Challenges to this Legislation.

Impact of this Legislation HF 1994 and SF 1700: In this Information Age our students need a different preparation.  They need to be well prepared to take on work we still have not yet imagined.  But we do know that the workplace is already moving into a different modality.  Automation and robotics will replace the repetitive task oriented work and even more sophisticated tasks that require multiple steps.  This legislation will prepare our students for the work of the 21st Century. 

Challenges to this Legislation HF 1994 and SF 1700: The State’s Finance Working Group (FWG), was established, in part, to reexamine school finance when faced with the realities of a widely distributed Star Tribune article citing Minnesota’s School districts failures to close the achievement gap and to keep track of $600M yearly distribution to district to address basic skills.  Couple that challenge with our challenge citing school districts failures to keep track of the funding for gifted program, the FWG decided to hold monthly meetings all last year with representatives from across the state and come up with a recommendation.  

Challenges to this Legislation, HF 1994 and SF 1700: One recommendation, which our student advocates are fighting, is the effort by MSBA leadership and their supporters was to remove categorical funding for gifted and shift it into the general fund.  That move would set back gifted education in Minnesota 50 years.  Another maneuver orchestrated by the FWG was to recommend maintaining, “Local Control”.  That was recommended, we believe,  because last April, after a Minnesota House Hearing on the Achievement Gap and the changing demographics in our state, districts were directed by the MDE to start reporting on how their money was being spent.  Someone was finally keeping track.  

Challenges to this Legislation, HF 1994 and SF 1700: What we find ironic is that MSBA has long promoted personalized learning and it is a researched supported approach to learning.  The advanced skills of this legislation, if taught with fidelity, would not only narrow the achievement gap but also personalize learning by tapping students’ strengths while giving them some choice in the pathways they choose for inquiries or problem solving.  

Challenges to this Legislation HF 1994 and SF 1700: We are recommending an accountability system that measure growth in critical and creative thinking.  It is an instrument available in an online format, for which, the MDE could arrange a state wide purchase, and districts would be reporting the growth of thinking directly to the MDE for public awareness. 

The Impact of this legislation on the Social Emotional Needs of Students: Minnesota schools rank poorly in the student-counselor ratio. Yet despite the nearly universal acknowledgment of their importance, Minnesota schools remain severely understaffed, with one counselor for every 792 students. That means Minnesota’s public schools have fewer counselors per student than all but two other states, according to the U.S. Department of Education. The average student-to-counselor ratio nationally is about 450 to 1, while the American School Counselor Association recommends a 250-to-1 ratio.

The Impact of this legislation on the Social Emotional Needs of Students: Minnesota lawmakers have cut state aid to schools by an inflation-adjusted 13 percent since 2003, cutting the number of teachers, administrators, aides and paraprofessionals whose duties now fall to school counselors. With all of these cuts, plus layoffs among school social workers and nurses, counselors are often the school official of last resort helping students deal with problems at home and in school that might lead to dropouts. As a result students’ academic, social and mental health problems are going unattended.

The Impact of this legislation on the Social Emotional Needs of Students: Despite this evidence nearly appointed commissioner of education at the MDE, Heather Mueller, recently suggested that these very professionals who are absent in our schools, would be available to address the social emotional needs of returning students to face to face learning

The Impact of this Legislation on the Social Emotional Needs of Students: In St. Louis, Carlton, Lake and Cook counties, about half of all schools and district buildings don’t have a single counselor, even on a part-time basis – including all nine Duluth elementary schools, Counselors provide services that are not only essential to student well-being, but in their role as career and college counselors they are the bridge between students who might end their education after high school and those who go on to post-secondary education – an important role if we are to produce a workforce that can compete in a technology-driven 21st-century workplace.

 The Impact of this Legislation on the Social Emotional Needs of Students: Bringing counseling into the schools at a level in which all students SEL needs are being met could be one goal of this legislation.  Counselors provide guidance for all students in making good choices, navigating their world, and support to find the right pathway for careers.  Gifted students engaged with proactive counseling would bring gifted students together at grade level to discuss issues important to them and guidance for life choices (MSCA, 2020). 

