1.1.................... moves to amend H.F. No. 2397 as follows:
1.2Delete everything after the enacting clause and insert:


1.5    Section 1. Minnesota Statutes 2012, section 119A.50, subdivision 3, is amended to read:
1.6    Subd. 3. Early childhood literacy programs. (a) A research-based early childhood
1.7literacy program premised on actively involved parents, ongoing professional staff
1.8development, and high quality early literacy program standards is established to increase
1.9the literacy skills of children participating in Head Start to prepare them to be successful
1.10readers and to increase families' participation in providing early literacy experiences to
1.11their children. Program providers must:
1.12    (1) work to prepare children to be successful learners;
1.13    (2) work to close the achievement gap for at-risk children;
1.14    (3) use an a culturally relevant integrated approach to early literacy that daily offers
1.15a literacy-rich classroom learning environment composed of books, writing materials,
1.16writing centers, labels, rhyming, and other related literacy materials and opportunities;
1.17    (4) support children's home language while helping the children master English and
1.18use multiple literacy strategies to provide a cultural bridge between home and school;
1.19    (5) use literacy mentors, ongoing literacy groups, and other teachers and staff to
1.20provide appropriate, extensive professional development opportunities in early literacy
1.21and classroom strategies for preschool teachers and other preschool staff;
1.22    (6) use ongoing data-based assessments that enable preschool teachers to understand,
1.23plan, and implement literacy strategies, activities, and curriculum that meet children's
1.24literacy needs and continuously improve children's literacy; and
1.25    (7) foster participation by parents, community stakeholders, literacy advisors, and
1.26evaluation specialists; and
2.1    (8) provide parents of English learners with oral and written information to monitor
2.2the program's impact on their children's English language development, to know whether
2.3their children are progressing in developing their English proficiency and, where
2.4practicable, their native language proficiency, and to actively engage with their children in
2.5developing their English and native language proficiency.
2.6Program providers are encouraged to collaborate with qualified, community-based
2.7early childhood providers in implementing this program and to seek nonstate funds to
2.8supplement the program.
2.9    (b) Program providers under paragraph (a) interested in extending literacy programs
2.10to children in kindergarten through grade 3 may elect to form a partnership with an
2.11eligible organization under section 124D.38, subdivision 2, or 124D.42, subdivision 6,
2.12clause (3), schools enrolling children in kindergarten through grade 3, and other interested
2.13and qualified community-based entities to provide ongoing literacy programs that offer
2.14seamless literacy instruction focused on closing the literacy achievement gap. To close the
2.15literacy achievement gap by the end of third grade, partnership members must agree to use
2.16best efforts and practices and to work collaboratively to implement a seamless literacy
2.17model from age three to grade 3, consistent with paragraph (a). Literacy programs under
2.18this paragraph must collect and use literacy data to:
2.19    (1) evaluate children's literacy skills; and
2.20    (2) monitor the progress and provide reading instruction appropriate to the specific
2.21needs of English learners; and
2.22    (3) formulate specific intervention strategies to provide reading instruction to
2.23children premised on the outcomes of formative and summative assessments and
2.24research-based indicators of literacy development.
2.25    The literacy programs under this paragraph also must train teachers and other
2.26providers working with children to use the assessment outcomes under clause (2) to
2.27develop and use effective, long-term literacy coaching models that are specific to the
2.28program providers.

2.29    Sec. 2. Minnesota Statutes 2012, section 120B.022, is amended to read:
2.30120B.022 ELECTIVE STANDARDS.
2.31    Subdivision 1. Elective standards. (a) A district must establish its own standards in
2.32the following subject areas:
2.33    (1) career and technical education; and
2.34    (2) world languages.
2.35    A school district must offer courses in all elective subject areas.
3.1    Subd. 1a. Foreign language and culture; proficiency certificates. (b) (a) World
3.2languages teachers and other school staff should develop and implement world languages
3.3programs that acknowledge and reinforce the language proficiency and cultural awareness
3.4that non-English language speakers already possess, and encourage students' proficiency
3.5in multiple world languages. Programs under this paragraph section must encompass
3.6indigenous American Indian languages and cultures, among other world languages and
3.7cultures. The department shall consult with postsecondary institutions in developing
3.8related professional development opportunities for purposes of this section.
3.9(c) (b) Any Minnesota public, charter, or nonpublic school may award Minnesota
3.10World Language Proficiency Certificates or Minnesota World Language Proficiency High
3.11Achievement Certificates, consistent with this subdivision.
3.12(c) The Minnesota World Language Proficiency Certificate recognizes students who
3.13demonstrate listening, speaking, reading, and writing language skills at the American
3.14Council on the Teaching of Foreign Languages' Intermediate-Low level on a valid and
3.15reliable assessment tool. For languages listed as Category 3 by the United States Foreign
3.16Service Institute or Category 4 by the United States Defense Language Institute, the
3.17standard is Intermediate-Low for listening and speaking and Novice-High for reading
3.18and writing.
3.19(d) The Minnesota World Language Proficiency High Achievement Certificate
3.20recognizes students who demonstrate listening, speaking, reading, and writing language
3.21skills at the American Council on the Teaching of Foreign Languages' Pre-Advanced level
3.22for K-12 learners on a valid and reliable assessment tool. For languages listed as Category
3.233 by the United States Foreign Service Institute or Category 4 by the United States
3.24Defense Language Institute, the standard is Pre-Advanced for listening and speaking and
3.25Intermediate-Mid for reading and writing.
3.26    Subd. 1b. State bilingual and multilingual seals. (a) Consistent with efforts to
3.27strive for the world's best workforce under sections 120B.11 and 124D.10, subdivision 8,
3.28paragraph (u), and close the academic achievement and opportunity gap under sections
3.29124D.861 and 124D.862, voluntary state bilingual and multilingual seals are established
3.30to recognize high school graduates who demonstrate level 5 functional native proficiency
3.31in speaking and reading on either the Foreign Services Institute language proficiency tests
3.32or on equivalent valid and reliable assessments in one or more languages in addition to
3.33English. American Sign Language is a language other than English for purposes of this
3.34subdivision and a world language for purposes of subdivision 1a.
3.35(b) In addition to paragraph (a), to be eligible to receive a seal:
4.1(1) students must satisfactorily complete all required English language arts credits;
4.2and
4.3(2) students whose primary language is other than English must demonstrate mastery
4.4of Minnesota's English language proficiency standards.
4.5(c) Consistent with this subdivision, a high school graduate who demonstrates
4.6functional native proficiency in one language in addition to English is eligible to receive
4.7the state bilingual seal. A high school graduate who demonstrates functional native
4.8proficiency in more than one language in addition to English is eligible to receive the
4.9state multilingual seal.
4.10(d) School districts and charter schools, in consultation with regional centers
4.11of excellence under section 120B.115, must give students periodic opportunities to
4.12demonstrate their level of proficiency in speaking and reading in a language in addition
4.13to English. Where valid and reliable assessments are unavailable, a school district or
4.14charter school may rely on a licensed foreign language immersion teacher or a nonlicensed
4.15community expert under section 122A.25 to assess a student's level of foreign, heritage, or
4.16indigenous language proficiency under this section. School districts and charter schools
4.17must maintain appropriate records to identify high school graduates eligible to receive the
4.18state bilingual or multilingual seal. The school district or charter school must affix the
4.19appropriate seal to the transcript of each high school graduate who meets the requirements
4.20of this subdivision and may affix the seal to the student's diploma. A school district or
4.21charter school must not charge the high school graduate a fee for this seal.
4.22(e) A school district or charter school may award elective course credits in world
4.23languages to a student who demonstrates the requisite proficiency in a language other
4.24than English under this section.
4.25(f) A school district or charter school may award community service credit to a
4.26student who demonstrates level 5 functional native proficiency in speaking and reading
4.27in a language other than English and who participates in community service activities
4.28that are integrated into the curriculum, involve the participation of teachers, and support
4.29biliteracy in the school or local community.
4.30(g) The commissioner must develop a Web page for the electronic delivery of these
4.31seals. The commissioner must list on the Web page those assessments that are equivalent
4.32to the Foreign Services Institute language proficiency tests and make language proficiency
4.33tests and equivalent assessments under this section available to school districts and charter
4.34schools at no more than actual cost.
4.35(h) The colleges and universities of the Minnesota State Colleges and Universities
4.36system must award foreign language credits to a student who receives a state bilingual
5.1seal or a state multilingual seal under this subdivision and may award foreign language
5.2credits to a student who receives a Minnesota world language proficiency certificate or a
5.3Minnesota world language high achievement certificate under subdivision 1a.
5.4    Subd. 2. Local assessments. A district must use a locally selected assessment to
5.5determine if a student has achieved an elective standard.
5.6EFFECTIVE DATE.This section is effective for the 2014-2015 school year and
5.7later, except paragraph (h) is effective for students enrolling in a MNSCU system college
5.8or university in the 2015-2016 school year or later.

5.9    Sec. 3. Minnesota Statutes 2013 Supplement, section 120B.11, is amended to read:
5.10120B.11 SCHOOL DISTRICT PROCESS FOR REVIEWING CURRICULUM,
5.11INSTRUCTION, AND STUDENT ACHIEVEMENT; STRIVING FOR THE
5.12WORLD'S BEST WORKFORCE.
5.13    Subdivision 1. Definitions. For the purposes of this section and section 120B.10,
5.14the following terms have the meanings given them.
5.15    (a) "Instruction" means methods of providing learning experiences that enable a
5.16student students, including racial, ethnic, and linguistic groups of students, to meet state
5.17and district academic standards and graduation requirements.
5.18    (b) "Curriculum" means district or school adopted programs and written plans for
5.19providing students with learning experiences that lead to expected knowledge and skills
5.20and career and college readiness.
5.21    (c) "World's best workforce" means striving to: meet school readiness goals; have
5.22all third grade students achieve grade-level literacy; close the academic achievement
5.23gap among all racial and, ethnic, and linguistic groups of students and between students
5.24living in poverty and students not living in poverty; have all students attain career and
5.25college readiness before graduating from high school; and have all students graduate
5.26from high school.
5.27    Subd. 1a. Performance measures. Measures to determine school district and
5.28school site progress in striving to create the world's best workforce must include at least:
5.29(1) student performance on the National Association Assessment of Education
5.30Progress;
5.31(2) the size of the academic achievement gap, rigorous course taking under section
5.32120B.35, subdivision 3, paragraph (b), clause (2), and enrichment experiences by student
5.33subgroup;
5.34(3) student performance on the Minnesota Comprehensive Assessments;
6.1(4) high school graduation rates; and
6.2(5) career and college readiness under section 120B.30, subdivision 1.
6.3    Subd. 2. Adopting plans and budgets. A school board, at a public meeting, shall
6.4adopt a comprehensive, long-term strategic plan to support and improve teaching and
6.5learning that is aligned with creating the world's best workforce and includes:
6.6    (1) clearly defined district and school site goals and benchmarks for instruction and
6.7student achievement for all student subgroups identified in section 120B.35, subdivision 3,
6.8paragraph (b), clause (2);
6.9    (2) a process for assessing and evaluating each student's progress toward meeting state
6.10and local academic standards and identifying the strengths and weaknesses of instruction
6.11in pursuit of student and school success and curriculum affecting students' progress and
6.12growth toward career and college readiness and leading to the world's best workforce;
6.13    (3) a system to periodically review and evaluate the effectiveness of all instruction
6.14and curriculum, taking into account strategies and best practices, student outcomes, school
6.15principal evaluations under section 123B.147, subdivision 3, and teacher evaluations
6.16under section 122A.40, subdivision 8, or 122A.41, subdivision 5;
6.17    (4) strategies for improving instruction, curriculum, and student achievement,
6.18including the English and, where practicable, the native language development and the
6.19academic achievement of English learners;
6.20    (5) education effectiveness practices that integrate high-quality instruction, rigorous
6.21curriculum, technology, and a collaborative professional culture that develops and
6.22supports teacher quality, performance, and effectiveness; and
6.23    (6) an annual budget for continuing to implement the district plan.
6.24    Subd. 3. District advisory committee. Each school board shall establish an
6.25advisory committee to ensure active community participation in all phases of planning and
6.26improving the instruction and curriculum affecting state and district academic standards,
6.27consistent with subdivision 2. A district advisory committee, to the extent possible,
6.28shall reflect the diversity of the district and its school sites, and shall include teachers,
6.29parents, support staff, students, and other community residents, and provide translation
6.30to the extent appropriate and practicable. The district advisory committee shall pursue
6.31community support to accelerate the academic and native literacy and achievement of
6.32English learners with varied needs, from young children to adults, consistent with section
6.33124D.59, subdivisions 2 and 2a. The district may establish site teams as subcommittees
6.34of the district advisory committee under subdivision 4. The district advisory committee
6.35shall recommend to the school board rigorous academic standards, student achievement
6.36goals and measures consistent with subdivision 1a and sections 120B.022, subdivision
7.11 , paragraphs (b) and (c) subdivisions 1a and 1b, and 120B.35, district assessments, and
7.2program evaluations. School sites may expand upon district evaluations of instruction,
7.3curriculum, assessments, or programs. Whenever possible, parents and other community
7.4residents shall comprise at least two-thirds of advisory committee members.
7.5    Subd. 4. Site team. A school may establish a site team to develop and implement
7.6strategies and education effectiveness practices to improve instruction, curriculum,
7.7cultural competencies, including cultural awareness and cross-cultural communication,
7.8and student achievement at the school site, consistent with subdivision 2. The team advises
7.9the board and the advisory committee about developing the annual budget and revising an
7.10instruction and curriculum improvement plan that aligns curriculum, assessment of student
7.11progress, and growth in meeting state and district academic standards and instruction.
7.12    Subd. 5. Report. Consistent with requirements for school performance reports
7.13under section 120B.36, subdivision 1, the school board shall publish a report in the local
7.14newspaper with the largest circulation in the district, by mail, or by electronic means on
7.15the district Web site. The school board shall hold an annual public meeting to review,
7.16and revise where appropriate, student achievement goals, local assessment outcomes,
7.17plans, strategies, and practices for improving curriculum and instruction and cultural
7.18responsiveness, including cultural awareness and cross-cultural communication, and to
7.19review district success in realizing the previously adopted student achievement goals and
7.20related benchmarks and the improvement plans leading to the world's best workforce. The
7.21school board must transmit an electronic summary of its report to the commissioner in the
7.22form and manner the commissioner determines.
7.23    Subd. 7. Periodic report. Each school district shall periodically survey affected
7.24constituencies, in their native languages where appropriate and practicable, about their
7.25connection to and level of satisfaction with school. The district shall include the results of
7.26this evaluation in the summary report required under subdivision 5.
7.27    Subd. 9. Annual evaluation. (a) The commissioner must identify effective
7.28strategies, practices, and use of resources by districts and school sites in striving for the
7.29world's best workforce. The commissioner must assist districts and sites throughout the
7.30state in implementing these effective strategies, practices, and use of resources.
7.31(b) The commissioner must identify those districts in any consecutive three-year
7.32period not making sufficient progress toward improving teaching and learning for all
7.33students, including English learners with varied needs, consistent with section 124D.59,
7.34subdivisions 2 and 2a, and striving for the world's best workforce. The commissioner, in
7.35collaboration with the identified district, may require the district to use up to two percent
7.36of its basic general education revenue per fiscal year during the proximate three school
8.1years to implement commissioner-specified strategies and practices, consistent with
8.2paragraph (a), to improve and accelerate its progress in realizing its goals under this
8.3section. In implementing this section, the commissioner must consider districts' budget
8.4constraints and legal obligations.

8.5    Sec. 4. Minnesota Statutes 2013 Supplement, section 120B.115, is amended to read:
8.6120B.115 REGIONAL CENTERS OF EXCELLENCE.
8.7(a) Regional centers of excellence are established to assist and support school
8.8boards, school districts, school sites, and charter schools in implementing research-based
8.9interventions and practices to increase the students' achievement within a region.
8.10The centers must develop partnerships with local and regional service cooperatives,
8.11postsecondary institutions, integrated school districts, the department, children's mental
8.12health providers, or other local or regional entities interested in providing a cohesive
8.13and consistent regional delivery system that serves all schools equitably. Centers must
8.14assist school districts, school sites, and charter schools in developing similar partnerships.
8.15Center support may include assisting school districts, school sites, and charter schools
8.16with common principles of effective practice, including:
8.17(1) defining measurable education goals under section sections 120B.11, subdivision
8.182, and 120B.22, subdivisions 1a and 1b ;
8.19(2) implementing evidence-based practices;
8.20(3) engaging in data-driven decision-making;
8.21(4) providing multilayered levels of support;
8.22(5) supporting culturally responsive teaching and learning aligning the development
8.23of academic English proficiency, state and local academic standards, and career and
8.24college readiness benchmarks; and
8.25(6) engaging parents, families, youth, and local community members in programs
8.26and activities at the school district, school site, or charter school that foster collaboration
8.27and shared accountability for the achievement of all students; and
8.28(7) translating district forms and other information such as a multilingual glossary of
8.29commonly used education terms and phrases.
8.30Centers must work with school site leadership teams to build capacity the expertise and
8.31experience to implement programs that close the achievement gap, provide effective and
8.32differentiated programs and instruction for different types of English learners, including
8.33English learners with limited or interrupted formal schooling and long-term English
8.34learners under section 124D.59, subdivisions 2 and 2a,increase students' progress and
8.35growth toward career and college readiness, and increase student graduation rates.
9.1(b) The department must assist the regional centers of excellence to meet staff,
9.2facilities, and technical needs, provide the centers with programmatic support, and work
9.3with the centers to establish a coherent statewide system of regional support, including
9.4consulting, training, and technical support, to help school boards, school districts, school
9.5sites, and charter schools effectively and efficiently implement the world's best workforce
9.6goals under section 120B.11 and other state and federal education initiatives.

9.7    Sec. 5. Minnesota Statutes 2012, section 120B.12, is amended to read:
9.8120B.12 READING PROFICIENTLY NO LATER THAN THE END OF
9.9GRADE 3.
9.10    Subdivision 1. Literacy goal. The legislature seeks to have every child reading at or
9.11above grade level no later than the end of grade 3, including English learners, and that
9.12teachers provide comprehensive, scientifically based reading instruction consistent with
9.13section 122A.06, subdivision 4.
9.14    Subd. 2. Identification; report. For the 2011-2012 school year and later, each
9.15school district shall identify before the end of kindergarten, grade 1, and grade 2 students
9.16who are not reading at grade level before the end of the current school year. Reading
9.17assessments in English, and in the predominant languages of district students where
9.18practicable, must identify and evaluate students' areas of academic need related to literacy.
9.19The district also must monitor the progress and provide reading instruction appropriate
9.20to the specific needs of English learners. The district must use a locally adopted,
9.21developmentally appropriate, and culturally responsive assessment and annually report
9.22summary assessment results to the commissioner by July 1.
9.23    Subd. 2a. Parent notification and involvement. Schools, at least annually,
9.24must give the parent of each student who is not reading at or above grade level timely
9.25information about:
9.26(1) student's reading proficiency as measured by a locally adopted assessment;
9.27(2) reading-related services currently being provided to the student; and
9.28(3) strategies for parents to use at home in helping their student succeed in becoming
9.29grade-level proficient in reading in English and in their native language.
9.30    Subd. 3. Intervention. For each student identified under subdivision 2, the district
9.31shall provide reading intervention to accelerate student growth in order to and reach the
9.32goal of reading at or above grade level by the end of the current grade and school year.
9.33District intervention methods shall encourage parental involvement family engagement
9.34 and, where possible, collaboration with appropriate school and community programs.
9.35Intervention methods may include, but are not limited to, requiring attendance in summer
10.1school, intensified reading instruction that may require that the student be removed from
10.2the regular classroom for part of the school day or, extended-day programs, or programs
10.3that strengthen students' cultural connections.
10.4    Subd. 4. Staff development. Each district shall use the data under subdivision 2 to
10.5identify the staff development needs so that:
10.6(1) elementary teachers are able to implement comprehensive, scientifically based
10.7reading and oral language instruction in the five reading areas of phonemic awareness,
10.8phonics, fluency, vocabulary, and comprehension as defined in section 122A.06,
10.9subdivision 4 , and other literacy-related areas including writing until the student achieves
10.10grade-level reading proficiency;
10.11(2) elementary teachers have sufficient training to provide comprehensive,
10.12scientifically based scientifically-based reading and oral language instruction that meets
10.13students' developmental, linguistic, and literacy needs using the intervention methods or
10.14programs selected by the district for the identified students;
10.15(3) licensed teachers employed by the district have regular opportunities to improve
10.16reading and writing instruction; and
10.17(4) licensed teachers recognize students' diverse needs in cross-cultural settings
10.18and are able to serve the oral language and linguistic needs of students who are English
10.19learners by maximizing strengths in their native languages in order to cultivate students'
10.20English language development, including oral academic language development, and
10.21build academic literacy; and
10.22(5) licensed teachers are well trained in culturally responsive pedagogy that enables
10.23students to master content, develop skills to access content, and build relationships.
10.24    Subd. 4a. Local literacy plan. Consistent with this section, a school district must
10.25adopt a local literacy plan to have every child reading at or above grade level no later than
10.26the end of grade 3, including English learners. The plan must include a process to assess
10.27students' level of reading proficiency, notify and involve parents, intervene with students
10.28who are not reading at or above grade level, and identify and meet staff development
10.29needs. The district must post its literacy plan on the official school district Web site.
10.30    Subd. 5. Commissioner. The commissioner shall recommend to districts multiple
10.31assessment tools to assist districts and teachers with identifying students under subdivision
10.322. The commissioner shall also make available examples of nationally recognized and
10.33research-based instructional methods or programs to districts to provide comprehensive,
10.34scientifically based reading instruction and intervention under this section.

