHAT WE WANT IS TO ENGAGE PEOPLE; NOT TO TURN THEM OFF; BECAUSE THEY SEE [INDECIPHERABLE] NUMBER AND THAT’S ALL THEY SEE. I’M TALKING ABOUT HUMAN BEHAVIOR; YOU KNOW? JUST BASIC HUMAN BEHAVIOR. YOU STICK SOMETHING SIMPLE LIKE THIS. [INDECIPHERABLE] AND PRETTY SOON IT’S GOING TO BE MANIPULATED GOOD GUYS; BAD GUYS. IT IS WHY WE GOT RID OF THEM [INDECIPHERABLE] BACK IN 2008. WHICH BY THE WAY; [INDECIPHERABLE] LAW AT THAT TIME.>>WE WERE MEASURING AYP.>>THE GOVERNOR WALKED AWAY FROM AND WISELY — HE DID SO WISELY. [MUMBLING]. OKAY. SO LET’S AVOID PUTTING EACH OTHER IN A BOX. [MUMBLING]. MUST NOT REALLY CARE. THERE’S MORE THAN ONE WAY TO DO THIS [VOICE TRAILING OFF].>>HOW I SEE THIS; REPRESENTATIVE PETERSON — YOUR PROPOSAL; THE DEPARTMENT’S PROPOSAL — OBVIOUSLY AS THIS GOES FORWARD GOING TO BE IN A CONFERENCE COMMITTEE. AND THAT’S WHERE WE DO SOME REALLY GOOD WORK TRYING TO BRING FORTH SOME IDEAS THAT ARE MAYBE UNIQUE TO YOU AND THOSE WHO’VE HELPED YOU CREATE THIS AND THE DEPARTMENT HAS SOME IDEAS. AND THEY’RE LISTENING TO STAKEHOLDERS. AND I THINK YOU ARE TOO. SO AT THIS POINT I WANTED TO KNOW IF COLIA PRINGLES* WAS IN THE AUDIENCE? YES; PLEASE COME FORWARD; BECAUSE YOU WANTED TO TESTIFY THIS MORNING. AND IF THERE’S ANYONE ELSE WHO WANTED TO TESTIFY; RASHAD TURNER; ARE YOU IN THE AUDIENCE? FEMALE STUDENT: [INDECIPHERABLE]. INSTRUCTOR: YOU COULD COME UP HERE*.>>YES* PLEASE JOIN REPRESENTATIVE PETERSON* IN WELCOME TO OUR COMMITTEE AND SAY YOUR NAME FOR THE RECORD AND PLEASE GIVE YOUR TESTIMONY.>>THANK YOU; MADAM CHAIR. MY NAME IS KULIA PRINGLE* AND I AM A PARENT RECENT EDUCATOR. I ACTUALLY JUST STOPPED TEACHING SO I COULD DO FULL-TIME PARENT ORGANIZING AND PARENT ADVOCACY. MY WORK AS AN ADVOCATE HAS ALLOWED ME TO TRAVEL THROUGHOUT THE STATE OF MINNESOTA AND HEAR STORIES FROM PARENTS. AND BECAUSE OF THAT; I’M HERE TO SPEAK ON BEHALF OF ALL OF FAMENTLIES THAT I’VE HEARD FROM* AND THEIR STORIES. FAMILIES DESERVE TO HAVE THE KNOWLEDGE NEEDED TO BE THE BEST ADVOCATE FOR THEIR CHILD. FAMILIES DESERVE TO HAVE GOOD DATA THAT HELPS THEM ADVOCATE FOR THEIR CHILD. FAMILIES DESERVE TO HAVE THE DATA IN ONE PLACE. FAMILIES DESERVE TO UNDERSTAND THE DATA. FAMILIES DESERVE THE OPPORTUNITY TO USE THEIR DATA TO BE INFORMED AND HAVE THE KNOWLEDGE THAT THEY NEED TO HAVE A CHANCE OF SUCCEEDING. MADAM CHAIR; I WANTED TO JUST ADDRESS REPRESENTATIVE MARIANI’S CONCERNS. I HEARD THE SAME THING [INDECIPHERABLE]. EVERYONE’S CONCERNED THAT THE DATA IS GOING TO BE USED — OR PARENTS ARE JUST SOMEHOW GOING TO SAY; “OH MY GOSH; THIS 1-STAR SCHOOL IS JUST THE WORST SCHOOL.” YOU GUYS ARE NOT GIVING PARENTS ENOUGH CREDIT. THE DATA IS ALREADY OUT THERE. I COULD ALREADY GO OUT AND FIND THE LOCAL PHONE BOOK. IT’S OUT THERE. WHAT WE’RE SAYING IS IT’S TOO MUCH. I CONCERNS. ONE OF THEM CAME UP THIS MORNING. SO MAYBE YOU CAN TELL ME; “DOES THE BILL RATING SYSTEM — DOES THE BILL HERE — DOES THAT TELL ANYTHING TO AN EL PARENT WHETHER OR NOT THEIR SCHOOL IS AN EFFECTIVE EL INSTRUCTIONAL SCHOOL?”>>REPRESENTATIVE MARIANI; WE ARE ACTUALLY GLAD THAT YOU MENTIONED THAT; BECAUSE WE’D LIKE TO ADD THAT. THAT’S SOMETHING WE AGREE. WE THINK THE ELL DATA SHOULD BE ADDED. SPECIAL EDUCATION DATA SHOULD BE ADDED. WE FEEL IT SHOULD BE BROKEN DOWN HOWEVER MANY WAYS TO GIVE US THE BEST TOOLS FOR US TO ADVOCATE FOR OUR CHILD. IT IS — FOR ME JUST LOOKING AT — I KNOW THE MCAS RESPECT THE BEST; AND I KNOW IT ISN’T THE END-ALL; BUT IF I KNOW THAT MY CHILD IS IN A SCHOOL THAT — NOT DOING WELL ACADEMICALLY — AND THEN MY CHILD IS A PART OF THAT; BUT MY CHILD IS ALSO GETTING SUSPENDED. AND I ALSO NOTICE THE CURRICULUM IS NOT MULTICULTURAL; CULTURALLY RESPONSIBLE. I COULD PUT IT ALL TOGETHER. WHERE IT’S NOT LIKE; “OH MY CHILD.” YOU GUYS ARE LOOKING AT IT FROM THE WRONG WAY. “MY CHILD IS THE WORST CHILD EVER;” OR I COULD LOOK AT THE DATA AND SEE; “I COULD SEE THERE ARE OTHER THINGS CONTRIBUTING WHY THIS SCHOOL IS LOW PERFORMING.” I COULD BE AN ADVOCATE FOR PARENTS… AND HAVING THEM ENGAGE AND LOOKING AT THE DATA BEING LIKE; “HOW CAN WE IMPROVE OUR SCHOOLS? HOW CAN WE MAKE OUR SCHOOLS BETTER?” I DON’T KNOW — I JUST FEEL LIKE YOU GUYS SHOULD BE HAPPY; “YES; WE’RE GOING TO GIVE YOU TOOLS YOU NEED TO ADVOCATE FOR YOUR KIDS.” WHY WOULDN’T YOU WANT TO DO THAT? I DON’T UNDERSTAND.>>REPRESENTATIVE MARIANI.>>THANK YOU. I THANK YOU FOR THAT. I DO THINK [INDECIPHERABLE] RELATIVE OF YOURS. I THINK THE ISSUE IS WHETHER OR NOT ONE PARTICULAR TOOL IS THE BEST TOOL. I DO THINK MOST FOLKS [INDECIPHERABLE] SHARE THAT DESIRE. WE HAD THIS EXPERIMENT YEARS AGO. IT DIDN’T WORK. [INDECIPHERABLE] [VOICE VOLUME TOO LOW TO BE HEARD BY THE CAPTIONER]* HOPEFULLY WE WON’T PUSH THIS THING SO QUICKLY [INDECIPHERABLE]. RATHER THAT WE HAVE TO DELIVER THE [INDECIPHERABLE] WE SHOULD HAVE TO MAKE SURE WE DO PRODUCE [INDECIPHERABLE]. I THANK YOU FOR YOUR COMMENT.>>THANK YOU REPRESENTATIVE. THANK YOU CHAIR.>>WAS THERE ANYONE ELSE WHO WANTED TO TESTIFY — OR DID YOU HAVE A QUESTION FOR MISS PRINGLE? REPRESENTATIVE PRY YOR — I’M SORRY — YES*. AND IF THERE ARE OTHERS WHO WOULD LIKE TO TESTIFY IN SUPPORT; I WOULD LIKE THEM TO COME FORWARD BEFORE WE HEAR THOSE WITH CONCERNS. SO.>>SO I ALSO TALK MORE ABOUT THAT* ENGLISH LANGUAGE LEARNERS AND CHILDREN WITH SPECIAL NEEDS IN THE CLASSROOM. ONE THING I NOTICED — THIS ONLY TALKS ABOUT A 4-YEAR GRADUATION RATE; WHICH MEANS* IF YOU’RE AN ENGLISH LANGUAGE LEARNING AND YOU START IN JUNIOR HIGH SCHOOL; IF YOU NEED EXTRA YEARS TO GRADUATE; YOU KNOW; ON THE ONE HAND THE SCHOOL WILL GIVE YOU THOSE EXTRA YEARS; BUT YOUR COHORT GROUP — THIS SHOWS YOU AS NOT GRADUATING ON TIME. SO YOU KNOW SCHOOLS THAT HAVE A LOT OF THESE ENGLISH LANGUAGE LEARNERS — WHICH IN MY SCHOOL DISTRICT; I HAVE THREE SCHOOLS. ONE SCHOOL HAS VERY MANY ENGLISH LANGUAGE LEARNERS. ANOTHER SCHOOL DOESN’T HAVE ANY AT ALL OR VERY VERY FEW. SO PARENTS WOULD LOOK AT THIS ASSESSMENT AND SAY; “OH; THERE’S ONE SCHOOL BETTER THAN THE OTHER BASED ON THE GRADUATION RATE.” AND SO; AS A PARENT; WAS THAT SOMETHING — WHEN YOU HEAR FROM PARENTS; IS THAT SOMETHING YOU’RE AWARE OF? WOULD YOU WANT TO SEE SOMETHING LIKE THAT IN AN INSTRUMENT LIKE THIS? THIS?>>MS. PRINGLE.>>PARENTS ARE AWARE — WHAT I WOULD SAY IS THAT YOU GUYS — LIKE I SAID; YOU GUYS ARE NOT GIVING PARENTS ENOUGH CREDIT. I DO THINK THAT ADDING ELL — AND ONE THING THAT I’VE NOTICED AS A PARENT ADVOCATE — LIKE; IF YOU SPEAK IN PLAIN LANGUAGE. IF YOU CLEARLY SAY WHAT YOU JUST SAID; PARENTS WOULD UNDERSTAND. IF YOU LOOK AT THESE TEST SCORES ARE NOT BASED ON SUCH AND SUCH. THESE 4-YEAR TEST SCORES — ASK SAY IN THE LANGUAGE OF THESE PARENTS — THEY’RE GOING TO UNDERSTAND THAT. IT’S AS SIMPLE AS THAT. I DON’T THINK IT’S — LIKE I SAID; IF YOU JUST — LIKE; WITH THE MINNEAPOLIS SCHOOL FINDER — WHEN I TELL PARENTS; “WHEN YOU’RE LOOKING AT THIS STUFF; THIS IS JUST THE STARTER. THIS IS WHAT YOU COME TO THE CONVERSATION WITH WHEN YOU GO VISIT THE SCHOOL AND YOU ASK QUESTIONS. YOU HAVE SOME INITIAL QUESTIONS. IT’S NOT LIKE YOU’RE JUST GOING IN THERE AND YOU JUST LET THEM TELL YOU; YOU KNOW; WHAT’S GOING ON AND YOU’RE LIKE; “OKAY.” IF I’M ARTICLE ARMED WITH SOMETHING* I CAN SAY; “WHAT ABOUT THIS DATA?” THE SCHOOL CAN SAY; “THIS IS THIS. THIS IS WHY OUR ENGLISH LEARNERS ARE HERE; BECAUSE THEY CAME IN AT A 2-YEAR RATE OR WHATEVER THE [INDECIPHERABLE] MAY BE..”>>REPRESENTATIVE MAYE QUADE; DID YOU HAVE A* QUESTION FOR PRINGLE?>>[INDECIPHERABLE].>>GO AHEAD.>>I REALLY IF WE SAY IT IN PLAIN LANGUAGE AND PARENTS UNDERSTAND THAT AND I THINK YOU’RE RIGHT — WE SHOULD GIVE PARENTS A LOT OF CREDIT. I THINK MY FEAR WHEN READING THE BILL AS WRITTEN IS THAT IT ISN’T SAYING THAT IN PLAIN LANGUAGE. IT JUST SAYS IT IN A 4-YEAR GRADUATION RATE. SO MY BROTHER AND I WERE NOT ENGLISH LANGUAGE LEARNERS. THEY’RE NOT AWARE OF THE EXTRA TWO YEARS. THEY WOULD LOOK AT OUR SCHOOLS AND SAY; “WELL; WHY ARE SIGNIFICANT NUMBERS OF STUDENTS NOT GRADUATING IN FOUR YEARS YET?” THIS ACTUALLY TAKES THE PLAIN LANGUAGE OUT OF THAT. AND SO; JUST ECHOING WHAT REPRESENTATIVE PRY YOR SAID* AS THE BILL IS WRITTEN NOW; IT WOULDN’T PROVIDE THAT PLAIN LANGUAGE TO PARENTS. IT WOULD JUST SAY; “KIDS AREN’T GRADUATING IN FOUR YEARS.” AND HERE’S WHAT IT MEANS. THE PLAIN LANGUAGE THAT YOU SEEK THAT I REALLY HEARD FROM PARENTS — I’VE BEEN LOOKING UP KIDS — IT’S ONE OF THOSE THINGS; “OKAY. I NEED TO KNOW THIS.” I’M NOT SEEING THAT COMPLICATED DATA BEING TRANSLATED INTO PLAIN LANGUAGE HERE. I’M SEEING IT BE SUPER SIMPLIFIED; CONDENSED DOWN; STAR RATING THAT DOESN’T GIVE PLAIN LANGUAGE. I GUESS MY QUESTION WOULD BE THEN; “ARE THERE CHANGES THAT COULD BE MADE TO ADD PLAIN LANG RAJ THAT DOES EXPLAIN THAT? AND COULD YOU AUTHOR THE BILL ON THAT?>>THANK YOU; MADAM CHAIR. I WOULD LOVE TO WORK WITH THE BILL ALSO WITH THAT. I’M SURE THE BILL AUTHOR IS UP FOR CHANGES AND UNDERSTANDS THAT THE BILL ISN’T PERFECT. AND AS LONG AS EVERYBODY’S WILLING TO JUST COME TO THE TABLE JUST TO THROW IT OUT THE WINDOW; I THINK* WE’RE ALL GOING TO BE [INDECIPHERABLE].>>THANK YOU MS. PRINGLE FOR BEING SUCH A GREAT PARENT ADVOCATE. GREAT TO HAVE YOU.>>THANK YOU.>>IS THERE ANYONE IN THE AUDIENCE WHO WOULD LIKE TO COME FORWARD AND PROVIDE SUPPORT FOR THIS PROPOSAL? IF NOT; WE’LL TURN TO THOSE WITH CONCERNS. AND THAT WOULD INCLUDE DR. HIGH STEAD*. WOULD YOU COME FORWARD; PLEASE? AND IS RYAN VERNOSH* IN THE AUDIENCE? IF HE WOULD ALSO COME FORWARD IF HE’S HERE. WELCOME DR. HIGH STEAD*. PLEASE SAY YOUR NAME FOR THE RECORD AND EXPRESS YOUR CONCERN.>>THANK YOU; MADAM CHAIR. DAVID* HIGH STEAD DIRECTOR OF RESEARCH ASSESSMENT IN BLOOMINGTON PUBLIC SCHOOLS*. AS YOU MENTIONED I DO HAVE SOME CONCERNS WITH THIS BILL. I WORRY ABOUT POTENTIALLY MISLEADING AND EVEN HARMFUL USES OF DATA WHEN YOU DISTILL COMPLEX INFORMATION DOWN TO A SINGLE NUMBER. AND THOSE SCHOOLS — THOSE STATES THAT ARE USING LETTER GRADES OR CATEGORIZING LIKE IN A STAR RATING MANY TIMES ARE IDENTIFYING SCHOOLS AT THE TOP OF THE LIST THAT ARE MAJORITY ONLY SCHOOLS; SCHOOLS THAT HAVE HIGH PROFICIENCY; AND THE SYSTEMS THAT I’VE SEEN HAVEN’T EMPHASIZED HOW MUCH LEARNING IS TAKING PLACE. ESPECIALLY FOR STUDENTS OF COLOR; STUDENTS IN POVERTY; AND ENGLISH LANGUAGE LEARNERS. SO THE METHODOLOGY THAT WAS PROPOSED FOR ESA WAS APPROPRIATE* FOR IDENTIFYING THE BOTTOM 10% OF THE SCHOOLS IN THE STATE. THAT’S THE ONLY PURPOSE OF THAT PARTICULAR MODEL. IF YOU’RE GOING TO IDENTIFY HIGH FLIER SCHOOLS THAT LA TINA FAMILIES* ARE GOING TO WANT TO SEND THEIR STUDENTS — THEIR FAMILY MEMBERS TO — YOU HAVE TO HAVE A M ORE SOPHISTICATED MODEL THAT ACTUALLY CONCENTRATES ON GROWTH FROM ONE YEAR TO ANOTHER FOR EACH INDIVIDUAL STUDENT AND TAKES INTO ACCOUNT THE STATUS OF THE STUDENT THAT’S A SPECIAL ED STUDENT OR ENGLISH LANGUAGE LEARNER OR STUDENT IN POVERTY. THE NO-CHILD LEFT BEHIND APPROACH TO CATEGORIZING* SCHOOL WAS VERY DAMAGING; I THOUGHT; IN MINNEAPOLIS WHERE SCHOOLS THAT WERE MAKING GOOD GROWTH WERE LABELED AS FAILING SCHOOLS. WE CLOSED ELEVEN SCHOOLS. AND OF THOSE ELEVEN SCHOOLS; TWO OF THE SCHOOLS HAD BEEN IDENTIFIED THROUGH OUR VALUE-ADDED RESEARCH AS BEING STAR SCHOOLS — MAKING GREAT PROGRESS FOR STUDENTS WHO TYPICALLY DON’T MAKE PROGRESS. SO; IF THIS TYPE OF A STAR RATING GOES FORWARD; I HOPE THAT IT WILL BE DONE VERY CAREFULLY. AS REPRESENTATIVE MARIANI MENTIONED; WITH INPUT FROM THOSE WHO ARE EXPERTS IN THE FIELD OF IDENTIFYING SUCCESSFUL SCHOOLS. I THINK OUR STATE HAS GROWN MUCH OVER THE YEARS IN ITS USE OF DATA. I THINK IT WOULD BE A SHAME TO GO BACK TO THE DAYS OF NO CHILD LEFT BEHIND. AND I THINK; YOU KNOW; WE DEFINITELY NEED TO MAKE THE DATA ACCESSIBLE TO PARENTS AND TO FAMILIES. AND I THINK WE CAN DO THAT WITHOUT HAVING TO HAVE A SIMPLE STAR RATING SYSTEM. THANK YOU.>>ARE THERE QUESTIONS FOR THE TESTIFIER? REPRESENTATIVE MARIANI.>>GOOD TO SEE YOU AGAIN. I’M WONDERING; HAVE YOU LOOKED AT THE MINNEAPOLIS SCHOOL [INDECIPHERABLE] RECENTLY?>>I HAVE NOT. MADAM CHAIR; REPRESENTATIVE MARIANI; I HAVEN’T HAD THE OPPORTUNITY TO LOOK AT THE SCHOOL FINDER. I THINK MINNEAPOLIS HAS DONE QUITE A BIT WITH DASHBOARDS SINCE I LEFT. AND I HOPE THAT THOSE ARE HELPFUL TO PARENTS IN TRYING TO FIND A GOOD MATCH FOR THEIR STUDENT. IN BLOOMINGTON; WHAT WE HAVE DONE — ACTUALLY IN MINNEAPOLIS — I DID THE SAME. WE DID BEAT THE ODDS STUDIES WHERE WE FOLLOWED THE DATA TO FIND THE MOST SUCCESSFUL TEACHERS AND MOST SUCCESSFUL SCHOOLS. AND BY BUILDING IN THE ENDLESS LANGUAGE* LEARNER SPECIAL ED STATUS WE WERE ABLE TO IDENTIFY TEACHERS THAT WERE ESPECIALLY EFFECTIVE WITH DIVERSE POPULATIONS. WE JUST DID A BOARD PRESENTATION TWO WEEKS AGO ON THE KINDERGARTEN TEACHER THAT BEAT THE ODDS. AND IN MY WRITTEN TESTIMONY — I CAN GIVE COPIES TO THE COMMITTEE — I’VE GOT A LINK TO THAT WEBSITE. SO WHAT I’D LIKE TO SEE THE STATE DO WOULD BE TO IDENTIFY SCHOOLS THAT ARE ESPECIALLY EFFECTIVE FOR THE ENGLISH LANGUAGE LEARNERS. SCHOOLS THAT ARE ESPECIALLY EFFECTIVE WITH STUDENTS IN POVERTY AS WELL AS SCHOOLS THAT ARE ESPECIALLY EFFECTIVE WITH WHAT MIDDLE CLASS STUDENTS AS WELL.* IT WOULD TAKE A MORE DIVERSIFIED APPROACH THAN THE STAR SYSTEM THAT’S PROPOSED. BUT I THINK THAT WAY WE COULD PUT A FACE TO THE GREAT SCHOOLS THAT WE HAVE IN EACH OF OUR DISTRICTS. AND SO; [INDECIPHERABLE].>>REPRESENTATIVE MARIANI.>>ONE OF THE THINGS THAT MS. PRINGLE SAID; WHICH I THINK [INDECIPHERABLE] EVERYONE HERE. HAS TO DO WITH WHETHER THE PARENTS ACTUALLY HAD THE INFORMATION IN A WAY THAT MADE SENSE TO THEM. IT SEEMS TO ME THAT OUGHT TO BE THE RESPONSIBILITY OF OUR EDUCATION SYSTEM. I THINK SHARE THE RESPONSIBILITY WITH PARENTS. BUT IT SEEMS TO ME SCHOOL DISTRICTS OUGHT TO BE MORE THAN JUST LAYING OUT INFORMATION BUT ACTUALLY ENGAGE IN SUCH A WAY THAT IT GETS TRANSLATED. THERE’S AN OPPORTUNITY TO ANSWER QUESTIONS ABOUT OTHER SYSTEM WE USE — DASHBOARD OR WHATEVER — THAT IS CONNECTING WITH WHERE THE PARENT AND CHILD IS AT. GIVE ME YOUR QUICK THOUGHTS ON THAT. AND ALSO; BECAUSE YOU’VE BEEN IN THE MINNEAPOLIS SCHOOLS. [INDECIPHERABLE].>>YEAH; I’M IN BLOOMINGTON NOW.>>ARE MOST OF THE DISTRICTS DOING ANYTHING LIKE THAT?