The Impact of this Legislation on the Social Emotional Needs of Students: Evidence collected by the Pandora group, suggests strong and consistent SEL pays off in student achievement.  More students are showing greater academic gains with SEL experiences than those without SEL experiences. 

The Impact of this Legislation on the Social Emotional Needs of Students: All students benefit from on going learning that recognizes students’ affective needs. It is part of who they are.  We are human beings, who require attention to the cognitive and social emotional needs of each of us.  A steady and developmental approach changes self talk positively.

 The Impact of this Legislation on the Social Emotional Needs of Students:  Imagine over time, students in elementary would learn skills to interact effectively in social settings with age peers.  Middle school students would develop a connection with an adult over a 2 or three-year period, learning to trust that person and seek their insights when confronted with confusion. High school students, in a proactive counseling program would learn about themselves and learn how to negotiate the emerging responsibilities of young adulthood: relationships, college application processes, negotiations with parents with conflicting expectations, etc.

 The Impact of this Legislation on the Social Emotional Needs of Students:  Biblio-therapy, video therapy, music therapy, might address some issues within the proactive groups.  Once groups develop an acceptance of its members with a growing understanding of who they are trust emerges and empathy emerges. Exploring Habits of Mind is another powerful tool to bring into groups. 

The Impact of this Legislation on the Social Emotional Needs of Students:  In proactive groups I conducted I would tell those students, initially, when we meet we will be talking about issues I believe you should know, talk about issues important to you, sometimes talk about issues ripped from headlines or from the school newspaper. But whatever we spoke stayed in the room. Trust emerged.

The Impact of this Legislation on the Social Emotional Needs of Students: Finding students, high school students, began by simply standing outside the office and finding a student I knew and ask him or her to find 5 or 6 other like minds and join me. Later, we would establish a schedule that would not interfere with testing, not be the same hour. And meet once every other week. 

 Innovation Downslide: Although the ramifications of COVID-19 have been swift and indiscriminate, people living in poverty, have been disproportionately impacted by the deadly disease. By some estimates, the economic fallout from the pandemic could push as many as half a billion people into extreme poverty, putting decades of progress in emerging economies at risk. The sad truth is that Minnesota has fallen behind in innovation.

 Innovation Downslide: Minnesota has lost that creative edge, despite pockets of success. Whether ranked by investment in research and development, output of scientific knowledge in peer-reviewed articles, new patents and trademarks, new businesses or venture capital deals, Minnesota is not a top-10 state. By some measures, we’re not even in the top 20. The situation isn’t much better if one adjusts for population size or focuses only on the Twin Cities metro area.

Innovation Downslide: A new study finds that productivity has remained stable or even increased for many companies that shifted to remote work during the coronavirus pandemic. However, innovation has taken a hit as both leaders and employees feel more distant from each other. Videoconferencing and instant messaging apps can’t perfectly replicate the dynamics of being together in the same room, hashing out ideas and feeding off the energy of co-workers. “It’s a challenge to feel connected, confident, and communicate effectively with the team, and we know from a lot of research that creativity and innovation largely happen through collaboration,” says Wharton management professor Michael Parke.

Innovation Downslide: MCCC suggests we need reorient workforce development programs toward the immediate needs of a post-COVID-19 response. For example, demand for IT skills may accelerate both in the short-term – as more businesses shift to digital strategies in light of the pandemic – and in the long-term – as digital technology reshapes existing industries from food production to financial services to retail, and everything in between. Our students need a different education.