10.35    Sec. 6. Minnesota Statutes 2013 Supplement, section 120B.125, is amended to read:
11.1120B.125 PLANNING FOR STUDENTS' SUCCESSFUL TRANSITION
11.2TO POSTSECONDARY EDUCATION AND EMPLOYMENT; INVOLUNTARY
11.3CAREER TRACKING PROHIBITED.
11.4(a) Consistent with sections 120B.128, 120B.13, 120B.131, 120B.132, 120B.14,
11.5120B.15 , 120B.30, subdivision 1, paragraph (c), 125A.08, and other related sections,
11.6school districts, beginning in the 2013-2014 school year, must assist all students by no
11.7later than grade 9 to explore their college and career interests and aspirations and develop
11.8a plan for a smooth and successful transition to postsecondary education or employment.
11.9All students' plans must be designed to:
11.10(1) provide a comprehensive academic plan for completing a college and
11.11career-ready curriculum premised on meeting state and local academic standards
11.12and developing 21st century skills such as team work, collaboration, creativity,
11.13communication, critical thinking, and good work habits;
11.14(2) emphasize academic rigor and high expectations;
11.15(3) help students identify personal learning styles that may affect their postsecondary
11.16education and employment choices;
11.17(4) help students gain access to postsecondary education and career options;
11.18(5) integrate strong academic content into career-focused courses and integrate
11.19relevant career-focused courses into strong academic content;
11.20(6) help students and families identify and gain access to appropriate counseling
11.21and other supports and assistance that enable students to complete required coursework,
11.22prepare for postsecondary education and careers, and obtain information about
11.23postsecondary education costs and eligibility for financial aid and scholarship;
11.24(7) help students and families identify collaborative partnerships of kindergarten
11.25 prekindergarten through grade 12 schools, postsecondary institutions, economic
11.26development agencies, and employers that support students' transition to postsecondary
11.27education and employment and provide students with experiential learning opportunities;
11.28and
11.29(8) be reviewed and revised at least annually by the student, the student's parent or
11.30guardian, and the school or district to ensure that the student's course-taking schedule
11.31keeps the student making adequate progress to meet state and local high school graduation
11.32requirements and with a reasonable chance to succeed with employment or postsecondary
11.33education without the need to first complete remedial course work.
11.34(b) A school district may develop grade-level curricula or provide instruction that
11.35introduces students to various careers, but must not require any curriculum, instruction,
12.1or employment-related activity that obligates an elementary or secondary student to
12.2involuntarily select a career, career interest, employment goals, or related job training.
12.3(c) Educators must possess the knowledge and skills to effectively teach all English
12.4learners in their classrooms. School districts must provide appropriate curriculum,
12.5targeted materials, professional development opportunities for educators, and sufficient
12.6resources to enable English learners to become career- and college-ready.

12.7    Sec. 7. Minnesota Statutes 2013 Supplement, section 120B.35, subdivision 3, is
12.8amended to read:
12.9    Subd. 3. State growth target; other state measures. (a) The state's educational
12.10assessment system measuring individual students' educational growth is based on
12.11indicators of achievement growth that show an individual student's prior achievement.
12.12Indicators of achievement and prior achievement must be based on highly reliable
12.13statewide or districtwide assessments.
12.14(b) The commissioner, in consultation with a stakeholder group that includes
12.15assessment and evaluation directors and, district staff, experts in culturally responsive
12.16teaching, and researchers, must implement a model that uses a value-added growth
12.17indicator and includes criteria for identifying schools and school districts that demonstrate
12.18medium and high growth under section 120B.299, subdivisions 8 and 9, and may
12.19recommend other value-added measures under section 120B.299, subdivision 3. The model
12.20may be used to advance educators' professional development and replicate programs that
12.21succeed in meeting students' diverse learning needs. Data on individual teachers generated
12.22under the model are personnel data under section 13.43. The model must allow users to:
12.23(1) report student growth consistent with this paragraph; and
12.24(2) for all student categories, report and compare aggregated and disaggregated state
12.25growth data using the nine student categories identified under the federal 2001 No Child
12.26Left Behind Act and two student gender categories of male and female, respectively,
12.27following appropriate reporting practices to protect nonpublic student data.
12.28The commissioner must report measures of student growth, consistent with this
12.29paragraph.
12.30(c) When reporting student performance under section 120B.36, subdivision 1, the
12.31commissioner annually, beginning July 1, 2011, must report two core measures indicating
12.32the extent to which current high school graduates are being prepared for postsecondary
12.33academic and career opportunities:
12.34(1) a preparation measure indicating the number and percentage of high school
12.35graduates in the most recent school year who completed course work important to
13.1preparing them for postsecondary academic and career opportunities, consistent with
13.2the core academic subjects required for admission to Minnesota's public colleges and
13.3universities as determined by the Office of Higher Education under chapter 136A; and
13.4(2) a rigorous coursework measure indicating the number and percentage of high
13.5school graduates in the most recent school year who successfully completed one or more
13.6college-level advanced placement, international baccalaureate, postsecondary enrollment
13.7options including concurrent enrollment, other rigorous courses of study under section
13.8120B.021, subdivision 1a , or industry certification courses or programs.
13.9When reporting the core measures under clauses (1) and (2), the commissioner must also
13.10analyze and report separate categories of information using the nine student categories
13.11identified under the federal 2001 No Child Left Behind Act and two student gender
13.12categories of male and female, respectively, following appropriate reporting practices to
13.13protect nonpublic student data.
13.14(d) When reporting student performance under section 120B.36, subdivision 1, the
13.15commissioner annually, beginning July 1, 2014, must report summary data on school
13.16safety and students' engagement and connection at school. The summary data under this
13.17paragraph are separate from and must not be used for any purpose related to measuring
13.18or evaluating the performance of classroom teachers. The commissioner, in consultation
13.19with qualified experts on student engagement and connection and classroom teachers,
13.20must identify highly reliable variables that generate summary data under this paragraph.
13.21The summary data may be used at school, district, and state levels only. Any data on
13.22individuals received, collected, or created that are used to generate the summary data
13.23under this paragraph are nonpublic data under section 13.02, subdivision 9.
13.24(e) For purposes of statewide educational accountability, the commissioner must
13.25identify and report measures that demonstrate the success of learning year program
13.26providers under sections 123A.05 and 124D.68, among other such providers, in improving
13.27students' graduation outcomes. The commissioner, beginning July 1, 2015, must annually
13.28report summary data on:
13.29(1) the four- and six-year graduation rates of students under this paragraph;
13.30(2) the percent of students under this paragraph whose progress and performance
13.31levels are meeting career and college readiness benchmarks under section 120B.30,
13.32subdivision 1; and
13.33(3) the success that learning year program providers experience in:
13.34(i) identifying at-risk and off-track student populations by grade;
13.35(ii) providing successful prevention and intervention strategies for at-risk students;
14.1(iii) providing successful recuperative and recovery or reenrollment strategies for
14.2off-track students; and
14.3(iv) improving the graduation outcomes of at-risk and off-track students.
14.4The commissioner may include in the annual report summary data on other education
14.5providers serving a majority of students eligible to participate in a learning year program.
14.6(f) The commissioner, in consultation with recognized experts with knowledge and
14.7experience in assessing the language proficiency and academic performance of English
14.8learners, must identify and report appropriate and effective measures to improve current
14.9categories of language difficulty and assessments, monitor and report data on students'
14.10English proficiency levels, program placement, and academic language development,
14.11including oral academic language.

14.12    Sec. 8. Minnesota Statutes 2013 Supplement, section 120B.36, subdivision 1, is
14.13amended to read:
14.14    Subdivision 1. School performance reports. (a) The commissioner shall report
14.15student academic performance under section 120B.35, subdivision 2; the percentages of
14.16students showing low, medium, and high growth under section 120B.35, subdivision
14.173 , paragraph (b); school safety and student engagement and connection under section
14.18120B.35 , subdivision 3, paragraph (d); rigorous coursework under section 120B.35,
14.19subdivision 3 , paragraph (c); the percentage of students under section 120B.35,
14.20subdivision 3 , paragraph (b), clause (2), whose progress and performance levels are
14.21meeting career and college readiness benchmarks under sections 120B.30, subdivision 1,
14.22and 120B.35, subdivision 3, paragraph (e); longitudinal data on the progress of eligible
14.23districts in reducing disparities in students' academic achievement and realizing racial and
14.24economic integration under section 124D.861; the acquisition of English, and where
14.25practicable, native language academic literacy, including oral academic language, and
14.26the academic progress of English learners under section 124D.59, subdivisions 2 and
14.272a; two separate student-to-teacher ratios that clearly indicate the definition of teacher
14.28consistent with sections 122A.06 and 122A.15 for purposes of determining these ratios;
14.29staff characteristics excluding salaries; student enrollment demographics; district mobility;
14.30and extracurricular activities. The report also must indicate a school's adequate yearly
14.31progress status under applicable federal law, and must not set any designations applicable
14.32to high- and low-performing schools due solely to adequate yearly progress status.
14.33    (b) The commissioner shall develop, annually update, and post on the department
14.34Web site school performance reports.
15.1    (c) The commissioner must make available performance reports by the beginning
15.2of each school year.
15.3    (d) A school or district may appeal its adequate yearly progress status in writing to
15.4the commissioner within 30 days of receiving the notice of its status. The commissioner's
15.5decision to uphold or deny an appeal is final.
15.6    (e) School performance data are nonpublic data under section 13.02, subdivision 9,
15.7until the commissioner publicly releases the data. The commissioner shall annually post
15.8school performance reports to the department's public Web site no later than September 1,
15.9except that in years when the reports reflect new performance standards, the commissioner
15.10shall post the school performance reports no later than October 1.

15.11    Sec. 9. Minnesota Statutes 2012, section 122A.06, subdivision 4, is amended to read:
15.12    Subd. 4. Comprehensive, scientifically based reading instruction. (a)
15.13"Comprehensive, scientifically based reading instruction" includes a program or collection
15.14of instructional practices that is based on valid, replicable evidence showing that when
15.15these programs or practices are used, students can be expected to achieve, at a minimum,
15.16satisfactory reading progress. The program or collection of practices must include, at a
15.17minimum, effective, balanced instruction in all five areas of reading: phonemic awareness,
15.18phonics, fluency, vocabulary development, and reading comprehension.
15.19Comprehensive, scientifically based reading instruction also includes and integrates
15.20instructional strategies for continuously assessing, evaluating, and communicating
15.21the student's reading progress and needs in order to design and implement ongoing
15.22interventions so that students of all ages and proficiency levels can read and comprehend
15.23text, write, and apply higher level thinking skills. For English learners developing literacy
15.24skills, districts are encouraged to use strategies that teach reading and writing in the
15.25students' native language and English at the same time.
15.26    (b) "Fluency" is the ability of students to read text with speed, accuracy, and proper
15.27expression.
15.28    (c) "Phonemic awareness" is the ability of students to notice, think about, and
15.29manipulate individual sounds in spoken syllables and words.
15.30    (d) "Phonics" is the understanding that there are systematic and predictable
15.31relationships between written letters and spoken words. Phonics instruction is a way
15.32of teaching reading that stresses learning how letters correspond to sounds and how to
15.33apply this knowledge in reading and spelling.
15.34    (e) "Reading comprehension" is an active process that requires intentional thinking
15.35during which meaning is constructed through interactions between text and reader.
16.1Comprehension skills are taught explicitly by demonstrating, explaining, modeling, and
16.2implementing specific cognitive strategies to help beginning readers derive meaning
16.3through intentional, problem-solving thinking processes.
16.4    (f) "Vocabulary development" is the process of teaching vocabulary both directly
16.5and indirectly, with repetition and multiple exposures to vocabulary items. Learning in
16.6rich contexts, incidental learning, and use of computer technology enhance the acquiring
16.7of vocabulary.
16.8(g) Nothing in this subdivision limits the authority of a school district to select a
16.9school's reading program or curriculum.

16.10    Sec. 10. Minnesota Statutes 2013 Supplement, section 122A.09, subdivision 4, is
16.11amended to read:
16.12    Subd. 4. License and rules. (a) The board must adopt rules to license public school
16.13teachers and interns subject to chapter 14.
16.14(b) The board must adopt rules requiring a person to pass a skills examination in
16.15reading, writing, and mathematics as a requirement for initial teacher licensure, except
16.16that the board may issue up to two additional temporary, one-year teaching licenses to an
16.17otherwise qualified candidate who has not yet passed the skills exam. Such rules must
16.18require college and universities offering a board-approved teacher preparation program to
16.19provide remedial assistance to persons who did not achieve a qualifying score on the skills
16.20examination, including those for whom English is a second language.
16.21(c) The board must adopt rules to approve teacher preparation programs. The board,
16.22upon the request of a postsecondary student preparing for teacher licensure or a licensed
16.23graduate of a teacher preparation program, shall assist in resolving a dispute between the
16.24person and a postsecondary institution providing a teacher preparation program when the
16.25dispute involves an institution's recommendation for licensure affecting the person or the
16.26person's credentials. At the board's discretion, assistance may include the application
16.27of chapter 14.
16.28(d) The board must provide the leadership and adopt rules for the redesign of teacher
16.29education programs to implement a research based, results-oriented curriculum that
16.30focuses on the skills teachers need in order to be effective. The board shall implement new
16.31systems of teacher preparation program evaluation to assure program effectiveness based
16.32on proficiency of graduates in demonstrating attainment of program outcomes. Teacher
16.33preparation programs including alternative teacher preparation programs under section
16.34122A.245 , among other programs, must include a content-specific, board-approved,
16.35performance-based assessment that measures teacher candidates in three areas: planning
17.1for instruction and assessment; engaging students and supporting learning; and assessing
17.2student learning.
17.3(e) The board must adopt rules requiring candidates for initial licenses to pass an
17.4examination of general pedagogical knowledge and examinations of licensure-specific
17.5teaching skills. The rules shall be effective by September 1, 2001. The rules under this
17.6paragraph also must require candidates for initial licenses to teach prekindergarten or
17.7elementary students to pass, as part of the examination of licensure-specific teaching
17.8skills, test items assessing the candidates' knowledge, skill, and ability in comprehensive,
17.9scientifically based reading instruction under section 122A.06, subdivision 4, and their
17.10knowledge and understanding of the foundations of reading development, the development
17.11of reading comprehension, and reading assessment and instruction, and their ability to
17.12integrate that knowledge and understanding.
17.13(f) The board must adopt rules requiring teacher educators to work directly with
17.14elementary or secondary school teachers in elementary or secondary schools to obtain
17.15periodic exposure to the elementary or secondary teaching environment.
17.16(g) The board must grant licenses to interns and to candidates for initial licenses
17.17based on appropriate professional competencies that are aligned with the board's licensing
17.18system and students' diverse learning needs. All teacher candidates must have preparation
17.19in English language development and content instruction for English learners in order to be
17.20able to effectively instruct the English learners in their classrooms. The board must include
17.21these licenses in a statewide differentiated licensing system that creates new leadership
17.22roles for successful experienced teachers premised on a collaborative professional culture
17.23dedicated to meeting students' diverse learning needs in the 21st century, recognizes the
17.24importance of cultural and linguistic competencies, including the ability to teach and
17.25communicate in culturally competent and aware ways, and formalizes mentoring and
17.26induction for newly licensed teachers that is provided through a teacher support framework.
17.27(h) The board must design and implement an assessment system which requires a
17.28candidate for an initial license and first continuing license to demonstrate the abilities
17.29necessary to perform selected, representative teaching tasks at appropriate levels.
17.30(i) The board must receive recommendations from local committees as established
17.31by the board for the renewal of teaching licenses. The board must require licensed teachers
17.32who are renewing a continuing license to include in the renewal requirements further
17.33preparation in English language development and specially designed content instruction
17.34in English for English learners.
18.1(j) The board must grant life licenses to those who qualify according to requirements
18.2established by the board, and suspend or revoke licenses pursuant to sections 122A.20 and
18.3214.10 . The board must not establish any expiration date for application for life licenses.
18.4(k) The board must adopt rules that require all licensed teachers who are renewing
18.5their continuing license to include in their renewal requirements further preparation in
18.6the areas of using positive behavior interventions and in accommodating, modifying, and
18.7adapting curricula, materials, and strategies to appropriately meet the needs of individual
18.8students and ensure adequate progress toward the state's graduation rule.
18.9(l) In adopting rules to license public school teachers who provide health-related
18.10services for disabled children, the board shall adopt rules consistent with license or
18.11registration requirements of the commissioner of health and the health-related boards who
18.12license personnel who perform similar services outside of the school.
18.13(m) The board must adopt rules that require all licensed teachers who are renewing
18.14their continuing license to include in their renewal requirements further reading
18.15preparation, consistent with section 122A.06, subdivision 4. The rules do not take effect
18.16until they are approved by law. Teachers who do not provide direct instruction including, at
18.17least, counselors, school psychologists, school nurses, school social workers, audiovisual
18.18directors and coordinators, and recreation personnel are exempt from this section.
18.19(n) The board must adopt rules that require all licensed teachers who are renewing
18.20their continuing license to include in their renewal requirements further preparation,
18.21first, in understanding the key warning signs of early-onset mental illness in children
18.22and adolescents and then, during subsequent licensure renewal periods, preparation may
18.23include providing a more in-depth understanding of students' mental illness trauma,
18.24accommodations for students' mental illness, parents' role in addressing students' mental
18.25illness, Fetal Alcohol Spectrum Disorders, autism, the requirements of section 125A.0942
18.26governing restrictive procedures, and de-escalation methods, among other similar topics.
18.27EFFECTIVE DATE.This section is effective August 1, 2015, and applies to
18.28individuals entering a teacher preparation program after that date.

18.29    Sec. 11. Minnesota Statutes 2012, section 122A.14, subdivision 2, is amended to read:
18.30    Subd. 2. Preparation programs. The board shall review and approve or
18.31disapprove preparation programs for school administrators and alternative preparation
18.32programs for administrators under section 122A.27, and must consider other alternative
18.33competency-based preparation programs leading to licensure. Among other requirements,
18.34preparation programs must include instruction on meeting the varied needs of English
19.1learners, from young children to adults, in English and, where practicable, in students'
19.2native language.
19.3EFFECTIVE DATE.This section is effective August 1, 2015, and applies to
19.4individuals entering a school administrator preparation program after that date.

19.5    Sec. 12. Minnesota Statutes 2012, section 122A.14, subdivision 3, is amended to read:
19.6    Subd. 3. Rules for continuing education requirements. The board shall
19.7adopt rules establishing continuing education requirements that promote continuous
19.8improvement and acquisition of new and relevant skills by school administrators.
19.9Continuing education programs, among other things, must provide school administrators
19.10with information and training about building coherent and effective English learner
19.11strategies that include relevant professional development, accountability for student
19.12progress, students' access to the general curriculum, and sufficient staff capacity to effect
19.13these strategies. A retired school principal who serves as a substitute principal or assistant
19.14principal for the same person on a day-to-day basis for no more than 15 consecutive
19.15school days is not subject to continuing education requirements as a condition of serving
19.16as a substitute principal or assistant principal.
19.17EFFECTIVE DATE.This section is effective August 1, 2015, and applies to school
19.18administrators renewing an administrator's license after that date.

19.19    Sec. 13. Minnesota Statutes 2013 Supplement, section 122A.18, subdivision 2, is
19.20amended to read:
19.21    Subd. 2. Teacher and support personnel qualifications. (a) The Board of
19.22Teaching must issue licenses under its jurisdiction to persons the board finds to be
19.23qualified and competent for their respective positions.
19.24(b) The board must require a person to pass an examination of skills in reading,
19.25writing, and mathematics before being granted an initial teaching license to provide direct
19.26instruction to pupils in prekindergarten, elementary, secondary, or special education
19.27programs, except that the board may issue up to two additional temporary, one-year
19.28teaching licenses to an otherwise qualified candidate who has not yet passed the skills
19.29exam. The board must require colleges and universities offering a board approved teacher
19.30preparation program to make available upon request remedial assistance that includes a
19.31formal diagnostic component to persons enrolled in their institution who did not achieve a
19.32qualifying score on the skills examination, including those for whom English is a second
19.33language. The colleges and universities must make available assistance in the specific
20.1academic areas of deficiency in which the person did not achieve a qualifying score.
20.2School districts may make available upon request similar, appropriate, and timely remedial
20.3assistance that includes a formal diagnostic component to those persons employed by the
20.4district who completed their teacher education program, who did not achieve a qualifying
20.5score on the skills examination, including those persons for whom English is a second
20.6language and persons under section 122A.23, subdivision 2, paragraph (h), who completed
20.7their teacher's education program outside the state of Minnesota, and who received a
20.8temporary license to teach in Minnesota. The Board of Teaching shall report annually
20.9to the education committees of the legislature on the total number of teacher candidates
20.10during the most recent school year taking the skills examination, the number who achieve
20.11a qualifying score on the examination, the number who do not achieve a qualifying score
20.12on the examination, the distribution of all candidates' scores, the number of candidates
20.13who have taken the examination at least once before, and the number of candidates who
20.14have taken the examination at least once before and achieve a qualifying score.
20.15(c) The Board of Teaching must grant continuing licenses only to those persons who
20.16have met board criteria for granting a continuing license, which includes passing the
20.17skills examination in reading, writing, and mathematics consistent with paragraph (b) and
20.18section 122A.09, subdivision 4, paragraph (b).
20.19(d) All colleges and universities approved by the board of teaching to prepare persons
20.20for teacher licensure must include in their teacher preparation programs a common core
20.21of teaching knowledge and skills to be acquired by all persons recommended for teacher
20.22licensure. Among other requirements, teacher candidates must demonstrate the knowledge
20.23and skills needed to provide appropriate instruction to English learners to support and
20.24accelerate their academic literacy, including oral academic language, and achievement in
20.25content areas in a regular classroom setting. This common core shall meet the standards
20.26developed by the interstate new teacher assessment and support consortium in its 1992
20.27"model standards for beginning teacher licensing and development." Amendments to
20.28standards adopted under this paragraph are covered by chapter 14. The board of teaching
20.29shall report annually to the education committees of the legislature on the performance
20.30of teacher candidates on common core assessments of knowledge and skills under this
20.31paragraph during the most recent school year.
20.32EFFECTIVE DATE.This section is effective August 1, 2015, and applies to
20.33individuals entering a teacher preparation program after that date.

20.34    Sec. 14. Minnesota Statutes 2012, section 122A.18, subdivision 2a, is amended to read:
21.1    Subd. 2a. Reading strategies. (a) All colleges and universities approved by the
21.2Board of Teaching to prepare persons for classroom teacher licensure must include in
21.3their teacher preparation programs research-based best practices in reading, consistent
21.4with section 122A.06, subdivision 4, that enable the licensure candidate to know how to
21.5teach reading in the candidate's content areas. Teacher candidates must be instructed
21.6in using students' native languages as a resource in creating effective differentiated
21.7instructional strategies for English learners developing literacy skills. These colleges and
21.8universities also must prepare candidates for initial licenses to teach prekindergarten or
21.9elementary students for the assessment of reading instruction portion of the examination
21.10of licensure-specific teaching skills under section 122A.09, subdivision 4, paragraph (e).
21.11(b) Board-approved teacher preparation programs for teachers of elementary
21.12education must require instruction in the application of comprehensive, scientifically
21.13based, and balanced reading instruction programs that:
21.14(1) teach students to read using foundational knowledge, practices, and strategies
21.15consistent with section 122A.06, subdivision 4, so that all students will achieve continuous
21.16progress in reading; and
21.17(2) teach specialized instruction in reading strategies, interventions, and remediations
21.18that enable students of all ages and proficiency levels to become proficient readers.
21.19(c) Nothing in this section limits the authority of a school district to select a school's
21.20reading program or curriculum.
21.21EFFECTIVE DATE.This section is effective August 1, 2015, and applies to
21.22individuals entering a teacher preparation program after that date.