>>MADAM CHAIR AND REPRESENTATIVE MARIANI — YEAH; THAT’S A BIG PART OF MY WORK IS TO MEET WITH DTA; THE SOMALI ELDERS; THE HISPANIC AND AFRICAN-AMERICAN PARENT GROUPS AS WELL AS WE HAVE AMERICAN INDIAN GROUP THAT IS BLOSSOMING. AND THEY ALWAYS WANT ME TO PERSONALIZE THE PATHWAY INFORMATION THAT WE HAVE. SO I CAN SHOW INDIVIDUAL STUDENTS THAT HAVE MADE GREAT PROGRESS TOWARDS COLLEGE AND CAREER READINESS BY SHOWING AN INDIVIDUAL GRAPH. OR A GROUP OF STUDENTS WHO STARTED OUT REALLY LOW AND IMPROVED. AND THAT MAKES THINGS COME ALIVE A LITTLE BIT MORE FOR THE PARENTS. WE’RE ALWAYS LOOKING AT WAYS OF SHARING INFORMATION WITH PARENTS AND COMMUNITY MEMBERS THAT THEY CAN RELATE TO. AND WE ALSO HAVE TO PULL OUT THE CHALLENGES WHERE w#w#w7 7 w#wwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwww7 wwwwwwwwwwwwwwwww780&D;F>ç9r0DSF>ç9Zwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwww)yy AWAY. AND SO; THERE IS 3AN ISSUE THERE WITH — THERE IS AN ISSUE THERE THAT MANY TIMES I FEEL THAT OUR RECRUITERS CAN BE RESOURCES FOR OUR COUNSELORS. I HOPE THAT COMES TO BEAR.>>AND OUR NEXT SPEAKER IS CAPTAIN YOUNG. UNITED STATES ARMY* RECRUITING COMMAND.>>CAPTAIN; WELCOME TO OUR COMMITTEE. PLEASE SAY YOUR NAME FOR THE COMMITTEE TO BEGIN.>>YOUNG YIEWN*. GOOD AFTERNOON COMMITTEE CHAIR; MEMBERS. THANK YOU FOR THE OPPORTUNITY TO SPEAK ON BEHALF OF THIS BILL. UP FRONT I AM HERE TO DISABUSE ANY MISCONCEPTION WE ARE TRYING TO FORCE OUR MINNESOTA YOUTH TO JOIN THE ARMY. WE ARE WANTING TO INFORM OUR YOUTH TO ENSURE THAT THEY ARE CHOICE READY AND THEY ARE INFORMED OF ALL THE CAREER OPTIONS THEY HAVE AVAILABLE TO THEM INCLUDING MILITARY SERVICE. I TESTIFIED ABOUT TWO WEEKS AGO AT THE [INDECIPHERABLE] DIVISION COMMITTEE. AND I GAVE THE STEPS OF THE DOD STEPS OF 1% –* I GUESS THAT DROPPED RECENTLY TO 0.4%; WHICH IS NOT AN UPTICK. AND ALSO THE STATS THAT* THERE’S A 35% DECLINE CURRENTLY IN THE VETERAN POPULATION. WHICH MEANS THAT THERE’S GOING TO BE LESS STORIES TO BE TOLD; LESS INFORMED POPULATION; AND CONSTANTLY — CONSEQUENTLY; LESS INFORMED YOUTH. SO I WANT TO PROVIDE SOME STORIES OF MY OWN AND WHAT I’VE EXPERIENCED IN THE MILITARY. SO I ENLISTED BACK IN 2008 IN DALLAS TEXAS. AND I ORIGINALLY* ENLISTED FOR A 4-YEAR CONTRACT. AND I THOUGHT I WAS GOING TO GET OUT; USE MY GI BILL; AND GO TO SCHOOL. AND HERE I AM TODAY; NINE YEARS IN SERVICE; BECAUSE THERE ARE SO MANY UNKNOWN UNKNOWNS ABOUT THE MILITARY. IT TOOK ME FOUR YEARS IN THE MILITARY TO REALLY UNDERSTAND WHAT MILITARY PROVIDES. AND IT’S A GREAT CAREER OPPORTUNITY. AND IT’S A GREAT LIFESTYLE. AND THAT’S WHY I HAVE PROTRACTED MY CONTRACT INDEFINITELY. AND I HOPE TO MAKE A CAREER OUT OF THIS. I ALSO WANT TO TALK ABOUT MY FORMER BOSS LIEUTENANT COLONEL FEAN SCI* HE’S A NATIVE HERE IN MINNESOTA. HE WAS STATE CHAMP. WRESTLING STATE CHAMP –>>FROM BAINSVILLE MINNESOTA.>>* YES. NOW HE’S RETIRED HERE. HERE’S CURRENTLY AN EDUCATOR AT NORTHWESTERN UNIVERSITY. AND AS A WEST POINTER AND FOR THE OTHER ACADEMIES; HIGH SCHOOL STUDENTS THAT HAVE A DESIRE TO SERVE IN THAT CAPACITY AT THESE ELITE UNIVERSITIES; AT THESE ELITE ACADEMIES NEED TO SERVE — THEY NEED TO START EARLY IN THEIR HIGH SCHOOL CAREERS. THEY HAVE TO START ENGAGING IN PUBLIC COMMUNITIES; KRUB CLUBS; AND HAVE HIGH GPAS. AND IF THEY ARE; AGAIN; IN THE UNKNOWN UNKNOWN; WE ARE GIVING THEM AN UNFAIR ADVANTAGE AS OPPOSED TO THE OTHER STATES THAT DO A PRETTY GOOD JOB WITH INFORMING THE HIGH SCHOOLS WITH ALL THE DIFFERENT CAREER OPTIONS OF THE MILITARY. MY CURRENT BOSS; LIEUTENANT COLONEL FOSTER; HE WAS THE DIVISION CHIEF AT 82ND AIRBORNE. HE IS HERE NOW AS BATTALION COMMANDER RECRUITING OPERATIONS IN FIVE STATES. AND HE HAS BOUGHT A HOME HERE IN MINNESOTA; AND HIS KIDS GO TO SCHOOL IN FOREST LAKE. AND I GUESS THE TAKE AWAY IS THAT THERE ARE MANY; MANY GREAT MINNESOTA-BORN MILITARY LEADERS. AND THEY COME BACK HERE TO THE STATE OF MINNESOTA. AND THEY CONTRIBUTE IN SOME FASHION OR ANOTHER. THEY COME BACK HOME. AND WHEN THEY DEPART FROM MINNESOTA; THEY DO GREAT THINGS. SO THESE MEN HAVE VETS IN THEIR FAMILIES BACK IN THEIR TIME TO TELL REAL MILITARY STORIES; NOT STORIES THAT ARE TOLD BY THE MEDIA. AND RIGHT NOW; BECAUSE OF THE DECLINE IN POPULATION OF OUR VETERANS AND ONLY 0.4% OF OUR MILITARY SERVING — OUR POPULATION SERVING IN THE MILITARY — THERE IS GOING TO BE LESS AND LESS REAL INFORMATION ABOUT THE MILITARY. I BELIEVE IT’S GOING TO BE MORE SKEWED REALITY THAT THE MEDIA PORTRAYS. ALSO; I WANT TO TALK ABOUT THE NEED FOR THIS BILL. SO BACK IN 2012 ACROSS MINNESOTA FORMATION FOR OUR BATTALION; WE HAVE REDUCED OUR MANPOWER; OUR RECRUITERS; EXPONENTIALLY. IT WAS ALMOST HALF OF OUR RECRUITERS THAT HAD BEEN RELOCATED ELSEWHERE BECAUSE OF THE LOW PROPENSITY IN THIS AREA. I THINK THAT’S EVEN A BIGGER REASON WHY WE NEED TO EDUCATE — OR HAVE OUR COUNSELORS BE ABLE TO TALK ABOUT THE MILITARY CAREER OPTIONS BECAUSE OF OUR RECRUITERS RELOCATING. AND THEY ARE NOT AS PREVALENT HERE IN THE STATE OF MINNESOTA AS THEY ONCE WERE — MEANING THAT; IF THERE’S A STUDENT IN HIS OR HER PERSONAL LEARNING PLAN HAS MILITARY CAREER OPTIONS AND WANTS TO KNOW MORE ABOUT THE MILITARY; WE DO NOT HAVE RECRUITERS ALL THE WAY OUT IN AUSTIN MINNESOTA THAT CAN PROVIDE THAT INFORMATION. SO AGAIN; I THINK IT’S VERY IMPORTANT THAT OUR COUNSELORS CAN BRIDGE THAT VAST — BRIDGE THAT OPPORTUNITY GAP AND PROVIDE MORE INFORMATION ABOUT THE MILITARY CAREER OPTION. AND THAT CONCLUDES MY COMMENT. THANK YOU; MADAM CHAIR.>>THANK YOU CAPTAIN. REPRESENTATIVE DETTMER.>>YEAH. MADAM CHAIR; CAPTAIN; YOU WEREN’T ABLE TO BE HERE THIS MORNING. WHERE WERE YOU?>>I WAS AT THE HOSPITAL. MY WIFE IS — HAS A BABY GIRL ON THE WAY. FIRST GIRL. [APPLAUSE]>>OH WOW — AND YOU’RE HERE? WELL; ARE YOU TEXTING HER CONSTANTLY SO YOU KNOW?>>I WAS; MADAM CHAIR; YES. [LAUGHTER]>>SHE’S IN LABOR; CORRECT?>>NO; NOT YET.>>ACTUALLY; I SAW HIS FIRST TESTIMONY — IT’S ABOUT HALF WHAT IT WAS BEFORE.>>MADAM CHAIR; AGAIN ABOUT IN TERMS OF WHAT IT BRINGS TO OUR STATE WHEN SOMEBODY WHO HAS GONE LET’S SAY TO ACADEMY OR SPENT 20 YEARS IN THE MILITARY OR EVEN SIX YEARS IS THAT THE RETURN ON INVESTMENT IN TERMS OF LEADERSHIP THAT THESE YOUNG MEN AND WOMEN HAVE LEARNED THROUGH THAT — THROUGH THE EXPERIENCES IN THE MILITARY. GIVE YOU ONE EXAMPLE — WHEN MY WIFE AND I WENT TO WEST POINT; SET UP IN MIKE STADIUM AND THE HATS GO UP* FOR GRADUATION. WE GO DOWN THERE. THERE WAS ALREADY CORPORATIONS DOWN THERE HANDING OUT THEIR BUSINESS CARDS SAYING; “COME AND SEE US IN FIVE YEARS; YOU HAVE A JOB; BECAUSE YOU HAVE A 5-YEAR COMMITMENT AFTER WEST POINT.” WELL; MY SON IS THERE ALMOST 18 YEARS NOW. I KNOW THEY’RE GOING TO WORK ON GETTING THEIR 20 YEARS IN. JUST A PERSONAL STORY. OUR LAST BUT NOT LEAST TESTIFIER HERE IS DR. SUSAN LARSON. SHE’S A CHIEF OF EDUCATION OFFICER FOR THE UNITED STATES ARMY.>>WELCOME DR. LARSON.>>THANK YOU; MADAM CHAIR; REPRESENTATIVE; FELLOW CITIZENS OF MINNESOTA. I WANT TO SAY AT THE START THAT I’M THE EDUCATION SPECIALIST; BUT I’M THE ONLY PERSON SITTING AT THIS TABLE WHO’S NOOT A VETERAN NOR THE WIFE* OR SPOUSE OF A VETERAN. I’M SOMEBODY WHO STEPPED UP WITH A BACKGROUND IN HIGHER EDUCATION; BECAUSE I WANTED TO HELP OUR MILITARY AND OUR STUDENTS. I SAW IN MY OWN LIFE — FIRST BERN — EVER GO TO COLLEGE* WAS MY GREAT AUNT; A NATIVE AMERICAN FRENCH CANADIAN AMERICAN WOMAN WHO WENT TO SCHOOL ON THE 1944GI BILL AFTER SERVING IN* WORLD WAR II AS A PILOT. IT MADE AN ENORMOUS CHANGE IN MY LIFE AND PRESENTED AN OPPORTUNITY. AND THAT’S REALLY WHAT I WANT TO ADDRESS IS THAT WE — THIS BILL WILL ENSURE THAT COUNSELORS ARE PREPARED TO PRESENT ALL OPTIONS TO ALL STUDENTS. YOU ARE PROBABLY AWARE THAT ONLY LESS THAN TWO OUT OF TEN STUDENTS — HIGH SCHOOL SENIORS — IF I TOOK TEN OF THEM; ONLY TWO OF THEM WOULD QUALIFY. WOULD QUALIFY PHYSICALLY; WOULD QUALIFY MORALLY — THAT IS TO SAY THEY HAVE MADE GOOD DECISIONS ALL THE WAY AROUND AND DIDN’T HAVE A POLICE BACKGROUND — AND COULD PASS THE ENTRANCE. SO THE POOL OF PE OPLE FROM WHOM WE CAN SELECT TO SERVE OUR COUNTRY IS VERY SMALL. BUT ONE OF THE GREATEST; I THINK; EMPHASIS AND BENEFITS OF THIS BILL WILL BE TO HELP STUDENTS UNDERSTAND THE DIVERSITY OF CAREERS IN THE MILITARY. WE HAVE IN MY BRANCH OF THE MILITARY; OVER 200 DIFFERENT JOBS THAT REPRESENT EVERY CAREER CLASS — ALL 16 OF THEM. AND ONE OF THE PROBLEMS IS; WHEN YOU TALK TO COUNSELORS — AND I’M IN SCHOOL EVERY WEEK — THEY SAY; “WELL; I DON’T KNOW IF I WANT HER TO BE A SOLDIER.” AND I SAID; “WELL; WHAT KIND OF JOBS?” YOU KNOW; A SOLDIER. AND I SAID; “DO YOU MEAN AN INFANTRY PERSON DO YOU MEAN AN AVIATION PERSON?* DO YOU MEAN A PHLEBOTOMIST? BECAUSE ALL OF THOSE ARE POSSIBLE JOBS IN THE MILITARY. THE OTHER PART — I THINK THERE’S A [INDECIPHERABLE] POINT. MAJOR POINTED OUT THAT THERE ARE NOT — SORRY — POINTED OUT THAT THERE ARE NOT — THERE ISN’T THE PROPENSITY. AS A TAXPAYER; I’M CONCERNED THAT MINNESOTA STUDENTS ARE NOT CLAIMING THEIR FAIR SHARE OF DEPARTMENT OF DEFENSE SCHOLARSHIP MONEY. WE ARE THE LARGEST PROVIDER OF SCHOLARSHIPS IN THE COUNTRY. AND YOU ACCESS THOSE WHO SERVE. ANOTHER THING I HOPE THAT THIS LEGISLATION WILL DO FOR THE SAKE OF OUR COUNTRY — THE SAKE OF THE PEOPLE I SERVE WITH — IS DISABUSE STUDENTS AND PARENTS OF THE IDEA THAT THERE IS A BINARY CHOICE. THAT EITHER YOU GO TO THE MILITARY OR YOU GO TO COLLEGE. AGAIN; FOR MY BRANCH OF SERVICE; IT’S NOT AN OPTION TO NOT GO TO COLLEGE OR SECONDARY EDUCATION. WE HAVE A PROGRAM CALLED “THE CONCURRENT ADMISSIONS PROGRAM.” EVERY STUDENT WHO CAPTAIN YIEWN* OR ANY OF MY OTHER COMMANDERS WHO HAVE BEEN WITHIN 30 DAYS HAVE TO PICK — IF THEY DON’T HAVE A B OR BS ALREADY*. AND BY THE WAY; 80% OF THE YOUNG PEOPLE COMING THROUGH THE ARMY HAVE SOME COLLEGE CREDIT — THEY HAVE TO PICK ONE OF 1900 — ACTUALLY; THEY CAN PICK UP TO THREE. AND I’M PLEASED TO SAY THAT ALL OF THE MNSCU NN POOLS* ARE PART OF THIS SURVEY. TO COME AND START THEIR STUDIES ONCE THEY’VE FINISHED BASIC TRAINING AND ADVANCED TRAINING. SO IN OTHER WORDS; THAT’S — AS COUNSELORS CAN REQUEST; PARENTS CAN CAJOLE; BEG; AND BRIBE; BUT CAPTAIN YIEWN* CAN ISSUE A LAWFUL ORDER THAT THEY CAN BEGIN THAT PROCESS. BECAUSE WE KNOW EVERYBODY — FIRST OF ALL; COUPLE OF TRUTHS. EVERYBODY SOME DAY IS GOING TO BE A CIVILIAN NO MATTER HOW MANY YEARS YOU SERVE; YOU’RE GOING TO COME OUT OF UNIFORM AND BE A CIVILIAN. AND MOST OF OUR FOLKS ARE GOING TO COME BACK AND BE MINNESOTANS. AND THE OTHER PART IS; EVEN IF YOU STAY IN 20 YEARS; YOU’RE NOT GOING TO GO PAST SERGEANT WITHOUT A HIGHER DEGREE. SO WE ARE THE MOST EDUCATED FORCE EVER. ALSO; THE DEPARTMENT OF DEFENSE IS THE LARGEST EMPLOYER OF SCIENS AND ENGINEERS IN THE UNITED STATES.* WE NEED TECHNICAL FOLKS FROM EVERYTHING FROM KEEPING THE MISSISSIPPI RIVER FROM OVERFLOWING TO DEVELOPING THE NEXT INVISIBILITY CLOAKING FOR OUR AIRPLANES. ALL OF THOSE THINGS ARE DOMESTIC PRODUCTS. I ALSO ENCOURAGE US TO JOIN OTHER STATES; SUCH AS OUR NEIGHBOR TO THE WEST — NORTH DAKOTA; IOWA; TEXAS; AND COLORADO WHO ARE ALREADY MAKING SIMILAR STRIDES IN ACTIVELY INCLUDING THE MILITARY SO THAT; AS CAPTAIN YIEWN* PUT IT — OUR STUDENTS ARE CHOICE READY. THAT THEY REALLY ARE AWARE OF ALL THE POSSIBILITIES OF OCCUPATION. AND I WOULD SAY AS FAR AS THE TRADES — I’M OFTEN OUT PRESENTING AS A CAREER EXPLORATION PROGRAM. AND WHEN I ASK YOUNG PEOPLE; “YOU KNOW WHAT THE TRADES ARE?” VERY OFTEN I GET AN ANSWER THAT THAT’S WHAT THEY DO ON WALL STREET. THERE IS AN AMAZING KNOWLEDGE GAP. WELL; YOU CERTAINLY CAN LEARN THE TRADES IN THE ARMS FORCES. WE ALSO WOULD ENCOURAGE OUR PARTNERS IN CAREER AND TECHNICAL EDUCATION TO HAVE A VOICE SO YOUNG PEOPLE CAN HAVE THE OPPORTUNITY TO LEARN ABOUT THE WELL-PAID IMPORTANT POSITIONS THROUGHOUT OUR COMMUNITY. FINALLY; I WOULD ALSO LIKE TO SAY THAT THE MILITARY IS ONE OF THE MOST RACIALLY AND ETHNICALLY DIVERSE ORGANIZATIONS IN OUR COUNTRY. RIGHT NOW 40% OF OUR MILITARY POPULATION IS — ARE PEOPLE OF COLOR. POPULATION-WISE 44% OF AMERICANS ARE PEOPLE OF COLOR. SO WE MIRROR THE POPULATION QUITE WELL. IN CONCLUSION; I’D LIKE TO THANK YOU FOLKS FOR YOUR SUPPORT IN MAKING ALL OF OUR STUDENTS MINNESOTA FUTURE READY. THANK YOU.>>THANK YOU DR. LARSON. REPRESENTATIVE MAYE QUADE HAS A QUESTION FOR ONE OF THE TESTIFIERS. REPRESENTATIVE MAYE QUADE.>>MADAM CHAIR. MAJOR NICKELSON [TALKING TOO FAST]. WOULD BE MAD AT A CONSTITUENT OF MINE IF I DIDN’T ASK IF THE 6% OF OUR PROPENSITY TO PARTICIPATE INCLUDED NATIONAL GUARD OR NOT.>>MAJOR NICKELSON.>>MADAM CHAIR; THANK YOU. REPRESENTATIVE MAYE QUADE. THE SIX PERCENT* IS WILLINGNESS T A THE SCHOOL TO WANT TO SERVE. YES; THAT INCLUDES SERVICE AND ACTIVE DUTY FORCES. LAST TIME I TESTIFIED — AND I INCORRECTLY ANSWERED. WILLINGNESS TO SERVE.>>THANK YOU.>>ARE THERE ANY OTHER QUESTIONS OF THE TESTIFIER? REPRESENTATIVE BLY.>>THANK YOU. I WAS A DIRECTOR AT ALTERNATIVE SCHOOL;… ANOTHER THING I THINK WAS VERY USEFUL — I DON’T KNOW IF THIS IS SOMETHING YOU CONSIDER — WE HAD THE STUDENTS TAKE THE ABSCESS TEST*. GIVEN THE PRESENTATIONS — THE EXCELLENT INFORMATION THEY GOT AFTER THE TESTING WAS REALLY IMPORTANT AND HELPFUL. I WOULDN’T SAY NECESSARILY ALL MY STUDENTS WOULD BE ELIGIBLE; BUT IT WAS REALLY INFORMATIVE; AND I APPRECIATED THE TIME THAT PEOPLE GAVE TO COME AND TALK TO MY STUDENTS. IT WAS A GOOD THING.>>THANK YOU REPRESENTATIVE BLY. THAT IS A GOOD TEST — YES; INDEED. DR. LARSON.>>THANK YOU; MADAM CHAIR. I SO APPRECIATE YOU BRINGING THAT UP; BECAUSE THE AS DAP* AS IT IS USED IN THE HIGH SCHOOL IS NOT A MILITARY ENLISTMENT PROGRAM. IT IS A CAREER EXPLORATION PROGRAM; WHICH THE DEPARTMENT OF DEFENSE PROVIDES AT NO COST TO SCHOOLS OR FOR PARENTS. AND WE BRIEF CIVILIAN CAREERS. BECAUSE AS I SAID; SOME DAY ALL OF US ARE GOING TO BE CIVILIANS. AND I ABSOLUTELY SUPPORT THIS NO-COST; BUDGET NEUTRAL WAY FOR ALL OF OUR STUDENTS TO BE EXPOSED TO AREAS THAT THEY MIGHT NOT HAVE OTHERWISE THOUGHT OF. AND I WANT TO SHARE WITH YOU QUICK STORY ABOUT TWO STUDENTS DOWN IN HOUSTON MINNESOTA. I HAD BEEN CALLED DOWN SPECIFICALLY BY THE COUNSELOR; BECAUSE SHE HAD A BUNCH OF STUDENTS WHO SHE THOUGHT WERE AT RISK OF DROPPING OUT THEIR SENIOR YEAR. AND I TESTED — THERE WERE THREE YOUNG MEN WHO SCORED — TWO OF THEM SCORED — GOES FROM ZERO TO 100; OKAY? TWO OF THEM SCORED A 99. AND ONE OF THEM SCORED A 97 IN THEIR TECHNICAL AREAS. THEIR ABILITY TO THINK IN THREE DIMENSION. THESE WERE THE SAME YOUNG MEN WHO WERE AT RISK OF DROPPING OUT. AND I WANT TO TELL YOU THE TWO 99 STUDENTS SIT NEXT TO EACH OTHER — JUST IN CASE YOU’RE WONDERING OR HAVE EXPERIENCE IN SCHOOL. AND I TALKED TO THE GUYS AFTERWARDS. AND I SAID; “WHAT WERE YOU — I STARTED TO TELL THEM; “DO YOU KNOW OF ALL THE OPPORTUNITIES YOU HAVE IN THE TRADES; IN THE MILITARY?” YOU HAVE — WITH THE ABILITY TO THINK IN THREE DIMENSION IS SOMETHING THAT I AS A BERKELEY PH.D. WILL NEVER HAVE. YOU ARE SMARTER TODAY THAN I WILL EVER BE IN THAT AREA. AND THEY SAID; “YOU KNOW; THIS IS THE FIRST TIME IN SCHOOL WE’VE EVER GOTTEN A NUMBER THAT SHOWED WE WERE SMART?” IT’S THE FIRST TIME WE EVER TOOK A TEST WHERE WE WERE REALLY GOOD AT SOMETHING. I’M PLEASED TO TELL YOU THAT ALL THREE OF THOSE YOUNG MEN GRADUATED. THERE’S DEFINITELY VALUE TO THE PROGRAM.