 Innovation Downslide: Nationally as well as in Minnesota, various orders shutting down or limiting business operations to ensure social distancing have resulted in layoffs, reduced hours, a surge in Unemployment Insurance (UI) applications and reduced labor force participation. In April 2020, the U.S. unemployment rate surged to 14.5%, up 10.3 percentage points from March, and in Minnesota our official unemployment rate went from 2.9% (seasonally adjusted and revised) for March to 8.7% for April. However, the official unemployment rate may not capture the immediate extent of the downturn Innovation Downslide: If policies to help businesses remain viable and prevent a permanent closure will greatly speed Minnesota’s economic recovery, attention should be directed to better prepare all students for this changing economy. This legislation would result in high school graduates ready to enter the workforce with a background in the skills needed for success in this recovering economy.

Innovation Downslide: Jobless claims continue to remain well above pre-pandemic levels. Thousands of college students will enter the job market in May 2021, making decisions about where to live and start their career. And thousands of small businesses remain at risk of permanent closure. The scale and nature of these challenges require a thoughtful, pragmatic response from every segment of our society, private sector businesses and policymakers.

Innovation Downslide: One starting position would be to change the way we educate or students. We would start seeing a better-prepared workforce a year after implementation of this legislation.Instead of memorizing facts, students would be learning the advanced thinking skills of this legislation. We would start seeing more innovation in the workplace and more entrepreneurship and new businesses launching.

Innovation Downslide: Ninety-eight percent of kindergarteners qualify as creative geniuses. By age 25, only 3% of those adults would quality. Scores decrease steadily over the years, with more significant drops from kindergarten to Grade Three. Even as creativity dips, something problematic in today’s innovation based society, where developing new ideas and finding novel solution are the keys to success (Kim, K. H., 2011)

Innovation Downslide: This legislation, HF 1994 and SF 1700, once implemented would turn this downslide around because all these advanced thinking skills are rich in critical and creative thinking practice. That creativity downslide would disappear.

There exists an accountability element in the legislation.All students would be accessed on their continued growth in critical and creative thinking.  Those advanced skills, along with Inquiry learning and problem-based learning, rich in learning experiences of critical and creative thinking, provide ample opportunity to develop and refine those skills. 

There exists an accountability element in the legislation.  Accountability for HF 1994 and SF 1700, relying on the measurement of growth in critical and creative thinking, could be expedited by a decision of the MDE to make a state wide purchase of the on line test.  The MDE would be able to collect data, monitor districts performances, suggest modifications in a districts’ current practice and report our results to the public.

There exists an accountability element in the legislation.  HF 1994 and SF 1700 will have an element of accountability, relying on the measurement in the growth in critical and creative thinking. That system could be expedited by a decision of the MDE to make a statewide purchase of the on line test.  The MDE would be able to collect data, monitor districts performances, suggest modifications in a districts’ current practice and report our results to the public.

There exists an accountability element in the legislation. HF 1994 and SF 1700 will have an accountability factor. When faced with the suggestion of accountability, and knowing the MDE would be working collaboratively with districts, and knowing funding would follow the expectations, recognizing the intent of the legislation and its impact on narrowing the achievement gap, district leaders have come to understand the importance of this legislation and support this legislation.

There exists an accountability element in the legislation. Accountability is not an oddity for school districts, any funding has most often been link to some form of accountability. What little is expected, with keeping track of growth in critical and creative thinking, district staff can make informed decision

HF 1994 and SF 1700 both address issues of equity, equality and economics. Equity cannot be legislated but equity can be addressed in legislation. HF 1994 and SF 1700 opens opportunity for all students to be taught advanced thinking skills. Those skills were typically only readily available to gifted students engaged in gifted programs.  But evidence reported suggests only 25% of districts have gifted programs.

HF 1994 and SF 1700 both address issues of equity, equality and economics. Equality cannot be legislated but equality can be addressed in legislation. HF 1994 and SF 1700 opens opportunity for more students, especially students of color and disabled students to be identified for gifted programs, by employing universal screening.

HF 1994 and SF 1700 both address issues of equity, equality and economics. Economic changes cannot be legislated, but economics can be addressed in legislation. HF 1994 and SF 1700 addresses economics are provided students with the advanced thinking skills needed to take on more rigorous coursework in high school to prepare for trade school or college. 