21.23    Sec. 15. Minnesota Statutes 2012, section 122A.18, subdivision 4, is amended to read:
21.24    Subd. 4. Expiration and renewal. (a) Each license the Department of Education
21.25issues through its licensing section must bear the date of issue. Licenses must expire
21.26and be renewed according to the respective rules the Board of Teaching, the Board
21.27of School Administrators, or the commissioner of education adopts. Requirements for
21.28renewing a license must include showing satisfactory evidence of successful teaching or
21.29administrative experience for at least one school year during the period covered by the
21.30license in grades or subjects for which the license is valid or completing such additional
21.31preparation as the Board of Teaching prescribes. The Board of School Administrators
21.32shall establish requirements for renewing the licenses of supervisory personnel except
21.33athletic coaches. The State Board of Teaching shall establish requirements for renewing
21.34the licenses of athletic coaches.
22.1(b) Relicensure applicants who have been employed as a teacher during the renewal
22.2period of their expiring license, as a condition of relicensure, must present to their local
22.3continuing education and relicensure committee or other local relicensure committee
22.4evidence of work that demonstrates professional reflection and growth in best teaching
22.5practices, including among other things, practices in meeting the varied needs of English
22.6learners, from young children to adults under section 124D.59, subdivisions 2 and 2a. The
22.7applicant must include a reflective statement of professional accomplishment and the
22.8applicant's own assessment of professional growth showing evidence of:
22.9(1) support for student learning;
22.10(2) use of best practices techniques and their applications to student learning;
22.11(3) collaborative work with colleagues that includes examples of collegiality such as
22.12attested-to committee work, collaborative staff development programs, and professional
22.13learning community work; or
22.14(4) continual professional development that may include (i) job-embedded or other
22.15ongoing formal professional learning or (ii) for teachers employed for only part of the
22.16renewal period of their expiring license, other similar professional development efforts
22.17made during the relicensure period.
22.18The Board of Teaching must ensure that its teacher relicensing requirements also include
22.19this paragraph.
22.20(c) The Board of Teaching shall offer alternative continuing relicensure options for
22.21teachers who are accepted into and complete the National Board for Professional Teaching
22.22Standards certification process, and offer additional continuing relicensure options for
22.23teachers who earn National Board for Professional Teaching Standards certification.
22.24Continuing relicensure requirements for teachers who do not maintain National Board for
22.25Professional Teaching Standards certification are those the board prescribes, consistent
22.26with this section.
22.27EFFECTIVE DATE.This section is effective August 1, 2015, and applies to
22.28licensed teachers renewing a teaching license after that date.

22.29    Sec. 16. Minnesota Statutes 2012, section 122A.19, is amended to read:
22.30122A.19 BILINGUAL AND ENGLISH AS A SECOND LANGUAGE
22.31TEACHERS; LICENSES.
22.32    Subdivision 1. Bilingual and English as a second language licenses. The Board of
22.33Teaching, hereinafter the board, must grant teaching licenses in bilingual education and
22.34English as a second language to persons who present satisfactory evidence that they:
23.1(a) Possess competence and communicative skills in English and in another language;
23.2(b) Possess a bachelor's degree or other academic degree approved by the board,
23.3and meet such requirements as to course of study and training as the board may prescribe,
23.4consistent with subdivision 4.
23.5    Subd. 2. Persons holding general teaching licenses. The board may license a
23.6person holding who holds a general teaching license and who presents the board with
23.7satisfactory evidence of competence and communicative skills in a language other than
23.8English may be licensed under this section.
23.9    Subd. 3. Employment of teachers. Teachers employed in a bilingual education
23.10or English as a second language program established pursuant to sections 124D.58 to
23.11124D.64 shall not be employed to replace any presently employed teacher who otherwise
23.12would not be replaced.
23.13    Subd. 4. Teacher preparation programs. For the purpose of licensing bilingual
23.14and English as a second language teachers, the board may approve programs at colleges
23.15or universities designed for their training. These programs must provide instruction in
23.16implementing research-based practices designed specifically for English learners. The
23.17programs must focus on developing English learners' academic language proficiency in
23.18English, including oral academic language, giving English learners meaningful access to
23.19the full school curriculum, developing culturally relevant teaching practices appropriate
23.20for immigrant students, and providing more intensive instruction and resources to English
23.21learners with lower levels of academic English proficiency and varied needs, consistent
23.22with section 124D.59, subdivisions 2 and 2a.
23.23    Subd. 5. Persons eligible for employment. Any person licensed under this section
23.24shall be is eligible for employment by a school board as a teacher in a bilingual education
23.25or English as a second language program in which the language for which the person is
23.26licensed is taught or used as a medium of instruction. A board may prescribe only those
23.27additional qualifications for teachers licensed under this section as that are approved
23.28by the board of teaching.
23.29    Subd. 6. Affirmative efforts in hiring. In hiring for all positions in bilingual
23.30education programs program positions, districts must give preference to and make
23.31affirmative efforts to seek, recruit, and employ persons who (a) are (a) native speakers of
23.32the language which is the medium of instruction in the bilingual education program or share
23.33a native language with the majority of their students, and (b) who share the culture of the
23.34English learners who are enrolled in the program. The district shall provide procedures for
23.35the involvement of involving the parent advisory committees in designing the procedures
24.1for the recruitment recruiting, screening, and selection of selecting applicants. This section
24.2must not be construed to limit the school board's authority to hire and discharge personnel.
24.3EFFECTIVE DATE.Subdivisions 1, 2, 5, and 6 are effective August 1, 2015.
24.4Subdivision 3 is effective the day following final enactment. Subdivision 4 is effective
24.5August 1, 2015, and applies to an individual entering a teacher preparation program after
24.6that date.

24.7    Sec. 17. Minnesota Statutes 2013 Supplement, section 122A.40, subdivision 8, is
24.8amended to read:
24.9    Subd. 8. Development, evaluation, and peer coaching for continuing contract
24.10teachers. (a) To improve student learning and success, a school board and an exclusive
24.11representative of the teachers in the district, consistent with paragraph (b), may develop
24.12a teacher evaluation and peer review process for probationary and continuing contract
24.13teachers through joint agreement. If a school board and the exclusive representative of the
24.14teachers do not agree to an annual teacher evaluation and peer review process, then the
24.15school board and the exclusive representative of the teachers must implement the plan
24.16for evaluation and review under paragraph (c). The process must include having trained
24.17observers serve as peer coaches or having teachers participate in professional learning
24.18communities, consistent with paragraph (b).
24.19(b) To develop, improve, and support qualified teachers and effective teaching
24.20practices and improve student learning and success, the annual evaluation process for
24.21teachers:
24.22(1) must, for probationary teachers, provide for all evaluations required under
24.23subdivision 5;
24.24(2) must establish a three-year professional review cycle for each teacher that
24.25includes an individual growth and development plan, a peer review process, the
24.26opportunity to participate in a professional learning community under paragraph (a), and
24.27at least one summative evaluation performed by a qualified and trained evaluator such as a
24.28school administrator. For the years when a tenured teacher is not evaluated by a qualified
24.29and trained evaluator, the teacher must be evaluated by a peer review;
24.30(3) must be based on professional teaching standards established in rule;
24.31(4) must coordinate staff development activities under sections 122A.60 and
24.32122A.61 with this evaluation process and teachers' evaluation outcomes;
24.33(5) may provide time during the school day and school year for peer coaching and
24.34teacher collaboration;
24.35(6) may include mentoring and induction programs;
25.1(7) must include an option for teachers to develop and present a portfolio
25.2demonstrating evidence of reflection and professional growth, consistent with section
25.3122A.18, subdivision 4 , paragraph (b), and include teachers' own performance assessment
25.4based on student work samples and examples of teachers' work, which may include video
25.5among other activities for the summative evaluation;
25.6(8) must use data from valid and reliable assessments aligned to state and local
25.7academic standards and must use state and local measures of student growth and literacy
25.8that may include value-added models or student learning goals to determine 35 percent of
25.9teacher evaluation results;
25.10(9) must use longitudinal data on student engagement and connection, the academic
25.11literacy, including oral academic language, and achievement of content areas of English
25.12learners, and other student outcome measures explicitly aligned with the elements of
25.13curriculum for which teachers are responsible;
25.14(10) must require qualified and trained evaluators such as school administrators to
25.15perform summative evaluations;
25.16(11) must give teachers not meeting professional teaching standards under clauses
25.17(3) through (10) support to improve through a teacher improvement process that includes
25.18established goals and timelines; and
25.19(12) must discipline a teacher for not making adequate progress in the teacher
25.20improvement process under clause (11) that may include a last chance warning,
25.21termination, discharge, nonrenewal, transfer to a different position, a leave of absence, or
25.22other discipline a school administrator determines is appropriate.
25.23Data on individual teachers generated under this subdivision are personnel data
25.24under section 13.43.
25.25(c) The department, in consultation with parents who may represent parent
25.26organizations and teacher and administrator representatives appointed by their respective
25.27organizations, representing the Board of Teaching, the Minnesota Association of School
25.28Administrators, the Minnesota School Boards Association, the Minnesota Elementary
25.29and Secondary Principals Associations, Education Minnesota, and representatives of
25.30the Minnesota Assessment Group, the Minnesota Business Partnership, the Minnesota
25.31Chamber of Commerce, and Minnesota postsecondary institutions with research expertise
25.32in teacher evaluation, must create and publish a teacher evaluation process that complies
25.33with the requirements in paragraph (b) and applies to all teachers under this section and
25.34section 122A.41 for whom no agreement exists under paragraph (a) for an annual teacher
25.35evaluation and peer review process. The teacher evaluation process created under this
26.1subdivision does not create additional due process rights for probationary teachers under
26.2subdivision 5.

26.3    Sec. 18. Minnesota Statutes 2013 Supplement, section 122A.41, subdivision 5, is
26.4amended to read:
26.5    Subd. 5. Development, evaluation, and peer coaching for continuing contract
26.6teachers. (a) To improve student learning and success, a school board and an exclusive
26.7representative of the teachers in the district, consistent with paragraph (b), may develop an
26.8annual teacher evaluation and peer review process for probationary and nonprobationary
26.9teachers through joint agreement. If a school board and the exclusive representative of
26.10the teachers in the district do not agree to an annual teacher evaluation and peer review
26.11process, then the school board and the exclusive representative of the teachers must
26.12implement the plan for evaluation and review developed under paragraph (c). The process
26.13must include having trained observers serve as peer coaches or having teachers participate
26.14in professional learning communities, consistent with paragraph (b).
26.15(b) To develop, improve, and support qualified teachers and effective teaching
26.16practices and improve student learning and success, the annual evaluation process for
26.17teachers:
26.18(1) must, for probationary teachers, provide for all evaluations required under
26.19subdivision 2;
26.20(2) must establish a three-year professional review cycle for each teacher that
26.21includes an individual growth and development plan, a peer review process, the
26.22opportunity to participate in a professional learning community under paragraph (a), and
26.23at least one summative evaluation performed by a qualified and trained evaluator such
26.24as a school administrator;
26.25(3) must be based on professional teaching standards established in rule;
26.26(4) must coordinate staff development activities under sections 122A.60 and
26.27122A.61 with this evaluation process and teachers' evaluation outcomes;
26.28(5) may provide time during the school day and school year for peer coaching and
26.29teacher collaboration;
26.30(6) may include mentoring and induction programs;
26.31(7) must include an option for teachers to develop and present a portfolio
26.32demonstrating evidence of reflection and professional growth, consistent with section
26.33122A.18, subdivision 4 , paragraph (b), and include teachers' own performance assessment
26.34based on student work samples and examples of teachers' work, which may include video
26.35among other activities for the summative evaluation;
27.1(8) must use data from valid and reliable assessments aligned to state and local
27.2academic standards and must use state and local measures of student growth and literacy
27.3that may include value-added models or student learning goals to determine 35 percent of
27.4teacher evaluation results;
27.5(9) must use longitudinal data on student engagement and connection, the academic
27.6literacy, including oral academic language, and achievement of English learners, and
27.7other student outcome measures explicitly aligned with the elements of curriculum for
27.8which teachers are responsible;
27.9(10) must require qualified and trained evaluators such as school administrators to
27.10perform summative evaluations;
27.11(11) must give teachers not meeting professional teaching standards under clauses
27.12(3) through (10) support to improve through a teacher improvement process that includes
27.13established goals and timelines; and
27.14(12) must discipline a teacher for not making adequate progress in the teacher
27.15improvement process under clause (11) that may include a last chance warning,
27.16termination, discharge, nonrenewal, transfer to a different position, a leave of absence, or
27.17other discipline a school administrator determines is appropriate.
27.18Data on individual teachers generated under this subdivision are personnel data
27.19under section 13.43.
27.20(c) The department, in consultation with parents who may represent parent
27.21organizations and teacher and administrator representatives appointed by their respective
27.22organizations, representing the Board of Teaching, the Minnesota Association of School
27.23Administrators, the Minnesota School Boards Association, the Minnesota Elementary
27.24and Secondary Principals Associations, Education Minnesota, and representatives of
27.25the Minnesota Assessment Group, the Minnesota Business Partnership, the Minnesota
27.26Chamber of Commerce, and Minnesota postsecondary institutions with research expertise
27.27in teacher evaluation, must create and publish a teacher evaluation process that complies
27.28with the requirements in paragraph (b) and applies to all teachers under this section and
27.29section 122A.40 for whom no agreement exists under paragraph (a) for an annual teacher
27.30evaluation and peer review process. The teacher evaluation process created under this
27.31subdivision does not create additional due process rights for probationary teachers under
27.32subdivision 2.

27.33    Sec. 19. Minnesota Statutes 2012, section 122A.413, subdivision 2, is amended to read:
27.34    Subd. 2. Plan components. The educational improvement plan must be approved
27.35by the school board and have at least these elements:
28.1(1) assessment and evaluation tools to measure student performance and progress,
28.2including the academic literacy, oral academic language, and achievement of English
28.3learners, among other measures;
28.4(2) performance goals and benchmarks for improvement;
28.5(3) measures of student attendance and completion rates;
28.6(4) a rigorous research and practice-based professional development system, based
28.7on national and state standards of effective teaching practice applicable to all students
28.8including English learners with varied needs, and consistent with section 122A.60, that is
28.9aligned with educational improvement and designed to achieve ongoing and schoolwide
28.10progress and growth in teaching practice;
28.11(5) measures of student, family, and community involvement and satisfaction;
28.12(6) a data system about students and their academic progress that provides parents
28.13and the public with understandable information;
28.14(7) a teacher induction and mentoring program for probationary teachers that
28.15provides continuous learning and sustained teacher support; and
28.16(8) substantial participation by the exclusive representative of the teachers in
28.17developing the plan.
28.18EFFECTIVE DATE.This section is effective August 1, 2014, and applies to plans
28.19approved after that date.

28.20    Sec. 20. Minnesota Statutes 2012, section 122A.414, subdivision 2, is amended to read:
28.21    Subd. 2. Alternative teacher professional pay system. (a) To participate in this
28.22program, a school district, intermediate school district, school site, or charter school must
28.23have an educational improvement plan under section 122A.413 and an alternative teacher
28.24professional pay system agreement under paragraph (b). A charter school participant also
28.25must comply with subdivision 2a.
28.26(b) The alternative teacher professional pay system agreement must:
28.27(1) describe how teachers can achieve career advancement and additional
28.28compensation;
28.29(2) describe how the school district, intermediate school district, school site, or
28.30charter school will provide teachers with career advancement options that allow teachers
28.31to retain primary roles in student instruction and facilitate site-focused professional
28.32development that helps other teachers improve their skills;
28.33(3) reform the "steps and lanes" salary schedule, prevent any teacher's compensation
28.34paid before implementing the pay system from being reduced as a result of participating
29.1in this system, and base at least 60 percent of any compensation increase on teacher
29.2performance using:
29.3(i) schoolwide student achievement gains under section 120B.35 or locally selected
29.4standardized assessment outcomes, or both;
29.5(ii) measures of student achievement including the academic literacy, oral academic
29.6language, and achievement of English learners, among other measures; and
29.7(iii) an objective evaluation program that includes:
29.8(A) individual teacher evaluations aligned with the educational improvement plan
29.9under section 122A.413 and the staff development plan under section 122A.60; and
29.10(B) objective evaluations using multiple criteria conducted by a locally selected and
29.11periodically trained evaluation team that understands teaching and learning;
29.12(4) provide integrated ongoing site-based professional development activities to
29.13improve instructional skills and learning that are aligned with student needs under section
29.14122A.413 , consistent with the staff development plan under section 122A.60 and led
29.15during the school day by trained teacher leaders such as master or mentor teachers;
29.16(5) allow any teacher in a participating school district, intermediate school district,
29.17school site, or charter school that implements an alternative pay system to participate in
29.18that system without any quota or other limit; and
29.19(6) encourage collaboration rather than competition among teachers.
29.20EFFECTIVE DATE.This section is effective August 1, 2014, and applies to
29.21agreements approved after that date.

29.22    Sec. 21. Minnesota Statutes 2012, section 122A.60, subdivision 1a, is amended to read:
29.23    Subd. 1a. Effective staff development activities. (a) Staff development activities
29.24must:
29.25(1) focus on the school classroom and research-based strategies that improve student
29.26learning;
29.27(2) provide opportunities for teachers to practice and improve their instructional
29.28skills over time;
29.29(3) provide opportunities for teachers to use student data as part of their daily work
29.30to increase student achievement;
29.31(4) enhance teacher content knowledge and instructional skills, including to
29.32accommodate the delivery of digital and blended learning and curriculum and engage
29.33students with technology;
29.34(5) align with state and local academic standards;
30.1(6) provide opportunities to build professional relationships, foster collaboration
30.2among principals and staff who provide instruction, and provide opportunities for
30.3teacher-to-teacher mentoring; and
30.4(7) align with the plan of the district or site for an alternative teacher professional
30.5pay system; and
30.6(8) provide teachers of English learners, including English as a second language and
30.7content teachers, with differentiated instructional strategies critical for ensuring students'
30.8long-term academic success, the means to effectively use assessment data on the academic
30.9literacy, oral academic language, and English language development of English learners,
30.10and skills to support native and English language development across the curriculum.
30.11Staff development activities may include curriculum development and curriculum training
30.12programs, and activities that provide teachers and other members of site-based teams
30.13training to enhance team performance. The school district also may implement other
30.14staff development activities required by law and activities associated with professional
30.15teacher compensation models.
30.16(b) Release time provided for teachers to supervise students on field trips and school
30.17activities, or independent tasks not associated with enhancing the teacher's knowledge
30.18and instructional skills, such as preparing report cards, calculating grades, or organizing
30.19classroom materials, may not be counted as staff development time that is financed with
30.20staff development reserved revenue under section 122A.61.

30.21    Sec. 22. Minnesota Statutes 2012, section 122A.60, subdivision 2, is amended to read:
30.22    Subd. 2. Contents of plan. The plan must include the staff development outcomes
30.23under subdivision 3, the means to achieve the outcomes, and procedures for evaluating
30.24progress at each school site toward meeting education outcomes, consistent with
30.25relicensure requirements under section 122A.18, subdivision 4. The plan also must:
30.26(1) support stable and productive professional communities achieved through
30.27ongoing and schoolwide progress and growth in teaching practice;
30.28(2) emphasize coaching, professional learning communities, classroom action
30.29research, and other job-embedded models;
30.30(3) maintain a strong subject matter focus premised on students' learning goals;
30.31(4) ensure specialized preparation and learning about issues related to teaching
30.32English learners and students with special needs by focusing on long-term systemic efforts
30.33to improve educational services and opportunities and raise student achievement; and
30.34(5) reinforce national and state standards of effective teaching practice.

31.1    Sec. 23. Minnesota Statutes 2012, section 122A.60, subdivision 3, is amended to read:
31.2    Subd. 3. Staff development outcomes. The advisory staff development committee
31.3must adopt a staff development plan for improving student achievement. The plan must
31.4be consistent with education outcomes that the school board determines. The plan
31.5must include ongoing staff development activities that contribute toward continuous
31.6improvement in achievement of the following goals:
31.7(1) improve student achievement of state and local education standards in all areas
31.8of the curriculum by using research-based best practices methods;
31.9(2) effectively meet the needs of a diverse student population, including at-risk
31.10children, children with disabilities, English learners, and gifted children, within the
31.11regular classroom and other settings;
31.12(3) provide an inclusive curriculum for a racially, ethnically, linguistically, and
31.13culturally diverse student population that is consistent with the state education diversity
31.14rule and the district's education diversity plan;
31.15(4) improve staff collaboration and develop mentoring and peer coaching programs
31.16for teachers new to the school or district;
31.17(5) effectively teach and model violence prevention policy and curriculum that
31.18address early intervention alternatives, issues of harassment, and teach nonviolent
31.19alternatives for conflict resolution;
31.20(6) effectively deliver digital and blended learning and curriculum and engage
31.21students with technology; and
31.22(7) provide teachers and other members of site-based management teams with
31.23appropriate management and financial management skills.

31.24    Sec. 24. Minnesota Statutes 2012, section 122A.68, subdivision 3, is amended to read:
31.25    Subd. 3. Program components. In order to be approved by the Board of Teaching,
31.26a school district's residency program must at minimum include:
31.27(1) training to prepare teachers to serve as mentors to teaching residents;
31.28(2) a team mentorship approach to expose teaching residents to a variety of
31.29teaching methods, philosophies, and classroom environments that includes differentiated
31.30instructional strategies, effective use of student achievement data, and support for native
31.31and English language development across the curriculum and grade levels, among other
31.32things;
31.33(3) ongoing peer coaching and assessment;
31.34(4) assistance to the teaching resident in preparing an individual professional
31.35development plan that includes goals, activities, and assessment methodologies; and
32.1(5) collaboration with one or more teacher education institutions, career teachers,
32.2and other community experts to provide local or regional professional development
32.3seminars or other structured learning experiences for teaching residents.
32.4A teaching resident's direct classroom supervision responsibilities shall not exceed
32.580 percent of the instructional time required of a full-time equivalent teacher in the
32.6district. During the time a resident does not supervise a class, the resident shall participate
32.7in professional development activities according to the individual plan developed by the
32.8resident in conjunction with the school's mentoring team. Examples of development
32.9activities include observing other teachers, sharing experiences with other teaching
32.10residents, and professional meetings and workshops.