>>THANK YOU. THANK YOU DR. LARSON. THAT’S A GREAT TESTIMONY TO THE AS DAP*. IT’S A TEST I HAVE GREAT RESPECT FOR TOO. WE HAVE A COUPLE WHO ARE CONCERNED ABOUT THIS PROPOSAL. I THINK THE SUM WILL HAVE TO VACATE SPHRK REPRESENTATIVE DETTMER SO THEY CAN* COME TO EXPRESS CONCERNS. MR. UNI AND MR. LOESH*.>>WELCOME MR. UNI. PLEASE SAY YOUR NAME FOR THE RECORD AGAIN.>>MADAM CHAIR; MEMBERS; MY NAME IS ADOASH* UNI DREB TOR OF DEPARTMENT* GOVERNMENT RELATIONS COMMUNITY… EARLIER TODAY. LAST NIGHT. AND THEN I THINK THE CONVERSATIONS WILL BE CONTINUED GOING FORWARD. THE BROAD THRUST OF THE BILL IS IN NO WAY A CONCERN OF OURS. IT’S REALLY THE LAST PROVISION AROUND CONTINUING EDUCATION FOR OUR COUNSELORS AND NON-CLASSROOM TEACHERS AND OTHERS WHO WORK WITH COUNSELING AROUND ACADEMIC COUNSELING; CAREER COUNSELING; AND COLLEGE COUNSELING. THAT TRAINING IN COUNSELING AROUND — OR TRAINING IN ARMED FORCES CAREER OPTIONS WOULD BE SUFFICIENT TO COMPLETE ALL OF THEIR PROFESSIONAL CLOCK HOURS AROUND PROFESSIONAL GROWTH. WE HAVE SOME CONCERNS ABOUT THAT SUPERSEDING REQUIREMENT TO GET TRAINING* ON CULTURAL COMPETENCY AS WELL AS WORKING WITH ENGLISH LANGUAGE LEARNERS AND THEIR VARIOUS NEEDS. I WOULD FEEL THAT JUST AS IN THE CLASSROOM; IN THE COUNSELING SETTING AS WELL; THESE EDUCATORS AND COUNSELORS WOULD BENEFIT FROM HAVING THIS TRAINING WORKING WITH STUDENTS OF VARYING NEEDS WHO EITHER COME FROM DIFFERENT CULTURAL BACKGROUNDS AS WELL AS HAVE DIFFERENT LANGUAGE NEEDS. AND I WOULD FEEL THAT; YOU KNOW; PEOPLE OF DIFFERENT LANGUAGE BACKGROUNDS AND DIFFERENT CULTURAL BACKGROUNDS WOULD ALSO HAVE AN INTEREST IN ARMED FORCES CAREERS. I’M NOT FULLY — I’M NOT FULLY FLUENT ON WHAT THE TRAINING — WHAT THE ARMED FORCES TRAINING HAS IN TERMS OF THOSE AREAS; BUT WE KNOW THAT THOSE ASPECTS OARE PRETTY IMPORTANT FOR AN EDUCATOR’S* ABILITY TO SERVE ALL STUDENTS [VOICE TRAILING OFF].?>>DR. LARSON.>>* IF I MIGHT RESPOND. I THINK THAT’S A REASONABLE QUESTION. I WOULD FIRST SAY THAT CERTAINLY BY SERVING; ANY STUDENT WOULD JOIN THE MOST CULTURALLY AND ETHNICALLY DIVERSE ORGANIZATION IN THE COUNTRY. SO THEY WOULD GET A QUICK INTRODUCTION TO WHAT MULTICULTURAL MEANS IN AN ORGANIZATION SET. AND I DON’T BELIEVE REPRESENTATIVE DETTMER’S INTENT TO SAY* THAT THIS WOULD BE ALL OF THEIR CAREER AND TECHNICAL EDUCATION. IN FACT; WE WERE TALKING A LITTLE BIT ABOUT IT. AND IT COULD BE PRESENTED IN A VERY BUDGET NEUTRAL WAY. FOR EXAMPLE; BY OFFERING CTE COURSES AT THE ANNUAL MINNESOTA STATE COUNSELOR’S MEETING; WHICH IS HELD EVERY YEAR UP IN GOLD LAKE* FIRST WEEK IN MAY. THAT’S ONE OPPORTUNITY. WE COULD ALSO OFFER NO-COST CLASSES AT EDUCATION MINNESOTA; A PLACE WHERE WE WOULD EXPECT TEACHERS AND COUNSELORS TO BE ATTENDING. THERE ARE ALSO OPPORTUNITIES FOR DISTRIBUTED LEARNING THROUGH WEBSITES AND THROUGH A CURRICULUM THAT AGAIN; WE COULD DEVELOP THAT WOULD PRESENT A BROAD OPPORTUNITY FROM ALL BRANCHES OF SERVICE; NOT JUST ONE. SO I THINK THAT WE WOULD NEVER DREAM OF SAY THAT GO LEARNING ABOUT THE MILITARY WOULD REPLACE ANY OTHER SET OF SKILLS NECESSARY TO WORK WITH A DIVERSE GROUP OF MINNESOTA STUDENTS. HOWEVER; I THINK IT WOULD BE VERY IMPORTANT EXACTLY FOR STUDENTS WHO ARE NOT FAMILIAR WITH AMERICAN SOCIETY — WITH OUR TRADITION OF SERVICE AND MILITARY SERVICE — TO HAVE THOSE OPTIONS PARTICULARLY AS A FUNDING MECHANISM FOR HIGHER EDUCATION.>>MR. UNI.>>MADAM CHAIR; COMMITTEE MEMBERS; I DEFINITELY APPRECIATE THE CONSIDERATION THERE. I WOULD JUST SAY IN THAT PARAGRAPH THE ONLY POSSIBLE WAY TO GO AN ALTERNATIVE ROUTE CURRENTLY AROUND DOING EXPLICITLY TRAINING CULTURAL COMPETENCY AND WORKING WITH ENGLISH LANGUAGE LEARNERS IS PROVIDING YOUR SUMMATIVE EVALUATION OVER THE COURSE OF THE THREE YEARS; WHICH ONE WOULD ASSUME IS A RIGOROUS ANALYSIS OF THE TEACHER’S PERFORMANCE OVER THE PRIOR THREE YEARS; WHICH WOULD ALSO INVOLVE — AS WE’VE SEEN — WORKING USING TOOLS OF CULTURAL COMPETENCE AND WORKING WITH VARIED NEEDS IN ENGLISH LANGUAGE LEARNERS; BECAUSE WE KNOW THOSE REQUIREMENTS ARE SPREAD ACROSS OUR EDUCATOR STATUTE. I KNOW WE’VE SPREAD THOSE ACROSS SINCE 2014; PARTICULARLY WITH THE LEASE ACT* PRIOR FEW YEARS AROUND CULTURAL COMPETENCE. I THINK MAYBE WE CAN WORK WITH THE AUTHOR AND THE ADVOCATE ON HAVING CONTINUED LANGUAGE. THERE I KNOW HAVING LANGUAGE AROUND CULTURAL COMPETENCE AND ENGLISH LANGUAGE LEARNERS WAS A IMPORTANT** PRIORITY WHEN WE WERE DISCUSSING LICENSURE SYSTEM. HAVING THAT AS A REQUIREMENT FOR ALL I THINK WOULD BE A PRIORITY. I THINK WE COULD WORK WITH THE AUTHORS AND PS LPPEDZ.>>I’M GOING TO GO TO MR. LOASH. AND THEN* YOU COULD SAY SOMETHING IN CLOSING.>>I’LL BE BRIEF. I ASSURE YOU. MADAM CHAIR; MEMBERS; MY NAME IS JAKE LOASH* LOBBYIST WITH PUBLIC REPRESENTING MINNESOTA SCHOOL COUNSELORS TODAY. [TALKING TOO FAST]. TO MOVE TO MORE PERMISSIVE LANGUAGE. I THINK IT DOES RESPOND TO REALLY OUR MAJOR CONCERN ABOUT EXTRA RESPONSIBILITIES ON THE COUNSELORS. THAT’S CERTAINLY SOMETHING WE LOOK AT WHEN REVIEWING LEGISLATION P AS MANY OF YOU HAVE HEARD MINNESOTA FACES AN EXTREME LACK OF SCHOOL COUNSELORS. ACCORDING TO THE — WE HAVE ONE COUNSELOR FOR EVERY 723 STUDENTS. THAT’S FOURTH WORST RATIO IN THE COUNTRY. IT’S SOMETHING THAT’S A BIG CONCERN OF OURS. COUNSELORS WORK TIRELESSLY EVERY DAY DESPITE THOSE OVERWHELMING WORKLOADS TO MEET THE NEEDS OF THEIR STUDENTS. THE REALITY IS; THERE’S NOT ENOUGH OF THEM IN OUR SCHOOLS. ANY KIND OF ADDITIONAL REQUIREMENTS ON THEIR TIME ARE CERTAINLY A CONCERN. AS WE MENTION WE REALLY APPRECIATE THE LANGUAGE HAS BEEN AMENDED. IN FACT; I DID WANT TO SAY A GROUP OF MINNESOTA COUNSELORS TRAVELED TO MARINE WORKSHOP IN FEBRUARY WITH THE GOAL OF UNDERSTANDING WHAT STUDENTS WOULD NEED TO ENTER THE MILITARY; ALL THE ADDITIONAL WORK OPPORTUNITIES THERE. DESPITE THEIR OVERWHELMING WORKLOADS; I KNOW COUNSELORS DO HAVE THE BEST INTEREST AND PROVIDING STUDENTS WITH ALL THE INFORMATION THEY CAN. WHILE WE REMAIN A BIT HESITANT THAT THE OVERALL LANGUAGE IS NECESSARY; WE CERTAINLY UNDERSTAND THE INTENT AND APPRECIATE THE OPPORTUNITY TO CONTINUE WORKING TOGETHER. I THINK ON ANYTHING THAT WOULD INCREASE STUDENT ACCESS TO COUNSELOR; BECAUSE THAT IS REALLY* IS THE PRIMARY CONCERN.>>REPRESENTATIVE RARE; DO YOU HAVE A QUESTION FOR ANY ONE OF THE? OKAY. DR. LARSON.>>BRIEFLY ADDRESS THAT. APPRECIATE TOO HOW HARD OUR COUNSELORS WORK. AND WE FEEL THIS LEGISLATION WILL ENCOURAGE THEM TO BRING IN THE SUBJECT MATTER EXPERTS WHO ARE THE RECRUITERS IN THE ROOM SO THEY DON’T HAVE TO BE THE SOLE BE ALL END ALL SOURCE OF KNOWLEDGE. I WOULD ALSO BE REMISS IF I DIDN’T MENTION WE ALSO WILL BE HOLDING AN EDUCATOR WORKSHOP 19-22 JUNE FORT BRAGG NN NORTH CAROLINA WHERE THE GENERAL MINNESOTA NATIVE. AND WE LOOK FORWARD TO WELCOMING EDUCATORS; COUNSELORS; AND EVEN REPRESENTATIVES IF YOU WOULD LIKE TO ATTEND — LE ARN MORE ABOUT EDUCATIONAL OPPORTUNITIES.>>REPRESENTATIVE DETTMER; CLOSING COMMENTS. REPRESENTATIVE BRAIR.>>THANK YOU; MADAM CHAIR. I JUST WANTED TO THANK REPRESENTATIVE DETTMER FOR BRINGING THIS BILL. I SPENT A LOT OF TIME THIS LAST SUMMER TALKING TO A LOT OF PEOPLE IN THE BUILDING TRADES AND IN MANUFACTURING. AND THIS IS EXACTLY WHAT THEY WERE ASKING FOR — ACCESS TO COUNSELORS AND ASKING THAT COUNSELORS BE MADE AWARE. WHEN I APPROACHED CHAIR ERICKSON EARLIER THIS YEAR ABOUT MY IDEA; SHE MENTIONED; “YOU’RE ALREADY DOING THIS.” CONNECTING ME WITH YOU. I REALLY; REALLY APPRECIATE YOU ACCEPTING THE AMENDMENT TO BRING THIS ON. THIS IS EXACTLY WHAT KIDS NEED JUST TO BE MADE AWARE. AND WE DO NEED TO HAVE OUR COUNSELORS AND TEACHERS — THEY’RE COMING FROM A BACKGROUND WHERE THEY’RE NOT NECESSARILY EXPOSED TOTSZ TO THIS. SO ANY HELP WE CAN GET TO THEM TO HELP OUR KIDS FIND OUT ABOUT THESE OPPORTUNITIES IS GREAT. SO THANK YOU.>>REPRESENTATIVE MARIANI.>>I’LL BE BRIEF; BECAUSE I KNOW WE’RE PRESSING OUR TIME. I DO WANT TO PICK UP ON THAT LAST NOTE THAT MR. UNI RAISED –* [INDECIPHERABLE]. REPRESENTATIVE DETTMER TO WORK ON SOME LANGUAGE HERE. MS. LARSON SAID SHE DOESN’T BELIEVE [INDECIPHERABLE] AND I THINK WE COULD PROBABLY EASILY WRITE THAT SPECIFICALLY INTO THE STATUTE. THERE ALSO MIGHT BE OTHER WAYS FOR US TO GET AT HOW DO WE HELP EQUIP [VOICE TRAILING OFF] TELL THEM WHAT TO DO. WE SHOULD PERHAPS AT ALSO LOOK AT OTHER PARTS OF OUR LEGISLATION THAT PROVIDE RESOURCES FOR COUNSELORS TO BE ABLE TO ACQUIRE THIS KIND OF USEFUL INFORMATION. JUST A WORD OF ENCOURAGEMENT [INDECIPHERABLE].>>MADAM CHAIR AND REPRESENTATIVE MARIANI. I KNOW MY YEARS IN THE MILITARY AND ALSO AS AN EDUCATOR; YOU LEARN TO ROLL WITH THE PUNCHES; AND YOU LEARN TO LISTEN TO PEOPLE. AND YOU LEARN TO MAKE ADJUSTMENTS AS YOU GO. AND WE WILL BE WORKING WITH THE DEPARTMENT HERE AND ALSO OUR RESEARCH TO TWEAK THE LANGUAGE SO THAT IT FITS JUST RIGHT FOR WHAT WE’RE TRYING TO DO HERE. AND BEFORE I — BEFORE WE LEAVE HERE; I THINK MOST OF THE LEGISLATORS; THEY KNOW OFFICER FOX THAT HE’S A TROUPER THAT STANDS IN FRONT OF THE CHAMBER AS YOU GO IN. HE HAS A DAUGHTER NAMED BRIANNA. AND TWO YEARS AGO; SHE CAME INTO MY OFFICE; AND SHE — HER FATHER SAID THAT I WAS A RETIRED WARREN OFFICER. SHE CAME IN AND SHE SAT DOWN — SHE MADE AN APPOINTMENT TO COME IN AND SIT DOWN. AND SHE SAYS; “I WANT TO FLY HELICOPTERS.” OKAY. ARMY HAS A HIGH SCHOOL TO FLIGHT SCHOOL PROGRAM. AND MY JOB AS A WARREN OFFICER IS TELL PILOTS — YOU DON’T FLY IN THAT AREA. THERE’S ENEMY WEAPONS THERE. BUT ANYWAY. SO WE SAT DOWN JUST TALKED ABOUT THE MILITARY. I JUST WANTED TO SEE IF SHE REALLY; REALLY KNEW WHAT SHE WAS TALKING ABOUT. AND SHE HAD DONE HER RESEARCH AND SO FORTH. SO SHE WENT OFF TO BASIC TRAINING. AND FROM BASIC TRAINING; FIRST SHE SIGNED A CONTRACT — ARMY WOULD PROVIDE HIGH SCHOOL TO FLIGHT SCHOOL PROGRAM. SHE WENT TO BASIC TRAINING. THEN OFF TO FORT RUT GER ALABAMA*. I SPENT MANY WEEKS AT FORT RUT GER ALABAMA*. I DON’T WANT TO BE THERE IN AUGUST OR JULY. BUT SHE’S NOW — SHE’S JUST COMPLETED WARREN OFFICER CANDIDATE SCHOOL. SHE’S A WODLY ONE* WE CALL. AND NOW SHE’S TRAINING TO BE A HELICOPTER PILOT. AND HER FATHER PICKED ME UP BEFORE GOING INTO THE CHAMBER THE OTHER DAY. HE PULLED OUT OF HIS POCKET A COIN. AND WHEN HE GRADUATE FROM WARREN OFFICER SCHOOL; YOU GET A NICE WARREN OFFICER COIN. WELL; I HAVE THAT. AND SHE GAVE ME A COIN. IT WAS PRETTY NEAT. PRETTY NEAT. THERE’S A LOT OF OPPORTUNITIES OUT THERE FOR YOUNG PEOPLE; MEN AND WOMEN. THANK YOU SO MUCH.>>WITH THAT; THE CHAIR LAYS OVER HOUSE FILE 2788 AS AMENDED FOR POSSIBLE INCLUSION IN AN OMNIBUS BILL. THANK YOU VERY MUCH TO ALL THE TESTIFIERS. REPRESENTATIVE CUE NICHE PO DEAN.>>* MADAM CHAIR.>>REPRESENTATIVE BLY.>>THANK YOU; MADAM CHAIR. MR. HELLER MEANTD SOME DOCUMENTS* RELATED TO THE ONLINE APPEARANCE OF SOME OF THE MATERIALS [HANDED]*. PAGE — BRING THAT TO YOU.>>SURE. THANK YOU.>>THANK YOU; AGAIN MAJOR AND CAPTAIN FOR TAKING TIME TO BE WITH US AND TO PROFESSOR TURNER AND DR. LARSON FOR JOINING US TWICE TODAY. [CHUCKLING]. YOU’VE LEARNED A LOT ABOUT WHAT WE DO AT THIS PLACE. [LAUGHING]. AND WE APPRECIATE YOU SO MUCH.>>REPRESENTATIVE CONEARBY PO DEAN — YOU’RE GOING TO BE* MOVING 3361 OR RE-REFERRING IT TO THE COMMITTEE ON EDUCATION FINANCE. IF YOU’D LIKE TO MAKE THAT AMENDMENT AT THIS TIME — OR THAT MOTION.>>SO HOLD.>>REPRESENTATIVE CONICHE PO DEAN* MOVES HOUSE FILE 3361 BE HEARD NOW AND RE-REFERRED TO THE COMMITTEE ON EDUCATION FINANCE. WELCOME TO THE TESTIFYING TABLE. PLEASE STATE YOUR NAME FOR THE RECORD AND BEGIN.>>GOOD AFTERNOON. GOOD EVENING. I’M REPRESENTATIVE MARRY CONEEN PO DEAN*. VERY HAPPY TO BE ABLE TO PRESENT THIS BILL. THIS IS MY VERY FIRST BILL THAT I’VE PRESENTED; AND SO; I’M VERY PROUD THAT THIS IS THE ONE THAT I’M DOING. A LITTLE BIT OF HISTORY BEHIND IT. ABOUT A YEAR AGO A FRIEND OF MINE BROUGHT THIS VERY LOVELY LADY INTO MY OFFICE AND SHERRY SHA MA* TOLD ME HER STORY. SHERRY HAD A SON; AS YOU CAN SEE RIGHT HERE IS A PICTURE OF HIM. HIS NAME WAS JAKE. AND JAKE FELL INTO THAT RABBIT HOLE OF ADDICTION AROUND OPIOIDS. AND AFTER MUCH STRUGGLE; SHERRY LOST HER SON TO OPIOID ADDICTION OVERDOSE. AND SO; SHE ASKED ME — OR SHE TOLD ME ABOUT THIS INCREDIBLE FOUNDATION THAT SHE HAD PUT TOGETHER. IT’S CALLED “FOR JAKE’S SAKE.” AND HOW THEY WERE JUST* DETERMINED AND BENT ON GETTING THE WORD OUT THERE ABOUT THE STRUGGLE AND THE ISSUES AROUND OPIOID ADDICTION. AND AS WE KNOW; MINNESOTA IS DEALING — WELL; THE NATION IS DEALING WITH SEVERE OPIOID SITUATIONS. OPIOID-RELATED DEATHS ARE ON THE RISE. AND OPIOIDS ARE HIGHLY ADDICTIVE ALONG WITH HEROIN. IN 19– BETWEEN 1999 AND 2015; MORE THAN 200 FOLKS HAVE DIED FROM OPIOID-RELATED OVERDOSES. AND UNFORTUNATELY; WE HAVE TWO MOTHERS HERE WHO HAD THAT VERY SOMBER EXPERIENCE. AND SO; WHAT SHERRY BROUGHT TO ME WAS A REQUEST THAT WE; AS A LEGISLATURE; TAKE SOME OPPORTUNITY TO INCORPORATE INTO OUR SCHOOL CURRICULUM OPIOID AND ADDICTION EDUCATION AND AWARENESS. AND MUCH LIKE SOME OF THE OTHER LEGISLATION THAT WE PASSED AROUND ERIN’S RULE OR ERIN’S LAW* AROUND SEXUAL ABUSE RESPECT JES SUP’S BILL* AND REPRESENTATIVE PRY YOR’S BILL* ON SEX TRAFFICKING; IT’S IMPORTANT THAT WE TAKE* USE OF THE TIME THAT WE HAVE IN SCHOOLS TO MAKE OUR STUDENTS AWARE OF THE DOWNFALLS OF THESE DIFFERENT SITUATIONS. AND WE WOULD ASK THAT WE WOULD INCORPORATE THIS LEGISLATION INTO FRUITION. SO THIS BILL REQUIRES SCHOOL DISTRICTS TO INCLUDE SUBSTANCE MISUSE PREVENTION INSTRUCTION INTO THE HEALTH CURRICULUM FOR CERTAIN GRADES. AND THOSE GRADES ARE FIFTH GRADE; SIXTH GRADE; EIGHTH; 1 0TH AND 12TH. AND ENCOURAGE OUR DISTRICTS TO INCORPORATE AND INTEGRATE SUBSTANCE MISUSE AND INSTRUCTION INTO EXISTING CURRICULUM AND PROGRAM. WHAT I WOULD DO NOW IS TURN THIS OVER TO SHERRY. I’D LIKE HER TO SHARE WITH YOU HER STORY. AND THEN WE ALSO HAVE BAILEY BELTER TO GIVE US SOME INFORMATION* AROUND THAT. CAR LA PETERSON* RIGHT HERE. SHE IS THE HEAD OF THE FOR JAKE’S SAKE FOUNDATION*. AND THEN WE HAVE LISA MCCULLOUGH WHO WILL SHARE HER STORY AS WELL.>>WELL; WELCOME EVERYONE TO THIS TABLE. PLEASE SAY YOUR NAME FOR THE RECORD AND BEGIN.>>SHERRY SMALL*. I WANT TO THANK YOU FOR GIVING ME THE OPPORTUNITY TO BE HERE TODAY TO TESTIFY. WE LOST JAKE AT THE AGE OF 21 FROM A HEROIN OVERDOSE. AND OUR LIFE WAS SHATTERED. WE HAD NO IDEA THAT JAKE WAS GOING THROUGH WHAT HE WAS. HE HID IT SO WELL. HE WAS THIS — HE HAD SO MUCH LIFE TO GIVE. HE WAS SO SMART. HE WAS KIND. HE WAS LOVABLE. HE WAS ATHLETIC. AND HE WAS GOOD LOOKING. AND EVERYBODY LIKED JAKE. PEOPLE DREW TO JAKE; BECAUSE HE JUST HAD THIS INFECTIOUS SMILE. AND JAKE LOVED TO HUNT. HE LOVED TO FISH. HE WAS ON THE BABEL BASKETBALL TEAM.