 HF 1994 and SF 1700 both address issues of equity, equality and economics.  An accountability system will hold districts responsible for fulfilling the intent of the legislation.  MDE can monitor progress in growing students’ capacity to think creative and critically

Equity, Environment and Education. HF 1994 and SF 1700 both address skills needed to respond to the current and emerging threats to our environment. Change is emerging as the unsettled climate creates challenges for everyone.  The new administration is pushing for positive action to turn around current trends. 

Equity, Environment and Education. HF 1994 and SF 1700, once implemented, will start preparing our students for the eminent change in practices that have fueled our economy for the past 100 years. President Biden convened a virtual meeting of 40 world leaders to discuss addressing climate change

Equity, Environment and Education. HF 1994 and SF 1700, once implemented, will start preparing our students for the eminent change in practices that have fueled our economy for the past 100 years. President Biden convened a virtual meeting of 40 world leaders to discuss addressing climate change.

Equity, Environment and Education. HF 1994 and SF 1700 implemented would better prepare all students for this response to climate change. Business leaders have shifted, as they recognize that climate change is a financial disruptor. Earlier this month, leaders of more than 400 businesses that collectively employ more than 7 million Americans signed a letter asking Biden to cut greenhouse gas emissions by at least 50% below 2005 levels by 2030.

Equity, Environment and Education. HF 1994 and SF 1700: Biden went farther, though, calling for changing the American economy over to renewables, including wind, solar, nuclear, and so on, to make the country carbon-free by 2035. We need a different education in Minnesota.

Equity, Environment and Education. HF 1994 and SF 1700: The Advanced Thinking Skills that all students will master place Minnesota on the frontlines preparing students for that troubling future, impacted by climate change, with the skills to work in innovative workplace jobs as new or evolving companies, who will be responding to this challenge. Employers and employees, in our near future, will be generating a richer and more robust economy for Minnesota.

Equity, Environment and Education. HF 1994 and SF 1700: Universities, Including the U of M, are currently updating department offerings to include a climate curriculum to include, materials degradation of materials, life-cycle analysis, carbon analysis, more sophisticated risk analysis and critical skills for dealing with uncertainty; all tasks in which the advanced thinking skills of this legislation our graduates would had had ample experience.

Equity, Education and the Economy. HF1994 and SF 1700 responds to challenges identified in the MN 2030 Report from the MN Chamber Foundation for Economic Research. The Thursday, following Derek Chauvin’s conviction, 20 year old, Daunte Wright, was shot and killed by police, bringing greater unrest and demands for a systemic change in the education of our students.

Equity, Education and the Economy. HF1994 and SF 1700 responds to challenges identified in the MN 2030 Report from the MN Chamber Foundation for Economic Research. These bills will positively impact the state’s economy. When comparing growth, Minnesota’s economy has been trailing its peers and the U.S. economy the past two decades. GDP and job growth ranked 36th and 45th nationally in 2019.

Equity, Education and the Economy.  HF1994 and SF 1700 responds to challenges identified in the MN 2030 Report from the MN Chamber Foundation for Economic Research. The advanced thinking skills in this legislation would prepare all students for this changing work world which demands for employees to think in complex ways.  Robotics and automation is rapidly replacing repetitive tasks.

 Equity, Education and the Economy.  HF1994 and SF 1700 responds to another challenge identified in the MN Chamber Foundation’s report stating Minnesota’s populations of color grew 32 times faster than the white population and outpaced the U.S. rate last decade. From 2010-2019, Minnesota populations of color grew 32.1 percent, while Minnesota’s white population grew just 1.1 percent. Counties where diverse populations concentrate are typically the counties experiencing population gains in Greater Minnesota.

Equity, Education and the Economy.  HF1994 and SF 1700 responds to another challenge identified in the MN Chamber Foundation’s report stating Minnesota’s populations of color grew 32 times faster than the white population and outpaced the U.S. rate last decade However, despite the economic contributions of diverse Minnesotans and new immigrants, the state continues to see racial and ethnic disparities across a range of social and economic indicators. This remains a top challenge for communities around the state.