32.11    Sec. 25. Minnesota Statutes 2012, section 122A.74, is amended to read:
32.12122A.74 PRINCIPALS' LEADERSHIP INSTITUTE.
32.13    Subdivision 1. Establishment. (a) The commissioner of education may contract
32.14with the regents of the University of Minnesota to establish a Principals' Leadership
32.15Institute to provide professional development to school principals by:
32.16(1) creating a network of leaders in the educational and business communities to
32.17communicate current and future trends in leadership techniques;
32.18(2) helping to create a vision for the school that is aligned with the community
32.19and district priorities; and
32.20(3) developing strategies to retain highly qualified teachers and ensure that diverse
32.21student populations, including at-risk students, children with disabilities, English learners,
32.22and gifted students, among others, have equal access to these highly qualified teachers; and
32.23(4) providing training to analyze data using culturally competent tools.
32.24(b) The University of Minnesota must cooperate with participating members of the
32.25business community to provide funding and content for the institute.
32.26(c) Participants must agree to attend the Principals' Leadership Institute for four
32.27weeks during the academic summer.
32.28(d) The Principals' Leadership Institute must incorporate program elements offered
32.29by leadership programs at the University of Minnesota and program elements used by
32.30the participating members of the business community to enhance leadership within their
32.31businesses.
32.32    Subd. 2. Method of selection and requirements. (a) The board of each school
32.33district in the state may select a principal, upon the recommendation of the district's
32.34superintendent and based on the principal's leadership potential, to attend the institute.
33.1(b) The school board annually shall forward its list of recommended participants to
33.2the commissioner of education by February 1 each year. In addition, a principal may submit
33.3an application directly to the commissioner by February 1. The commissioner of education
33.4 shall notify the school board, the principal candidates, and the University of Minnesota of
33.5the principals selected to participate in the Principals' Leadership Institute each year.

33.6    Sec. 26. Minnesota Statutes 2012, section 123A.06, subdivision 2, is amended to read:
33.7    Subd. 2. People to be served. A state-approved alternative program shall provide
33.8programs for secondary pupils and adults. A center may also provide programs and
33.9services for elementary and secondary pupils who are not attending the state-approved
33.10alternative program to assist them in being successful in school. A center shall use
33.11research-based best practices for serving English learners and their parents, taking into
33.12account the variations in students' backgrounds and needs and the amount of time and the
33.13staff resources necessary for students to overcome gaps in their education and to develop
33.14English proficiency and work-related skills. An individualized education program team
33.15may identify a state-approved alternative program as an appropriate placement to the
33.16extent a state-approved alternative program can provide the student with the appropriate
33.17special education services described in the student's plan. Pupils eligible to be served are
33.18those who qualify under the graduation incentives program in section 124D.68, subdivision
33.192 , those enrolled under section 124D.02, subdivision 2, or those pupils who are eligible to
33.20receive special education services under sections 125A.03 to 125A.24, and 125A.65.

33.21    Sec. 27. Minnesota Statutes 2012, section 123B.04, subdivision 4, is amended to read:
33.22    Subd. 4. Achievement contract. A school board may enter a written education site
33.23achievement contract with each site decision-making team for: (1) setting individualized
33.24learning and achievement measures and short- and long-term educational goals for each
33.25student at that site that may include site-based strategies for English language instruction
33.26targeting the teachers of English learners and all teachers and school administrators;
33.27(2) recognizing each student's educational needs and aptitudes and levels of academic
33.28attainment, whether on grade level or above or below grade level, so as to improve student
33.29performance through such means as a cost-effective, research-based formative assessment
33.30system designed to promote individualized learning and assessment; (3) using student
33.31performance data to diagnose a student's academic strengths and weaknesses and indicate
33.32to the student's teachers the specific skills and concepts that need to be introduced to
33.33the student and developed through academic instruction or applied learning, organized
33.34by strands within subject areas and linked to state and local academic standards during
34.1the next year, consistent with the student's short- and long-term educational goals; and
34.2(4) assisting the education site if progress in achieving student or contract goals or other
34.3performance expectations or measures agreed to by the board and the site decision-making
34.4team are not realized or implemented.

34.5    Sec. 28. Minnesota Statutes 2012, section 123B.147, subdivision 3, is amended to read:
34.6    Subd. 3. Duties; evaluation. (a) The principal shall provide administrative,
34.7supervisory, and instructional leadership services, under the supervision of the
34.8superintendent of schools of the district and according to the policies, rules, and
34.9regulations of the school board, for the planning, management, operation, and evaluation
34.10of the education program of the building or buildings to which the principal is assigned.
34.11(b) To enhance a principal's leadership skills and support and improve teaching
34.12practices, school performance, and student achievement for diverse student populations,
34.13including at-risk students, children with disabilities, English learners, and gifted students,
34.14among others, a district must develop and implement a performance-based system for
34.15annually evaluating school principals assigned to supervise a school building within the
34.16district. The evaluation must be designed to improve teaching and learning by supporting
34.17the principal in shaping the school's professional environment and developing teacher
34.18quality, performance, and effectiveness. The annual evaluation must:
34.19(1) support and improve a principal's instructional leadership, organizational
34.20management, and professional development, and strengthen the principal's capacity in the
34.21areas of instruction, supervision, evaluation, and teacher development;
34.22(2) include formative and summative evaluations based on multiple measures of
34.23student progress toward career and college readiness;
34.24(3) be consistent with a principal's job description, a district's long-term plans and
34.25goals, and the principal's own professional multiyear growth plans and goals, all of which
34.26must support the principal's leadership behaviors and practices, rigorous curriculum,
34.27school performance, and high-quality instruction;
34.28(4) include on-the-job observations and previous evaluations;
34.29(5) allow surveys to help identify a principal's effectiveness, leadership skills and
34.30processes, and strengths and weaknesses in exercising leadership in pursuit of school
34.31success;
34.32(6) use longitudinal data on student academic growth as 35 percent of the evaluation
34.33and incorporate district achievement goals and targets;
35.1(7) be linked to professional development that emphasizes improved teaching and
35.2learning, curriculum and instruction, student learning, and a collaborative professional
35.3culture; and
35.4(8) for principals not meeting standards of professional practice or other criteria
35.5under this subdivision, implement a plan to improve the principal's performance and
35.6specify the procedure and consequence if the principal's performance is not improved.
35.7The provisions of this paragraph are intended to provide districts with sufficient
35.8flexibility to accommodate district needs and goals related to developing, supporting,
35.9and evaluating principals.

35.10    Sec. 29. Minnesota Statutes 2012, section 124D.13, subdivision 2, is amended to read:
35.11    Subd. 2. Program requirements. (a) Early childhood family education programs
35.12are programs for children in the period of life from birth to kindergarten, for the parents
35.13and other relatives of these children, and for expectant parents. To the extent that funds
35.14are insufficient to provide programs for all children, early childhood family education
35.15programs should emphasize programming for a child from birth to age three and
35.16encourage parents and other relatives to involve four- and five-year-old children in school
35.17readiness programs, and other public and nonpublic early learning programs. A district
35.18may not limit participation to school district residents. Early childhood family education
35.19programs must provide:
35.20    (1) programs to educate parents and other relatives about the physical, mental, and
35.21emotional development of children and to enhance the skills of parents and other relatives
35.22in providing for their children's learning and development;
35.23    (2) structured learning activities requiring interaction between children and their
35.24parents or relatives;
35.25    (3) structured learning activities for children that promote children's development
35.26and positive interaction with peers, which are held while parents or relatives attend parent
35.27education classes;
35.28    (4) information on related community resources;
35.29    (5) information, materials, and activities that support the safety of children, including
35.30prevention of child abuse and neglect; and
35.31    (6) a community outreach plan to ensure participation by families who reflect the
35.32racial, cultural, linguistic, and economic diversity of the school district.
35.33Early childhood family education programs are encouraged to provide parents of
35.34English learners with translated oral and written information to monitor the program's
35.35impact on their children's English language development, to know whether their children
36.1are progressing in developing their English and native language proficiency, and to
36.2actively engage with and support their children in developing their English and native
36.3language proficiency;
36.4    The programs must include learning experiences for children, parents, and other
36.5relatives that promote children's early literacy and, where practicable, their native
36.6language skills. The program must not include and activities for children that do not
36.7 require substantial involvement of the children's parents or other relatives. Providers must
36.8review the program must be reviewed periodically to assure the instruction and materials
36.9are not racially, culturally, or sexually biased. The programs must encourage parents to be
36.10aware of practices that may affect equitable development of children.
36.11    (b) For the purposes of this section, "relative" or "relatives" means noncustodial
36.12grandparents or other persons related to a child by blood, marriage, adoption, or foster
36.13placement, excluding parents.

36.14    Sec. 30. Minnesota Statutes 2012, section 124D.15, subdivision 3, is amended to read:
36.15    Subd. 3. Program requirements. A school readiness program provider must:
36.16    (1) assess each child's cognitive and language skills with a comprehensive child
36.17assessment instrument when the child enters and again before the child leaves the program
36.18to inform improve program planning and implementation, communicate with parents, and
36.19promote kindergarten readiness;
36.20    (2) provide comprehensive program content and intentional instructional practice
36.21aligned with the state early childhood learning guidelines and kindergarten standards and
36.22based on early childhood research and professional practice that is focused on children's
36.23cognitive, social, emotional, and physical skills and development and prepares children
36.24for the transition to kindergarten, including early literacy and language skills;
36.25(3) coordinate appropriate kindergarten transition with parents and kindergarten
36.26teachers;
36.27    (4) involve parents in program planning and decision making;
36.28    (5) coordinate with relevant community-based services;
36.29    (6) cooperate with adult basic education programs and other adult literacy programs;
36.30(7) ensure staff-child ratios of one-to-ten and maximum group size of 20 children
36.31with the first staff required to be a teacher; and
36.32(8) have teachers knowledgeable in early childhood curriculum content, assessment,
36.33native and English language development programs, and instruction.

36.34    Sec. 31. Minnesota Statutes 2012, section 124D.49, subdivision 3, is amended to read:
37.1    Subd. 3. Local education and employment transitions systems. A local education
37.2and employment transitions partnership must assess the needs of employers, employees,
37.3and learners, and develop a plan for implementing and achieving the objectives of a local
37.4or regional education and employment transitions system. The plan must provide for a
37.5comprehensive local system for assisting learners and workers in making the transition
37.6from school to work or for retraining in a new vocational area. The objectives of a local
37.7education and employment transitions system include:
37.8(1) increasing the effectiveness of the educational programs and curriculum of
37.9elementary, secondary, and postsecondary schools and the work site in preparing students
37.10in the skills and knowledge needed to be successful in the workplace;
37.11(2) implementing learner outcomes for students in grades kindergarten through 12
37.12designed to introduce the world of work and to explore career opportunities, including
37.13nontraditional career opportunities;
37.14(3) eliminating barriers to providing effective integrated applied learning,
37.15service-learning, or work-based curriculum;
37.16(4) increasing opportunities to apply academic knowledge and skills, including
37.17skills needed in the workplace, in local settings which include the school, school-based
37.18enterprises, postsecondary institutions, the workplace, and the community;
37.19(5) increasing applied instruction in the attitudes and skills essential for success in
37.20the workplace, including cooperative working, leadership, problem-solving, English
37.21language proficiency, and respect for diversity;
37.22(6) providing staff training for vocational guidance counselors, teachers, and other
37.23appropriate staff in the importance of preparing learners for the transition to work, and in
37.24methods of providing instruction that incorporate applied learning, work-based learning,
37.25English language proficiency, and service-learning experiences;
37.26(7) identifying and enlisting local and regional employers who can effectively
37.27provide work-based or service-learning opportunities, including, but not limited to,
37.28apprenticeships, internships, and mentorships;
37.29(8) recruiting community and workplace mentors including peers, parents, employers
37.30and employed individuals from the community, and employers of high school students;
37.31(9) identifying current and emerging educational, training, native and English
37.32language development, and employment needs of the area or region, especially within
37.33industries with potential for job growth;
37.34(10) improving the coordination and effectiveness of local vocational and job training
37.35programs, including vocational education, adult basic education, tech prep, apprenticeship,
37.36service-learning, youth entrepreneur, youth training and employment programs
38.1administered by the commissioner of employment and economic development, and local
38.2job training programs under the Workforce Investment Act of 1998, Public Law 105-220;
38.3(11) identifying and applying for federal, state, local, and private sources of funding
38.4for vocational or applied learning programs;
38.5(12) providing students with current information and counseling about career
38.6opportunities, potential employment, educational opportunities in postsecondary
38.7institutions, workplaces, and the community, and the skills and knowledge necessary to
38.8succeed;
38.9(13) providing educational technology, including interactive television networks
38.10and other distance learning methods, to ensure access to a broad variety of work-based
38.11learning opportunities;
38.12(14) including students with disabilities in a district's vocational or applied learning
38.13program and ways to serve at-risk learners through collaboration with area learning
38.14centers under sections 123A.05 to 123A.09, or other alternative programs; and
38.15(15) providing a warranty to employers, postsecondary education programs, and
38.16other postsecondary training programs, that learners successfully completing a high school
38.17work-based or applied learning program will be able to apply the knowledge and work
38.18skills included in the program outcomes or graduation requirements. The warranty shall
38.19require education and training programs to continue to work with those learners that need
38.20additional skill or English language development until they can demonstrate achievement
38.21of the program outcomes or graduation requirements.

38.22    Sec. 32. Minnesota Statutes 2012, section 124D.52, as amended by Laws 2013, chapter
38.23116, article 2, section 7, is amended to read:
38.24124D.52 ADULT BASIC EDUCATION.
38.25    Subdivision 1. Program requirements. (a) An adult basic education program is a
38.26day or evening program offered by a district that is for people over 16 years of age who do
38.27not attend an elementary or secondary school. The program offers academic and English
38.28language instruction necessary to earn a high school diploma or equivalency certificate.
38.29(b) Notwithstanding any law to the contrary, a school board or the governing body of
38.30a consortium offering an adult basic education program may adopt a sliding fee schedule
38.31based on a family's income, but must waive the fee for participants who are under the age
38.32of 21 or unable to pay. The fees charged must be designed to enable individuals of all
38.33socioeconomic levels to participate in the program. A program may charge a security
38.34deposit to assure return of materials, supplies, and equipment.
39.1(c) Each approved adult basic education program must develop a memorandum of
39.2understanding with the local workforce development centers located in the approved
39.3program's service delivery area. The memorandum of understanding must describe how
39.4the adult basic education program and the workforce development centers will cooperate
39.5and coordinate services to provide unduplicated, efficient, and effective services to clients.
39.6(d) Adult basic education aid must be spent for adult basic education purposes as
39.7specified in sections 124D.518 to 124D.531.
39.8(e) A state-approved adult basic education program must count and submit student
39.9contact hours for a program that offers high school credit toward an adult high school
39.10diploma according to student eligibility requirements and measures of student progress
39.11toward work-based competency demonstration requirements and, where appropriate,
39.12English language proficiency requirements established by the commissioner and posted on
39.13the department Web site in a readily accessible location and format.
39.14    Subd. 2. Program approval. (a) To receive aid under this section, a district, a
39.15consortium of districts, the Department of Corrections, or a private nonprofit organization
39.16must submit an application by June 1 describing the program, on a form provided by
39.17the department. The program must be approved by the commissioner according to the
39.18following criteria:
39.19(1) how the needs of different levels of learning and English language proficiency
39.20will be met;
39.21(2) for continuing programs, an evaluation of results;
39.22(3) anticipated number and education level of participants;
39.23(4) coordination with other resources and services;
39.24(5) participation in a consortium, if any, and money available from other participants;
39.25(6) management and program design;
39.26(7) volunteer training and use of volunteers;
39.27(8) staff development services;
39.28(9) program sites and schedules;
39.29(10) program expenditures that qualify for aid;
39.30(11) program ability to provide data related to learner outcomes as required by
39.31law; and
39.32(12) a copy of the memorandum of understanding described in subdivision 1
39.33submitted to the commissioner.
39.34(b) Adult basic education programs may be approved under this subdivision for
39.35up to five years. Five-year program approval must be granted to an applicant who has
39.36demonstrated the capacity to:
40.1(1) offer comprehensive learning opportunities and support service choices
40.2appropriate for and accessible to adults at all basic skill need and English language levels
40.3 of need;
40.4(2) provide a participatory and experiential learning approach based on the strengths,
40.5interests, and needs of each adult, that enables adults with basic skill needs to:
40.6(i) identify, plan for, and evaluate their own progress toward achieving their defined
40.7educational and occupational goals;
40.8(ii) master the basic academic reading, writing, and computational skills, as well
40.9as the problem-solving, decision making, interpersonal effectiveness, and other life and
40.10learning skills they need to function effectively in a changing society;
40.11(iii) locate and be able to use the health, governmental, and social services and
40.12resources they need to improve their own and their families' lives; and
40.13(iv) continue their education, if they desire, to at least the level of secondary school
40.14completion, with the ability to secure and benefit from continuing education that will
40.15enable them to become more employable, productive, and responsible citizens;
40.16(3) plan, coordinate, and develop cooperative agreements with community resources
40.17to address the needs that the adults have for support services, such as transportation, English
40.18language learning, flexible course scheduling, convenient class locations, and child care;
40.19(4) collaborate with business, industry, labor unions, and employment-training
40.20agencies, as well as with family and occupational education providers, to arrange for
40.21resources and services through which adults can attain economic self-sufficiency;
40.22(5) provide sensitive and well trained adult education personnel who participate in
40.23local, regional, and statewide adult basic education staff development events to master
40.24effective adult learning and teaching techniques;
40.25(6) participate in regional adult basic education peer program reviews and evaluations;
40.26(7) submit accurate and timely performance and fiscal reports;
40.27(8) submit accurate and timely reports related to program outcomes and learner
40.28follow-up information; and
40.29(9) spend adult basic education aid on adult basic education purposes only, which
40.30are specified in sections 124D.518 to 124D.531.
40.31(c) The commissioner shall require each district to provide notification by February
40.321, 2001, of its intent to apply for funds under this section as a single district or as part of
40.33an identified consortium of districts. A district receiving funds under this section must
40.34notify the commissioner by February 1 of its intent to change its application status for
40.35applications due the following June 1.
41.1    Subd. 3. Accounts; revenue; aid. (a) Each district, group of districts, or private
41.2nonprofit organization providing adult basic education programs must establish and
41.3maintain a reserve account within the community service fund for the receipt receiving
41.4 and disbursement of disbursing all funds related to these programs. All revenue received
41.5pursuant to under this section must be utilized used solely for the purposes of adult basic
41.6education programs. State aid must not equal more than 100 percent of the unreimbursed
41.7expenses of providing these programs, excluding in-kind costs.
41.8(b) For purposes of paragraph (a), an adult basic education program may include as
41.9valid expenditures for the previous fiscal year program spending that occurs from July
41.101 to September 30 of the following year. A program may carry over a maximum of 20
41.11percent of its adult basic education aid revenue into the next fiscal year. Program spending
41.12may only be counted for one fiscal year.
41.13(c) Notwithstanding section 123A.26 or any other law to the contrary, an adult basic
41.14education consortium providing an approved adult basic education program may be its own
41.15fiscal agent and is eligible to receive state-aid payments directly from the commissioner.
41.16    Subd. 4. English as a second language programs. Persons may teach English
41.17as a second language classes conducted at a worksite, if they meet the requirements
41.18of section 122A.19, subdivision 1, clause (a), regardless of whether they are licensed
41.19teachers. Persons teaching English as a second language for an approved adult basic
41.20education program must possess a bachelor's or master's degree in English as a second
41.21language, applied linguistics, or bilingual education, or a related degree as approved by
41.22the commissioner.
41.23    Subd. 5. Basic service level. A district, or a consortium of districts, with a program
41.24approved by the commissioner under subdivision 2 must establish, in consultation with the
41.25commissioner, a basic level of service for every adult basic education site in the district
41.26or consortium. The basic service level must describe minimum levels of academic and
41.27English language instruction and support services to be provided at each site. The program
41.28must set a basic service level that promotes effective learning and student achievement
41.29with measurable results. Each district or consortium of districts must submit its basic
41.30service level to the commissioner for approval.
41.31    Subd. 6. Cooperative English as a second language and adult basic education
41.32programs. (a) A school district, or adult basic education consortium that receives revenue
41.33under section 124D.531, may deliver English as a second language, citizenship, or other
41.34adult education programming in collaboration with community-based and nonprofit
41.35organizations located within its district or region, and with correctional institutions. The
41.36organization or correctional institution must have the demonstrated capacity to offer
42.1education programs for adults. Community-based or nonprofit organizations must meet
42.2the criteria in paragraph (b), or have prior experience. A community-based or nonprofit
42.3organization or a correctional institution may be reimbursed for unreimbursed expenses
42.4as defined in section 124D.518, subdivision 5, for the administration of administering
42.5 English as a second language or adult basic education programs, not to exceed eight
42.6percent of the total funds provided by a school district or adult basic education consortium.
42.7The administrative reimbursement for a school district or adult basic education consortium
42.8that delivers services cooperatively with a community-based or nonprofit organization
42.9or correctional institution is limited to five percent of the program aid, not to exceed the
42.10unreimbursed expenses of administering programs delivered by community-based or
42.11nonprofit organizations or correctional institutions.
42.12(b) A community-based organization or nonprofit organization that delivers education
42.13services under this section must demonstrate that it has met the following criteria:
42.14(1) be legally established as a nonprofit organization;
42.15(2) have an established system for fiscal accounting and reporting that is consistent
42.16with the Department of Education's department's adult basic education completion report
42.17and reporting requirements under section 124D.531;
42.18(3) require all instructional staff to complete a training course in teaching adult
42.19learners; and
42.20(4) develop a learning plan for each student that identifies defined educational and
42.21occupational goals with measures to evaluate progress.
42.22    Subd. 7. Performance tracking system. (a) By July 1, 2000, each approved adult
42.23basic education program must develop and implement a performance tracking system to
42.24provide information necessary to comply with federal law and serve as one means of
42.25assessing the effectiveness of adult basic education programs. For required reporting,
42.26longitudinal studies, and program improvement, the tracking system must be designed to
42.27collect data on the following core outcomes for learners, including English learners, who
42.28have completed participating in the adult basic education program:
42.29(1) demonstrated improvements in literacy skill levels in reading, writing, speaking
42.30the English language, numeracy, problem solving, English language acquisition, and
42.31other literacy skills;
42.32(2) placement in, retention in, or completion of postsecondary education, training,
42.33unsubsidized employment, or career advancement;
42.34(3) receipt of a secondary school diploma or its recognized equivalent; and
42.35(4) reduction in participation in the diversionary work program, Minnesota family
42.36investment program, and food support education and training program.
43.1(b) A district, group of districts, state agency, or private nonprofit organization
43.2providing an adult basic education program may meet this requirement by developing a
43.3tracking system based on either or both of the following methodologies:
43.4(1) conducting a reliable follow-up survey; or
43.5(2) submitting student information, including Social Security numbers for data
43.6matching.
43.7Data related to obtaining employment must be collected in the first quarter following
43.8program completion or can be collected while the student is enrolled, if known. Data
43.9related to employment retention must be collected in the third quarter following program
43.10exit. Data related to any other specified outcome may be collected at any time during a
43.11program year.
43.12(c) When a student in a program is requested to provide the student's Social Security
43.13number, the student must be notified in a written form easily understandable to the student
43.14that:
43.15(1) providing the Social Security number is optional and no adverse action may be
43.16taken against the student if the student chooses not to provide the Social Security number;
43.17(2) the request is made under section 124D.52, subdivision 7;
43.18(3) if the student provides the Social Security number, it will be used to assess the
43.19effectiveness of the program by tracking the student's subsequent career; and
43.20(4) the Social Security number will be shared with the Department of Education;
43.21Minnesota State Colleges and Universities; Office of Higher Education; Department of
43.22Human Services; and Department of Employment and Economic Development in order
43.23to accomplish the purposes described in paragraph (a) and will not be used for any other
43.24purpose or reported to any other governmental entities.
43.25(d) Annually a district, group of districts, state agency, or private nonprofit
43.26organization providing programs under this section must forward the tracking data
43.27collected to the Department of Education. For the purposes of longitudinal studies on the
43.28employment status of former students under this section, the Department of Education
43.29must forward the Social Security numbers to the Department of Employment and
43.30Economic Development to electronically match the Social Security numbers of former
43.31students with wage detail reports filed under section 268.044. The results of data matches
43.32must, for purposes of this section and consistent with the requirements of the United
43.33States Code, title 29, section 2871, of the Workforce Investment Act of 1998, be compiled
43.34in a longitudinal form by the Department of Employment and Economic Development
43.35and released to the Department of Education in the form of summary data that does not
43.36identify the individual students. The Department of Education may release this summary
44.1data. State funding for adult basic education programs must not be based on the number or
44.2percentage of students who decline to provide their Social Security numbers or on whether
44.3the program is evaluated by means of a follow-up survey instead of data matching.
44.4    Subd. 8. Standard high school diploma for adults. (a) The commissioner shall
44.5adopt rules for providing a standard adult high school diploma to persons who:
44.6(1) are not eligible for kindergarten through grade 12 services;
44.7(2) do not have a high school diploma; and
44.8(3) successfully complete an adult basic education program of instruction approved
44.9by the commissioner of education necessary to earn an adult high school diploma.
44.10(b) Persons participating in an approved adult basic education program of instruction
44.11must demonstrate the competencies, knowledge, and skills and, where appropriate,
44.12English language proficiency, sufficient to ensure that postsecondary programs and
44.13institutions and potential employers regard persons with a standard high school diploma
44.14and persons with a standard adult high school diploma as equally well prepared and
44.15qualified graduates. Approved adult basic education programs of instruction under this
44.16subdivision must issue a standard adult high school diploma to persons who successfully
44.17demonstrate the competencies, knowledge, and skills required by the program.