* HE WROTE FOR THE SCHOOL PAPER. THEY KEPT EVERYTHING GOING FOR HIM*. JAKE COULD HAVE BEEN EVERYTHING HE WANTED TO BE UNTIL HE FELL INTO THE AWFUL ADDICTION OF OPIOIDS. HE HAD TOLD ME ONCE IF HE WOULD HAVE KNOWN HOW ADDICTIVE AND HOW OPIATES CHANGE THE CHEMISTRY OF YOUR BRAIN THAT HE WOULD NEVER HAVE TRIED IT. BUT HE DID NOT HAVE ANY IDEA. AND I HEARD THAT FROM SO MANY PEOPLE THAT I TALKED TO IN THE FOUR AND A HALF YEARS. KIDS — WE DIDN’T KNOW HOW BAD THIS WAS. THIS IS AN EVIL DRUG. AND SO; SIEF IN HONOR OF JAKE; WE STARTED THE FOUNDATION. AND WE’RE BRINGING THE WORD TO COMMUNITIES. JAKE HAD ONCE TOLD ME THAT HE WAS A PRISONER IN HIS OWN BODY. HE DIDN’T HAVE CONTROL OF HIS LIFE ANYMORE. AND JAKE WAS; LIKE I SAID; AMAZING YOUNG MAN. HE COULD HAVE BEEN ANYTHING. OUR LIVES HAVE CHANGED FOREVER. MY HUSBAND FOUND JAKE ON THE FLOOR; AND HE HAD TRIED TO GIVE CPR. AND TO HAVE KNOWN HE COULD NOT SAVE JAKE — HE HAS TO LIVE THAT EVERY DAY OF HIS LIFE. AND IT’S JUST — OUR HEARTS JUST ARE BREAKING. AND WE NEEDED TO DO SOMETHING POSITIVE. WE NEED TO HELP OUR YOUTH USING EDUCATION. OUR YOUTH ARE OUR MOST [INDECIPHERABLE] PEOPLE. STOP THIS EPIDEMIC. THANK YOU FOR LETTING ME SPEAK.>>THANK YOU MS. SHARM*. OUR HEARTS GO OUT TO YOUR FAMILY. YOUR SON SOUNDS LIKE ALL THE SONS WE LOVE. WE APPRECIATE YOU TAKING THE TIME TO SHARE THAT TESTIMONY.>>THE NEXT TESTIFIER. PLEASE SAY YOUR NAME FOR THE RECORD AND BEGIN.>>GOOD EVENING MADAM CHAIR AND REPRESENTATIVES. I AM CARLA PETERSON AND I AM* WITH THE JAKES SAKE FOUNDATION. AND I WOULD LIKE TO THANK YOU FOR THIS OPPORTUNITY TO TESTIFY TODAY. OPIOID USE AND ABUSE IS OF GREAT CONCERN TO ME. AND I AM EXCITED THE PASSING OF JAKE’S LAW CAN ACTUALLY ADDRESS THIS EPIDEMIC BY GIVING… CURRICULUM INTO MINNESOTA’S PRIMARY AND SECONDARY EDUCATION SYSTEM. YOU ARE FAMILIAR WITH SENATOR EATON AND BAKER’S STORY. YOU JUST HEARD SHERRY SHAW*. STORY AND I KNOW YOU’VE HEARD MANY HEART WRENCHING STORIES OF FAMILIES LOSING LOVED ONES. YOU ALREADY KNOW WHY THIS TOPIC IS IMPORTANT. I’D LIKE TO JUST SHARE THREE SOBERING FACTS. EVERY DAY 4;000 TEENS BETWEEN THE AGES OF 12 TO 17 TRY AN ELICIT DRUG FOR THE FIRST TIME. FACT — PRESCRIPTION DRUGS ARE THE CURRENT DRUG OF CHOICE AMONG 12-13-YEAR-OLDS. AND WE NOW KNOW WHEN THEIR* SUPPLY BECOMES SCARCE; HEROIN BECOMES THE CHOICE. FACT — 90% OF DRUG ADDICTS SAY THEY STARTED USING DRUGS BEFORE 15 YEARS OF AGE. THESE STATISTICS CLEARLY DEMONSTRATE THAT OUR CURRENT METHOD AND TECHNIQUES TO DRUG SUBSTANCE ABUSE IN OUR EDUCATION SYSTEM IS NOT EFFECTIVE. MINNESOTA DOES NOT HAVE STATE ACADEMIC HEALTH EDUCATION STANDARDS. THEREFORE; EACH SCHOOL DISTRICT CAN DECIDE WHICH CURRICULUM THEY CHOOSE TO USE; THE INTENSITY AND THE FREQUENCY; CREATING A HUGE VOID WITHIN OUR STATE’S HEALTH EDUCATION CLASSROOMS. SOME STUDENTS MAY BE GETTING LIKE 30 MINUTES IN SIXTH GRADE AND THEN IN EIGHTH GRADE AND MAYBE IN 10TH GRADE. A LOT OF TIMES IT BECOMES AN ELECTIVE. SO IT’S JUST A CHOICE. AND SO; YOU KNOW WE’RE NOT REACHING ALL STUDENTS. AND SO; YOU THINK ABOUT THIS — THIS MEAN THAT IS OUR CHILDREN ARE GETTING ONE; TWO; MAYBE TWO AND A HALF HOURS TOTAL OF INSTRUCTION OVER A 6-YEAR PERIOD ON SUBSTANCE AUSE AND ABUSE. RESEARCH* HAS STATED THAT THE WAY TO CHANGE BEHAVIOR IS TO CHANGE MINDSET. AND THIS CANNOT HAPPEN WITH SUCH LIMITED TIME AS IS SPENT DISCUSSING THE DANGERS OF DRUG. AND PARTICULARLY THOSE FALLING WITHIN THE FAMILY OF OPIOIDS. SNAPSHEETS OF* HAS DEFINED THREE CRITICAL COMPONENTS REQUIRED FOR SUCCESSFUL DRUG PREVENTION INITIATIVE BASED ON EXPERIENCE. AND THEY CONSIST OF (1) YOU HAVE TO START EARLY. (2) HAVE TO HAVE INTEREST IN MESSAGING (3) CHILD MUST HAVE FREQUENT CONVERSATIONS WITH A VARIETY OF PEERS AND ADULTS. IT’S ABOUT EQUIPPING EVERYONE TOOLKIT WITH THE NECESSARY* TOOLS. AND JAKE’S LAW WILL PROVIDE THAT TOOLS AND RESOURCES TO TEACHERS; STUDENTS; PARENTS; AND COACHES TO ENSURE THAT THESE THREE CRITICAL COMPONENTS ARE ACHIEVED SUCCESSFULLY. JAKE’S LAW WILL ALLOW US TO DO THREE MAIN THINGS. TO CREATE A STATEWIDE SUBSTANCE MISUSE K-12 CURRICULUM TASK FORCE TO DEVELOP A CONSISTENT APPROACH TO COMPREHENSIVE EVIDENCE-BASED SUBSTANCE USE PREVENTION INITIATIVE TO BE DELIVERED THROUGH SELECTIVE SCHOOLS OR CHARTER SCHOOLS DURING THE 2018-2019 SCHOOL YEAR. THE TASK FORCE CAN BE COMPRISED OF TEACHERS; EDUCATIONAL ADMINISTRATORS; PARENTS; MENTAL HEALTH AND HEALTH CARE PROFESSIONALS; AND STATE LEVEL DEPARTMENTAL STAFF. THE STUDENTS THOUGH ARE REALLY KEY. AND WE NEED TO HEAR THEIR VOICES. AND I THINK EARLIER TODAY — WE HEAFERRED WE AS PARENTS WE THINK WE GOT THIS FIGURED OUT. WE KNOW WHAT’S UP FOR OUR KIDS. AND REALLY WE ‘RE UNDERSTANDING KIDS WANT TO BE INVOLVED; BECAUSE THEY DO HAVE THEIR OWN PERSPECTIVE. AND I THINK THEY HAVE THE KNOWLEDGE THAT WILL REALLY HELP US BE ABLE TO BE THE MOST EFFECTIVE AT REACHING THEM. AND THAT’S ONE OF THE REASONS WHY WE HAVE PARTNERED WITH THE MINNESOTA YOUTH COUNCIL WHO WE HAVE A REPRESENTATIVE HERE TODAY TO SPEAK AS WELL. SO WE CAN HAVE THIS FEEDBACK FROM ACROSS MINNESOTA. AND LAST — TO FORMALIZE AND ADMINISTER STATEWIDE EVALUATIONS PROVIDING CREDIBLE DATA THAT WILL RESONATE AND BE PERTINENT FOR ALL EDUCATORS IN MINNESOTA IN OUR FIGHT TO ERADICATE TEENAGE DRUG USE. AND LASTLY; IT WILL PROVIDE THE NECESSARY INFRASTRUCTURE TO MAIN THIS AN EASY TRANSITION INTO THE CLASSROOM THROUGH TEACHER TRAINING; PRE-DEVELOPED LESSON PLANS; MULTIPLE DELIVERY SYSTEMS AND TOOLS AND RESOURCES FOR TEACHERS; COACHES; STUDENTS AND PARENTS. I’VE BEEN WORKING WITH… HEALTH INSTRUCTORS AND THEY SAID; YOU KNOW; IT’S REALLY HARD FOR US TO INFUSE ONE; TWO; THREE DAYS INTO OUR ALREADY-PACKED SCHEDULE. AND THAT’S WHY WE REALLY WOULD LIKE TO LOOK AT EXPLORING TO GETTING INTO DIFFERENT DISCIPLINE AREAS SUCH AS SOCIAL STUDIES; SCIENCES; PSYCHOLOGY; SO THAT THE KIDS DO GET IT FOR THE FIFTH; SIXTH; EIGHTH; 10TH; 12TH YEARS. BUT IT MAY NOT BE SPECIFICALLY IN HEALTH EDUCATION CLASSES; BECAUSE WE KNOW IT CAN BURDEN THOSE TEACHERS. BUT IT ALLOWS FOR A WHOLE DIFFERENT PERSPECTIVE TO BE APPROACHED. DURING CHEMISTRY TESTS OR SO ON DIFFERENT CHEMICALS AND EQUATING IT TO WHAT HAPPENS WITH YOUR BRAIN*. TALKED ABOUT SOCIAL NORMS AND BELIEF SYSTEMS IN SOCIAL STUDIES. SO WE KNOW WE HAVE A LOT OF DIFFERENT WAYS TO APPROACH THIS TO ACHIEVE WHAT THIS BILL IS REALLY TRYING TO DEPICT. CHILDREN NEED TO BE EDUCATED ON THE DANGERS OF DRUGS IN GENERAL; ESPECIALLY WITHIN THE TOPIC OF PRESCRIPTION MEDICATION; OPIATES AND HEROIN. OPIATES ARE SO LETHAL; THEY’RE SO LIFE ALTERING; WHICH WE HEARD FROM SHERRY PARTICULARLY. AND OUR YOUNGEST CHILDREN ARE NOT BEING INFORMED ABOUT THE HIGHLY TOK SIB RAMIFICATIONS* OF EXPERIMENTING WITH THESE TYPES OF DRUGS. THE HIGHEST DEMOGRAPHIC OF OVERDOSING IS BETWEEN 18-25-YEAR-OLD. THIS ALONE* SHOULD MOTIVATE US TO REALIZE WE’RE NOT DOING ENOUGH WITHIN OUR PRIMARY AND SECONDARY EDUCATIONAL SYSTEM. THEY DO NOT UNDERSTAND WHAT THESE DRUGS ARE REALLY ALL ABOUT. THEY’RE EQUATING IT TO ALCOHOL. MARIJUANA. YOU AND I ALREADY KNOW THAT A CHILD’S BRAIN DOES NOT FULLY DEVELOP UNTIL THEIR MID-20’S. THEREFORE; THE IMABLGHT IMPACT OF DRUGS ON THEIR COGNITIVE DEVELOPMENT DURING THEIR TEENAGE YEARS COULD AFFECT THEM FOREVER. AND WE NEED TO GUARANTEE THEIR SAFETY AND WELL-BEING. ADOPTION OF JAKE’S LAW IS EXTREMELY IMPORTANT; BECAUSE MINNESOTA SCHOOL DISTRICT DO NOT HAVE A STATEWIDE ACADEMIC STANDARD FOR SUBSTANCE ABUSE CURRICULUM WHICH IS CREATING A HUGE VACUUM FOR LEARNING EFFICACY ACROSS MINNESOTA. IF WE’RE REALLY PASSIONATE ABOUT… WE MUST HAVE A INTENTIONAL APPROACH AND STANDARD SITE SYSTEM DELIVERY FOR SUBSTANCE ABUSE PREVENTION THROUGHOUT MINNESOTA EDUCATION. JAKE’S LAW WILL GET US STARTED ON THE RIGHT PATH FOR REFORM. WE NEED YOUR SUPPORT. SO PLEASE SUPPORT JAKE’S LAW AND VOTE “YES;” SO THAT WE CAN TRULY MAKE A DIFFERENCE IN OUR CHILDREN’S LIVES ACROSS MN. THANK YOU.>>THANK YOU MS. PETERSON. AND I THINK BEFORE WE HEAR FROM THE YOUTH COUNCIL; WE’LL HEAR FROM THE OTHER MOM.>>I DON’T HAVE MUCH OF A VOICE.>>SPEAK INTO THE MICROPHONE.>>MY NAME IS LISA MCCULLOUGH. SORRY ABOUT MY VOICE. THE MAIN REASON I AM HERE TODAY; THIS IS MY SON ROBERT. I’M HERE WITH SHERRY TODAY TO ENCOURAGE YOU TO SUPPORT AND PASS JAKE’S BILL. I LOST MY SON ROBERT FROM AN OVERDOSE. ROBERT STARTED USING HEROIN AT THE AGE OF 15. HAVING A LOT MORE INFORMATION AND EDUCATION IN OUR SCHOOL ABOUT THE USE OF HEROIN AND EFFECTS OF HEROIN AND OTHER CHEMICAL USE COULD HAVE HELPED. THE YOUNGER THE KIDS ARE EDUCATED ABOUT HEROIN AND OTHER OPIOIDS COULD STOP THE DEMAND OF THIS KILLER DRUG. PLEASE CONSIDER PASSING JAKE’S BILL. THANK YOU.>>THANK YOU MCCULLOUGH. THANK YOU FOR YOUR TESTIMONY AS WELL. AND MY HEART GOES OUT TO YOU AS A MOM WHO HAS LOST A CHILD.>>AND THEN WE HAVE [INDECIPHERABLE] FROM MINNESOTA CITY COUNCIL.>>SHERRY ERICKSON MY NAME IS BAILEY BELTER ON STAFF WITH MINNESOTA YOUTH COUNCIL WHICH IS A INITIATIVE OF [TALKING TOO FAST]. VOICE TO THE STATE GOVERNMENT HERE IN MN MP. IN FACT; THERE’S NO OTHER STATE WITH A GROUP LIKE ONE WE HAVE HERE. I’M SPEAKING ON BEHALF OF YOUTH MEMBERS AS THEY ARE AN EXTRA CRICK ALREADY ACTIVITIES RIGHT NOW* AND CANNOT MAKE THE RESCHEDULED HEARLG TIME. HOWEVER; ONE OF OUR YOUTH MEMBERS JACOB JUST FROM WAY UP IN MORRIS HE WROTE AND SUBMITTED A LETTER TO THE RECORD…. [TALKING TOO FAST]. YOUTH MEMBERS OF THE MINNESOTA YOUTH COUNCIL VOTED OVERWHELMINGLY TO SUPPORT HOUSE FILE 3361… JAKE FOUNDATION. OUR GROUP HAD THE PRIVILEGE OF MEETING WITH SHERRY JAKE’S MOM AND HEARING THE STORY HOW OPIOIDS AFFECTED THEIR LIFE AND LOVED ONES. BOTH METRO AND RURAL STUDENTS IN OUR GROUPS REALLY CONNECTED TO THIS BILL; ESPECIALLY THOSE IN BEMIDJI AND… AS YOU’LL READ IN LETTER. HOW MANY IN OUR GROUP HAS BEEN TOUCHED BY SOMEONE WITH AN OPIOID ADDICTION. AND SOME HAVE EVEN LOST LOVED ONE WITH IT. OUR STUDENTS HAD NO IDEA JUST ONE HIT CAN TAKE YOUR LIFE. AND THEY HAD NO IDEA SO POTENT. NEVER TALKED ABOUT IT IN SCHOOL TO THE LEVEL OF DETAIL NEEDED. SO OUR YOUNG PEOPLE AND YOUNG PEOPLE IN GENERAL WANT TO TALK ABOUT HARD TOPICS. WE MUST NOT SHY AWAY BUT DO THE OPPOSITE AND HAVE THESE TOUGH CONVERSATIONS SO THAT STUDENTS CANNOT ONLY LEARN BUT FEEL SAFE AND COMFORTABLE TALKING ABOUT AN ISSUE LIKE THIS THAT OFTEN GOES NOT TALKED ABOUT BUT ARE OBVIOUSLY VERY MUCH AFFECTING THE COMMUNITIES IN WHICH THEY LIVE. IF WE HAVE LEARNED ANYTHING FROM THE PAST FEW WEEKS; YOUNG PEOPLE WANT CHANGE AND ARE WILLING TO LET US KNOW DESPITE SOME PRETTY UNEVEN POWER DYNAMICS. IT’S OUR JOB NOW AS ADULTS IN POSITIONS OF POWER TO DECIDE IF WE WANT TO PUT A STOP — TO STOP PREVENTABLE DEATHS THAT AFFECT SO MANY COMMUNITIES AND ULTIMATELY OUR YOUNG PEOPLE IN THE STATE. MINNESOTA YOUTH COUNCIL SUPPORTS HOUSE FILE 3361 AND URGES THIS BODY TO PASS THIS MEASURE. THANK YOU FOR YOUR TIME.>>THANK YOU MISS BELTER. ARE THERE QUESTIONS FOR OUR TESTIFIERS? REPRESENTATIVE PRYER.>>THANK YOU; MADAM CHAIR*. I AM CURIOUS NOW IN MINNESOTA; ARE THERE SCHOOL DISTRICTS THAT ARE EFFECTIVELY USING THE TOOLS THAT YOU OUTLINED AND SUCCESSFUL PROGRAMS? DO WE HAVE DATA TO SHOW THEY HAVE LESS ABUSE BECAUSE OF THAT?>>MS. PETERSON; CAN YOU ANSWER THAT? OR MISS BELTER?>>WE HAVE BEEN CONNECTING WITH A VARIETY OF DIFFERENT SCHOOLS. AND LIKE I SAID; BECAUSE THERE’S NO STANDARDIZED; THEY ALL ARE JUST GOING ONLINE FINDING THE STUFF — BECAUSE OBVIOUSLY MOST OF THE — THE INFORMATION THEY CURRENTLY HAVE DON’T EVEN ADDRESS OPIATES. SO THEY’RE GOING ONLINE FINDING DIFFERENT RESOURCES. SO YES AND NO. THE ROBERT [INDECIPHERABLE] CENTER FOR HEROIN* HAS CREATED AN ONLINE INTERACTIVE COMPUTER TYPE OF PROGRAM THAT’S BEEN VERY SUCCESSFUL. ILLINOIS AND OHIO ARE STATES THAT HAVE ALREADY ADOPTED IT. IT’S ALREADY VETTED TO THE CDC; NATIONAL HEALTH EDUCATION STANDARD. WE ARE LOOKING AT HOPEFULLY TO UTILIZE THAT INCORPORATING THAT INTO SOME OF OUR OWN SCHOOLS AS WELL. BECAUSE THEY DO HAVE A NUMBER OF YEARS OF DATA AND STUDIES TO BE ABLE TO DEMONSTRATE THAT IT IS A VERY EFFECTIVE RESOURCE. NIGH DA SHAM SHA* THEY HAVE YEARS OF RESEARCH. PRODUCTS AS WELL. WE WILL BE INCORPORATING INTO OUR [VOICE TRAILING OFF].>>THANK YOU MS. PETERSON. IS THERE ANYONE IN THE AUDIENCE WHO’D LIKE TO TESTIFY WITH A [INDECIPHERABLE] OR CONCERN? REPRESENTATIVE CUE NICHE PO DEAN WSH I LIKE* THE FACT YOU INCLUDE 5; 6; 8; 10; AND 12; BECAUSE AS WE KNOW AS TEACHERS REPETITION IS SO IMPORTANT. THE MORE CHILDREN LEARN THIS AND UNDERSTAND IT THE BETTER. SO I GUESS WE’RE REDDING FOR CLOSING COMMENTS*.>>THANK YOU; MADAM CHAIR. THANK YOU ALL FOR BEING HERE TO SHARE YOUR STORIES AND SHARE THE RESOURCES WE HAVE AVAILABLE. WE KNOW THAT THIS EPIDEMIC IS NOT GOING AWAY ANY TIME SOON. IT SPROUTS ITSELF AROUND THE MOST INEXPERIENCED GUILELESS MEMBERS OF OUR COMMUNITIES. AND AS A TEACHER; AS A PARENT MYSELF; AS A LEGISLATOR; I FEEL LIKE IT’S MY RESPONSIBILITY TO DO WHAT I CAN TO ENSURE THAT WE ARE ADDRESSING THIS VERY SAD AND SERIOUS SITUATION. AND I APPRECIATE THE OPPORTUNITY TO SHARE ALL OF THIS WITH YOU. THERE’S BEEN A LOT OF WORK BETWEEN ALL OF THESE FOLKS — SHERRY AND HER CREW HAVE BEEN UNRELENTLESS IN PURSUING THIS ISSUE. AND SO; I WOULD ASK FOR YOUR SUPPORT AT THIS TIME.>>THE CHAIR RENEWS REPRESENTATIVE CONICHE PO DEAN*3361 BE RE-REFERRED TO EDUCATION COMMITTEE FINANCE. AYE — MOTION PREVAILS AND THE BILL IS ON ITS WAY. I’M GOING TO INCLUDE THE POLICY PART OF ME ON THIS BILL AS WELL. THEN IT WILL GET A DUAL.>>WONDERFUL. THANK YOU SO MUCH.>>AND THANK YOU MOMS AND OTHERS. THIS IS VERY TEAR-JERKING TESTIMONY TO KNOW THAT; YOU KNOW; YOU’VE LOST A CHILD. BUT ARE PREVAILING IN YOUR EFFORT TO MAKE SURE THAT OTHERS CAN LEARN. THANK YOU VERY MUCH. REPRESENTATIVE JERGENS.>>WELCOME REPRESENTATIVE JERGENS. THE CHAIR MOVES HOUSE FILE 2724 TO BE INCLUDED IN A POSSIBLE OMNIBUS BILL. REPRESENTATIVE JERGENS; PLEASE SAY YOUR NAME FOR THE RECORD AND EXPLAIN THE CONTENT OF 2724.>>THANK YOU; MADAM CHAIR. REPRESENTATIVE TONY JERGENS FROM DISTRICT 54B.>>PLEASE PROCEED.