Equity, Education and the Economy. HF 1994 and SF 1700 represent a Call for Systemic Change in our students’ education. Inequities exist in our schools.  Access to consistently effective learning can change the change the pathways towards success for all students not just the few.

Equity, Education and the Economy.  HF1994 and SF 1700, SF 2523, SF 2408, SF 2530 responds to the impact of the pandemic that remains.  IHS Markit forecasts that Minnesota’s economy will continue to expand at a modest rate, with GDP averaging 2.2% annual growth through 2030. During that slow economic growth rate, this legislation, once enacted, will set conditions surrounding the education our students with the skills needed to thrive economically.

Equity, Equality, Education and the Economy.  HF1994 and SF 1700, SF 2523, SF 2408, SF 2530. Productivity drives GDP growth, as employment growth slows. With job growth constrained, Minnesota will rely increasingly on productivity to drive economic growth. Innovation and human capital development will only be more important to a growing economy.

 Equity, Equality, Education and the Economy.  HF1994 and SF 1700, SF 2523, SF 2408, SF 2530. Most industries will return to peak employment by 2022. Employment will continue to shift toward technical, medical and service sectors. Six sectors are projected to reach pre-pandemic employment levels in 2021, with most industries returning to peak

Equity, Equality, Education and the Economy.  HF1994 and SF 1700, SF 2523, SF 2408, SF 2530. This legislation, once implemented with fidelity, will impact all four area positively.  Once implements we will begin seeing that impact in the pathways our graduates choose for their future.

Equity, Equality, Education and the Economy.  HF1994 and SF 1700, SF 2523, SF 2408, SF 2530. This legislation, once implemented with fidelity will narrow the achievement gap, better prepare all students for rigorous course work in high school and open the doors to college for many more students of color.

Opposition to this legislation: HF1994 and SF 1700, SF 2523, SF 2408, SF 2530.   IL and PBL, when taught with fidelity, include both strength based learning strategies and choice in learning.  Both motivate students to learn and engage them in learning. Those experiences are student centered and personalize learning. 

Opposition to this legislation: HF1994 and SF 1700, SF 2523, SF 2408, SF 2530. This legislation personalizes learning, narrows the achievement gap, moves Minnesota towards a World Class education system, offers a solution to the economic challenges Minnesota is facing, prepares students for the changing world. 

Opposition to this legislation: HF1994 and SF 1700, SF 2523, SF 2408, SF 2530. Who would oppose this legislation? There are some legislators not willing to grasp the impact of the research that supports this legislation. There are some MSBA members not willing to understand the research supporting this legislation.

Opposition to this legislation: HF1994 and SF 1700, SF 2523, SF 2408, SF 2530. While not all legislators on the education committees are former teachers or researchers, there still exists an obligation for these legislators to understand the research that supports teaching these advanced thinking skills of the legislation.

Opposition to this legislation: HF1994 and SF 1700, SF 2523, SF 2408, SF 2530. Why would the MDE be opposed to this legislation when as most are educators know the research that supports the legislation and know how its impact on the Achievement Gap. We could see most of our students succeeding.

Opposition to this legislation: HF1994 and SF 1700, SF 2523, SF 2408, SF 2530. A year ago this past spring, in a hearing in the MN House, experts testified about the challenges facing Minnesota, the changing demographics, the stubborn achievement gap and an opportunity for a constitutional change in how we educate our students. Out of that meeting the legislature directed the MDE to start keeping track of funding, asking districts to report how their state aid was being spent.

Opposition to this legislation: HF1994 and SF 1700, SF 2523, SF 2408, SF 2530. Out of that meeting the legislature directed the MDE to start keeping track of funding, asking districts to report how their state aid was being spent.

Opposition to this legislation: HF1994 and SF 1700, SF 2523, SF 2408, SF 2530. It appears the legislature had read the Star Tribune’s investigative report providing evidence of a $600M, multi-year failure to report on how that money was spent or it’s impact. So the new rule stirred the districts.