44.18    Sec. 33. Minnesota Statutes 2012, section 124D.522, is amended to read:
44.19124D.522 ADULT BASIC EDUCATION SUPPLEMENTAL SERVICE
44.20GRANTS.
44.21(a) The commissioner, in consultation with the policy review task force under
44.22section 124D.521, may make grants to nonprofit organizations to provide services that are
44.23not offered by a district adult basic education program or that are supplemental to either
44.24the statewide adult basic education program, or a district's adult basic education program.
44.25The commissioner may make grants for: staff development for adult basic education
44.26teachers and administrators; training for volunteer tutors; training, services, and materials
44.27for serving disabled students through adult basic education programs; statewide promotion
44.28of adult basic education services and programs; development and dissemination of
44.29instructional and administrative technology for adult basic education programs; programs
44.30which primarily serve communities of color; adult basic education distance learning
44.31projects, including television instruction programs; initiatives to accelerate English
44.32language acquisition and the achievement of career- and college-ready skills among
44.33English learners; and other supplemental services to support the mission of adult basic
44.34education and innovative delivery of adult basic education services.
45.1(b) The commissioner must establish eligibility criteria and grant application
45.2procedures. Grants under this section must support services throughout the state, focus
45.3on educational results for adult learners, and promote outcome-based achievement
45.4through adult basic education programs. Beginning in fiscal year 2002, the commissioner
45.5may make grants under this section from the state total adult basic education aid set
45.6aside for supplemental service grants under section 124D.531. Up to one-fourth of the
45.7appropriation for supplemental service grants must be used for grants for adult basic
45.8education programs to encourage and support innovations in adult basic education
45.9instruction and service delivery. A grant to a single organization cannot exceed 20 percent
45.10of the total supplemental services aid. Nothing in this section prevents an approved adult
45.11basic education program from using state or federal aid to purchase supplemental services.

45.12    Sec. 34. Minnesota Statutes 2012, section 124D.59, subdivision 2, is amended to read:
45.13    Subd. 2. English learner. (a) "English learner" means a pupil in kindergarten through
45.14grade 12 who meets the requirements under subdivision 2a or the following requirements:
45.15(1) the pupil, as declared by a parent or guardian first learned a language other than
45.16English, comes from a home where the language usually spoken is other than English, or
45.17usually speaks a language other than English; and
45.18(2) the pupil is determined by a valid assessment measuring the pupil's English
45.19language proficiency and by developmentally appropriate measures, which might include
45.20observations, teacher judgment, parent recommendations, or developmentally appropriate
45.21assessment instruments, to lack the necessary English skills to participate fully in
45.22academic classes taught in English.
45.23(b) Notwithstanding paragraph (a), A pupil enrolled in a Minnesota public school
45.24in grades any grade 4 through 12 who was enrolled in a Minnesota public school on
45.25the dates during in the previous school year when a commissioner provided took a
45.26commissioner-provided assessment that measures measuring the pupil's emerging
45.27academic English was administered, shall not be counted as an English learner in
45.28calculating English learner pupil units under section 126C.05, subdivision 17, and shall not
45.29 generate state English learner aid under section 124D.65, subdivision 5, unless if the pupil
45.30scored below the state cutoff score or is otherwise counted as a nonproficient participant
45.31on an the assessment measuring the pupil's emerging academic English provided by the
45.32commissioner during the previous school year and in the judgment of the pupil's classroom
45.33teachers, consistent with section 124D.61, clause (1), the pupil is unable to demonstrate
45.34academic language proficiency in English, including oral academic language, sufficient to
45.35successfully and fully participate in the general core curriculum in the regular classroom.
46.1(c) Notwithstanding paragraphs (a) and (b), a pupil in kindergarten through grade
46.212 shall not be counted as an English learner in calculating English learner pupil units
46.3under section 126C.05, subdivision 17, and shall not generate state English learner aid
46.4under section 124D.65, subdivision 5, if:
46.5(1) the pupil is not enrolled during the current fiscal year in an educational program
46.6for English learners in accordance with under sections 124D.58 to 124D.64; or
46.7(2) the pupil has generated five or more years of average daily membership in
46.8Minnesota public schools since July 1, 1996.
46.9EFFECTIVE DATE.This section is effective for the 2015-2016 school year and
46.10later.

46.11    Sec. 35. Minnesota Statutes 2012, section 124D.59, is amended by adding a
46.12subdivision to read:
46.13    Subd. 2a. English learner; interrupted formal education. Consistent with
46.14subdivision 2, an English learner includes an English learner with an interrupted formal
46.15education who:
46.16(1) comes from a home where the language usually spoken is other than English, or
46.17usually speaks a language other than English;
46.18(2) enters school in the United States after grade 6;
46.19(3) has at least two years less schooling than their peers;
46.20(4) functions at least two years below expected grade level in reading and
46.21mathematics; and
46.22(5) may be preliterate in their native language.
46.23EFFECTIVE DATE.This section is effective for the 2015-2016 school year and
46.24later.

46.25    Sec. 36. Minnesota Statutes 2013 Supplement, section 124D.861, subdivision 3,
46.26is amended to read:
46.27    Subd. 3. Public engagement; progress report and budget process. (a) To
46.28receive revenue under section 124D.862, the school board of an eligible district must
46.29incorporate school and district plan components under section 120B.11 into the district's
46.30comprehensive integration plan.
46.31(b) A school board must hold at least one formal annual hearing to publicly report its
46.32progress in realizing the goals identified in its plan. At the hearing, the board must provide
46.33the public with longitudinal data demonstrating district and school progress in reducing
47.1the disparities in student academic performance among the specified categories of students
47.2and in realizing racial and economic integration, consistent with the district plan and the
47.3measures in paragraph (a). At least 30 days before the formal hearing under this paragraph,
47.4the board must post its plan, its preliminary analysis, relevant student performance data,
47.5and other longitudinal data on the district's Web site. A district must hold one hearing to
47.6meet the hearing requirements of both this section and section 120B.11.
47.7(c) The district must submit a detailed budget to the commissioner by March 15 in
47.8the year before it implements its plan. The commissioner must review, and approve or
47.9disapprove the district's budget by June 1 of that year.
47.10(d) The longitudinal data required under paragraph (a) must be based on student
47.11growth and progress in reading and mathematics, as defined under section 120B.30,
47.12subdivision 1, and student performance data and achievement reports from fully adaptive
47.13reading and mathematics assessments for grades 3 through 7 beginning in the 2015-2016
47.14school year under section 120B.30, subdivision 1a, and either (i) school enrollment
47.15choices, (ii) the number of world language proficiency or high achievement certificates
47.16awarded under section 120B.022, subdivision 1, paragraphs (b) and (c) 1a, or the number
47.17of state bilingual and multilingual seals issued under section 120B.022, subdivision 1b,
47.18or (iii) school safety and students' engagement and connection at school under section
47.19120B.35, subdivision 3 , paragraph (d). Additional longitudinal data may be based on:
47.20students' progress toward career and college readiness under section 120B.30, subdivision
47.211 ; or rigorous coursework completed under section 120B.35, subdivision 3, paragraph
47.22(c), clause (2).
47.23EFFECTIVE DATE.This section is effective for the 2014-2015 school year and
47.24later.

47.25    Sec. 37. Minnesota Statutes 2012, section 124D.895, is amended to read:
47.26124D.895 PARENTAL INVOLVEMENT PROGRAMS.
47.27    Subdivision 1. Program goals. The department, in consultation with the state
47.28curriculum advisory committee, must develop guidelines and model plans for parental
47.29involvement programs that will:
47.30(1) engage the interests and talents of parents or guardians in recognizing and
47.31meeting the emotional, intellectual, native and English language development, and
47.32physical needs of their school-age children;
47.33(2) promote healthy self-concepts among parents or guardians and other family
47.34members;
48.1(3) offer parents or guardians a chance to share and learn about educational skills,
48.2techniques, and ideas;
48.3(4) provide creative learning experiences for parents or guardians and their
48.4school-age children, including involvement from parents or guardians of color;
48.5(5) encourage parents to actively participate in their district's curriculum advisory
48.6committee under section 120B.11 in order to assist the school board in improving
48.7children's education programs; and
48.8(6) encourage parents to help in promoting school desegregation/integration under
48.9sections 124D.861 and 124D.862.
48.10    Subd. 2. Plan contents. Model plans for a parental involvement program must
48.11include at least the following:
48.12(1) program goals;
48.13(2) means for achieving program goals;
48.14(3) methods for informing parents or guardians, in a timely way, about the program;
48.15(4) strategies for ensuring the full participation of parents or guardians, including
48.16those parents or guardians who lack literacy skills or whose native language is not English,
48.17including the involvement from of parents or guardians of color;
48.18(5) procedures for coordinating the program with kindergarten through grade 12
48.19curriculum, with parental involvement programs currently available in the community,
48.20with the process under sections 120B.10 to world's best workforce under section 120B.11,
48.21and with other education facilities located in the community;
48.22(6) strategies for training teachers and other school staff to work effectively with
48.23parents and guardians;
48.24(7) procedures for parents or guardians and educators to evaluate and report progress
48.25toward program goals; and
48.26(8) a mechanism for convening a local community advisory committee composed
48.27primarily of parents or guardians to advise a district on implementing a parental
48.28involvement program.
48.29    Subd. 3. Plan activities. Activities contained in the model plans must include:
48.30(1) educational opportunities for families that enhance children's learning and native
48.31and English language development;
48.32(2) educational programs for parents or guardians on families' educational
48.33responsibilities and resources;
48.34(3) the hiring, training, and use of parental involvement liaison workers to
48.35coordinate family involvement activities and to foster linguistic and culturally competent
49.1communication among families, educators, and students, consistent with the definition of
49.2culturally competent under section 120B.11, subdivision 1, paragraph (d);
49.3(4) curriculum materials and assistance in implementing home and community-based
49.4learning activities that reinforce and extend classroom instruction and student motivation;
49.5(5) technical assistance, including training to design and carry out family
49.6involvement programs;
49.7(6) parent resource centers;
49.8(7) parent training programs and reasonable and necessary expenditures associated
49.9with parents' attendance at training sessions;
49.10(8) reports to parents on children's progress;
49.11(9) use of parents as classroom volunteers, or as volunteers in before and after
49.12school programs for school-age children, tutors, and aides;
49.13(10) soliciting parents' suggestions in planning, developing, and implementing
49.14school programs;
49.15(11) educational programs and opportunities for parents or guardians that are
49.16multicultural, multilingual, gender fair, and disability sensitive;
49.17(12) involvement in a district's curriculum advisory committee or a school building
49.18team under section 120B.11; and
49.19(13) opportunities for parent involvement in developing, implementing, or evaluating
49.20school and district desegregation/integration plans under sections 124D.861 and 124D.862.

49.21    Sec. 38. Minnesota Statutes 2012, section 124D.8955, is amended to read:
49.22124D.8955 PARENT AND FAMILY INVOLVEMENT POLICY.
49.23    (a) In order to promote and support student achievement, a local school board is
49.24encouraged to formally adopt and implement a parent and family involvement policy that
49.25promotes and supports:
49.26    (1) oral and written communication between home and school that is regular,
49.27two-way, and meaningful, and in families' native language;
49.28    (2) parenting skills;
49.29    (3) parents and caregivers who play an integral role in assisting student learning and
49.30learn about fostering students' academic success and learning at home and school;
49.31    (4) welcoming parents in the school and using networks that support families'
49.32cultural connections, seeking their support and assistance;
49.33    (5) partnerships with parents in the decisions that affect children and families
49.34in the schools; and
50.1    (6) providing community resources to strengthen schools, families, and student
50.2learning.
50.3    (b) A school board that implements a parent and family involvement policy under
50.4paragraph (a) must convene an advisory committee composed of an equal number of
50.5resident parents who are not district employees and school staff to make recommendations
50.6to the board on developing and evaluating the board's parent and family involvement
50.7policy. If possible, the advisory committee must represent the diversity of the district. The
50.8advisory committee must consider the district's demographic diversity and barriers to
50.9parent involvement when developing its recommendations. The advisory committee must
50.10present its recommendations to the board for board consideration.
50.11    (c) The board must consider research-based best practices when implementing
50.12this policy.
50.13    (d) The board periodically must review this policy to determine whether it is aligned
50.14with the most current research findings on parent involvement policies and practices and
50.15how effective the policy is in supporting increased student achievement.
50.16    (e) Nothing in this section obligates a school district to exceed any parent or family
50.17involvement requirement under federal law.

50.18    Sec. 39. Minnesota Statutes 2013 Supplement, section 127A.70, subdivision 2, is
50.19amended to read:
50.20    Subd. 2. Powers and duties; report. (a) The partnership shall develop
50.21recommendations to the governor and the legislature designed to maximize the achievement
50.22of all P-20 students while promoting the efficient use of state resources, thereby helping
50.23the state realize the maximum value for its investment. These recommendations may
50.24include, but are not limited to, strategies, policies, or other actions focused on:
50.25    (1) improving the quality of and access to education at all points from preschool
50.26through graduate education;
50.27    (2) improving preparation for, and transitions to, postsecondary education and
50.28work; and
50.29    (3) ensuring educator quality by creating rigorous standards for teacher recruitment,
50.30teacher preparation, induction and mentoring of beginning teachers, and continuous
50.31professional development for career teachers.
50.32    (b) Under the direction of the P-20 Education Partnership Statewide Longitudinal
50.33Education Data System Governance Committee, the Office of Higher Education and the
50.34Departments of Education and Employment and Economic Development shall improve
50.35and expand the Statewide Longitudinal Education Data System (SLEDS) to provide
51.1policymakers, education and workforce leaders, researchers, and members of the public
51.2with data, research, and reports to:
51.3(1) expand reporting on students' educational outcomes for diverse student
51.4populations including at-risk students, children with disabilities, English learners, and
51.5gifted students, among others, and include formative and summative evaluations based on
51.6multiple measures of student progress toward career and college readiness;
51.7(2) evaluate the effectiveness of educational and workforce programs; and
51.8(3) evaluate the relationship between education and workforce outcomes, consistent
51.9with section 124D.49.
51.10To the extent possible under federal and state law, research and reports should be
51.11accessible to the public on the Internet, and disaggregated by demographic characteristics,
51.12organization or organization characteristics, and geography.
51.13It is the intent of the legislature that the Statewide Longitudinal Education Data
51.14System inform public policy and decision-making. The SLEDS governance committee,
51.15with assistance from staff of the Office of Higher Education, the Department of Education,
51.16and the Department of Employment and Economic Development, shall respond to
51.17legislative committee and agency requests on topics utilizing data made available through
51.18the Statewide Longitudinal Education Data System as resources permit. Any analysis of
51.19or report on the data must contain only summary data.
51.20    (c) By January 15 of each year, the partnership shall submit a report to the governor
51.21and to the chairs and ranking minority members of the legislative committees and
51.22divisions with jurisdiction over P-20 education policy and finance that summarizes the
51.23partnership's progress in meeting its goals and identifies the need for any draft legislation
51.24when necessary to further the goals of the partnership to maximize student achievement
51.25while promoting efficient use of resources.

51.26    Sec. 40. REVIEW OF WORLD LANGUAGE COMPETENCIES.
51.27The commissioner of education and the Minnesota State Colleges and Universities
51.28(MNSCU) chancellor, after consulting with the world language faculty at the University
51.29of Minnesota and MNSCU, must review the specific competencies a K-12 student masters
51.30in attaining a state bilingual seal, multilingual seal, Minnesota world language proficiency
51.31certificate or Minnesota world language proficiency high achievement certificate under
51.32Minnesota Statutes 2014, section 120B.022, subdivisions 1a and 1b, and determine credit
51.33and course equivalencies for each seal or certificate. The commissioner and the chancellor,
51.34or their designees, must report findings, determinations, and any recommendations to the
51.35education policy and finance committees of the legislature by February 15, 2015.
52.1EFFECTIVE DATE.This section is effective the day following final enactment.

52.2    Sec. 41. REPEALER.
52.3Minnesota Statutes 2012, section 122A.19, subdivision 3, is repealed effective the
52.4day following final enactment.


52.7    Section 1. Minnesota Statutes 2012, section 123B.88, subdivision 1, is amended to read:
52.8    Subdivision 1. Providing transportation. The board may provide for the
52.9transportation of pupils to and from school and for any other purpose. The board may
52.10also provide for the transportation of pupils to schools in other districts for grades and
52.11departments not maintained in the district, including high school, at the expense of
52.12the district, when funds are available therefor and if agreeable to the district to which
52.13it is proposed to transport the pupils, for the whole or a part of the school year, as it
52.14may deem advisable, and subject to its rules. In any district, the board must arrange
52.15for the attendance of all pupils living two miles or more from the school, except pupils
52.16whose transportation privileges have been voluntarily surrendered under subdivision 2,
52.17or whose privileges have been revoked under section 123B.91, subdivision 1, clause
52.18(6), or 123B.90, subdivision 2. The district may provide for the transportation of or the
52.19boarding and rooming of the pupils who may be more economically and conveniently
52.20provided for by that means. Arrangements for attendance may include a requirement
52.21that parents or guardians request transportation before it is provided. The board must
52.22provide transportation to and from the home of a child with a disability not yet enrolled in
52.23kindergarten when special instruction and services under sections 125A.03 to 125A.24,
52.24125A.26 to 125A.48, and 125A.65 are provided in a location other than in the child's home
52.25 district facility, a placement contracted for by the district, or a Head Start program if the
52.26Head Start program does not otherwise provide transportation. When transportation is
52.27provided, scheduling of routes, establishment of the location of bus stops, manner and
52.28method of transportation, control and discipline of school children, the determination of
52.29fees, and any other matter relating thereto must be within the sole discretion, control, and
52.30management of the board. The district may provide for the transportation of pupils or
52.31expend a reasonable amount for room and board of pupils whose attendance at school can
52.32more economically and conveniently be provided for by that means or who attend school
52.33in a building rented or leased by a district within the confines of an adjacent district.

53.1    Sec. 2. Minnesota Statutes 2012, section 124D.08, is amended by adding a subdivision
53.2to read:
53.3    Subd. 2b. Continued enrollment for students placed in foster care.
53.4Notwithstanding subdivision 2, a pupil who has been enrolled in a district who is placed
53.5in foster care in another district may continue to enroll in the prior district without the
53.6approval of the board of the prior district. The approval of the board where the pupil's
53.7foster home is located is not required.

53.8    Sec. 3. Laws 2012, chapter 263, section 1, is amended to read:
53.9    Section 1. INNOVATIVE DELIVERY OF EDUCATION SERVICES AND
53.10SHARING OF DISTRICT RESOURCES; PILOT PROJECT.
53.11    Subdivision 1. Establishment; requirements for participation. (a) A five-year
53.12 pilot project for the 2013-2014 through 2017-2018 school years is established to improve
53.13student and school outcomes by allowing groups of school districts to work together to
53.14provide innovative education programs and activities and share district resources. The
53.15pilot project may last until June 30, 2018, or for up to five years, whichever is less.
53.16(b) To participate in this pilot project to improve student and school outcomes, a
53.17group of two or more school districts must collaborate with school staff and receive formal
53.18school board approval to form a partnership. The partnership must develop a plan to
53.19provide challenging programmatic options for students, create professional development
53.20opportunities for educators, increase student engagement and connection and challenging
53.21learning opportunities for students, or demonstrate efficiencies in delivering financial and
53.22other services. The plan must establish:
53.23(1) collaborative educational goals and objectives;
53.24(2) strategies and processes to implement those goals and objectives, including a
53.25budget process with periodic expenditure reviews;
53.26(3) valid and reliable measures to evaluate progress in realizing the goals and
53.27objectives;
53.28(4) an implementation timeline; and
53.29(5) other applicable conditions, regulations, responsibilities, duties, provisions, fee
53.30schedules, and legal considerations needed to fully implement the plan.
53.31A partnership may invite additional districts to join the partnership during the pilot
53.32project term after notifying the commissioner.
53.33(c) A partnership of interested districts must apply by February 1, 2013, of any year
53.34 to the education commissioner in the form and manner the commissioner determines,
54.1consistent with this section. The application must contain the formal approval adopted by
54.2the school board in each district to participate in the plan.
54.3(d) Notwithstanding other law to the contrary, a participating school district under
54.4this section continues to: receive revenue and maintain its taxation authority; be organized
54.5and governed by an elected school board with general powers under Minnesota Statutes,
54.6section 123B.02; and be subject to employment agreements under Minnesota Statutes,
54.7chapter 122A, and Minnesota Statutes, section 179A.20; and district employees continue
54.8to remain employees of the employing school district.
54.9    Subd. 2. Commissioner's role. Interested groups of school districts must submit
54.10a completed application to the commissioner by March 1, 2013, of any year in the form
54.11and manner determined by the commissioner. The education commissioner must convene
54.12an advisory panel composed of a teacher appointed by Education Minnesota, a school
54.13principal appointed by the Minnesota Association of Secondary School Principals, a
54.14school board member appointed by the Minnesota School Boards Association, and a
54.15school superintendent appointed by the Minnesota Association of School Administrators
54.16to advise the commissioner on applicants' qualifications to participate in this pilot project.
54.17The commissioner must select between three and may select up to six qualified applicants
54.18under subdivision 1 by April 1, 2013, of any year to participate in this pilot project,
54.19ensuring an equitable geographical distribution of project participants to the extent
54.20practicable. The commissioner must select only those applicants that fully comply with
54.21the requirements in subdivision 1. The commissioner must terminate a project participant
54.22that fails to effectively implement the goals and objectives contained in its application and
54.23according to its stated timeline.
54.24    Subd. 3. Pilot project evaluation. Participating school districts must submit pilot
54.25project data to the commissioner in the form and manner determined by the commissioner.
54.26The education commissioner must analyze participating districts' progress in realizing
54.27their educational goals and objectives to work together in providing innovative education
54.28programs and activities and sharing resources. The commissioner must include the
54.29analysis of best practices in a report to the legislative committees with jurisdiction over
54.30kindergarten through grade 12 education finance and policy on the efficacy of this pilot
54.31project. The commissioner may shall submit an interim project report at any time by
54.32February 1, 2016, and must submit a final report to the legislature by February 1, 2018
54.33 2019, recommending whether or not to continue or expand the pilot project.