>>MADAM CHAIR; THE LEGISLATURE MADE SCHOOL LUNCH SHAMING ILLEGAL IN 2014. UNFORTUNATELY; WE LEARNED BACK IN NOVEMBER THAT IT STILL HAPPENS. IN ADDITION TO NEWS REPORTS OF STUDENTS HAVING THEIR MEAL DUMPED IN GARBAGE BECAUSE THEIR LUNCH ACCOUNT HAD A NEGATIVE BALANCE; I WAS ALSO MADE AWARE OF CASES IN OTHER DISTRICTS. MY BILL STRENGTHENS THE LAW TO HOPEFULLY PUT AN END TO THIS PRACTICE. HOUSE FILE 2724 DIRECTS THE DEPARTMENT OF EDUCATION TO COORDINATE AND REVIEW SCHOOL MEAL POLICIES. IT REQUIRES SCHOOLS TO POST TO ITS WEBSITE A SCHOOL MEALS POLICY THAT CLEARLY COMMUNICATES MEAL CHARGES; WHETHER OR NOT THE SCHOOL USES A COLLECTION AGENCY TO COLLECT UNPAID DEBT. AND IT MUST ENSURE THAT ONCE A MEAL IS PLACED ON A TRAY IT MAY NOT BE WITHDRAWN FROM THE STUDENT WHETHER OR NOT THE STUDENT HAS AN OUTSTANDING MEAL ACCOUNT BALANCE. THE POLICY MUST BE WELL-DEFINED AND MAINTAIN THE DIGNITY OF STUDENTS BY PROHIBITING LUNCH SHAMING OR OTHERWISE OSTRACIZING THE STUDENT. THIS EXTENDS TO ANY THIRD PARTY SCHOOL OF CONTRACT — ANY THIRD PARTY THE SCHOOL CONTRACTS WITH FOR MEAL SERVICES. THIS BILL REQUIRES MDE TO POST A MODEL SCHOOL POLICY TO NOTIFY SCHOOLS THEIR POLICY MUST BE APPROVED AND POSTED ANNUALLY. IF A SCHOOL DOES NOT ADOPT AND POST A POLICY THE 12.5 CENT REIMBURSEMENT AND 52.5 CENT REIMBURSEMENT WILL GO TO SCHOOL UNPAID LUNCH ACCOUNT…. AS WELL AS ANY OTHER PAYMENTS OR DONATIONS TO THE ACCOUNT. AT THE END OF EACH SCHOOL YEAR; THE COMMISSIONER WILL DISTRIBUTE PROPORTIONALLY TO SCHOOLS WITH UNPAID LUNCH BALANCES. THIS BILL REQUIRES SCHOOLS TO PROVIDE MEALS IN A RESPECTFUL MANNER AND REMINDER FOR PAYMENT MUST NOT DEMEAN OR STIGMATIZE A CHILD. AND FINALLY; FOR THE PURPOSES OF REVENUE RECAPTURE; SCHOOL DISTRICTS ARE INCLUDED AS A CLAIMANT AGENCY. MADAM CHAIR AND MEMBERS; I RECOGNIZE THAT IT’S THE PARENT’S RESPONSIBILITY TO PROVIDE ADEQUATE MEAL OR FUNDING FOR THE CHILD’S LUNCH ACCOUNT. BUT IF A PARENT IS UNABLE TO DO SO FOR ANY REASON; THAT’S NOT THE CHILD’S FAULT. FREE AND REDUCED MEALS ARE AVAILABLE TO THOSE WHO APPLY AND QUALIFY. I’VE MET WITH SEVERAL STAKEHOLDERS WHO MIGHT TESTIFY TODAY WITH VARYING LEVELS OF SUPPORT. MY HOPE IS TO CONTINUE THOSE DISCUSSIONS AND FINE TUNE THIS BILL AS NEEDED. THE GOAL IS THAT A CHILD WHO WANTS A SCHOOL LUNCH IS PROVIDED ONE AND IS NOT STIGMATIZED BECAUSE OF PAST-DUE LUNCH ACCOUNT. THANK YOU.>>THANK YOU REPRESENTATIVE JURGENS. YOU HAVE SOME TESTIFIERS; CORRECT? IS JESSICA WEB IN THE AUDIENCE? AND CHOLINE MO YARTY?* WELCOME TO THE TESTIFYING TABLE. YES; I THINK IF YOU’RE AROUND REPRESENTATIVE JERGENS; THAT’S THE BEST. PLEASE SAY YOUR NAME FOR THE RECORD AND BEGIN.>>THANK YOU; MADAM CHAIR AND MEMBERS. MY NAME IS JESSICA STAFF ATTORNEY WITH LEGAL AID. HERE IN SUPPORT OF REPRESENTATIVE JERGENS BILL. AT LEAST I SUPPORT THE SPIRIT AND DIRECTION OF THE BILL [TALKING TOO FAST]. AND I REALLY APPRECIATE THAT HE HAS BEEN OPEN TO MEETING WITH ME SEVERAL TIME ABOUT MY CONCERNS. AND HE’S WITH ME. SO I APPRECIATE THAT. I STILL HAVE SOME CONCERNS THE WAY THE BILL IS DRAFTED THAT — I HAVE SOME CONCERNS WITH THE ENFORCEMENT. I’M NOT SURE THAT THE POLICIES HAVING TO BE POSTED TO A WEBSITE AND BEING COLLECTED BY THE DEPARTMENT OF EDUCATION IS ACTUALLY GOING TO STOP SOME OF THESE PRACTICES WE’RE SEEING STATEWIDE. LEGAL AID HAS FILED A DATA PRACTICES REQUEST EVERY DISTRICT STATEWIDE TWICE NOW. 2014 AND THIS FALL. AND I DO THINK THAT WE’RE MOVING IN THE RIGHT DIRECTION. I THINK — I’M HEARTENED BY THE NUMBER OF DISTRICTS THAT STATE IN THEIR POLICY THEY WILL ALWAYS FEED A HOT LUNCH TO A CHILD THAT REQUESTS THE MEAL. OR THEY WILL PROVIDE AN ALTERNATE MEAL THAT’S NOT JUST — IN 2014 WE SAW CRACKERS OR CARROT STICKS. AND NOW WE SEE PEANUT BUTTER SANDWICH OR CHEESE SANDWICH PCH THE SCHOOL DISTRICTS ARE TRYING WITH THE ALTERNATIVE MEALS EVEN THOUGH WE STILL HAVE SOME CONCERNS ABOUT TH OSE BIG STIGMATIZING TO KIDS. BUT I THINK WE’RE MOVING IN THE RIGHT DIRECTION. THERE’S STILL A SIGNIFICANT NUMBER OF DISTRICTS THAT HAVE WRITTEN POLICIES THAT ALLOW FOR TURNING CHILDREN AWAY WITH NOTHING. AND THAT INCLUDES ELEMENTARY SCHOOL CHILDREN. WHEN I PRESS SUPERINTENDENTS ABOUT SOME OF THESE POLICIES; MOST SUPERINTENDENTS WILL SAY; “OH; WE’LL NEVER DO THAT. OR WE’VE NEVER DONE THAT BEFORE. WE ALWAYS* MAKE SURE THERE’S SOMETHING FOR THE CHILD TO EAT**. BUT THE WRITTEN POLICIES ARE TROUBLING. AND I THINK THAT WE NEED TO HAVE MORE CONVERSATIONS ABOUT WHAT A MODEL POLICY ACTUALLY SHOULD INCLUDE AND WHAT ARE BEST PRACTICES STATEWIDE DISTRICTS ARE USING TO MAKE SURE KIDS ARE FED. AND I WILL SAY THAT THIS IS NOT AN URBAN RURAL ISSUE. I SEE; YOU KNOW; IF YOU’RE A CHILD IN HUTCHINSON ALEXANDRIA; DULUTH; MINNEAPOLIS; 10EN FALLS; THERE’S A* GUARANTEE YOU’LL ALWAYS RECEIVE THE HOT LUNCH. I’M NOT ENTIRELY SURE OTHER THAN A COMMITMENT FROM A SCHOOL BOARD; SUPERINTENDENT; PARENT; SCHOOL DISTRICT WHAT IS IN THE WATER MAKING SURE THESE ARE PRIORITIES AND WHAT ARE SCHOOLS SAYING ; “NO; THIS IS NOT OUR PROBLEM.” SO I LOOK FORWARD TO WORKING WITH REPRESENTATIVE JERGENS MORE. AND I WOULD JUST HOPE THERE IS SOME STRONGER ENFORCEMENT IN MAKING SURE ALL CHILDREN ARE FED. THANK YOU.>>THANK YOU VERY MUCH MS. WEBSTER. MS. MORIARTY.>>GOOD EVENING MADAM CHAIR; MEMBERS OF THE COMMITTEE. MY NAME IS COLLEEN MORIARTY EXECUTIVE DIRECTOR OF HUNGER SOLUTIONS MINNESOTA. AND I’M HERE TONIGHT TO SPEAK IN FAVOR OF THIS BILL. HUNGER SOLUTIONS MINNESOTA HAS WORKED ACTIVELY. WE’RE A STATEWIDE HUNGER RELIEF AGENCY. AND WE WORK ACTIVELY WITH LEGAL AID; LEGAL SERVICES ADVOCACY PROJECT; THE STATE; AND THE GOVERNOR’S OFFICE TO ABOLISH SCHOOL LUNCH SHAMING FOR THE LAST NUMBER OF YEARS. TO SAY THAT WE ARE BITTERLY DISAPPOINTED IN SOME OF THE RECENT REVELATIONS ABOUT SOME OF THE PRACTICES IN THE STATE WOULD BE AN UNDERSTATEMENT. IT’S HEARTBREAKING TO THINK THAT AS REPRESENTATIVE JERGENS QUOTED THAT AN ADULT ISSUE IS TAKEN OFF THE BACKS OF THE CHILDREN WHO ARE SCHOOL CHILDREN IN OUR STATE. WE REALLY LOOK FOR RENEWED BILL TO MAKE SURE THAT CHILDREN ARE AT THE HEART OF THE POLICY; NOT PAPERWORK; NOT STREAMLINE ADMINISTRATIVE GUIDELINES; BUT THAT WE CLEARLY STATE THAT CHILDREN NEED TO BE TREATED WITH RESPECT AND THAT FAMILIES NEED TO BE TREATED WITH RESPECT IN THE WAY WE COLLECT FEES AND THE WAY WE ADDRESS THIS ISSUE. WE KNOW THAT STUDIES THAT HAVE ABOUNDED THROUGHOUT THIS COUNTRY SHOW THAT THERE’S A REDUCTION IN ABSENTEEISM WITH PROPER NUTRITION. THAT LEARNING ABILITY INCREASES AND THAT PROPER NUTRITION IS SOMETHING THAT SHOULD BE AVAILABLE TO ALL SCHOOL CHILDREN AND TO ALL CHILDREN IN OUR COUNTRY. AND WE CONTINUE TO WORRY ABOUT THE UNEVEN PRACTICES THAT STILL EXIST WITHIN THE STATE. AND WE WANT TO MAKE SURE THAT WE SUPPORT EVERY ACTIVE BILL THAT CLOSES LOOPHOLES AND MAKE SURE THE CHILDREN IN OUR STATE ARE RECEIVING THE SAME LUNCH THROUGHOUT THIS STATE. THANK YOU VERY MUCH.>>THANK YOU FOR YOUR TESTIMONY. MEMBERS; DO YOU HAVE ANY QUESTIONS FOR THESE TESTIFIERS? REPRESENTATIVE MARIANI.>>VERY QUICKLY. AND I WILL ADMIT I’M FEELING A LITTLE EMBARRASSED MYSELF. THE ANSWER TO THIS. I’M JUST WONDERING MADAM CHAIR [INDECIPHERABLE] IT’S OKAY DEEPLY. WHAT IS THE LEGAL RESPONSIBILITY IN THE STATUTE IN MINNESOTA IN REGARDS TO SCHOOLS HAVING RESPONSIBILITY OF FEEDING THE STUDENTS? WHAT ARE THE PARAMETERS THERE.>>REPRESENTATIVE MARIANI. WE DO HAVE; I THINK; MSDA COMING FORWARD SHORTLY. SO MAYBE THEY WOULD EXPLAIN THAT. BUT EITHER TESTIFIER WANT TO ADDRESS THAT? MS. WEBSTER OR MS. MORIARTY?>>MADAM CHAIR; MEMBERS OF THE COMMITTEE; THE NATIONAL SCHOOL LUNCH POLICY ACTUALLY IS A VOLUNTARY POLICY WITHIN OUR COUNTRY. IT WAS MOST RECENTLY FUNDED AND REALLY REINVIGORATED IN THE 60’S BY CONGRESS SENATORS DOLE AND MCGOVERN ALONG WITH THE FOOD STAMP RISH ISSUE. IT IS A VOLUNTARY* POLICY THOUGH IN OUR COUNTRY.>>CHAIR; MY ONLY COMMENT ABOUT THAT IS [INDECIPHERABLE] REPRESENTATIVE JURGENS BILL. DESIRE WITH WITNESSES HERE. I JUST WONDER HOW MUCH WHAT WE WRESTLE WITH MIGHT LIE — MIGHT REST ON WHETHER OR NOT WE HAVE LEGAL ABILITY TO POWERFULFULLY ENFORCE –* SETTING AN EXPECTATION; ABSOLUTELY; BUT I’M WONDERING [INDECIPHERABLE] WHETHER OR NOT THERE ARE LIMITATIONS TO WHAT WE CAN LEGALLY ENFORCE TO DISTRICTS. I WANTED TO ASK ACCESS TO THE FOOD P*. I’M JUST WONDERING WHAT THE PARAMETERS ARE WITH THAT.>>MADAM CHAIR; MEMBERS OF THE COMMITTEE; I WOULD SAY THE QUESTION BECOMES REALLY ONE OF TRANSACTION. IT’S ONE HOW THE COLLECTION OF THE FUNDS IS ENABLED. AND REALLY; I THINK SOME CLARIFICATION ABOUT WHOSE BILLS IS. IS IT THE CHILDREN’S BILL; OR IS IT THE PARENT’S BILL? WHO HAS THE RESPONSIBILITY OF PAYING IT? OR THE FAMILY OR GUARDIAN? I THINK THAT IS; AS A COMMERCE ISSUE; EVEN SOMETHING THAT WE CAN LOOK AT.>>REPRESENTATIVE JERGENS; ANY COMMENT BEFORE I RELEASE BOTH TO TESTIFIERS AND BRINGING UP THOSE WITH CONCERNS IS THIS.>>NO; GO AHEAD MA’AM.>>THOSE WITH CONCERNS I BELIEVE ARE THE DEPARTMENT AND MSDA IF YOU WOULD COME FORWARD ADDRESS ANY CONCERN YOU MIGHT HAVE ABOUT THIS PROPOSAL.>>THANK YOU TESTIFIERS VERY MUCH FOR BEING HERE THIS MORNING. AND AT LEAST MS. WEBSTER I KNOW WAS HERE THIS MORNING. THANK YOU FOR COMING BACK.>>WELCOME MS. DIETRICH. AS USUAL WELCOME UNI. DIETRICH; WHY DON’T YOU LEAD OFF. YOU HEARD THAT QUESTION FROM REPRESENTATIVE MARIANI. I DON’T KNOW IF YOU WANT TO ADDRESS IT. WE’RE HAPPY TO HAVE YOU HERE TO SPEAK.>>THANK YOU; MADAM CHAIR. MEMBERS OF THE COMMITTEE. I WANT TO THANK REPRESENTATIVE JERGENS FOR ADDRESSING THE ISSUE OF UNPAID STUDENT MEAL DEBT.>>WILL YOU PUT THE MICROPHONE CLOSER TO YOU?>>AT MSBA* WE ARE COMMITTED TO ENSURING THAT NO CHILD IN MINNESOTA IS DEMEANED OR STIGMATIZED WHEN THE PARENT OR GUARDIAN HAS FAILED OR IS NOT ABLE TO PROVIDE MONEY TO PAY FOR A CHILD’S MEAL. AS THE 2014 LAW REQUIRES. AND WITH THAT; I WOULD ALSO LIKE TO INCLUDE A REMINDER FOR MEMBERS AND THOSE OF YOU WHO WEREN’T HERE THAT IN 2014 THE LEGISLATURE PUT FORTH I THINK 3.5 OR 3.75 MILLION DOLLARS IN* THE SCHOOL LUNCH PROGRAM; WHICH THEN ELIMINATED THE — THAT WE STILL USE THE CATEGORY OF “REDUCED;” BUT IT ALLOWED FOR FREE MEALS FOR OUR FREE AND REDUCED STUDENTS. I THINK IT’S IMPORTANT TO NOTE WHEN WE ARE TALKING ABOUT THIS WE ARE TALKING ABOUT STUDENTS WHO DO NOT QUALIFY FOR FREE AND REDUCED. I THINK THAT’S REALLY IMPORTANT. SO IN RESPONSE TO THIS — HOWEVER WE ALL KNOW THERE STILL HAS BEEN AN ISSUE SINCE 2014 — AND IN RESPONSE TO THIS ISSUE; MSBA DEVELOPED A MODEL POLICY 5 THEY 4 ON UNPAID MEAL CHARGES*. WE BELIEVE THAT THIS POLICY ADDRESSES THE NEEDS OF LOCAL SCHOOL BOARDS AND MANY OF THE CONCERNS IN THIS BILL [543]*. THERE ARE CONCERNS IN THIS BILL NOT CONTAINED IN OUR MODEL POLICY; AND WE WOULD LIKE TO POINT THOSE OUT. DISCUSS THE BEST; THE MOST RESPECTFUL; THE MOST CHILD-SMERRED APPROACH TO POLICY MAKING THAT WE ARE GIVING LOCAL DISTRICTS TO DETERMINE WHAT IS BEST FOR THEIR COMMUNITY [CENTERED]*. THE FIRST ITEM I WOULD LIKE TO POINT OUT IS THE EXPANDED ROLE OF THE COMMISSIONER IN THIS BILL. ON LINE 2.7; THE COMMISSIONER WOULD BE REQUIRED TO COORDINATE AND REVIEW LOCAL POLICIES. WE ARE NOT AWARE OF ANY OTHER POLICIES THAT THE COMMISSIONER COORDINATES AND REVIEWS. AND SO; I WOULD ASK THE COMMITTEE IS THIS A PRECEDENT THAT WE WANT TO START? DO WE REALLY WANT THE COMMISSIONER TO HAVE THAT ROLE? LATER IN THE BILL ON LINE 3.5 AND BEYOND; THE COMMISSIONER MUST DEVELOP A MODEL POLICY. THIS SEEMS CONTRADICTORY TO COORDINATING AND REVIEWING THE LOCAL POLICIES. AND ALSO; HE OR SHE MUST ANNUALLY NOTIFY DISTRICTS THAT THEIR POLICIES MUST BE APPROVED AND POSTED. ALSO; THERE IS A MODEL POLICY THAT MANY SCHOOL DISTRICTS HAVE ADOPTED AND IS WORKING FOR THEIR STUDENTS AND COMMUNITIES. SECOND; ON LINE 3.11 THROUGH 22; THIS WOULD BAR DISTRICTS WITHOUT A POLICY FROM RECEIVING THEIR PAYMENTS FROM THE NATIONAL SCHOOL LUNCH PROGRAM. THIS MAY FINANCIALLY PUNISH SOME SCHOOL DISTRICTS THAT MAY HAVE THE MOST GENEROUS; THE MOST KIND PRACTICES IN PLACE. THERE MAY BE NO SHAMING AT ALL. AND THERE MAY BE VERY GENEROUS IN THEIR PRACTICES. YET; THEY WOULD HAVE MONEY WITHHELD BY THE COMMISSIONER TO RETAIN AND REDISTRIBUTE TO OTHER DISTRICTS DUE TO LACK OF HAVING A POLICY ONLY. IN SECTION TWO SUBDIVISION 1 ONLINE 216; ASKING THE DISTRICTS TO POST THEIR POLICY AND THEIR PROCESSING FOR UNPAID LUNCH DEBTS IS REASONABLE PROVIDED THE LOCAL DISTRICT DETERMINES THE POLICY AND PROCEDURES TO WHICH PROVIDES HEALTHY MEAL FOR EACH CHILD WITHOUT DEMEANING THE STUDENT. ON LINE 2.1 9* THIS REQUIRES THE SCHOOL BOARD TO AFFIRM THE MODEL MEALS POLICY AND INFORM PARENTS OF THE SCHOOL POLICY. WE WOULD SUGGEST THAT POSTING ON THE WEBSITE AND IN THE STUDENT HANDBOOK WOULD PROVIDE THE TRANSPARENCY AND THE ACCOUNTABILITY NEEDED. PLACES WHERE SCHOOL DISTRICTS HAVE NOT ADOPTED THE POLICY; THE DEPARTMENT COULD THEN REACH OUT TO THESE SCHOOL DISTRICTS WITH BEST PRACTICES FROM SURROUNDING DISTRICTS AND AROUND THE STATE. AND IF THE DEPARTMENT HAS COME OUT WITH A GUIDANCE DOCUMENT; AND THEY HAVE COLLECTED BEST PRACTICES. IT IS VERY ENCOURAGING TO LOOK AT WHERE SOME OF THE SCHOOL DISTRICTS ARE — NOT THAT WE ADOPT HAVE A LONG WAYS* TO GO YET IN SOME DISTRICTS; BUT SOME DISTRICTS HAVE MADE GREAT STRIDES IN THIS AREA ALREADY.>>ON LINE 3.5 AND FOLLOWING THIS REQUIRES THE MDE COMMISSIONER TO ADOPT THE MODEL POLICY…. ADDRESSES THE CONCERNS THAT WE SHARE. WE WOULD LIKE TO NOTE THAT THE COMMISSIONER STATED IN GUIDANCE ON THIS TOPIC THAT SCHOOL DISTRICTS ARE IN THE BEST POSITION TO UNDERSTAND THEIR SCHOOL COMMUNITY ATTITUDES; BELIEFS; AND CULTURAL SENSITIVITIES. ON METHOD OF REMINDING AND COLLECTING PAYMENTS WHAT MAY WORK FOR ONE SCHOOL DISTRICT’S COMMUNITY MAY NOT WORK FOR ANOTHER. IN SUMMARY; I WOULD LIKE TO JUST LEAVE YOU WITH THREE POINTS. FIRST WE BELIEVE THAT LOCAL SCHOOL DISTRICTS DETERMINE THEIR LOCAL POLICIES. THEY ARE IN THE BEST POSITION TO UNDERSTAND THEIR STUDENT AND THEIR COMMUNITIES. FOR THE MOST PART; SINCE 2014 — SINCE THE 2014 LAW HAS PASSED THAT BANS THIS TYPE OF BEHAVIOR HAS WORKED. UNFORTUNATELY; ONE CASE HAS REALLY POISONED THE WELL. LOCAL SCHOOLS HAVE RESPONDED IN GENERAL WITH DEVELOPING LOCAL POLICY AND IS PROCEDURES THAT ENSURE THAT ALL* STUDENTS HAVE THE NUTRITIOUS MEALS NEEDED AND THEY’RE READY TO LEARN. SECOND; RESTRICTING — PROVIDING NEGATIVE CONSEQUENCES TO THOSE WHO HAVE — WE THINK THAT WE SHOULD BE RESTRICTING NEGATIVE CONSEQUENCES TO THOSE WHO HAVE ENGAGED IN THE NEGATIVE BEHAVIOR AS OPPOSED TO ALL SCHOOL DISTRICTS. THIRD; EVERY CHILD NEEDS A NUTRITIOUS MEAL WITHOUT EMBARRASSMENT. UNFORTUNATELY; THIS DOES BECOME A FISCAL DISCUSSION. PERHAPS IT IS TIME TO FULLY FUND LUNCH FOR ALL AND REPRESENTATIVE [INDECIPHERABLE] BILL HOUSE FILE… OR ASK THE STATE TO REIMBURSE SCHOOL DISTRICTS FOR THEIR UNPAID MEAL CHARGES. AND WE FEEL THIS MAY BE WHAT NEEDS TO HAPPEN NEXT IN ORDER TO SOLIDIFY THIS AGREEMENT. WE WANT TO BE PART OF THE SOLUTION AT MSBA. WE WILL CONTINUE TO WORK WITH THE AUTHOR TO ENSURE EVERY STUDENT RECEIVES A HEALTHY MEAL AND RETAINS THEIR DIGNITY. WITH THAT MADAM CHAIR; I’LL CONCLUDE MY COMMENTS.>>THANK YOU MS. DIETRICH. MR. UNI.