Opposition to this legislation: HF1994 and SF 1700, SF 2523, SF 2408, SF 2530.  So MSBA and MASA, long time supporters of, “local control”, determined that losing that option did not align with their goals, so they worked with MDE to create the “School Finance Working Group”. 

Opposition to this legislation: HF1994 and SF 1700, SF 2523, SF 2408, SF 2530. After a year of on line meetings they concluded with recommendations for removing categorical funding for gifted programming and maintaining local control.

Opposition to this legislation: HF1994 and SF 1700, SF 2523, SF 2408, SF 2530. Despite having met with us, and having been provided all the literature and research that supports our arguments, MASA and MDE have stood against this legislative initiative. Yet MASA had no argument with us.

Opposition to this legislation: HF1994 and SF 1700, SF 2523, SF 2408, SF 2530.  Yet, when we meet face to face with superintendents, their response is one of, “Is it funded?” We responded with an affirmative and they have agreed.  When we laid out our argument is a brief radio interview, the superintendent, who had in his possession documents summarizing research supporting the HF 1994 and SF 1700 and the clones, he agreed with our legislative proposal.

Opposition to this legislation HF1994 and SF 1700, SF 2523, SF 2408, SF 2530. When we approached both MSBA and EDMN, neither lobbyist was interested in knowing about the research that supports our argument in HF 1994 and SF 1700 and its clones, they are simply worried about the $.If that was their only concern, we know now know it is not the money because the current Education Omnibus bill for 2021-2022 is an improvement over the last years.

Opposition to this legislation: HF1994 and SF 1700, SF 2523, SF 2408, SF 2530. No matter who we address, no matter what we offer, our challengers cannot find fault with the research that guides our efforts. MSBA and their supporters just do not want to be told what to do nor to be held accountable. In systemic change those tired and obstructionist behaviors are behind us now as we move forward into the 21st Century.  It is in our collective, enlightened self-interest to embrace this legislation.

Opposition to this legislation: HF1994 and SF 1700, SF 2523, SF 2408, SF 2530. Please remember the implementation plan. In the first year, districts receive half of the increased funding for gifted programming. With those dollars districts can examine what they are doing well that fits with this systemic change and prepare their staff to teach all students those advanced skills. 

Opposition to this legislation: HF1994 and SF 1700, SF 2523, SF 2408, SF 2530.In the second year of funding, $39 PPU goes to schools. In that second year and every year there after, the funding remains the same until we find it is insufficient. Because it could be three years until we begin seeing the full benefits, district wide, of this systemic change, funding needs to be monitored and assessed to determine its benefits.

Opposition to this legislation: HF1994 and SF 1700, SF 2523, SF 2408, SF 2530. There exists an accountability element in the legislation: Texas with its 5.5M students have an accountability system and recently invoked a new expectation, requiring all districts to give up it “Local Control”, in part because districts were not spending the gifted dollars as intended.

Opposition to this legislation: HF1994 and SF 1700, SF 2523, SF 2408, SF 2530. This legislation would challenge current practice of “Local Control”. Districts would be expected to fund gifted programs, fund defensible identification and provide the ongoing professional development focused on all teachers to prepare them to effectively teach teachers these advanced thinking skills and expect them to build them into their teaching.

Impact of this Legislation Impacting the Teaching Gifted Students Opposition to this legislation: HF1994 and SF 1700, SF 2523, SF 2408, SF 2530.All teachers will be impacted. But accommodations in the implementation will be in place. In the first year of implementation with funding at the $26PPU, teachers will be provided professional development opportunities focused on the nature and needs of gifted students, addressing both the cognitive and affective of these students.

Impact of this Legislation Impacting the Teaching Gifted Students. That PD will include practice with the advanced thinking skills of this initiative. Teachers will be expected to enhance their teaching and learning to include those advanced skills in all disciplines.

 

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