54.34    Sec. 4. Laws 2012, chapter 263, section 1, the effective date, is amended to read:
55.1EFFECTIVE DATE.This section is effective the day following final enactment
55.2and applies to the 2013-2014 through 2017-2018 school years.


55.5    Section 1. Minnesota Statutes 2012, section 13.32, subdivision 6, is amended to read:
55.6    Subd. 6. Admissions forms; remedial instruction. (a) Minnesota postsecondary
55.7education institutions, for purposes of reporting and research, may collect on the
55.81986-1987 admissions form, and disseminate to any public educational agency or
55.9institution the following data on individuals: student sex, ethnic background, age, and
55.10disabilities. The data shall not be required of any individual and shall not be used for
55.11purposes of determining the person's admission to an institution.
55.12(b) A school district that receives information under subdivision 3, paragraph
55.13(h) from a postsecondary institution about an identifiable student shall maintain the
55.14data as educational data and use that data to conduct studies to improve instruction.
55.15Public postsecondary systems annually shall provide summary data to the Department
55.16of Education indicating as part of their participation in the Statewide Longitudinal
55.17Education Data System shall provide data on the extent and content of the remedial
55.18instruction received in each system during the prior academic year by individual students,
55.19and the results of assessment testing and the academic performance of, students who
55.20graduated from a Minnesota school district within two years before receiving the remedial
55.21instruction. The department Office of Higher Education, in collaboration with the
55.22Department of Education, shall evaluate the data and annually report its findings to the
55.23education committees of the legislature.
55.24(c) This section supersedes any inconsistent provision of law.

55.25    Sec. 2. Minnesota Statutes 2013 Supplement, section 120B.021, subdivision 4, is
55.26amended to read:
55.27    Subd. 4. Revisions and reviews required. (a) The commissioner of education must
55.28revise and appropriately embed technology and information literacy standards consistent
55.29with recommendations from school media specialists into the state's academic standards
55.30and graduation requirements and implement a ten-year cycle to review and revise state
55.31academic standards and related benchmarks, consistent with this subdivision. During each
55.32ten-year review and revision cycle, the commissioner also must examine the alignment
55.33of each required academic standard and related benchmark with the knowledge and
55.34skills students need for career and college readiness and advanced work in the particular
56.1subject area. The commissioner must include the contributions of Minnesota American
56.2Indian tribes and communities as related to the academic standards during the review and
56.3revision of the required academic standards.
56.4    (b) The commissioner must ensure that the statewide mathematics assessments
56.5administered to students in grades 3 through 8 and 11 are aligned with the state academic
56.6standards in mathematics, consistent with section 120B.30, subdivision 1, paragraph (b).
56.7The commissioner must implement a review of and, consistent with the review, revise the
56.8academic standards and related benchmarks in mathematics beginning in the 2015-2016
56.9school year and every ten years thereafter.
56.10(c) The commissioner must implement a review of and, consistent with the review,
56.11revise the academic standards and related benchmarks in arts beginning in the 2016-2017
56.12school year and every ten years thereafter.
56.13(d) The commissioner must implement a review of and, consistent with the review,
56.14revise the academic standards and related benchmarks in science beginning in the
56.152017-2018 school year and every ten years thereafter.
56.16(e) The commissioner must implement a review of and, consistent with the review,
56.17revise the academic standards and related benchmarks in language arts beginning in the
56.182018-2019 school year and every ten years thereafter.
56.19(f) The commissioner must implement a review of and, consistent with the review,
56.20revise the academic standards and related benchmarks in social studies beginning in the
56.212019-2020 school year and every ten years thereafter.
56.22(g) School districts and charter schools must revise and align local academic
56.23standards and high school graduation requirements in health, world languages, and career
56.24and technical education to require students to complete the revised standards beginning
56.25in a school year determined by the school district or charter school. School districts and
56.26charter schools must formally establish a periodic review cycle for the academic standards
56.27and related benchmarks in health, world languages, and career and technical education.

56.28    Sec. 3. Minnesota Statutes 2013 Supplement, section 120B.11, subdivision 1, is
56.29amended to read:
56.30    Subdivision 1. Definitions. For the purposes of this section and section 120B.10,
56.31the following terms have the meanings given them.
56.32    (a) "Instruction" means methods of providing learning experiences that enable
56.33a student to meet state and district academic standards and graduation requirements
56.34 including applied and experiential learning.
57.1    (b) "Curriculum" means district or school adopted programs and written plans for
57.2providing students with learning experiences that lead to expected knowledge and skills
57.3and career and college readiness.
57.4    (c) "World's best workforce" means striving to: meet school readiness goals; have
57.5all third grade students achieve grade-level literacy; close the academic achievement gap
57.6among all racial and ethnic groups of students and between students living in poverty and
57.7students not living in poverty; have all students attain career and college readiness before
57.8graduating from high school; and have all students graduate from high school.
57.9    (d) "Experiential learning" means learning for students that includes career
57.10exploration through a specific class or course or through work-based experiences such as
57.11job shadowing, mentoring, entrepreneurship, service learning, volunteering, internships,
57.12other cooperative work experience, youth apprenticeship, or employment.

57.13    Sec. 4. Minnesota Statutes 2013 Supplement, section 120B.11, subdivision 1a, is
57.14amended to read:
57.15    Subd. 1a. Performance measures. Measures to determine school district and
57.16school site progress in striving to create the world's best workforce must include at least:
57.17(1) student performance on the National Association Assessment of Education
57.18Progress where applicable;
57.19(2) the size of the academic achievement gap by student subgroup;
57.20(3) student performance on the Minnesota Comprehensive Assessments;
57.21(4) high school graduation rates; and
57.22(5) career and college readiness under section 120B.30, subdivision 1.

57.23    Sec. 5. Minnesota Statutes 2013 Supplement, section 120B.115, is amended to read:
57.24120B.115 REGIONAL CENTERS OF EXCELLENCE.
57.25(a) Regional centers of excellence are established to assist and support school
57.26boards, school districts, school sites, and charter schools in implementing research-based
57.27interventions and practices to increase the students' achievement within a region.
57.28The centers must develop partnerships with local and regional service cooperatives,
57.29postsecondary institutions, integrated school districts, the department, children's mental
57.30health providers, or other local or regional entities interested in providing a cohesive
57.31and consistent regional delivery system that serves all schools equitably. Centers must
57.32assist school districts, school sites, and charter schools in developing similar partnerships.
57.33Center support may include assisting school districts, school sites, and charter schools
57.34with common principles of effective practice, including:
58.1(1) defining measurable education goals under section 120B.11, subdivision 2;
58.2(2) implementing evidence-based practices including applied and experiential
58.3learning, contextualized learning, competency-based curricula and assessments, and other
58.4nontraditional learning opportunities, among other practices;
58.5(3) engaging in data-driven decision-making;
58.6(4) providing multilayered levels of support;
58.7(5) supporting culturally responsive teaching and learning aligning state and local
58.8academic standards and career and college readiness benchmarks; and
58.9(6) engaging parents, families, youth, and local community members in programs
58.10and activities at the school district, school site, or charter school.
58.11Centers must work with school site leadership teams to build capacity to implement
58.12programs that close the achievement gap, increase students' progress and growth toward
58.13career and college readiness, and increase student graduation rates.
58.14(b) The department must assist the regional centers of excellence to meet staff,
58.15facilities, and technical needs, provide the centers with programmatic support, and work
58.16with the centers to establish a coherent statewide system of regional support, including
58.17consulting, training, and technical support, to help school boards, school districts, school
58.18sites, and charter schools effectively and efficiently implement the world's best workforce
58.19goals under section 120B.11 and other state and federal education initiatives, including
58.20secondary and postsecondary career pathways and technical education.

58.21    Sec. 6. Minnesota Statutes 2013 Supplement, section 120B.125, is amended to read:
58.22120B.125 PLANNING FOR STUDENTS' SUCCESSFUL TRANSITION
58.23TO POSTSECONDARY EDUCATION AND EMPLOYMENT; INVOLUNTARY
58.24CAREER TRACKING PROHIBITED PERSONAL LEARNING PLANS.
58.25(a) Consistent with sections 120B.128, 120B.13, 120B.131, 120B.132, 120B.14,
58.26120B.15 , 120B.30, subdivision 1, paragraph (c), 125A.08, and other related sections,
58.27school districts, beginning in the 2013-2014 school year, must assist all students by no
58.28later than grade 9 to explore their educational, college, and career interests, aptitudes, and
58.29aspirations and develop a plan for a smooth and successful transition to postsecondary
58.30education or employment. All students' plans must be designed to:
58.31(1) provide a comprehensive academic plan for completing to prepare for and
58.32complete a college and career-ready career and college-ready curriculum premised on
58.33 by meeting state and local academic standards and developing 21st century career and
58.34employment-related skills such as team work, collaboration, and good work habits;
58.35(2) emphasize academic rigor and high expectations;
59.1(3) help students identify interests, aptitudes, aspirations, and personal learning
59.2styles that may affect their career and college-ready goals and postsecondary education
59.3and employment choices;
59.4(4) set appropriate career and college-ready goals with timelines that identify
59.5effective means for achieving those goals;
59.6(4) (5) help students gain access to postsecondary education and career options;
59.7(5) (6) integrate strong academic content into career-focused courses and applied
59.8and experiential learning opportunities and integrate relevant career-focused courses and
59.9applied and experiential learning opportunities into strong academic content;
59.10(6) (7) help students and families identify and gain access to appropriate counseling
59.11and other supports and assistance that enable students to complete required coursework,
59.12prepare for postsecondary education and careers, and obtain information about
59.13postsecondary education costs and eligibility for financial aid and scholarship;
59.14(7) (8) help students and families identify collaborative partnerships of among
59.15kindergarten through grade 12 schools, postsecondary institutions, economic development
59.16agencies, and local and regional employers that support students' transition to
59.17postsecondary education and employment and provide students with applied and
59.18 experiential learning opportunities; and
59.19(8) (9) be reviewed and revised at least annually by the student, the student's parent or
59.20guardian, and the school or district to ensure that the student's course-taking schedule keeps
59.21the student making adequate progress to meet state and local academic standards and high
59.22school graduation requirements and with a reasonable chance to succeed with employment
59.23or postsecondary education without the need to first complete remedial course work.
59.24(b) A school district may develop grade-level curricula or provide instruction that
59.25introduces students to various careers, but must not require any curriculum, instruction,
59.26or employment-related activity that obligates an elementary or secondary student to
59.27involuntarily select or pursue a career, career interest, employment goals, or related job
59.28training.
59.29EFFECTIVE DATE.This section is effective the day following final enactment.

59.30    Sec. 7. Minnesota Statutes 2013 Supplement, section 120B.30, subdivision 1, is
59.31amended to read:
59.32    Subdivision 1. Statewide testing. (a) The commissioner, with advice from experts
59.33with appropriate technical qualifications and experience and stakeholders, consistent
59.34with subdivision 1a, shall include in the comprehensive assessment system, for each
59.35grade level to be tested, state-constructed tests developed as computer-adaptive reading
60.1and mathematics assessments for students that are aligned with the state's required
60.2academic standards under section 120B.021, include multiple choice questions, and are
60.3administered annually to all students in grades 3 through 7. Reading and mathematics
60.4assessments for all students in grade 8 must be aligned with the state's required reading and
60.5mathematics standards, be administered annually, and include multiple choice questions.
60.6State-developed high school tests aligned with the state's required academic standards
60.7under section 120B.021 and administered to all high school students in a subject other than
60.8writing must include multiple choice questions. The commissioner shall establish one or
60.9more months during which schools shall administer the tests to students each school year.
60.10(1) Students enrolled in grade 8 through the 2009-2010 school year are eligible
60.11to be assessed under (i) the graduation-required assessment for diploma in reading,
60.12mathematics, or writing under Minnesota Statutes 2012, section 120B.30, subdivision 1,
60.13paragraphs (c), clauses (1) and (2), and (d), (ii) the WorkKeys job skills assessment, (iii)
60.14the Compass college placement test, (iv) the ACT assessment for college admission, or (v)
60.15a nationally recognized armed services vocational aptitude test.
60.16(2) Students enrolled in grade 8 in the 2010-2011 or 2011-2012 school year are
60.17eligible to be assessed under (i) the graduation-required assessment for diploma in reading,
60.18mathematics, or writing under Minnesota Statutes 2012, section 120B.30, subdivision
60.191, paragraph (c), clauses (1) and (2), (ii) the WorkKeys job skills assessment, (iii) the
60.20Compass college placement test, (iv) the ACT assessment for college admission, or (v) a
60.21nationally recognized armed services vocational aptitude test.
60.22(3) For students under clause (1) or (2), a school district may substitute a score from
60.23an alternative, equivalent assessment to satisfy the requirements of this paragraph.
60.24(b) The state assessment system must be aligned to the most recent revision of
60.25academic standards as described in section 120B.023 in the following manner:
60.26(1) mathematics;
60.27(i) grades 3 through 8 beginning in the 2010-2011 school year; and
60.28(ii) high school level beginning in the 2013-2014 school year;
60.29(2) science; grades 5 and 8 and at the high school level beginning in the 2011-2012
60.30school year; and
60.31(3) language arts and reading; grades 3 through 8 and high school level beginning in
60.32the 2012-2013 school year.
60.33    (c) For students enrolled in grade 8 in the 2012-2013 school year and later, students'
60.34state graduation requirements, based on a longitudinal, systematic approach to student
60.35education and career planning, assessment, instructional support, and evaluation, include
60.36the following:
61.1    (1) demonstrate understanding of required academic standards on a nationally
61.2normed college entrance exam;
61.3    (2) achievement and career and college readiness tests in mathematics, reading, and
61.4writing, consistent with paragraph (e) and to the extent available, to monitor students'
61.5continuous development of and growth in requisite knowledge and skills; analyze
61.6students' progress and performance levels, identifying students' academic strengths and
61.7diagnosing areas where students require curriculum or instructional adjustments, targeted
61.8interventions, or remediation; and, based on analysis of students' progress and performance
61.9data, determine students' learning and instructional needs and the instructional tools and
61.10best practices that support academic rigor for the student; and
61.11    (3) consistent with this paragraph and section 120B.125, age-appropriate exploration
61.12and planning activities and career assessments to encourage students to identify personally
61.13relevant career interests and aptitudes and help students and their families develop a
61.14regularly reexamined transition plan for postsecondary education or employment without
61.15need for postsecondary remediation.
61.16Based on appropriate state guidelines, students with an individualized education program
61.17may satisfy state graduation requirements by achieving an individual score on the
61.18state-identified alternative assessments.
61.19Expectations of schools, districts, and the state for career or college readiness under
61.20this subdivision must be comparable in rigor, clarity of purpose, and rates of student
61.21completion. A student under clause (2) must receive targeted, relevant, academically
61.22rigorous, and resourced instruction, which may include a targeted instruction and
61.23intervention plan focused on improving the student's knowledge and skills in core subjects
61.24so that the student has a reasonable chance to succeed in a career or college without need
61.25for postsecondary remediation. Consistent with sections 120B.13, 124D.09, 124D.091,
61.26124D.49 , and related sections, an enrolling school or district must actively encourage a
61.27student in grade 11 or 12 who is identified as academically ready for a career or college
61.28to participate in courses and programs awarding college credit to high school students.
61.29Students are not required to achieve a specified score or level of proficiency on an
61.30assessment under this subdivision to graduate from high school.
61.31    (d) To improve the secondary and postsecondary outcomes of all students, the
61.32alignment between secondary and postsecondary education programs and Minnesota's
61.33workforce needs, and the efficiency and cost-effectiveness of secondary and postsecondary
61.34programs, the commissioner, after consulting with the chancellor of the Minnesota State
61.35Colleges and Universities and using a request for proposal process, shall contract for
61.36a series of assessments that are consistent with this subdivision, aligned with state
62.1academic standards, and include career and college readiness benchmarks. Mathematics,
62.2reading, and writing assessments for students in grades 8 and 10 must be predictive of a
62.3nationally normed assessment for career and college readiness. This nationally recognized
62.4assessment must be a college entrance exam and given to students in grade 11. This
62.5series of assessments must include a college placement diagnostic exam and contain
62.6career exploration elements. The commissioner and the chancellor of the Minnesota
62.7State Colleges and Universities must collaborate in aligning instruction and assessments
62.8for adult basic education students and English learners to provide the students with
62.9diagnostic information about any targeted interventions, accommodations, modifications,
62.10and supports they need so that assessments and other performance measures are accessible
62.11to them and they may seek postsecondary education or employment without need for
62.12postsecondary remediation.
62.13    (1) Districts and schools, on an annual basis, must use the career exploration
62.14elements in these assessments to help students, beginning no later than grade 9, and their
62.15families explore and plan for postsecondary education or careers based on the students'
62.16interests, aptitudes, and aspirations. Districts and schools must use timely regional labor
62.17market information and partnerships, among other resources, to help students and their
62.18families successfully develop, pursue, review, and revise an individualized plan for
62.19postsecondary education or a career. This process must help increase students' engagement
62.20in and connection to school, improve students' knowledge and skills, and deepen students'
62.21understanding of career pathways as a sequence of academic and career courses that lead
62.22to an industry-recognized credential, an associate's degree, or a bachelor's degree and are
62.23available to all students, whatever their interests and career goals.
62.24(2) Students in grade 10 or 11 not yet academically ready for a career or college based
62.25on their growth in academic achievement between grades 8 and 10 must take the college
62.26placement diagnostic exam before taking the college entrance exam under clause (3).
62.27Students, their families, the school, and the district can then use the results of the college
62.28placement diagnostic exam for targeted instruction, intervention, or remediation and
62.29improve students' knowledge and skills in core subjects sufficient for a student to graduate
62.30and have a reasonable chance to succeed in a career or college without remediation.
62.31(3) All students except those eligible for alternative assessments must be given the
62.32college entrance part of these assessments in grade 11. A student under this clause who
62.33demonstrates attainment of required state academic standards, which include career and
62.34college readiness benchmarks, on these assessments is academically ready for a career or
62.35college and is encouraged to participate in courses awarding college credit to high school
63.1students. Such courses and programs may include sequential courses of study within
63.2broad career areas and technical skill assessments that extend beyond course grades.
63.3(4) As appropriate, students through grade 12 must continue to participate in targeted
63.4instruction, intervention, or remediation and be encouraged to participate in courses
63.5awarding college credit to high school students.
63.6    (5) A study to determine the alignment between these assessments and state
63.7academic standards under this chapter must be conducted. Where alignment exists, the
63.8commissioner must seek federal approval to, and immediately upon receiving approval,
63.9replace the federally required assessments referenced under subdivision 1a and section
63.10120B.35, subdivision 2 , with assessments under this paragraph.
63.11    (e) In developing, supporting, and improving students' academic readiness for a
63.12career or college, schools, districts, and the state must have a continuum of empirically
63.13derived, clearly defined benchmarks focused on students' attainment of knowledge and
63.14skills so that students, their parents, and teachers know how well students must perform to
63.15have a reasonable chance to succeed in a career or college without need for postsecondary
63.16remediation. The commissioner, in consultation with local school officials and educators,
63.17and Minnesota's public postsecondary institutions must ensure that the foundational
63.18knowledge and skills for students' successful performance in postsecondary employment
63.19or education and an articulated series of possible targeted interventions are clearly
63.20identified and satisfy Minnesota's postsecondary admissions requirements.
63.21    (f) For students in grade 8 in the 2012-2013 school year and later, a school, district,
63.22or charter school must record on the high school transcript a student's progress toward
63.23career and college readiness, and for other students as soon as practicable.
63.24    (g) The school board granting students their diplomas may formally decide to
63.25include a notation of high achievement on the high school diplomas of those graduating
63.26seniors who, according to established school board criteria, demonstrate exemplary
63.27academic achievement during high school.
63.28(h) The 3rd through 7th grade computer-adaptive assessment results and grade 8
63.29and high school test results shall be available to districts for diagnostic purposes affecting
63.30student learning and district instruction and curriculum, and for establishing educational
63.31accountability. The commissioner must establish empirically derived benchmarks on
63.32adaptive assessments in grades 3 through 7 that reveal a trajectory toward career and
63.33college readiness. The commissioner must disseminate to the public the computer-adaptive
63.34assessments, grade 8, and high school test results upon receiving those results.
63.35    (i) The grades 3 through 7 computer-adaptive assessments and grade 8 and high
63.36school tests must be aligned with state academic standards. The commissioner shall
64.1determine the testing process and the order of administration. The statewide results shall
64.2be aggregated at the site and district level, consistent with subdivision 1a.
64.3    (j) The commissioner shall include the following components in the statewide
64.4public reporting system:
64.5    (1) uniform statewide computer-adaptive assessments of all students in grades 3
64.6through 7 and testing at the grade 8 and high school levels that provides appropriate,
64.7technically sound accommodations or alternate assessments;
64.8    (2) educational indicators that can be aggregated and compared across school
64.9districts and across time on a statewide basis, including average daily attendance, high
64.10school graduation rates, and high school drop-out rates by age and grade level;
64.11    (3) state results on the American College Test; and
64.12    (4) state results from participation in the National Assessment of Educational
64.13Progress so that the state can benchmark its performance against the nation and other
64.14states, and, where possible, against other countries, and contribute to the national effort
64.15to monitor achievement.
64.16    (k) For purposes of statewide accountability, "career and college ready" means a
64.17high school graduate has the knowledge, skills, and competencies to successfully pursue a
64.18career pathway including postsecondary credit leading to a degree, diploma, certificate, or
64.19industry-recognized credential and employment. Students who are career and college ready
64.20are able to successfully complete credit-bearing coursework at a two- or four-year college
64.21or university or other credit-bearing postsecondary program without need for remediation.
64.22    (l) For purposes of statewide accountability, "cultural competence," "cultural
64.23competency," or "culturally competent" means the ability and will to interact effectively
64.24with people of different cultures, native languages, and socioeconomic backgrounds.