>>MADAM CHAIR; AGAIN MY NAME IS ADOASH IEWNY*. CHAIR OF GOVERNMENT RELATIONS AT… EDUCATION. COMMENT ON THIS BILL. WE’VE BEEN ABLE TO CONNECT WITH REPRESENTATIVE JERGENS ON THE BILL BROADLY. WE HAVE AN UPCOMING MEETING WITH HIM AND ADVOCATE FOR THIS STUFF FURTHER AS WAS MENTIONED THE DEPARTMENT IN THE POLICY BILL HAS COME OUT WITH A LUNCH SHAMING PROVISION; ONE OF WHICH THAT APPLIES TO COLLECTION AGENCIES AS WELL AS THE DISTRICT — THE COLLECTION AGENCY THE DISTRICT USE AS WELL AS THE DISTRICTS LAYING OUT A NON-EXHAUSTIVE LIST OF SHAMING TECHNIQUES. AS WELL AS NOT ALLOWING DISTRICTS TO PROHIBIT PARTICIPATION IN EXTRACURRICULAR ACTIVITIES SHOULD THERE BEEN A UT STANDING LUNCH FEE. I KNOW THE COMMISSIONER FEELS VERY STRONGLY ABOUT FEES. THIS IS ONE AREA WE’VE HEARD AT LEAST SOME INSTANCES WHERE DISTRICTS HAVE — IN SOME INSTANCES WHERE DISTRICTS HAVE USED UNPAID LUNCH FEES TO PROHIBIT PARTICIPATION IN EXTRACURRICULAR ACTIVITIES. WHICH WE DO BELIEVE IS A STIGMATIZING PRACTICE. IN TERMS OF THIS BILL; WHICH AGAIN WE LOOK FORWARD TO WORKING WITH REPRESENTATIVE JERGENS ON ADDRESSING SOME OF OUR CONCERNS AS WELL AS SOME OF THE CONCERNS ADVOCATES AROUND OUR BILL; I WOULD JUST LIKE TO POINT OUT THAT ANNUAL APPROVAL PROCESS MAY BE A LITTLE BIT HIGH OF A BAR FOR DISTRICTS. IT MAY COME OFF AS A BIT HEAVY-HANDED. CURRENTLY THE DISTRICTS DON’T HAVE TO PROVIDE THEIR POLICIES EVERY YEAR. I THINK AS MS. DIETRICH MENTIONED; IF THEY DO ADHERE TO — IF THEY WERE TO ADHERE TO THE PROPOSAL A MODEL POLICY; IT’S POSSIBLE THAT; YOU KNOW; THE POLICY COULD BE GOOD FOR SEVERAL YEARS. AND SO; WE MIGHT WANT TO RECONSIDER THE REPETITIVENESS OF ANNUAL CHECK ON IT AS WELL AS THE LOAD IT WOULD CREATE AT THE DEPARTMENT. WE’RE PRETTY SURE THAT THAT WOULD CREATE A DEMAND FOR MORE HANDS ON DECK TO BE ABLE TO EVALUATE THESE POLICIES IN A TIMELY MANNER AND A COMPREHENSIVE MANNER. I’M FAIRLY CERTAIN THAT POLICYMAKERS AND ADVOCATES WOULD WANT TO KNOW JUST A LITTLE BIT MORE THAN “DO THEY HAVE A POLICY THAT CHECKS THE BOX?” THEY PROBABLY WANT TO KNOW A LITTLE BIT MORE ABOUT THAT. SO WE’D HAVE STAFF GIVE US ANALYSIS. AS WELL AS BE ABLE TO DO OUTREACH TO THOSE DISTRICTS THAT HAVE POLICIES THAT MAY NOT BE UP TO SNUFF. THAT WOULD CREATE MANPOWER AT THE DEPARTMENT. TO ALSO TOUCH ON THE POINT THAT MS. DIETRICH BROUGHT UP AROUND RECOUPING SCHOOL LUNCH AID FROM DISTRICTS THAT DON’T HAVE POLICIES. I DON’T KNOW IF THE DEPARTMENT NECESSARILY AGREES WITH THE POLICY OF — THE [INDECIPHERABLE] POLICY FOR DISTRICTS THAT DON’T HAVE AN ACTUAL POLICY ON HAND THAT MIGHT CREATE MORE OF A DIRE FINANCIAL SITUATION FOR DISTRICTS AND THEIR ABILITY TO PROVIDE THE BEST SERVICES FOR THEIR STUDENTS HAVING A ZEROED OUT LUNCH ACCOUNT BECAUSE THEY DON’T HAVE A POLICY. WE’RE OBVIOUSLY OPEN TO WORKING AND HEARING AROUND MORE ENFORCEMENT MECHANISMS. BUT RIGHT NOW I DON’T BELIEVE THAT THIS IS NECESSARILY THE ROUTE THAT WE’D WANT TO TAKE. IN BUILDING UP A SYSTEM THAT WOULD BE ABLE TO RECOUP THE FUNDING FROM DISTRICTS THAT DON’T HAVE A MODEL POLICY AS WELL AS DISTRIBUTED OUT TO DISTRICTS THAT DO HAVE A SHORTFALL IN THEIR ACCOUNTS WOULD ALSO TAKE MAIN POWER THERE. WE JUST WANT TO BE COGNIZANT OF THE COSTS AND TIMELINES THAT IT WOULD TAKE TO BUILD OUT THOSE SYSTEMS. BUT ALL IN ALL OUTSIDE OF THOSE CONCERNS; I THINK WE JUST WANT TO SAY THAT WE LOOK FORWARD TO WORKING ON THIS. I KNOW THE COMMISSIONER TOOK THE ACCOUNTS OF SCHOOL LUNCH SHAMING OVER THE INTERIM BEFORE THAT VERY SERIOUSLY. ONE OF THE REASONS DESCRIBING THE REASONS BEHIND HAVING A POLICY OR PROPOSAL IN OUR POLICY BILL. AND SO; WE LOOK FORWARD WORKING WITH REPRESENTATIVE JERGENS AND… .>>THANK YOU MR. UNI. ARE THERE QUESTIONS FOR THE TESTIFIERS? THANK YOU VERY MUCH TESTIFIERS. REPRESENTATIVE JERGENS CLOSING COMMENTS.>>MADAM CHAIR; IT’S BEEN A LONG DAY. I WILL BE VERY BRIEF. I THINK YOU HEARD IN THE TESTIMONY THOSE WHO TESTIFIED THAT ARE GENERALLY IN FAVOR OF THE BILL; I THINK THAT THERE COULD BE SOME IMPROVEMENT MADE TO IT. THOSE WHO ARE GENERALLY NOT IN FAVOR OF THE BILL ARE AT LEAST IN AGREEMENT IN THE CONCEPT. THAT SHOWS WE DO HAVE SOME COMMON GROUND. AND WE WILL CONTINUE TO WORK ON THIS SO WE CAN GET IT RIGHT.>>THANK YOU REPRESENTATIVE JERGENS. THE CHAIR LAYS OVER HOUSE FILE 2724 FOR POSSIBLE INCLUSION IN OMNIBUS BILL.>>THANK YOU MALLED M CHAIR.>>* REPRESENTATIVE GRUENHAGEN.>>THE CHAIR MOVES HOUSE FILE 2825. AND REPRESENTATIVE GRUENHAGEN; WELCOME TO THE COMMITTEE. I BELIEVE YOU HAVE A DE1 AMENDMENT TO GET THE BILL IN THE SHAPE YOU WANT?>>YES; MADAM CHAIR.>>THE CHAIR WILL MOVE THE DE1 AMENDMENT. MEMBERS; WHAT THIS AMENDMENT DOES IS ADD A PARAGRAPH OF CLARIFICATION — PARAGRAPH B. ACTUALLY; I THINK WHAT WE’VE DONE IS — MR. [INDECIPHERABLE] IS IT CORRECT WE JUST REWROTE THE LANGUAGE SO THAT IT WAS MORE EASILY UNDERSTOOD?>>MADAM CHAIR; THAT’S CORRECT.>>SO ACTUALLY THE AMENDMENT IS CLARIFICATION OF A PREVIOUS AMENDMENT. IS THERE ANY DISCUSSION ON THE DE1 AMENDMENT TO HOUSE FILE 2825? HEARING NONE; ALL THOSE IN FAVOR S AY AYE — AYE. THOSE OPPOSED — NO. MOTION PREVAILS AND THE DE1 — THE AMENDMENT IS ADOPTED. REPRESENTATIVE GRUENHAGEN; EXPLAIN THIS PROPOSAL THAT AUTHORIZES CERTAIN NON-PUBLIC STUDENTS TO PARTICIPATE IN CAREER TECHNICAL [INDECIPHERABLE].>>THANK YOU CHAIR. COMMITTEE FOR HEARING THIS BILL. THIS BILL COMES TO ME FROM CONSTITUENT IN MY DISTRICT. AND HER DAUGHTER WAS IN THE 10TH GRADE. SHE WAS A PART-TIME PUBLIC SCHOOL STUDENT. AND SHE COMPLETED ALL THE REQUIREMENTS TO BE ABLE TO HELP AT THE LOCAL NURSING HOME GOOD SAMARITAN HOME IN WINTHROP MINNESOTA. BUT BECAUSE SHE WASN’T A FULL-TIME PUBLIC SCHOOL STUDENT; SHE WASN’T — EVEN THOUGH SHE HAD COMPLETED ALL THE REQUIREMENTS; SHE WAS NOT ABLE TO BE EMPLOYED AT THE LOCAL NURSING HOME; WHICH BY THE WAY; IN THE RURAL AREA; IT’S A VERY KRIT IT KAL NEED TO HAVE HELP* IN THE NURSING HOME. AND I’M SURE IN THE METRO; IT’S VERY SIMILAR. BUT IN THE RURAL; IT IS AT A CRISIS POINT IN MANY CASES. SO; YOU KNOW; IF SHE WAS A 10TH GRADE FULL-TIME PUBLIC SCHOOL STUDENT; SHE WOULD HAVE BEEN ABLE TO WORK AT THE LOCAL NURSING HOME. BUT BECAUSE SHE WAS SIMPLY PART-TIME; AND THIS PARTICULAR BILL; IF YOU’RE PRIVATE PAROCHIAL HOME SCHOOL; EVEN THOUGH YOU CAN COMPLETE ALL THE REQUIREMENT; YOU CAN’T WORK AT THE LOCAL NURSING HOME. SO WHAT THIS BILL DOES IS; IT GIVES THOSE STUDENTS — ALTERNATIVE PEOPLE STUDENTS — THE SAME OPPORTUNITY AS A FULL-TIME PUBLIC SCHOOL STUDENT TO WORK AT THE LOCAL NURSING HOME AS LONG AS THEY MEET ALL THE REQUIREMENTS. IT’S JUST THAT TO ME IT’S A TECHNICAL BILL. AND IT’S A MATTER OF LEVELING THE PLAYING FIELD ON THE — FOR THE OPPORTUNITIES OF THE 10TH GRADER. BY THE WAY; IN THE 11TH AND 12TH GRADE; THERE WE DON’T HAVE THIS PROBLEM. THERE; WHETHER YOU’RE A PART-TIME PUBLIC SCHOOL STUDENT; WHETHER YOU’RE PAROCHIAL OR PRIVATE OR HOME SCHOOL; AS LONG AS YOU COMPLETE THE REQUIREMENTS; YOU CAN WORK AT YOUR LOCAL NURSING HOME. IT’S JUST AT THE 10TH GRADE LEVEL; FULL-TIME PUBLIC SCHOOL STUDENT ONLY. AND THE OTHER STUDENTS ARE EXCLUDED. I THINK IT PROBABLY WAS AN OVERSIGHT WHEN THE BILL WAS DRAFTED 10TH DPRAIDERS IN THERE. AND HOPEFULLY* THIS WILL CORRECT THAT.>>THANK YOU REPRESENTATIVE GRUENHAGEN. ACTUALLY THE BILL WAS MINE AND FORMER SENATOR OLSON’S FOR ALLOWING 10TH GRADERS TO PARTICIPATE IN –>>AND MADAM CHAIR; I’M GLAD I DIDN’T CRITICIZE LAUGH LAUGH . [LAUGHTER]>>WAS IT AN OVERSITE?* I THINK THAT WAS JUST WHAT* WE COULD GET THROUGH AT THAT TIME.>>I COMPLETELY AGREE WITH YOU.>>ARE THERE QUESTIONS FOR THE AUTHOR? REPRESENTATIVE PRYER.>>THANK YOU; MADAM CHAIR*. SO IT ALSO INCLUDES POST SECONDARY OPTION STUDENTS IN 10TH GRADE THAT ARE IN THE ALTERNATIVE PROGRAM AS YOU DESCRIBED THEM. AND IS THAT TRUE NOW LIKE YOU SAID FOR THE C TERKS E STUDENTS THAT IT’S* 11TH AND 12TH GRADE THAT CAN GO?>>YES.>>RIGHT NOW FOR THE [INDECIPHERABLE]>>[SEVERAL VOICES AT ONCE].>>MADAM CHAIR; REPRESENTATIVE PRY YOR; YES; THAT IS MY UNDERSTANDING.* I HAD A TESTIFIER; BUT SHE HAD A FAMILY SEMI-EMERGENCY AND SHE HAD TO LEAVE. SO SHE WAS GOING TO BE HERE TO TESTIFY. I APOLOGIZE.>>WELL; MEMBERS; IF YOU CHECK PARAGRAPH B — A 10TH GRADE STUDENT QUALIFIES AS AN ALTERNATIVE PUPIL IF THE STUDENT IS ENROLLED IN A CAREER TECHNICAL EDUCATION COURSE CLASSIFYING ELIGIBLE INSTITUTIONS. AND THIS WAS THE ONE SENATOR OL SON AND I FOCUSED ON RECEIVED A PASSING SCORE ON EIGHTH GRADE MINNESOTA EA SESESMENT OR ANOTHER READING ASSESSMENT… * A CAREER OR TECHNICAL EDUCATION COURSE MUST MEET THE REQUIREMENTS UNDER 5A. AND THAT’S WHAT YOU HAVE ABOVE. IF AN ALTERNATIVE PUPIL IN 10TH GRADE RECEIVES A GRADE OF C OR BETTER IN THE CAREER OR TECHNICAL EDUCATION COURSE TAKEN UNDER THIS SUBDIVISION; THE POST SECONDARY INSTITUTION MUST ALLOW THE STUDENT TO TAKE ADDITIONAL POST SECONDARY COURSES FOR CREDIT AT THE INSTITUTION NOT THROUGH [INDECIPHERABLE] SUBDIVISION 8. SO THAT IS PRIMARILY WHAT THE BILL WAS BACK IN 2011. BUT NOW WE’RE ADDING THE 10TH GRADE STUDENTS FROM THE NON-PUBLIC.>>MM-HMM.>>WILL THIS GO TO THE HIGHER EDUCATION COMMITTEE TOO? WILL THERE BE A FISCAL NOTE?>>THAT’S A GOOD QUESTION; REPRESENTATIVE PRY YOR. WE ASKED* THEM IF THEY’D LIKE TO SEE IT; AND THEY SAID NO.>>HIGHER ED? OH; ARE WE SENDING THIS TO HIGHER ED? [LAUGHING].>>I THINK MAYBE WE’LL BE CHECKING WITH THEM. [LAUGHTER]>>IT’S NOT GOING TO FINANCE; BUT I THOUGHT IT WAS — I’M SORRY. YES. WE’RE LAGGING OVER. SO WE’LL CHECK WITH THEM; AND WE’LL BRING IT OVER IF THEY WANT TO SEE IT. THAT’S PROBABLY A GOOD QUESTION. I DON’T BELIEVE THAT THIS BILL WENT TO HIGHER ED IN 11; BUT I MIGHT BE MISTAKEN. BUT THANK YOU FOR THE QUESTION. ANY OTHER QUESTIONS FOR REPRESENTATIVE GRUENHAGEN? OKAY. NO QUESTIONS; THE CHAIR LAYS OVER 2825 AS AMENDED FOR POSSIBLE INCLUSION IN AN OMNIBUS BILL.>>THANK YOU; MADAM CHAIR.>>THANK YOU REPRESENTATIVE GRUENHAGEN. REPRESENTATIVE LUCERO. THIS IS OUR LAST BILL OF THE EVENING.>>MEMBERS; THIS IS OUR STUDENT DATA PRIVACY PROPOSAL THAT RETURNING TO US AFTER WE HEARD A LONGER VERSION A FEW YEARS AGO. WELCOME REPRESENTATIVE LUCERO. THE CHAIR WILL MOVE HOUSE FILE FIRST ENGROSSMENT — YES. I’M MOVING THE FIRST ENGROSSMENT OF 1507. AND I BELIEVE YOU HAVE AN AUTHOR’S AMENDMENT THAT I WILL MOVE AS WELL. THE CHAIR MOVES H1507A2. REPRESENTATIVE LUCERO; WILL YOU INTRODUCE YOURSELF AND THEN TELL US ABOUT THIS AMENDMENT THAT WE’RE ATTACHING BEFORE WE WALK THROUGH YOUR BILL?>>SURE. THANK YOU; MADAM CHAIR. AND MEMBERS OF THE COMMITTEE; I APPRECIATE THIS OPPORTUNITY. THE AMENDMENT IS ONE THAT THIS HAS BEEN A WORK IN PROGRESS. I’VE BEEN WORKING ON THIS FOR FOUR YEARS. YOU MADE A REFERENCE TO LAST YEAR AND IT WAS RE-REFERRED FROM THIS COMMITTEE. ORIGINALLY ASSIGNED TO THIS COMMITTEE CIVIL LAW…. THIS I’VE BEEN WORKING ON THIS FOR LONGER THAN THAT. AND IT IS MANY STAKEHOLDERS GET THEIR INPUT ON HOW WE CAN IMPROVE THIS BILL TO THE BEST DEGREE POSSIBLE. AND SO; THIS AMENDMENT INCORPORATES SEVERAL ADDITIONAL CHANGES THAT HAVE BEEN MADE SINCE THE CIVIL LAW. I PRESENTED THIS AMENDMENT IN CIVIL LAW COMMITTEE AS WELL; BUT I WASN’T ABLE TO GET IT SUBMITTED BY THE DEADLINE.>>THANK YOU REPRESENTATIVE LUCERO. IS THERE ANY DISCUSSIONS TO THE A2 AMENDMENT? THEARG NONE AND SEEING NONE; ALL THOSE IN FAVOR SAY AYE — AYE. THOSE OPPOSED — NO. THE MOTION PREVAILS AND THE AMENDMENT IS ADOPTED. OKAY REPRESENTATIVE LUCERO HAS PLACED DATA PRIVACY FOR EDUCATION IN CHAPTER 13 FOR ALL OF YOU WHO ARE LISTENING OR SITTING IN THE AUDIENCE; WHICH IS; YOU KNOW; A DIFFERENT APPROACH. SO WE ARE CURIOUS ABOUT WHAT YOU HAVE HERE; ALTHOUGH YOU AND I HAVE SPOKEN MANY TIMES. PLEASE PROCEED TO EXPLAIN WHAT 1507 IS.>>THANK YOU; MADAM CHAIR. JUST TO GO OVER SOME OF THE BACKGROUND. SO MY OWN BACKGROUND PERSONALLY WHAT I DO FOR A LIVING IS CYBERSECURITY. AND SO; ONE OF THE THINGS THAT I TOOK ON HERE ABOUT UPON BEING FIRST SELECTED IN 2014 STARTING MY FIRST TERM IN 2015 IS TO TAKE ON THIS TOPIC. NOW; THE TOPIC OF DATA SECURITY; INFORMATION PROTECTION AND PRIVACY; IS AGNOSTIC TO THE APPLICATION. FIRST NAME; LAST NAME; SOCIAL SECURITY NUMBERS; STREET ADDRESS; BIRTH DATE AND MANY ADDITIONAL PIECES OF INFORMATION ARE IMPORTANT TO BE PROTECTED REGARDLESS OF THE CONTEXT BY WHICH THEY’RE BEING USED. NOW; SO THERE ARE MANY THINGS WE NEED TO DO IN MINNESOTA LAW TO GET THE LAW CAUGHT UP TO WHERE TECHNOLOGY IS; BECAUSE THE TECHNOLOGY IS CONTINUOUSLY ADVANCING AND INNOVATING WITH THE NEW CAPABILITIES. SO WE CAN’T BOIL THE OCEAN. WHAT I DID WAS TAKE THE APPROACH; “LET’S START WITH K-12.” THAT’S WHAT I DID. WHEN I HAD THE PRIVILEGE OF BEING A MEMBER OF THE EDUCATION INNOVATION POLICY COMMITTEE IN MY FIRST TERM; ONE OF THE THINGS THAT I DID WAS TO MAKE A PRESENTATION ON INFORMATION SECURITY AND THAT TOPIC. AND I KNOW THAT THERE ARE SEVERAL MEMBERS ON THIS COMMITTEE THAT WERE NOT HERE AT THE TIME TO SEE THAT PRESENTATION. BUT I WON’T GIVE IT AGAIN; BECAUSE THAT PRESENTATION BY ITSELF WAS 20 MINUTES. IT JUST GAVE SOME OF THE FOUNDATION WHY INFORMATION CYBERSECURITY IS IMPORTANT. IN THE INTERIM; SOME OF THE WORK THAT WE’VE BEEN DOING OVER THIS PAST SUMMER; IN ADDITION TO MEETING WITH MANY DIFFERENT STAKEHOLDERS TO GET THEIR FEEDBACK WAS; WE HAD AN INFORMATIONAL HEARING IN THE LEGISLATIVE COMMISSION ON DATA PRACTICES; PERSONAL DATA PRIVACY; ON THIS EFFORT. RECENTLY; THE MOST RECENT COMMITTEE WAS IN CIVIL LAW; AS I MENTIONED BEFORE. AND JUST PRIOR — PRIOR TO BEING HEARD IN CIVIL LAW COMMITTEE; CAROL 11* DID A — TOPIC SEGMENT ON STUDENT DATA PRIVACY. AND THE SEGMENT ITSELF WAS ABOUT FOUR TO FIVE MINUTES. AND IT WAS A VERY INFORMATIVE SEGUE COMPACTED INFORMATION IN A SHORT* AMOUNT OF TIME. AND IT HIGHLIGHTED THE IMPORTANCE OF THIS TOPIC AND WHY PARENTS ARE INCREASINGLY BECOMING COGNIZANT OF THE NEED TO HAVE PROTECTION. THE OBJECTIVE OF THE BILL IS TO PROTECT STUDENT DATA PRIVACY AND ENSURE PARENTAL AUTHORITY OVER THEIR CHILDREN’S PRIVATE DATA. AND AS MADAM CHAIR AS YOU MENTIONED THE INITIAL APPROACH WAS TO WRITE IT INTO CHAPTER 125B. BUT WE REWROTE IT INTO CHAPTER 13. WHAT WE WANTED TO DO AND PART OF THE OBJECTIVE WAS TO TAKE ADVANTAGE OF AS MUCH CURRENT LAW AS POSSIBLE BY REWRITING INTO CHAPTER 13; WHICH OBVIOUSLY FOCUSES ON DATA ITSELF. ALLOWED US TO BETTER DO THAT WITH CROSS REFERENCES SO WE DON’T NEED TO CREATE NEW LAW WHERE NEW LAW ISN’T NECESSARILY NEEDED. SO WALK INTO THE BILL. I’LL JUST DO IT BRIEFLY HERE. THERE HAS BEEN AN UPDATE TO EDUCATIONAL DATA. SO EDUCATIONAL DATA WAS AN EXISTING DEFINITION. WE MADE AN UPDATE TO THAT. THERE WASN’T FOR THIS PURPOSE WE DEFINED WHAT A PARENT IS. AND PARENT IS — OR GUARD IMLAN YAN OF SOMEBODY WHO HAS LEGAL* CUSTODY OVER SOMEBODY WHO’S UNDER 18. NEW DEFINITION FOR WHAT A SCHOOL ISSUED DEVICE IS. WE — A NEW DEFINITION ONLINE 2.1 9 THERE* OF TECHNOLOGY PROVIDER. THEN BEGINNING IN SECTION 2; SUBDIVISION 13; IT DEFINES — IT