64.25    Sec. 8. Minnesota Statutes 2013 Supplement, section 120B.35, subdivision 3, is
64.26amended to read:
64.27    Subd. 3. State growth target; other state measures. (a) The state's educational
64.28assessment system measuring individual students' educational growth is based on
64.29indicators of achievement growth that show an individual student's prior achievement.
64.30Indicators of achievement and prior achievement must be based on highly reliable
64.31statewide or districtwide assessments.
64.32(b) The commissioner, in consultation with a stakeholder group that includes
64.33assessment and evaluation directors and staff and researchers must implement a model
64.34that uses a value-added growth indicator and includes criteria for identifying schools
64.35and school districts that demonstrate medium and high growth under section 120B.299,
65.1subdivisions 8 and 9, and may recommend other value-added measures under section
65.2120B.299, subdivision 3 . The model may be used to advance educators' professional
65.3development and replicate programs that succeed in meeting students' diverse learning
65.4needs. Data on individual teachers generated under the model are personnel data under
65.5section 13.43. The model must allow users to:
65.6(1) report student growth consistent with this paragraph; and
65.7(2) for all student categories, report and compare aggregated and disaggregated state
65.8growth data using the nine student categories identified under the federal 2001 No Child
65.9Left Behind Act and two student gender categories of male and female, respectively,
65.10following appropriate reporting practices to protect nonpublic student data.
65.11The commissioner must report measures of student growth, consistent with this
65.12paragraph, including the English language development, academic progress, and oral
65.13academic development of English learners and their native language development if the
65.14native language is used as a language of instruction.
65.15(c) When reporting student performance under section 120B.36, subdivision 1, the
65.16commissioner annually, beginning July 1, 2011, must report two core measures indicating
65.17the extent to which current high school graduates are being prepared for postsecondary
65.18academic and career opportunities:
65.19(1) a preparation measure indicating the number and percentage of high school
65.20graduates in the most recent school year who completed course work important to
65.21preparing them for postsecondary academic and career opportunities, consistent with
65.22the core academic subjects required for admission to Minnesota's public colleges and
65.23universities as determined by the Office of Higher Education under chapter 136A; and
65.24(2) a rigorous coursework measure indicating the number and percentage of high
65.25school graduates in the most recent school year who successfully completed one or more
65.26college-level advanced placement, international baccalaureate, postsecondary enrollment
65.27options including concurrent enrollment, other rigorous courses of study under section
65.28120B.021, subdivision 1a , or industry certification courses or programs.
65.29When reporting the core measures under clauses (1) and (2), the commissioner must also
65.30analyze and report separate categories of information using the nine student categories
65.31identified under the federal 2001 No Child Left Behind Act and two student gender
65.32categories of male and female, respectively, following appropriate reporting practices to
65.33protect nonpublic student data.
65.34(d) When reporting student performance under section 120B.36, subdivision 1, the
65.35commissioner annually, beginning July 1, 2014, must report summary data on school
65.36safety and students' engagement and connection at school. The summary data under this
66.1paragraph are separate from and must not be used for any purpose related to measuring
66.2or evaluating the performance of classroom teachers. The commissioner, in consultation
66.3with qualified experts on student engagement and connection and classroom teachers,
66.4must identify highly reliable variables that generate summary data under this paragraph.
66.5The summary data may be used at school, district, and state levels only. Any data on
66.6individuals received, collected, or created that are used to generate the summary data
66.7under this paragraph are nonpublic data under section 13.02, subdivision 9.
66.8(e) For purposes of statewide educational accountability, the commissioner must
66.9identify and report measures that demonstrate the success of learning year program
66.10providers under sections 123A.05 and 124D.68, among other such providers, in improving
66.11students' graduation outcomes. The commissioner, beginning July 1, 2015, must annually
66.12report summary data on:
66.13(1) the four- and six-year graduation rates of students under this paragraph;
66.14(2) the percent of students under this paragraph whose progress and performance
66.15levels are meeting career and college readiness benchmarks under section 120B.30,
66.16subdivision 1; and
66.17(3) the success that learning year program providers experience in:
66.18(i) identifying at-risk and off-track student populations by grade;
66.19(ii) providing successful prevention and intervention strategies for at-risk students;
66.20(iii) providing successful recuperative and recovery or reenrollment strategies for
66.21off-track students; and
66.22(iv) improving the graduation outcomes of at-risk and off-track students.
66.23The commissioner may include in the annual report summary data on other education
66.24providers serving a majority of students eligible to participate in a learning year program.

66.25    Sec. 9. Minnesota Statutes 2012, section 120B.35, subdivision 4, is amended to read:
66.26    Subd. 4. Improving schools. Consistent with the requirements of this section,
66.27beginning June 20, 2012, the commissioner of education must annually report to the public
66.28and the legislature the organizational and curricular best practices implemented in those
66.29schools that demonstrate medium and high growth compared to the state growth target.

66.30    Sec. 10. Minnesota Statutes 2013 Supplement, section 122A.09, subdivision 4, is
66.31amended to read:
66.32    Subd. 4. License and rules. (a) The board must adopt rules to license public school
66.33teachers and interns subject to chapter 14.
67.1(b) The board must adopt rules requiring a person to pass a skills examination in
67.2reading, writing, and mathematics as a requirement demonstrate levels of proficiency
67.3on career and college readiness tests under section 120B.30, subdivision 1, that are
67.4recommended by the Board of Teaching for admission to a Minnesota teacher preparation
67.5program or to attain an equivalent composite score composed of the average of the scores in
67.6English and writing, reading, and mathematics on the ACT Plus Writing, or an equivalent
67.7composite score composed of the average of the scores in critical reading, mathematics,
67.8and writing on the SAT, for initial teacher licensure, except that the board may issue up to
67.9two additional temporary, one-year teaching licenses to an otherwise qualified candidate
67.10who has not yet passed the skills exam demonstrated the requisite levels of proficiency on
67.11state career and college readiness tests or attained the requisite composite score on the
67.12ACT Plus Writing or SAT. Such rules must require college and universities offering a
67.13board-approved teacher preparation program to provide remedial assistance to persons
67.14who did not achieve a qualifying score on the skills examination attain the requisite
67.15composite score on the ACT Plus Writing or SAT, including those for whom English is a
67.16second language. A person teaching under a temporary license for two consecutive years
67.17who does not attain the requisite composite ACT Plus Writing or SAT score during that
67.18period may receive an initial teaching license if: the person's transcript from an accredited
67.19college or university shows the person received credit for courses in mathematics and
67.20writing; and the school administrator who supervised the person during that two-year
67.21period transmits a signed letter to the board stating that the person is able to perform basic
67.22job responsibilities requiring reading, writing, and mathematics skills. The requirement to
67.23demonstrate the requisite levels of proficiency on state career and college readiness tests
67.24or attain the requisite composite score on the ACT Plus Writing or SAT does not apply to
67.25non-native English speakers, as verified by qualified Minnesota school district personnel
67.26or Minnesota higher education faculty, who, after meeting the content and pedagogy
67.27requirements under this subdivision, apply for a teaching license to provide direct
67.28instruction in their native language or world language instruction under section 120B.022,
67.29subdivision 1. A teacher candidate's official ACT Plus Writing or SAT composite score
67.30report to the board must not be more than ten years old at the time of licensure.
67.31(c) The board must adopt rules to approve teacher preparation programs. The board,
67.32upon the request of a postsecondary student preparing for teacher licensure or a licensed
67.33graduate of a teacher preparation program, shall assist in resolving a dispute between the
67.34person and a postsecondary institution providing a teacher preparation program when the
67.35dispute involves an institution's recommendation for licensure affecting the person or the
68.1person's credentials. At the board's discretion, assistance may include the application
68.2of chapter 14.
68.3(d) The board must provide the leadership and adopt rules for the redesign of teacher
68.4education programs to implement a research based, results-oriented curriculum that
68.5focuses on the skills teachers need in order to be effective. The board shall implement new
68.6systems of teacher preparation program evaluation to assure program effectiveness based
68.7on proficiency of graduates in demonstrating attainment of program outcomes. Teacher
68.8preparation programs including alternative teacher preparation programs under section
68.9122A.245 , among other programs, must include a content-specific, board-approved,
68.10performance-based assessment that measures teacher candidates in three areas: planning
68.11for instruction and assessment; engaging students and supporting learning; and assessing
68.12student learning. The board's redesign rules must include creating flexible, specialized
68.13teaching licenses, credentials, and other endorsement forms to increase students'
68.14participation in language immersion programs, world language instruction, career
68.15development opportunities, work-based learning, early college courses and careers, career
68.16and technical programs, Montessori schools, and project and place-based learning, among
68.17other career and college ready learning offerings.
68.18(e) The board must adopt rules requiring candidates for initial licenses to pass an
68.19examination of general pedagogical knowledge and examinations of licensure-specific
68.20teaching skills. The rules shall be effective by September 1, 2001. The rules under this
68.21paragraph also must require candidates for initial licenses to teach prekindergarten or
68.22elementary students to pass, as part of the examination of licensure-specific teaching
68.23skills, test items assessing the candidates' knowledge, skill, and ability in comprehensive,
68.24scientifically based reading instruction under section 122A.06, subdivision 4, and their
68.25knowledge and understanding of the foundations of reading development, the development
68.26of reading comprehension, and reading assessment and instruction, and their ability to
68.27integrate that knowledge and understanding.
68.28(f) The board must adopt rules requiring teacher educators to work directly with
68.29elementary or secondary school teachers in elementary or secondary schools to obtain
68.30periodic exposure to the elementary or secondary teaching environment.
68.31(g) The board must grant licenses to interns and to candidates for initial licenses
68.32based on appropriate professional competencies that are aligned with the board's licensing
68.33system and students' diverse learning needs. The board must include these licenses in a
68.34statewide differentiated licensing system that creates new leadership roles for successful
68.35experienced teachers premised on a collaborative professional culture dedicated to meeting
69.1students' diverse learning needs in the 21st century and formalizes mentoring and induction
69.2for newly licensed teachers that is provided through a teacher support framework.
69.3(h) The board must design and implement an assessment system which requires a
69.4candidate for an initial license and first continuing license to demonstrate the abilities
69.5necessary to perform selected, representative teaching tasks at appropriate levels.
69.6(i) The board must receive recommendations from local committees as established
69.7by the board for the renewal of teaching licenses.
69.8(j) The board must grant life licenses to those who qualify according to requirements
69.9established by the board, and suspend or revoke licenses pursuant to sections 122A.20 and
69.10214.10 . The board must not establish any expiration date for application for life licenses.
69.11(k) The board must adopt rules that require all licensed teachers who are renewing
69.12their continuing license to include in their renewal requirements further preparation in
69.13the areas of using positive behavior interventions and in accommodating, modifying, and
69.14adapting curricula, materials, and strategies to appropriately meet the needs of individual
69.15students and ensure adequate progress toward the state's graduation rule.
69.16(l) In adopting rules to license public school teachers who provide health-related
69.17services for disabled children, the board shall adopt rules consistent with license or
69.18registration requirements of the commissioner of health and the health-related boards who
69.19license personnel who perform similar services outside of the school.
69.20(m) The board must adopt rules that require all licensed teachers who are renewing
69.21their continuing license to include in their renewal requirements further reading
69.22preparation, consistent with section 122A.06, subdivision 4. The rules do not take effect
69.23until they are approved by law. Teachers who do not provide direct instruction including, at
69.24least, counselors, school psychologists, school nurses, school social workers, audiovisual
69.25directors and coordinators, and recreation personnel are exempt from this section.
69.26(n) The board must adopt rules that require all licensed teachers who are renewing
69.27their continuing license to include in their renewal requirements further preparation,
69.28first, in understanding the key warning signs of early-onset mental illness in children
69.29and adolescents and then, during subsequent licensure renewal periods, preparation may
69.30include providing a more in-depth understanding of students' mental illness trauma,
69.31accommodations for students' mental illness, parents' role in addressing students' mental
69.32illness, Fetal Alcohol Spectrum Disorders, autism, the requirements of section 125A.0942
69.33governing restrictive procedures, and de-escalation methods, among other similar topics.
69.34EFFECTIVE DATE.This section applies to persons applying to the Board of
69.35Teaching for their initial teaching license August 1, 2015, or later.

70.1    Sec. 11. Minnesota Statutes 2013 Supplement, section 122A.18, subdivision 2, is
70.2amended to read:
70.3    Subd. 2. Teacher and support personnel qualifications. (a) The Board of
70.4Teaching must issue licenses under its jurisdiction to persons the board finds to be
70.5qualified and competent for their respective positions.
70.6(b) The board must require a person to pass an examination of skills in reading,
70.7writing, and mathematics demonstrate levels of proficiency on career and college readiness
70.8tests under section 120B.30, subdivision 1, that are recommended by the Board of Teaching
70.9for admission to a Minnesota teacher preparation program or to attain either an equivalent
70.10composite score composed of the average of the scores in English and writing, reading, and
70.11mathematics on the ACT Plus Writing, or an equivalent composite score composed of the
70.12average of the scores in critical reading, mathematics, and writing on the SAT, before being
70.13granted an initial teaching license to provide direct instruction to pupils in prekindergarten,
70.14elementary, secondary, or special education programs, except that the board may issue up
70.15to two additional temporary, one-year teaching licenses to an otherwise qualified candidate
70.16who has not yet passed the skills exam demonstrated the requisite levels of proficiency on
70.17state career and college readiness tests or attained the requisite composite score on the ACT
70.18Plus Writing or SAT. The board must require colleges and universities offering a board
70.19approved teacher preparation program to make available upon request remedial assistance
70.20that includes a formal diagnostic component to persons enrolled in their institution who
70.21did not achieve a qualifying score on the skills examination attain the requisite ACT Plus
70.22Writing or SAT composite score, including those for whom English is a second language.
70.23The colleges and universities must make available assistance in the specific academic
70.24areas of deficiency in which the person did not achieve a qualifying score. School districts
70.25may make available upon request similar, appropriate, and timely remedial assistance that
70.26includes a formal diagnostic component to those persons employed by the district who
70.27completed their teacher education program, who did not achieve a qualifying score on the
70.28skills examination, including those persons for whom English is a second language and
70.29persons under section 122A.23, subdivision 2, paragraph (h), who completed their teacher's
70.30education program outside the state of Minnesota attain the requisite ACT Plus Writing or
70.31SAT composite score, and who received a temporary license to teach in Minnesota. The
70.32Board of Teaching shall report annually to the education committees of the legislature
70.33on the total number of teacher candidates during the most recent school year taking the
70.34skills examination, the number who achieve a qualifying score on the examination, the
70.35number who do not achieve a qualifying score on the examination, the distribution of all
70.36candidates' scores, the number of candidates who have taken the examination at least once
71.1before, and the number of candidates who have taken the examination at least once before
71.2and achieve a qualifying score who have not attained the requisite composite ACT Plus
71.3Writing or SAT score or have not passed a content or pedagogy exam, disaggregated by
71.4categories of race, ethnicity, and eligibility for financial aid.
71.5(c) The Board of Teaching must grant continuing licenses only to those persons who
71.6have met board criteria for granting a continuing license, which includes passing the skills
71.7examination in reading, writing, and mathematics demonstrating the requisite levels of
71.8proficiency on state career and college readiness tests or attaining the requisite composite
71.9ACT Plus Writing or SAT score consistent with paragraph (b), and the exceptions in
71.10 section 122A.09, subdivision 4, paragraph (b)., that are consistent with this paragraph. A
71.11person teaching under a temporary license for two consecutive years who does not attain
71.12the requisite composite ACT Plus Writing or SAT score during that period may receive an
71.13initial teaching license if: the person's transcript from an accredited college or university
71.14shows the person received credit for courses in mathematics and writing; and the school
71.15administrator who supervised the person during that two-year period transmits a signed
71.16letter to the board stating that the person is able to perform basic job responsibilities
71.17requiring reading, writing, and mathematics skills. The requirement to demonstrate the
71.18requisite levels of proficiency on state career and college readiness tests or to attain the
71.19requisite composite score on the ACT Plus Writing or SAT does not apply to non-native
71.20English speakers, as verified by qualified Minnesota school district personnel or Minnesota
71.21higher education faculty, who, after meeting the content and pedagogy requirements under
71.22this subdivision, apply for a teaching license to provide direct instruction in their native
71.23language or world language instruction under section 120B.022, subdivision 1. A teacher
71.24candidate's official ACT Plus Writing or SAT composite score report to the board must not
71.25be more than ten years old at the time of licensure.
71.26(d) All colleges and universities approved by the board of teaching to prepare
71.27persons for teacher licensure must include in their teacher preparation programs a common
71.28core of teaching knowledge and skills to be acquired by all persons recommended
71.29for teacher licensure. This common core shall meet the standards developed by the
71.30interstate new teacher assessment and support consortium in its 1992 "model standards for
71.31beginning teacher licensing and development." Amendments to standards adopted under
71.32this paragraph are covered by chapter 14. The board of teaching shall report annually to
71.33the education committees of the legislature on the performance of teacher candidates
71.34on common core assessments of knowledge and skills under this paragraph during the
71.35most recent school year.
72.1EFFECTIVE DATE.This section applies to persons applying to the Board of
72.2Teaching for their initial teaching license August 1, 2015, or later.

72.3    Sec. 12. Minnesota Statutes 2013 Supplement, section 122A.23, subdivision 2, is
72.4amended to read:
72.5    Subd. 2. Applicants licensed in other states. (a) Subject to the requirements of
72.6sections 122A.18, subdivision 8, and 123B.03, the Board of Teaching must issue a teaching
72.7license or a temporary teaching license under paragraphs (b) to (e) to an applicant who holds
72.8at least a baccalaureate degree from a regionally accredited college or university and holds
72.9or held a similar out-of-state teaching license that requires the applicant to successfully
72.10complete a teacher preparation program approved by the issuing state, which includes
72.11field-specific teaching methods and student teaching or essentially equivalent experience.
72.12(b) The Board of Teaching must issue a teaching license to an applicant who:
72.13(1) successfully completed all exams and human relations preparation components
72.14required by the Board of Teaching; and
72.15(2) holds or held an out-of-state teaching license to teach the same content field and
72.16grade levels if the scope of the out-of-state license is no more than one two grade level
72.17 levels less than a similar Minnesota license.
72.18(c) The Board of Teaching, consistent with board rules and paragraph (h), must
72.19issue up to three one-year temporary teaching licenses to an applicant who holds or held
72.20an out-of-state teaching license to teach the same content field and grade levels, where
72.21the scope of the out-of-state license is no more than one two grade level levels less than
72.22a similar Minnesota license, but has not successfully completed all exams and human
72.23relations preparation components required by the Board of Teaching.
72.24(d) The Board of Teaching, consistent with board rules, must issue up to three
72.25one-year temporary teaching licenses to an applicant who:
72.26(1) successfully completed all exams and human relations preparation components
72.27required by the Board of Teaching; and
72.28(2) holds or held an out-of-state teaching license to teach the same content field and
72.29grade levels, where the scope of the out-of-state license is no more than one two grade
72.30level levels less than a similar Minnesota license, but has not completed field-specific
72.31teaching methods or student teaching or equivalent experience.
72.32The applicant may complete field-specific teaching methods and student teaching
72.33or equivalent experience by successfully participating in a one-year school district
72.34mentorship program consistent with board-adopted standards of effective practice and
72.35Minnesota graduation requirements.
73.1(e) The Board of Teaching must issue a temporary teaching license for a term of
73.2up to three years only in the content field or grade levels specified in the out-of-state
73.3license to an applicant who:
73.4(1) successfully completed all exams and human relations preparation components
73.5required by the Board of Teaching; and
73.6(2) holds or held an out-of-state teaching license where the out-of-state license is
73.7more limited in the content field or grade levels than a similar Minnesota license.
73.8(f) The Board of Teaching must not issue to an applicant more than three one-year
73.9temporary teaching licenses under this subdivision.
73.10(g) The Board of Teaching must not issue a license under this subdivision if the
73.11applicant has not attained the additional degrees, credentials, or licenses required in a
73.12particular licensure field.
73.13(h) The Board of Teaching must require an applicant for a teaching license or a
73.14temporary teaching license under this subdivision to pass a skills examination in reading,
73.15writing, and mathematics demonstrate, consistent with section 122A.09, subdivision 4,
73.16the applicant's attainment of either the requisite ACT Plus Writing or SAT composite
73.17score before the board issues the license unless, notwithstanding other provisions of this
73.18subdivision, an applicable board-approved National Association of State Directors of
73.19Teacher Education interstate reciprocity agreement exists to allow fully certified teachers
73.20from other states to transfer their certification to Minnesota without need for additional
73.21exams or other preparation requirements. Consistent with section 122A.18, subdivision 2,
73.22paragraph (b), and notwithstanding other provisions of this subdivision, the board may
73.23issue up to two additional temporary, one-year teaching licenses to an otherwise qualified
73.24applicant who has not yet passed the skills exam.
73.25EFFECTIVE DATE.This section is effective August 1, 2015.

73.26    Sec. 13. Minnesota Statutes 2012, section 122A.48, subdivision 3, is amended to read:
73.27    Subd. 3. Employment as substitute exemptions for retired teachers.
73.28Notwithstanding the provisions of subdivision 2, a teacher who has entered into an
73.29agreement for termination of services and withdrawal from active teaching service with
73.30an early retirement incentive may be employed as a substitute teacher, behind-the-wheel
73.31instructor, or coach after retirement.
73.32EFFECTIVE DATE.This section is effective the day following final enactment.