REQUIRES THE SCHOOL DISTRICT TO FORM A SECURITY POLICY. BUT WHAT A SECURITY POLICY IS; IT IS THE — ONE OF THE FIRST THINGS THAT IS TO BE DONE DOCUMENTING REQUIREMENT. A SECURITY POLICY IS NOT SPECIFIC TO ANY TYPE OF DEPARTMENT OR PRIVATE SECTOR PUBLIC SECTOR. A SECURITY POLICY IS VERY AGNOSTIC TO THE DATA. AND I JUST HAVE AN EXAMPLE OF WHAT A POLICY CAN LOOK LIKE. BECAUSE POLICIES AND SECURITY STANDARDS AND PROCEDURES ARE COMMONLY USED ACROSS THE INDUSTRY; NOT JUST EDUCATION; BUT IN THE INDUSTRY OUTSIDE THE SECURITY; THERE ARE MANY AVAILABLE AT FINGERTIPS. NEI TECHNOLOGY… SANS HAS MANY RESOURCES AVAILABLE TO HELP DRAFT SECURITY POLICIES. BUT SECURITY POLICY IS IMPORTANT. BECAUSE IT IS THE FIRST STEP TO DOCUMENT WHAT REQUIREMENTS ARE IN ORDER TO KNOW HOW TO PROTECT DATA. ALSO IN THIS SECTION; THERE’S A REQUIREMENT FOR AN AUDIT TRAIL. WE HAVE SEEN MANY MANY HEADLINES OF DATA BREACHES. WHAT AN AUDIT TRAIL ALLOWS IS; IT CREATESES A LOG* OF EVENTS THAT OCCUR WHEN IT COMES TO PEOPLE* OR STAFF OR AUTHORIZED PARTIES VIEWING OR INTERACTING WITH THE DATA. SO ONE REQUIREMENT IS TO HAVE AN AUDIT TRAIL THAT INCLUDES FOUR ELEMENTS. WHEN DATA IS ACCESSED; IT REQUIRES WHO PERFORMS THE ACTIONS; THE RECIPIENT OF THE ACTION — SO WHICH STUDENT ACCOUNT FOR EXAMPLE IS THE ONE BEING TOUCHED — SO WHO PERFORMED THE ACTIONS; THE RECIPIENT OF THE ACTION; WHAT ACTION WAS PERFORMED. WAS IT READING THE DATA? WAS IT DELETING THE DATA? MODIFYING DATA? CREATING DATA? AND THEN WHAT WAS THE DATE TIME STAMP? THOSE FOUR ELEMENTS ARE CRITICALLY IMPORTANT. BECAUSE WHEN THERE’S A BREACH; BEING ABLE TO GO BACK AND SEE WHO WAS IMPACTED IS IMPORTANT. IN THE ABSENCE OF AN AUDIT TRAIL; THAT QUESTION CANNOT BE ANSWERED. AND IN FACT; ONE OF THE EXAMPLE POLICIES THAT I PRINTED OUT HERE — AND I’LL JUST READ — THIS RIGHT HERE IS THE INFORMATION LOGGING STANDARD. IT’S A TEMPLATE THAT CAN USED TO HELP CREATE A POLICY. AND IN THE OVERVIEW AS IT READS HERE. LOGGING FROM CRITICAL SYSTEMS APPLICATIONS AND SERVICES CAN PROVIDE KEY INFORMATION AND POTENTIAL INDICATORS OF COMPROMISE. THE PURPOSE IS — OF THIS DOCUMENT — ATTEMPTS TO ADDRESS THE ISSUE BY IDENTIFYING SPECIFIC REQUIREMENTS THAT INFORMATION SYSTEMS MUST MEET IN ORDER TO GENERATE APPROPRIATE AUDIT LOGS. SO AGAIN; WHEN THERE’S A COMPROMISE OR POTENTIAL INDICATOR OF A COMPROMISE; THAT IS WHY AN AUDIT DRAIL IS IMPORTANT. AND IN THESE BREECHES; AS YOU* MAY HAVE HEARD — YOU WANT TO KNOW — I JUST IMAGINE ONE OF THE FIRST THINGS THAT RUNS THROUGH YOUR MIND IS; “WAS MY DATA IMPACTED?” AND AM I GOING TO BE SUBJECTED TO POTENTIAL DATA IDENTITY THEFT? EXISTENCE OF AUDIT TRAIL. AND I WOULD SUSPECT MANY DISTRICTS ARE ALREADY PERFORMING AN AUDIT TRAIL ON THEIR TECHNOLOGY SYSTEMS. THIS JUST MAKES SURE IT’S UNIFORM ACROSS THE BOARD SO WE DON’T HAVE AN EXAMPLE OF A POTENTIAL BREACH OR COMPROMISE OF DATA AND THEN A DISTRICT UNABLE TO BE ABLE TO ANSWER; “WAS MY STUDENT’S DATA COMPROMISED?” GOING THROUGH; BECAUSE TECHNOLOGY SYSTEMS MAY STILL BE IN USE THAT WERE IMPLEMENTED TEN OR 20 YEARS AGO; I HAVE A GRANDFATHER EXCEPTION. IF AN AUDIT TRAIL ISN’T CAPABLE IN AN EXISTING TECHNOLOGY SYSTEM; I’M ALLOWING FOR THAT TO — AS AN EXCEPTION. SO IT WOULD BE NEW TECHNOLOGY SYSTEMS AFTER THE ENACTMENT DATE THAT WOULD BE REQUIRED TO HAVE AN AUDIT TRAIL. AND THAT IS NOT AN INSURMOUNTABLE BURDEN; BECAUSE MOST TECHNOLOGY VENDORS; IF THEY ARE IN AN ENTERPRISE MARKET; THEY ARE BUILDING THIS FUNCTIONALITY. IN FACT; IT’S BEEN A LONG TIME SINCE I’VE COME ACROSS AN APPLICATION OR A PIECE OF HARDWARE THAT DOESN’T HAVE THIS FUNCTIONALITY. SUBDIVISION 14 — TRAINING IS REQUIRED. WE CAN’T TAKE FOR GRANTED THAT PEOPLE KNOW BEST PRACTICES OF HOW TO HANDLE DATA AND DO SO IN A SECURE MANNER. SO WHAT THIS IS REQUIRING IS THAT; WHEN IT COMES TO FERFA AND OTHER STATES EXISTING STATE REQUIREMENTS THAT THIS IS SIMPLY SAYING THAT THE SCHOOL DISTRICT IS REQUIRED TO ENSURE THAT THEIR STAFF THAT HAS ACCESS TO STUDENT PRIVATE DATA IS FAMILIAR WITH THE REQUIREMENTS OF FERFA AND OTHER STATE STATUTES RELATING TO ENSURING PROTECTION OF DATA. GETTING TO SUBDIVISION 15. WHEN IT COMES TO TECHNOLOGY PROVIDERS NOW; TECHNOLOGY PROVIDER IS A VENDOR THAT MIGHT BE PROVIDING EITHER SOFTWARE OR HARDWARE TO AN EDUCATIONAL INSTITUTION. AND SO; THEIR REQUIREMENTS BEGINNING ONLINE 4.1 THAT THE DATA IS THE PROPERTY OF THE SCHOOL; NOT THE PROPERTY OF THE TECHNOLOGY VENDOR. THE NEXT LINES HERE — 4.4 THROUGH 4.7 — THEY CROSS REFERENCE EXISTING STATUTE. 13.055. THOSE ARE BREACH NOTIFICATION REQUIREMENTS. SO IF A TECHNOLOGY VENDOR WHO HAS THE FIDUCIARY RESPONSIBILITY AND HAS STUDENT PRIVATE INFORMATION IN THEIR TECHNOLOGY SYSTEMS; IF THEY SUFFER COMPROMISE; TECHNOLOGY VENDOR IS SUBJECT TO EXISTING BREACH NOTIFICATION REQUIREMENT. LINES 4.8 THROUGH 4.11 THAT UPON THE NATURAL EXPIRATION OF A CONTRACT THAT A SCHOOL DISTRICT MIGHT HAVE A TECHNOLOGY VENDOR; THAT AT THE EXPIRATION OF THE CONTRACT; THAT BECAUSE THE DATA DOESN’T BELONG TO THE TECHNOLOGY VENDOR; IT HAS TO BE RETURNED TO THE SCHOOL DISTRICT OR DESTROYED. 4.12 THROUGH 16 — LIMITED USE… [TALKING TOO FAST] SELL SHARE OR DISSEMINATE EDUCATIONAL DATA EXCEPT FOR INSTANCES SUCH AS OBLIGATIONS; LET’S JUST FOR EXAMPLE; IF THERE WAS AN AK WI SAITION THAT OCCURRED FROM ONE TECHNOLOGY* PROVIDER PURCHASING OR MERGING WITH ANOTHER. THIS IS AN EXAMPLE. SO THERE’S EXCEPTIONS THAT CAN HAPPEN.>>EXCUSE ME REPRESENTATIVE LUCERO — MEMBERS; IF YOU’RE TRYING TO FOLLOW THIS; YOU HAVE TO GO TO THE UNENGROSSED COPY YOU HAVE IN YOUR FILES. IF EXACT SAME THING. YOU NEED TO LOOK AT THE EXACT SAME THINGS. ACHIEVEMENT GAP AND GRADUATION RATE WE THOUGHT IMPORTANT.>>AND SO; LOW INCOME STUDENTS AND STUDENTS OF COLOR ACHIEVEMENT ADDRESSES THAT?>>REPRESENTATIVE PETERSON.>>THANK YOU; MADAM CHAIR. AND I’M SORRY — I JUST DON’T HAVE BILL RATE — OH; THERE IT IS. SUB.>>SUBDIVISION 3 AS WELL AS SUBDIVISION 5*.>>MADAM CHAIR; SO THESE WERE THE ITEMS WE THOUGHT COULD ALSO BE INCORPORATED INTO THIS ONE TO ONE HUNDRED RATING SYSTEM. AND LOOKING AT THESE DIFFERENT THINGS. BECAUSE MAYBE SOME SCHOOLS ARE REALLY DOING WELL WITH LOW INCOME STUDENTS. TO REDUCE THE ACHIEVEMENT GAP.* MAYBE THEY ARE DOING GREAT THINGS FOR STUDENTS OF COLOR. AND WE THOUGHT THAT THOSE WERE ALSO IMPORTANT PIECES TO INCORPORATE INTO SORT OF THAT BIGGER PICTURE TO HELP PARENTS FIGURE OUT WHICH SCHOOL THEY THINK WOULD BEST INSTITUTE THEIR STUDENTS’ NEEDS.>>REPRESENTATIVE.>>THANK YOU. I WOULD DISAGREE. I DON’T THINK THAT THOSE SHOULD BE IN THERE. I THINK IT GIVES PEOPLE MISINFORMATION OR MIGHT BE MISLEADING OR IF FOLKS ARE LOOKING FOR A CERTAIN RACIAL OR SOCIOECONOMIC LEVEL OF SCHOOL THAT THEY WANT THEIR STUDENTS TO ATTEND; I THINK THAT IS DEFINITELY AN ISSUE OF EQUITY AND I DON’T THINK THAT THAT SHOULD BE IN THERE. I WOULD STRONGLY SUGGEST THAT THAT NOT BE A PART OF IT.>>WELL; MEMBERS; KEEP IN MIND THAT THESE SIX ITEMS THAT ARE LISTED WOULD BE EQUALLY WEIGHTED FACTORS UNIQUE TO EACH SCHOOL. SO; FOR EXAMPLE; A SCHOOL MAY NOT HAVE A LARGE NUMBER OF STUDENTS OF COLOR BUT MAY HAVE A NUMBER OF STUDENTS FROM LOW-INCOME FAMILIES WHO MAY BE CLOSE TO POVERTY. SO WHY WOULDN’T WE WANT THAT FACTOR THEN TO WEIGH IN EQUALLY SINCE WE WANT TO MEASURE SOMETHING; YOU KNOW? WE’RE NOT GOING TO BE MEASURING ALL OF THESE IN EVERY SCHOOL DISTRICT AS FAR AS I UNDERSTAND; BECAUSE THEY’RE GOING TO BE WEIGHTED EQUALLY BASED ON UNIQUENESS OF THE SCHOOL. SO MAYBE I’M MISUNDERSTANDING YOU; BUT I THINK THAT WE WOULD SEE — CREATORS OF THIS BILL — HAVE TRIED TO PUT TOGETHER* A NUMBER OF ITEMS THAT COULD BE APPLICABLE TO ANY KI ND OF SCHOOL. AND WE HAVE A VARIETY OF THEM ACROSS THE STATE.>>THANK YOU. MADAM CHAIR.>>MAYBE VARIABLES WOULD BE LIKE EXTRACURRICULAR ACTIVITIES THAT ARE OFFERED OR LANGUAGE CLASSES THAT ARE OFFERED OR DESTINATION IMAGINATION PROGRAMS OR THE CHESS CLUB OR THOSE SORT OF THINGS THAT ARE FACTORS THAT BUILD A POSITIVE ACHIEVEMENT AND ACADEMIC EXPERIENCE. I JUST DON’T KNOW THAT PULLING OUT THE LOW-INCOME STUDENT RATIO OR THE STUDENT OF COLOR ACHIEVEMENT GAP IS ONE THAT SHOULD BE HIGHLIGHTED IN THIS SCORING — THIS WHOLE SCORING SITUATION.>>MEMBERS; KEEP IN MIND THAT THE MCA UPON WHICH THIS BILL IS CREATED IS THE STATE AND FEDERAL ACCOUNTABILITY THAT WE MUST ADHERE TO. YOU MAY NOT LIKE IT. I MAY NOT LIKE IT; BUT IT’S THE LAW; AND WE HONOR THE LAW. FURTHERMORE; THE TESTS THAT’S GIVEN IN LANGUAGE ARTS AND READING AND THE TEST THAT’S GIVEN IN MATH — WE CALL THEM MCAS — ARE MEASURING THE STUDENTS BASED ON THE BENCHMARK OF THE STANDARD. AND EVERY TEACHER WHO TEACHES LANGUAGE ARTS OR READING HAS TO ADDRESS THOSE STANDARDS. BECAUSE WE HAVE K-12 STANDARDS. AND THAT’S A INDICATION TO THE STUDENT; THE TEACHER; THE PARENT HOW THAT CHILD HAS DONE IN ACHIEVING OUR STANDARD. NOW WE’RE STANDARDS BASED AGAIN. IT’S IN THE LAW. WE HONOR THE LAW. YOU MAY NOT LIKE IT. I MAY NOT LIKE IT. BUT WE HAVE TO HONOR THE LAW. THAT IS WHY THERE IS AN EMPHASIS ON THE MCA AND WHY WE HONOR ALSO THE MCA TEST THAT’S GIVEN; BECAUSE THAT’S AN INDICATOR — IT CERTAINLY WAS TO ME AS A TEACHER — HOW WELL DID I DO IN TEACHING MY STUDENTS READING AND LANGUAGE ARTS IN THE COURSE THAT I WAS TEACHING AT THE HIGH SCHOOL LEVEL WHEN I WOULD BE A TEACHER AND THEY WERE TESTING? THE STANDARDS WERE DIFFERENT THEN; BUT THEY NEVERTHELESS WERE THERE; AND I WAS GIVING A TEST. SO; YOU KNOW; I HOPE WE UNDERSTAND THAT BASIC CONCEPT OF WHAT WE HAVE.>>REPRESENTATIVE MARIANI.>>THANK YOU; MADAM CHAIR. I’M SO GLAD WE’RE HAVING THIS DEBATE. WE’VE BEEN HAVING THIS DEBATE FOR A NUMBER OF YEARS.>>DECADES.>>TRYING TO [INDECIPHERABLE]. WELL OVER HUNDRED YEARS AGO WHEN WE SHUT THE ONE ROOM SCHOOLHOUSE MANAGEMENT DISTRICT; WE ALSO ENDED UP HAVING DISTRICTS. WE THEN SHIFTED TOWARDS STATE REVIEW. AND THEN IN THE LAST 30 YEARS FEDERAL. IT’S AN AMERICAN DEBATE — ABSOLUTELY. IT SEEMS TO ME THAT THE BIG CONCERN THAT OUGHT TO BE HERE IS; “WHY ARE LEGISLATORS MAKING THESE DECISIONS?” YOU KNOW; IT’S TRUE THAT WE HAVE ACCOUNTABILITY SYSTEM. AND IN FACT; WE HAVE [INDECIPHERABLE] UNDER THE ACCOUNTABILITY SYSTEM. WE DON’T NEED TO DO SOME OF THE STAR RATING SYSTEM TO REPORT WHAT WE’VE ALREADY REPORTED IF THE PURPOSE IS TO CAPTURE OUR ACCOUNTABILITY SYSTEM SAYING SOMETHING ABOUT THE NATURE OF OUR SCHOOLS. SO THAT’S ONE OF THE ISSUES; YOU KNOW — DO WE WANT TO BE A STATE THAT ATTEMPTS TO TELL THE SAME STORY TWICE? AND HOW DO WE MAKE SURE WE’RE ACTUALLY TELLING THE SAME STORY? YOU KNOW; I MEAN; THERE ARE A LOT OF QUESTIONS HERE WE OUGHT TO BE ASKING ABOUT WHETHER THIS PARTICULAR REGIME — THIS FRAMEWORK — ALIGNS WITH THE CURRENT SS SPECIFICATION.* WHAT’S MISSING? WHAT’S DIFFERENT? YOU KNOW? DO WE RUN THE RISK OF ACTUALLY [INDECIPHERABLE] TO THE PUBLIC BY HAVING TWO WAYS TO TELL THAT STORY? I MEAN; I THINK THAT’S AN OBJECTIVE QUESTION WE OUGHT TO; YOU KNOW; [INDECIPHERABLE]. BUT EVEN BEFORE WE GET TO THAT; IT SEEMS TO ME THAT THE ISSUE IS; “WHY IS REPRESENTATIVE COWELL MARIANI MAKING THE DECISION ABOUT WHAT GOES INTO STAR RATING?” AND IN THIS PLACE; WHAT THAT REALLY MEANS ULTIMATELY; IT’S GOING TO BE DEMOCRATS AND REPUBLICANS MAKING THOSE DECISIONS FILTERING IT THROUGH OUR IDEOLOGY; YOU KNOW? WHAT WE REALLY OUGHT TO HAVE IF WE’RE GOING TO DO THIS AT ALL IS TO HAVE A GROUP OF PSYCHOMA TRIGSES* TO BE THE ONE TOES SHAPE SOMETHING LIKE THAT.*. I ASK MY QUESTION TO YOU REPRESENTATIVE PETERSON; “WHO ARE THE EXPERTS THAT SHAPE ISSUES?” AND MADAM CHAIR; ARE WE GOING TO HEAR FROM PSYCHOMA TRIGSES?>>REPRESENTATIVE PETERSON.>>THANK YOU; MADAM CHAIR AND REPRESENTATIVE MARIANI. I GUESS IN THIS CASE WHAT WE’RE TRYING TO DO IS EMPOWER PARENTS. AND YOU CAN THROW A WHOLE BUNCH OF PAPERS AND A REALLY CONFUSING WEBSITE AND A WHOLE BUNCH OF INFORMATION AND WE’RE A PARENT. THIS IS ABOUT THEM AND HELPING THEM DETERMINE WHAT’S BEST FOR THEIR CHILDREN. IT’S PRETTY SIMPLE. WE COLLECT ALL THIS DATA; AND WOULDN’T IT BE WONDERFUL TO BE ABLE TO USE IT IN A MEANINGFUL WAY? THIS IS ABOUT; YOU KNOW; THE SAME THING AS WE HEARD EARLIER. THIS IS ABOUT SHINING THE FLASHLIGHT AND NOT USING A HAMMER. IT’S NOT MEANT TO BE PUNITIVE. IT’S MEANT TO BE ENLIGHTENING. AND WE HAVE WONDERFUL; WONDERFUL PUBLIC SCHOOLS. WE REALLY DO. AND — BUT TO SAY THAT THEY’RE PERFECT IS; I THINK; NOT REALLY BEING HONEST WITH OURSELVES. WE CAN DO BETTER. WE CAN EMPOWER PARENTS SO THAT THEY CAN MAKE THE BEST DECISIONS FOR OUR STUDENTS. AND QUITE FRANKLY; THE SCHOOL DISTRICT CAN POTENTIALLY USE THIS AS A DIAGNOSTIC TOOL. THIS IS WHERE WE’RE DOING TERRIFIC. THIS IS WHERE WE COULD MAYBE USE SOME IMPROVEMENT. AND YOU CAN ADJUST RESOURCES ACCORDINGLY. BUT REALLY IT IS ABOUT BEING OPEN AND HONEST WITH OUR PARENTS.>>REPRESENTATIVE MARIANI.>>FAIR ENOUGH REPRESENTATIVE PETERSON. ACTUALLY I PROBABLY AGREE ON THIS [INDECIPHERABLE]. [VOICE VOLUME LOW]*. I WOULD POZ IT YOU COULD HAVE A* TRANSPARENCY THERE AND OPEN SHARING OF INFORMATION THAT DOESN’T [INDECIPHERABLE] NUMBER SYSTEM; WHICH SOME PEOPLE WOULD ARGUE IS JUST A REDUCTIONIST [INDECIPHERABLE] REALITY. I MEAN; PARENTS; THEY WANT TO HAVE INFORMATION SUGGESTED HOW BEST [INDECIPHERABLE] WITH THE SCHOOL. SO WE DO A REDUCTION OF MEASUREMENT — DOES THAT GIVE US THE LEVEL OF DETAIL FOR A PARENT TO DO THAT? I DON’T KNOW. I SUSPECT NOT. I WANT TO HEAR FROM PEOPLE WHO HAVE THOUGHT ABOUT THIS. EARLIER THIS MORNING [INDECIPHERABLE] WHO WERE VERY CLEAR. THEY’RE NOT PLAYING ANYBODY’S GAME.* [INDECIPHERABLE] [MUMBLING].** AND WHAT THEY SAID IS; “WE NEED A PROVISION THAT ARMS US.” THEY ALSO TALKED ABOUT [INDECIPHERABLE] MINNEAPOLIS; WHICH IS NOT THIS SCHOOL IN FRONT OF US. AND THEY TALKED ABOUT HOW THAT SCHOOL IS TAILORED IN SUCH A WAY* THAT PROVIDES A LEVEL OF INFORMATION; THE KIND OF INFORMATION THAT THEY NEED TO HAVE IN ORDER TO MAKE DECISIONS ABOUT; YOU KNOW; THE WORTH OF THE SCHOOL; HOW THEY INTERACT WITH THE SCHOOL; WHATEVER. SO WHAT I WANT TO AVOID HERE FRANKLY IS TO GET US [INDECIPHERABLE] — IF YOU WENT THAT BECAUSE YOU REALLY CARE ABOUT BEING TRANSPARENT. IF YOU’RE NOT; YOU DON’T CARE ABOUT BEING TRANSPARENT. THERE’S MORE THAN ONE WAY TO DO THIS THING. AND SO THAT — I’M OPEN ON THIS THING. I’VE HAD CONVERSATIONS WITH ALL SORTS OF FOLKS. I HAVE GENERALLY BEEN VERY [INDECIPHERABLE]. YOU KNOW; TAKING A REDUCTIONIST INSTRUMENT; YOU KNOW; AND AVOIDING THAT BECOMING A JUDGMENTAL INSTRUMENT. WHAT WE WANT IS TO ENGAGE PEOPLE; NOT TO TURN THEM OFF; BECAUSE THEY SEE [INDECIPHERABLE] NUMBER AND THAT’S ALL THEY SEE. I’M TALKING ABOUT HUMAN BEHAVIOR; YOU KNOW? JUST BASIC HUMAN BEHAVIOR. YOU STICK SOMETHING SIMPLE LIKE THIS. [INDECIPHERABLE] AND PRETTY SOON IT’S GOING TO BE MANIPULATED GOOD GUYS; BAD GUYS. IT IS WHY WE GOT RID OF THEM [INDECIPHERABLE] BACK IN 2008. WHICH BY THE WAY; [INDECIPHERABLE] LAW AT THAT TIME.>>WE WERE MEASURING AYP.>>THE GOVERNOR WALKED AWAY FROM AND WISELY — HE DID SO WISELY. [MUMBLING]. OKAY. SO LET’S AVOID PUTTING EACH OTHER IN A BOX. [MUMBLING]. MUST NOT REALLY CARE. THERE’S MORE THAN ONE WAY TO DO THIS [VOICE TRAILING OFF].>>HOW I SEE THIS; REPRESENTATIVE PETERSON — YOUR PROPOSAL; THE DEPARTMENT’S PROPOSAL — OBVIOUSLY AS THIS GOES FORWARD GOING TO BE IN A CONFERENCE COMMITTEE. AND THAT’S WHERE WE DO SOME REALLY GOOD WORK TRYING TO BRING FORTH SOME IDEAS THAT ARE MAYBE UNIQUE TO YOU AND THOSE WHO’VE HELPED YOU CREATE THIS AND THE DEPARTMENT HAS SOME IDEAS. AND THEY’RE LISTENING TO STAKEHOLDERS. AND I THINK YOU ARE TOO. SO AT THIS POINT I WANTED TO KNOW IF COLIA PRINGLES* WAS IN THE AUDIENCE? YES; PLEASE COME FORWARD; BECAUSE YOU WANTED TO TESTIFY THIS MORNING. AND IF THERE’S ANYONE ELSE WHO WANTED TO TESTIFY; RASHAD TURNER; ARE YOU IN THE AUDIENCE? FEMALE STUDENT: [INDECIPHERABLE]. INSTRUCTOR: YOU COULD COME UP HERE*.>>YES* PLEASE JOIN REPRESENTATIVE PETERSON* IN WELCOME TO OUR COMMITTEE AND SAY YOUR NAME FOR THE RECORD AND PLEASE GIVE YOUR TESTIMONY.>>THANK YOU; MADAM CHAIR. MY NAME IS KULIA PRINGLE* AND I AM A PARENT RECENT EDUCATOR. I ACTUALLY JUST STOPPED TEACHING SO I COULD DO FULL-TIME PARENT ORGANIZING AND PARENT ADVOCACY. MY WORK AS AN ADVOCATE HAS ALLOWED ME TO TRAVEL THROUGHOUT THE STATE OF MINNESOTA AND HEAR STORIES FROM PARENTS. AND BECAUSE OF THAT; I’M HERE TO SPEAK ON BEHALF OF ALL OF FAMENTLIES THAT I’VE HEARD FROM* AND THEIR STORIES. FAMILIES DESERVE TO HAVE THE KNOWLEDGE NEEDED TO BE THE BEST ADVOCATE FOR THEIR CHILD. FAMILIES DESERVE TO HAVE GOOD DATA THAT HELPS THEM ADVOCATE FOR THEIR CHILD. FAMILIES DESERVE TO HAVE THE DATA IN ONE PLACE. FAMILIES DESERVE TO UNDERSTAND THE DATA. FAMILIES DESERVE THE OPPORTUNITY TO USE THEIR DATA TO BE INFORMED AND HAVE THE KNOWLEDGE THAT THEY NEED TO HAVE A CHANCE OF SUCCEEDING. MADAM CHAIR; I WANTED TO JUST ADDRESS REPRESENTATIVE MARIANI’S CONCERNS. I HEARD THE SAME THING [INDECIPHERABLE]. EVERYONE’S CONCERNED THAT THE DATA IS GOING TO BE USED — OR PARENTS ARE JUST SOMEHOW GOING TO SAY; “OH MY GOSH; THIS 1-STAR SCHOOL IS JUST THE WORST SCHOOL.” YOU GUYS ARE NOT GIVING PARENTS ENOUGH CREDIT. THE DATA IS ALREADY OUT THERE. I COULD ALREADY GO OUT AND FIND THE LOCAL PHONE BOOK. IT’S OUT THERE. WHAT WE’RE SAYING IS IT’S TOO MUCH. I CONCERNS. ONE OF THEM CAME UP THIS MORNING. SO MAYBE YOU CAN TELL ME; “DOES THE BILL RATING SYSTEM — DOES THE BILL HERE — DOES THAT TELL ANYTHING TO AN EL PARENT WHETHER OR NOT THEIR SCHOOL IS AN EFFECTIVE EL INSTRUCTIONAL SCHOOL?”>>REPRESENTATIVE MARIANI; WE ARE ACTUALLY GLAD THAT YOU MENTIONED THAT; BECAUSE WE’D LIKE TO ADD THAT. THAT’S SOMETHING WE AGREE. WE THINK THE ELL DATA SHOULD BE ADDED. SPECIAL EDUCATION DATA SHOULD BE ADDED. WE FEEL IT SHOULD BE BROKEN DOWN HOWEVER MANY WAYS TO GIVE US THE BEST TOOLS FOR US TO ADVOCATE FOR OUR CHILD. IT IS — FOR ME JUST LOOKING AT — I KNOW THE MCAS RESPECT THE BEST; AND I KNOW IT ISN’T THE END-ALL; BUT IF I KNOW THAT MY CHILD IS IN A SCHOOL THAT — NOT DOING WELL ACADEMICALLY — AND THEN MY CHILD IS A PART OF THAT; BUT MY CHILD IS ALSO GETTING SUSPENDED. AND I ALSO NOTICE THE CURRICULUM IS NOT MULTICULTURAL; CULTURALLY RESPONSIBLE. I COULD PUT IT ALL TOGETHER. WHERE IT’S NOT LIKE; “OH MY CHILD.” YOU GUYS ARE LOOKING AT IT FROM THE WRONG WAY. “MY CHILD IS THE WORST CHILD EVER;” OR I COULD LOOK AT THE DATA AND SEE; “I COULD SEE THERE ARE OTHER THINGS CONTRIBUTING WHY THIS SCHOOL IS LOW PERFORMING.” I COULD BE AN ADVOCATE FOR PARENTS… AND HAVING THEM ENGAGE AND LOOKING AT THE DATA BEING LIKE; “HOW CAN WE IMPROVE OUR SCHOOLS? HOW CAN WE MAKE OUR SCHOOLS BETTER?” I DON’T KNOW — I JUST FEEL LIKE YOU GUYS SHOULD BE HAPPY; “YES; WE’RE GOING TO GIVE YOU TOOLS YOU NEED TO ADVOCATE FOR YOUR KIDS.” WHY WOULDN’T YOU WANT TO DO THAT? I DON’T UNDERSTAND.>>REPRESENTATIVE MARIANI.>>THANK YOU. I THANK YOU FOR THAT. I DO THINK [INDECIPHERABLE] RELATIVE OF YOURS. I THINK THE ISSUE IS WHETHER OR NOT ONE PARTICULAR TOOL IS THE BEST TOOL. I DO THINK MOST FOLKS [INDECIPHERABLE] SHARE THAT DESIRE. WE HAD THIS EXPERIMENT YEARS AGO. IT DIDN’T WORK. [INDECIPHERABLE] [VOICE VOLUME TOO LOW TO BE HEARD BY THE CAPTIONER]* HOPEFULLY WE WON’T PUSH THIS THING SO QUICKLY [INDECIPHERABLE]. RATHER THAT WE HAVE TO DELIVER THE [INDECIPHERABLE] WE SHOULD HAVE TO MAKE SURE WE DO PRODUCE [INDECIPHERABLE]. I THANK YOU FOR YOUR COMMENT.>>THANK YOU REPRESENTATIVE. THANK YOU CHAIR.>>WAS THERE ANYONE ELSE WHO WANTED TO TESTIFY — OR DID YOU HAVE A QUESTION FOR MISS PRINGLE? REPRESENTATIVE PRY YOR — I’M SORRY — YES*. AND IF THERE ARE OTHERS WHO WOULD LIKE TO TESTIFY IN SUPPORT; I WOULD LIKE THEM TO COME FORWARD BEFORE WE HEAR THOSE WITH CONCERNS. SO.>>SO I ALSO TALK MORE ABOUT THAT* ENGLISH LANGUAGE LEARNERS AND CHILDREN WITH SPECIAL NEEDS IN THE CLASSROOM. ONE THING I NOTICED — THIS ONLY TALKS ABOUT A 4-YEAR GRADUATION RATE; WHICH MEANS* IF YOU’RE AN ENGLISH LANGUAGE LEARNING AND YOU START IN JUNIOR HIGH SCHOOL; IF YOU NEED EXTRA YEARS TO GRADUATE; YOU KNOW; ON THE ONE HAND THE SCHOOL WILL GIVE YOU THOSE EXTRA YEARS; BUT YOUR COHORT GROUP — THIS SHOWS YOU AS NOT GRADUATING ON TIME. SO YOU KNOW SCHOOLS THAT HAVE A LOT OF THESE ENGLISH LANGUAGE LEARNERS — WHICH IN MY SCHOOL DISTRICT; I HAVE THREE SCHOOLS. ONE SCHOOL HAS VERY MANY ENGLISH LANGUAGE LEARNERS. ANOTHER SCHOOL DOESN’T HAVE ANY AT ALL OR VERY VERY FEW. SO PARENTS WOULD LOOK AT THIS ASSESSMENT AND SAY; “OH; THERE’S ONE SCHOOL BETTER THAN THE OTHER BASED ON THE GRADUATION RATE.” AND SO; AS A PARENT; WAS THAT SOMETHING — WHEN YOU HEAR FROM PARENTS; IS THAT SOMETHING YOU’RE AWARE OF? WOULD YOU WANT TO SEE SOMETHING LIKE THAT IN AN INSTRUMENT LIKE THIS? THIS?>>MS. PRINGLE.>>PARENTS ARE AWARE — WHAT I WOULD SAY IS THAT YOU GUYS — LIKE I SAID; YOU GUYS ARE NOT GIVING PARENTS ENOUGH CREDIT. I DO THINK THAT ADDING ELL — AND ONE THING THAT I’VE NOTICED AS A PARENT ADVOCATE — LIKE; IF YOU SPEAK IN PLAIN LANGUAGE. IF YOU CLEARLY SAY WHAT YOU JUST SAID; PARENTS WOULD UNDERSTAND. IF YOU LOOK AT THESE TEST SCORES ARE NOT BASED ON SUCH AND SUCH. THESE 4-YEAR TEST SCORES — ASK SAY IN THE LANGUAGE OF THESE PARENTS — THEY’RE GOING TO UNDERSTAND THAT. IT’S AS SIMPLE AS THAT. I DON’T THINK IT’S — LIKE I SAID; IF YOU JUST — LIKE; WITH THE MINNEAPOLIS SCHOOL FINDER — WHEN I TELL PARENTS; “WHEN YOU’RE LOOKING AT THIS STUFF; THIS IS JUST THE STARTER. THIS IS WHAT YOU COME TO THE CONVERSATION WITH WHEN YOU GO VISIT THE SCHOOL AND YOU ASK QUESTIONS. YOU HAVE SOME INITIAL QUESTIONS. IT’S NOT LIKE YOU’RE JUST GOING IN THERE AND YOU JUST LET THEM TELL YOU; YOU KNOW; WHAT’S GOING ON AND YOU’RE LIKE; “OKAY.” IF I’M ARTICLE ARMED WITH SOMETHING* I CAN SAY; “WHAT ABOUT THIS DATA?” THE SCHOOL CAN SAY; “THIS IS THIS. THIS IS WHY OUR ENGLISH LEARNERS ARE HERE; BECAUSE THEY CAME IN AT A 2-YEAR RATE OR WHATEVER THE [INDECIPHERABLE] MAY BE..”>>REPRESENTATIVE MAYE QUADE; DID YOU HAVE A* QUESTION FOR PRINGLE?>>[INDECIPHERABLE].>>GO AHEAD.>>I REALLY IF WE SAY IT IN PLAIN LANGUAGE AND PARENTS UNDERSTAND THAT AND I THINK YOU’RE RIGHT — WE SHOULD GIVE PARENTS A LOT OF CREDIT. I THINK MY FEAR WHEN READING THE BILL AS WRITTEN IS THAT IT ISN’T SAYING THAT IN PLAIN LANGUAGE. IT JUST SAYS IT IN A 4-YEAR GRADUATION RATE. SO MY BROTHER AND I WERE NOT ENGLISH LANGUAGE LEARNERS. THEY’RE NOT AWARE OF THE EXTRA TWO YEARS. THEY WOULD LOOK AT OUR SCHOOLS AND SAY; “WELL; WHY ARE SIGNIFICANT NUMBERS OF STUDENTS NOT GRADUATING IN FOUR YEARS YET?” THIS ACTUALLY TAKES THE PLAIN LANGUAGE OUT OF THAT. AND SO; JUST ECHOING WHAT REPRESENTATIVE PRY YOR SAID* AS THE BILL IS WRITTEN NOW; IT WOULDN’T PROVIDE THAT PLAIN LANGUAGE TO PARENTS. IT WOULD JUST SAY; “KIDS AREN’T GRADUATING IN FOUR YEARS.” AND HERE’S WHAT IT MEANS. THE PLAIN LANGUAGE THAT YOU SEEK THAT I REALLY HEARD FROM PARENTS — I’VE BEEN LOOKING UP KIDS — IT’S ONE OF THOSE THINGS; “OKAY. I NEED TO KNOW THIS.” I’M NOT SEEING THAT COMPLICATED DATA BEING TRANSLATED INTO PLAIN LANGUAGE HERE. I’M SEEING IT BE SUPER SIMPLIFIED; CONDENSED DOWN; STAR RATING THAT DOESN’T GIVE PLAIN LANGUAGE. I GUESS MY QUESTION WOULD BE THEN; “ARE THERE CHANGES THAT COULD BE MADE TO ADD PLAIN LANG RAJ THAT DOES EXPLAIN THAT? AND COULD YOU AUTHOR THE BILL ON THAT?>>THANK YOU; MADAM CHAIR. I WOULD LOVE TO WORK WITH THE BILL ALSO WITH THAT. I’M SURE THE BILL AUTHOR IS UP FOR CHANGES AND UNDERSTANDS THAT THE BILL ISN’T PERFECT. AND AS LONG AS EVERYBODY’S WILLING TO JUST COME TO THE TABLE JUST TO THROW IT OUT THE WINDOW; I THINK* WE’RE ALL GOING TO BE [INDECIPHERABLE].>>THANK YOU MS. PRINGLE FOR BEING SUCH A GREAT PARENT ADVOCATE. GREAT TO HAVE YOU.>>THANK YOU.>>IS THERE ANYONE IN THE AUDIENCE WHO WOULD LIKE TO COME FORWARD AND PROVIDE SUPPORT FOR THIS PROPOSAL? IF NOT; WE’LL TURN TO THOSE WITH CONCERNS. AND THAT WOULD INCLUDE DR. HIGH STEAD*. WOULD YOU COME FORWARD; PLEASE? AND IS RYAN VERNOSH* IN THE AUDIENCE? IF HE WOULD ALSO COME FORWARD IF HE’S HERE. WELCOME DR. HIGH STEAD*. PLEASE SAY YOUR NAME FOR THE RECORD AND EXPRESS YOUR CONCERN.>>THANK YOU; MADAM CHAIR. DAVID* HIGH STEAD DIRECTOR OF RESEARCH ASSESSMENT IN BLOOMINGTON PUBLIC SCHOOLS*. AS YOU MENTIONED I DO HAVE SOME CONCERNS WITH THIS BILL. I WORRY ABOUT POTENTIALLY MISLEADING AND EVEN HARMFUL USES OF DATA WHEN YOU DISTILL COMPLEX INFORMATION DOWN TO A SINGLE NUMBER. AND THOSE SCHOOLS — THOSE STATES THAT ARE USING LETTER GRADES OR CATEGORIZING LIKE IN A STAR RATING MANY TIMES ARE IDENTIFYING SCHOOLS AT THE TOP OF THE LIST THAT ARE MAJORITY ONLY SCHOOLS; SCHOOLS THAT HAVE HIGH PROFICIENCY; AND THE SYSTEMS THAT I’VE SEEN HAVEN’T EMPHASIZED HOW MUCH LEARNING IS TAKING PLACE. ESPECIALLY FOR STUDENTS OF COLOR; STUDENTS IN POVERTY; AND ENGLISH LANGUAGE LEARNERS. SO THE METHODOLOGY THAT WAS PROPOSED FOR ESA WAS APPROPRIATE* FOR IDENTIFYING THE BOTTOM 10% OF THE SCHOOLS IN THE STATE. THAT’S THE ONLY PURPOSE OF THAT PARTICULAR MODEL. IF YOU’RE GOING TO IDENTIFY HIGH FLIER SCHOOLS THAT LA TINA FAMILIES* ARE GOING TO WANT TO SEND THEIR STUDENTS — THEIR FAMILY MEMBERS TO — YOU HAVE TO HAVE A M ORE SOPHISTICATED MODEL THAT ACTUALLY CONCENTRATES ON GROWTH FROM ONE YEAR TO ANOTHER FOR EACH INDIVIDUAL STUDENT AND TAKES INTO ACCOUNT THE STATUS OF THE STUDENT THAT’S A SPECIAL ED STUDENT OR ENGLISH LANGUAGE LEARNER OR STUDENT IN POVERTY. THE NO-CHILD LEFT BEHIND APPROACH TO CATEGORIZING* SCHOOL WAS VERY DAMAGING; I THOUGHT; IN MINNEAPOLIS WHERE SCHOOLS THAT WERE MAKING GOOD GROWTH WERE LABELED AS FAILING SCHOOLS. WE CLOSED ELEVEN SCHOOLS. AND OF THOSE ELEVEN SCHOOLS; TWO OF THE SCHOOLS HAD BEEN IDENTIFIED THROUGH OUR VALUE-ADDED RESEARCH AS BEING STAR SCHOOLS — MAKING GREAT PROGRESS FOR STUDENTS WHO TYPICALLY DON’T MAKE PROGRESS. SO; IF THIS TYPE OF A STAR RATING GOES FORWARD; I HOPE THAT IT WILL BE DONE VERY CAREFULLY. AS REPRESENTATIVE MARIANI MENTIONED; WITH INPUT FROM THOSE WHO ARE EXPERTS IN THE FIELD OF IDENTIFYING SUCCESSFUL SCHOOLS. I THINK OUR STATE HAS GROWN MUCH OVER THE YEARS IN ITS USE OF DATA. I THINK IT WOULD BE A SHAME TO GO BACK TO THE DAYS OF NO CHILD LEFT BEHIND. AND I THINK; YOU KNOW; WE DEFINITELY NEED TO MAKE THE DATA ACCESSIBLE TO PARENTS AND TO FAMILIES. AND I THINK WE CAN DO THAT WITHOUT HAVING TO HAVE A SIMPLE STAR RATING SYSTEM. THANK YOU.>>ARE THERE QUESTIONS FOR THE TESTIFIER? REPRESENTATIVE MARIANI.>>GOOD TO SEE YOU AGAIN. I’M WONDERING; HAVE YOU LOOKED AT THE MINNEAPOLIS SCHOOL [INDECIPHERABLE] RECENTLY?>>I HAVE NOT. MADAM CHAIR; REPRESENTATIVE MARIANI; I HAVEN’T HAD THE OPPORTUNITY TO LOOK AT THE SCHOOL FINDER. I THINK MINNEAPOLIS HAS DONE QUITE A BIT WITH DASHBOARDS SINCE I LEFT. AND I HOPE THAT THOSE ARE HELPFUL TO PARENTS IN TRYING TO FIND A GOOD MATCH FOR THEIR STUDENT. IN BLOOMINGTON; WHAT WE HAVE DONE — ACTUALLY IN MINNEAPOLIS — I DID THE SAME. WE DID BEAT THE ODDS STUDIES WHERE WE FOLLOWED THE DATA TO FIND THE MOST SUCCESSFUL TEACHERS AND MOST SUCCESSFUL SCHOOLS. AND BY BUILDING IN THE ENDLESS LANGUAGE* LEARNER SPECIAL ED STATUS WE WERE ABLE TO IDENTIFY TEACHERS THAT WERE ESPECIALLY EFFECTIVE WITH DIVERSE POPULATIONS. WE JUST DID A BOARD PRESENTATION TWO WEEKS AGO ON THE KINDERGARTEN TEACHER THAT BEAT THE ODDS. AND IN MY WRITTEN TESTIMONY — I CAN GIVE COPIES TO THE COMMITTEE — I’VE GOT A LINK TO THAT WEBSITE. SO WHAT I’D LIKE TO SEE THE STATE DO WOULD BE TO IDENTIFY SCHOOLS THAT ARE ESPECIALLY EFFECTIVE FOR THE ENGLISH LANGUAGE LEARNERS. SCHOOLS THAT ARE ESPECIALLY EFFECTIVE WITH STUDENTS IN POVERTY AS WELL AS SCHOOLS THAT ARE ESPECIALLY EFFECTIVE WITH WHAT MIDDLE CLASS STUDENTS AS WELL.* IT WOULD TAKE A MORE DIVERSIFIED APPROACH THAN THE STAR SYSTEM THAT’S PROPOSED. BUT I THINK THAT WAY WE COULD PUT A FACE TO THE GREAT SCHOOLS THAT WE HAVE IN EACH OF OUR DISTRICTS. AND SO; [INDECIPHERABLE].>>REPRESENTATIVE MARIANI.>>ONE OF THE THINGS THAT MS. PRINGLE SAID; WHICH I THINK [INDECIPHERABLE] EVERYONE HERE. HAS TO DO WITH WHETHER THE PARENTS ACTUALLY HAD THE INFORMATION IN A WAY THAT MADE SENSE TO THEM. IT SEEMS TO ME THAT OUGHT TO BE THE RESPONSIBILITY OF OUR EDUCATION SYSTEM. I THINK SHARE THE RESPONSIBILITY WITH PARENTS. BUT IT SEEMS TO ME SCHOOL DISTRICTS OUGHT TO BE MORE THAN JUST LAYING OUT INFORMATION BUT ACTUALLY ENGAGE IN SUCH A WAY THAT IT GETS TRANSLATED. THERE’S AN OPPORTUNITY TO ANSWER QUESTIONS ABOUT OTHER SYSTEM WE USE — DASHBOARD OR WHATEVER — THAT IS CONNECTING WITH WHERE THE PARENT AND CHILD IS AT. GIVE ME YOUR QUICK THOUGHTS ON THAT. AND ALSO; BECAUSE YOU’VE BEEN IN THE MINNEAPOLIS SCHOOLS. [INDECIPHERABLE].>>YEAH; I’M IN BLOOMINGTON NOW.>>ARE MOST OF THE DISTRICTS DOING ANYTHING LIKE THAT?>>MADAM CHAIR AND REPRESENTATIVE MARIANI — YEAH; THAT’S A BIG PART OF MY WORK IS TO MEET WITH DTA; THE SOMALI ELDERS; THE HISPANIC AND AFRICAN-AMERICAN PARENT GROUPS AS WELL AS WE HAVE AMERICAN INDIAN GROUP THAT IS BLOSSOMING. AND THEY ALWAYS WANT ME TO PERSONALIZE THE PATHWAY INFORMATION THAT WE HAVE. SO I CAN SHOW INDIVIDUAL STUDENTS THAT HAVE MADE GREAT PROGRESS TOWARDS COLLEGE AND CAREER READINESS BY SHOWING AN INDIVIDUAL GRAPH. OR A GROUP OF STUDENTS WHO STARTED OUT REALLY LOW AND IMPROVED. AND THAT MAKES THINGS COME ALIVE A LITTLE BIT MORE FOR THE PARENTS. WE’RE ALWAYS LOOKING AT WAYS OF SHARING INFORMATION WITH PARENTS AND COMMUNITY MEMBERS THAT THEY CAN RELATE TO. AND WE ALSO HAVE TO PULL OUT THE CHALLENGES WHERE

Leave a Reply

Your email address will not be published. Required fields are marked *