73.33    Sec. 14. Minnesota Statutes 2012, section 122A.60, subdivision 1a, is amended to read:
74.1    Subd. 1a. Effective staff development activities. (a) Staff development activities
74.2must:
74.3(1) focus on the school classroom and research-based strategies that improve student
74.4learning;
74.5(2) provide opportunities for teachers to practice and improve their instructional
74.6skills over time;
74.7(3) provide opportunities for teachers to use student data as part of their daily work
74.8to increase student achievement;
74.9(4) enhance teacher content knowledge and instructional skills, including to
74.10accommodate the delivery of digital and blended learning and curriculum and engage
74.11students with technology;
74.12(5) align with state and local academic standards;
74.13(6) provide opportunities to build professional relationships, foster collaboration
74.14among principals and staff who provide instruction, and provide opportunities for
74.15teacher-to-teacher mentoring; and
74.16(7) align with the plan of the district or site for an alternative teacher professional
74.17pay system; and
74.18(8) provide opportunities for staff to learn about current workforce trends, the
74.19connections between workforce trends and postsecondary education, and training options,
74.20including career and technical education options.
74.21Staff development activities may include curriculum development and curriculum training
74.22programs, and activities that provide teachers and other members of site-based teams
74.23training to enhance team performance. The school district also may implement other
74.24staff development activities required by law and activities associated with professional
74.25teacher compensation models.
74.26(b) Release time provided for teachers to supervise students on field trips and school
74.27activities, or independent tasks not associated with enhancing the teacher's knowledge
74.28and instructional skills, such as preparing report cards, calculating grades, or organizing
74.29classroom materials, may not be counted as staff development time that is financed with
74.30staff development reserved revenue under section 122A.61.

74.31    Sec. 15. Minnesota Statutes 2012, section 122A.60, subdivision 2, is amended to read:
74.32    Subd. 2. Contents of plan. The plan must include the staff development outcomes
74.33under subdivision 3, the means to achieve the outcomes, and procedures for evaluating
74.34progress at each school site toward meeting education outcomes, consistent with
74.35relicensure requirements under section 122A.18, subdivision 4. The plan also must:
75.1(1) support stable and productive professional communities achieved through
75.2ongoing and schoolwide progress and growth in teaching practice;
75.3(2) emphasize coaching, professional learning communities, classroom action
75.4research, and other job-embedded models;
75.5(3) maintain a strong subject matter focus premised on students' learning goals,
75.6consistent with section 120B.125;
75.7(4) ensure specialized preparation and learning about issues related to teaching
75.8English learners and students with special needs; and
75.9(5) reinforce national and state standards of effective teaching practice.

75.10    Sec. 16. Minnesota Statutes 2012, section 122A.60, subdivision 3, is amended to read:
75.11    Subd. 3. Staff development outcomes. The advisory staff development committee
75.12must adopt a staff development plan for improving student achievement. The plan must
75.13be consistent with education outcomes that the school board determines. The plan
75.14must include ongoing staff development activities that contribute toward continuous
75.15improvement in achievement of the following goals:
75.16(1) improve student achievement of state and local education standards in all areas of
75.17the curriculum, including areas of regular academic and applied and experiential learning,
75.18 by using best practices methods;
75.19(2) effectively meet the needs of a diverse student population, including at-risk
75.20children, children with disabilities, and gifted children, within the regular classroom,
75.21applied and experiential learning settings, and other settings;
75.22(3) provide an inclusive curriculum for a racially, ethnically, and culturally diverse
75.23student population that is consistent with the state education diversity rule and the district's
75.24education diversity plan;
75.25(4) improve staff collaboration and develop mentoring and peer coaching programs
75.26for teachers new to the school or district;
75.27(5) effectively teach and model violence prevention policy and curriculum that
75.28address early intervention alternatives, issues of harassment, and teach nonviolent
75.29alternatives for conflict resolution;
75.30(6) effectively deliver digital and blended learning and curriculum and engage
75.31students with technology; and
75.32(7) provide teachers and other members of site-based management teams with
75.33appropriate management and financial management skills.

75.34    Sec. 17. Minnesota Statutes 2012, section 123B.03, subdivision 1a, is amended to read:
76.1    Subd. 1a. Investigation of disciplinary actions taken against prospective
76.2teachers. (a) At the time a school board or other hiring authority conducts the criminal
76.3history background check required under subdivision 1 on an individual offered
76.4employment as a teacher, the school board or other hiring authority must contact (1) the
76.5Board of Teaching to determine whether the board has taken disciplinary action against
76.6the teacher under section 122A.20, subdivision 2, and (2) the Department of Education for
76.7any determinations of maltreatment of a child involving the teacher under section 626.556,
76.8subdivision 11. The Board of Teaching and the Department of Education must respond to
76.9the school board of other hiring authority within two business days after being contacted.
76.10The school board or other hiring authority must obtain access to data that are public under
76.11section 13.41, subdivision 5, from the Board of Teaching and the Department of Education
76.12 that relate to the substance of the disciplinary action. In addition, or determination of
76.13maltreatment. The Board of Teaching and the Department of Education must disseminate
76.14public licensing data under section 13.41, subdivision 5, to the school board or hiring
76.15authority within five business days.
76.16    (b) The school board or other hiring authority must require the individual to provide
76.17information in the employment application regarding all current and previous disciplinary
76.18actions in Minnesota and other states taken against the individual, including against the
76.19individual's teaching license and indicate to the applicant that intentionally submitting
76.20false or incomplete information is a ground for dismissal.
76.21(b) (c) For purposes of this subdivision, "disciplinary action" does not include an
76.22action based on court-ordered child support or maintenance payment arrearages under
76.23section 214.101 or delinquent state taxes under section 270C.72.

76.24    Sec. 18. Minnesota Statutes 2012, section 124D.03, subdivision 3, is amended to read:
76.25    Subd. 3. Pupil application procedures. In order that a pupil may attend a school or
76.26program in a nonresident district, the pupil's parent or guardian must submit an application
76.27to the nonresident district. Before submitting an application, the pupil and the pupil's
76.28parent or guardian must explore with a school guidance counselor, or other appropriate
76.29staff member employed by the district the pupil is currently attending, the pupil's academic
76.30or other reason for applying to enroll in a nonresident district. The pupil's application must
76.31identify the a reason for enrolling in the nonresident district. The parent or guardian of a
76.32pupil must submit an a signed application by January 15 for initial enrollment beginning
76.33the following school year. Electronic signatures are not accepted except as provided
76.34by Department of Education policy. The application must be on a an unmodified form
76.35provided by the Department of Education. A particular school or program may be
77.1requested by the parent. Once enrolled in a nonresident district, the pupil may remain
77.2enrolled and is not required to submit annual or periodic applications. If the student moves
77.3to a new resident district, the student retains the seat in the nonresident district, but must
77.4submit a new enrollment options form to update the student's information. To return to the
77.5resident district or to transfer to a different nonresident district, the parent or guardian of
77.6the pupil must provide notice to the resident district or apply to a different nonresident
77.7district by January 15 for enrollment beginning the following school year.

77.8    Sec. 19. Minnesota Statutes 2012, section 124D.03, subdivision 4, is amended to read:
77.9    Subd. 4. Desegregation Achievement and integration district transfers. (a)
77.10This subdivision applies to a transfer into or out of a district that has a desegregation an
77.11achievement and integration plan approved by the commissioner of education.
77.12(b) An application to transfer may be submitted at any time for enrollment beginning
77.13at any time.
77.14(c) A pupil enrolled in a nonresident district under a desegregation an achievement
77.15and integration plan approved by the commissioner of education is not required to make
77.16annual or periodic application for enrollment but may remain enrolled in the same district.
77.17A pupil may transfer to the resident district at any time.
77.18(d) Subdivision 2 applies to a transfer into or out of a district with a desegregation an
77.19achievement and integration plan.

77.20    Sec. 20. Minnesota Statutes 2012, section 124D.03, subdivision 5, is amended to read:
77.21    Subd. 5. Nonresident district procedures. A district shall notify the parent or
77.22guardian in writing by February 15 or within 30 days for applications submitted after
77.23January 15 in the case of achievement and integration district transfers whether the
77.24application has been accepted or rejected. If an application is rejected, the district must
77.25state in the notification the reason for rejection. The parent or guardian must notify the
77.26nonresident district by March 1 or within 15 days whether the pupil intends to enroll in the
77.27nonresident district. Notice of intent to enroll in the nonresident district obligates the pupil
77.28to attend the nonresident district during the following school year, unless the boards of
77.29the resident and the nonresident districts agree in writing to allow the pupil to transfer
77.30back to the resident district, or. If the pupil's parents or guardians change residence to
77.31another district, the student does not lose the seat in the nonresident district but the parent
77.32or guardian must complete an updated enrollment options form. If a parent or guardian
77.33does not notify the nonresident district by the January 15 deadline, if it applies, the pupil
77.34may not enroll in that nonresident district during the following school year, unless the
78.1boards of the resident and nonresident district agree otherwise. The nonresident district
78.2must notify the resident district by March 15 or 30 days later of the pupil's intent to enroll
78.3in the nonresident district. The same procedures apply to a pupil who applies to transfer
78.4from one participating nonresident district to another participating nonresident district.

78.5    Sec. 21. Minnesota Statutes 2012, section 124D.03, is amended by adding a
78.6subdivision to read:
78.7    Subd. 5a. Lotteries. If a school district has more applications than available seats at
78.8a specific grade level, it must hold an impartial lottery following the January 15 deadline
78.9to determine which students will receive seats. Siblings of currently enrolled students and
78.10applications related to an approved integration and achievement plan must receive priority
78.11in the lottery. The process for the school district lottery must be established in school
78.12district policy, approved by the school board, and be posted on the school district's Web site.

78.13    Sec. 22. Minnesota Statutes 2012, section 124D.03, subdivision 6, is amended to read:
78.14    Subd. 6. Basis for decisions. The board must adopt, by resolution, specific
78.15standards for acceptance and rejection of applications. Standards may include the capacity
78.16of a program, excluding special education services; class,; or school building. The
78.17school board may not reject applications for enrollment in a particular grade level if the
78.18nonresident enrollment at that grade level does not exceed the limit set by the board under
78.19subdivision 2. Standards may not include previous academic achievement, athletic or
78.20other extracurricular ability, disabling conditions, proficiency in the English language,
78.21previous disciplinary proceedings, or the student's district of residence, except where the
78.22district of residence is directly included in an enrollment options strategy included in an
78.23approved achievement and integration program.

78.24    Sec. 23. Minnesota Statutes 2012, section 124D.09, subdivision 9, is amended to read:
78.25    Subd. 9. Enrollment priority. (a) A postsecondary institution shall give priority
78.26to its postsecondary students when enrolling 10th, 11th, and 12th grade pupils in its
78.27courses. A postsecondary institution may provide information about its programs to a
78.28secondary school or to a pupil or parent and it may advertise or otherwise recruit or solicit
78.29a secondary pupil to enroll in its programs on educational and programmatic grounds only.
78.30An institution must not enroll secondary pupils, for postsecondary enrollment options
78.31purposes, in remedial, developmental, or other courses that are not college level. Once
78.32a any pupil has been enrolled in a postsecondary course under this section, the pupil
78.33shall not be displaced by another student.
79.1(b) If a postsecondary institution enrolls a secondary school pupil in a course
79.2under this section, the postsecondary institution also must enroll in the same course an
79.3otherwise enrolled and qualified postsecondary student who qualifies as a veteran under
79.4section 197.447, and demonstrates to the postsecondary institution's satisfaction that the
79.5institution's established enrollment timelines were not practicable for that student.
79.6EFFECTIVE DATE.This section is effective July 1, 2013.

79.7    Sec. 24. Minnesota Statutes 2013 Supplement, section 124D.10, subdivision 1, is
79.8amended to read:
79.9    Subdivision 1. Purposes. (a) The primary purpose of this section is to improve all
79.10pupil learning and all student achievement. Additional purposes include to:
79.11    (1) increase learning opportunities for all pupils;
79.12    (2) encourage the use of different and innovative teaching methods;
79.13    (3) measure learning outcomes and create different and innovative forms of
79.14measuring outcomes;
79.15    (4) establish new forms of accountability for schools; or
79.16    (5) create new professional opportunities for teachers, including the opportunity to
79.17be responsible for the learning program at the school site.
79.18    (b) This section does not provide a means to keep open a school that a school board
79.19decides to close. However, a school board may endorse or authorize the establishing of
79.20a charter school to replace the school the board decided to close. Applicants seeking a
79.21charter under this circumstance must demonstrate to the authorizer that the charter sought
79.22is substantially different in purpose and program from the school the board closed and
79.23that the proposed charter satisfies the requirements of this subdivision. If the school
79.24board that closed the school authorizes the charter, it must document in its affidavit to the
79.25commissioner that the charter is substantially different in program and purpose from
79.26the school it closed.
79.27    An authorizer shall not approve an application submitted by a charter school
79.28developer under subdivision 4, paragraph (a), if the application does not comply with this
79.29subdivision. The commissioner shall not approve an affidavit submitted by an authorizer
79.30under subdivision 4, paragraph (b), if the affidavit does not comply with this subdivision.

79.31    Sec. 25. Minnesota Statutes 2013 Supplement, section 124D.10, subdivision 3, is
79.32amended to read:
79.33    Subd. 3. Authorizer. (a) For purposes of this section, the terms defined in this
79.34subdivision have the meanings given them.
80.1    "Application" to receive approval as an authorizer means the proposal an eligible
80.2authorizer submits to the commissioner under paragraph (c) before that authorizer is able
80.3to submit any affidavit to charter to a school.
80.4    "Application" under subdivision 4 means the charter school business plan a
80.5school developer submits to an authorizer for approval to establish a charter school that
80.6documents the school developer's mission statement, school purposes, program design,
80.7financial plan, governance and management structure, and background and experience,
80.8plus any other information the authorizer requests. The application also shall include a
80.9"statement of assurances" of legal compliance prescribed by the commissioner.
80.10    "Affidavit" means a written statement the authorizer submits to the commissioner
80.11for approval to establish a charter school under subdivision 4 attesting to its review and
80.12approval process before chartering a school.
80.13    (b) The following organizations may authorize one or more charter schools:
80.14    (1) a school board, intermediate school district school board, or education district
80.15organized under sections 123A.15 to 123A.19;
80.16    (2) a charitable organization under section 501(c)(3) of the Internal Revenue Code
80.17of 1986, excluding a nonpublic sectarian or religious institution; any person other than a
80.18natural person that directly or indirectly, through one or more intermediaries, controls,
80.19is controlled by, or is under common control with the nonpublic sectarian or religious
80.20institution; and any other charitable organization under this clause that in the federal IRS
80.21Form 1023, Part IV, describes activities indicating a religious purpose, that:
80.22    (i) is a member of the Minnesota Council of Nonprofits or the Minnesota Council on
80.23Foundations;
80.24    (ii) is registered with the attorney general's office; and
80.25    (iii) is incorporated in the state of Minnesota and has been operating continuously
80.26for at least five years but does not operate a charter school;
80.27    (3) a Minnesota private college, notwithstanding clause (2), that grants two- or
80.28four-year degrees and is registered with the Minnesota Office of Higher Education under
80.29chapter 136A; community college, state university, or technical college governed by the
80.30Board of Trustees of the Minnesota State Colleges and Universities; or the University
80.31of Minnesota;
80.32    (4) a nonprofit corporation subject to chapter 317A, described in section 317A.905,
80.33and exempt from federal income tax under section 501(c)(6) of the Internal Revenue Code
80.34of 1986, may authorize one or more charter schools if the charter school has operated
80.35for at least three years under a different authorizer and if the nonprofit corporation has
80.36existed for at least 25 years; or
81.1    (5) single-purpose authorizers that are formed as charitable, nonsectarian
81.2organizations formed under section 501(c)(3) of the Internal Revenue Code of 1986 and
81.3incorporated in the state of Minnesota under chapter 317A as a corporation with no
81.4members whose or under section 322B.975 as a nonprofit limited liability company for
81.5the sole purpose is to charter of chartering schools. Eligible organizations interested
81.6in being approved as an authorizer under this paragraph must submit a proposal to the
81.7commissioner that includes the provisions of paragraph (c) and a five-year financial plan.
81.8Such authorizers shall consider and approve charter school applications using the criteria
81.9provided in subdivision 4 and shall not limit the applications it solicits, considers, or
81.10approves to any single curriculum, learning program, or method.
81.11    (c) An eligible authorizer under this subdivision must apply to the commissioner for
81.12approval as an authorizer before submitting any affidavit to the commissioner to charter
81.13a school. The application for approval as a charter school authorizer must demonstrate
81.14the applicant's ability to implement the procedures and satisfy the criteria for chartering a
81.15school under this section. The commissioner must approve or disapprove an application
81.16within 45 business days of the application deadline. If the commissioner disapproves
81.17the application, the commissioner must notify the applicant of the specific deficiencies
81.18in writing and the applicant then has 20 business days to address the deficiencies to the
81.19commissioner's satisfaction. After the 20 business days expire, the commissioner has 15
81.20business days to make a final decision to approve or disapprove the application. Failing to
81.21address the deficiencies to the commissioner's satisfaction makes an applicant ineligible to
81.22be an authorizer. The commissioner, in establishing criteria for approval, must consider
81.23the applicant's:
81.24    (1) capacity and infrastructure;
81.25    (2) application criteria and process;
81.26    (3) contracting process;
81.27    (4) ongoing oversight and evaluation processes; and
81.28    (5) renewal criteria and processes.
81.29    (d) An applicant must include in its application to the commissioner to be an
81.30approved authorizer at least the following:
81.31    (1) how chartering schools is a way for the organization to carry out its mission;
81.32    (2) a description of the capacity of the organization to serve as an authorizer,
81.33including the personnel who will perform the authorizing duties, their qualifications, the
81.34amount of time they will be assigned to this responsibility, and the financial resources
81.35allocated by the organization to this responsibility;
82.1    (3) a description of the application and review process the authorizer will use to
82.2make decisions regarding the granting of charters;
82.3    (4) a description of the type of contract it will arrange with the schools it charters
82.4that meets the provisions of subdivision 6;
82.5    (5) the process to be used for providing ongoing oversight of the school consistent
82.6with the contract expectations specified in clause (4) that assures that the schools chartered
82.7are complying with both the provisions of applicable law and rules, and with the contract;
82.8    (6) a description of the criteria and process the authorizer will use to grant expanded
82.9applications under subdivision 4, paragraph (j);
82.10    (7) the process for making decisions regarding the renewal or termination of
82.11the school's charter based on evidence that demonstrates the academic, organizational,
82.12and financial competency of the school, including its success in increasing student
82.13achievement and meeting the goals of the charter school agreement; and
82.14    (8) an assurance specifying that the organization is committed to serving as an
82.15authorizer for the full five-year term.
82.16    (e) A disapproved applicant under this section may resubmit an application during a
82.17future application period.
82.18    (f) If the governing board of an approved authorizer votes to withdraw as an
82.19approved authorizer for a reason unrelated to any cause under subdivision 23, the
82.20authorizer must notify all its chartered schools and the commissioner in writing by July
82.2115 of its intent to withdraw as an authorizer on June 30 in the next calendar year. The
82.22commissioner may approve the transfer of a charter school to a new authorizer under this
82.23paragraph after the new authorizer submits an affidavit to the commissioner.
82.24    (g) The authorizer must participate in department-approved training.
82.25    (h) The commissioner shall review an authorizer's performance every five years in
82.26a manner and form determined by the commissioner and may review an authorizer's
82.27performance more frequently at the commissioner's own initiative or at the request of a
82.28charter school operator, charter school board member, or other interested party. The
82.29commissioner, after completing the review, shall transmit a report with findings to the
82.30authorizer. If, consistent with this section, the commissioner finds that an authorizer has
82.31not fulfilled the requirements of this section, the commissioner may subject the authorizer
82.32to corrective action, which may include terminating the contract with the charter school
82.33board of directors of a school it chartered. The commissioner must notify the authorizer
82.34in writing of any findings that may subject the authorizer to corrective action and
82.35the authorizer then has 15 business days to request an informal hearing before the
82.36commissioner takes corrective action. If the commissioner terminates a contract between
83.1an authorizer and a charter school under this paragraph, the commissioner may assist the
83.2charter school in acquiring a new authorizer.
83.3    (i) The commissioner may at any time take corrective action against an authorizer,
83.4including terminating an authorizer's ability to charter a school for:
83.5    (1) failing to demonstrate the criteria under paragraph (c) under which the
83.6commissioner approved the authorizer;
83.7    (2) violating a term of the chartering contract between the authorizer and the charter
83.8school board of directors;
83.9    (3) unsatisfactory performance as an approved authorizer; or
83.10    (4) any good cause shown that provides the commissioner a legally sufficient reason
83.11to take corrective action against an authorizer.
83.12EFFECTIVE DATE.This section is effective the day following final enactment.

83.13    Sec. 26. Minnesota Statutes 2013 Supplement, section 124D.10, subdivision 4, is
83.14amended to read:
83.15    Subd. 4. Formation of school. (a) An authorizer, after receiving an application from
83.16a school developer, may charter a licensed teacher under section 122A.18, subdivision
83.171 , or a group of individuals that includes one or more licensed teachers under section
83.18122A.18, subdivision 1 , to operate a school subject to the commissioner's approval of the
83.19authorizer's affidavit under paragraph (b). The school must be organized and operated as a
83.20nonprofit corporation under chapter 317A and the provisions under the applicable chapter
83.21shall apply to the school except as provided in this section.
83.22    Notwithstanding sections 465.717 and 465.719, a school district, subject to this
83.23section and section 124D.11, may create a corporation for the purpose of establishing a
83.24charter school.
83.25    (b) Before the operators may establish and operate a school, the authorizer must file
83.26an affidavit with the commissioner stating its intent to charter a school. An authorizer
83.27must file a separate affidavit for each school it intends to charter. An authorizer must file
83.28an affidavit by May 1 to be able to charter a new school in the next school year after the
83.29commissioner approves the authorizer's affidavit. The affidavit must state the terms and
83.30conditions under which the authorizer would charter a school and how the authorizer
83.31intends to oversee the fiscal and student performance of the charter school and to comply
83.32with the terms of the written contract between the authorizer and the charter school
83.33board of directors under subdivision 6. The commissioner must approve or disapprove
83.34the authorizer's affidavit within 60 business days of receipt of the affidavit. If the
83.35commissioner disapproves the affidavit, the commissioner shall notify the authorizer of
84.1the deficiencies in the affidavit and the authorizer then has 20 business days to address the
84.2deficiencies. The commissioner must notify the authorizer of final approval or disapproval
84.3within 15 business days after receiving the authorizer's response to the deficiencies in the
84.4affidavit. If the authorizer does not address deficiencies to the commissioner's satisfaction,
84.5the commissioner's disapproval is final. Failure to obtain commissioner approval precludes
84.6an authorizer from chartering the school that is the subject of this affidavit.
84.7    (c) The authorizer may prevent an approved charter school from opening for
84.8operation if, among other grounds, the charter school violates this section or does not meet
84.9the ready-to-open standards that are part of the authorizer's oversight and evaluation
84.10process or are stipulated in the charter school contract.
84.11    (d) The operators authorized to organize and operate a school, before entering into
84.12a contract or other agreement for professional or other services, goods, or facilities,
84.13must incorporate as a nonprofit corporation under chapter 317A and must establish a
84.14board of directors composed of at least five members who are not related parties until a
84.15timely election for members of the ongoing charter school board of directors is held
84.16according to the school's articles and bylaws under paragraph (f). A charter school board
84.17of directors must be composed of at least five members who are not related parties.
84.18Staff members employed at the school, including teachers providing instruction under a
84.19contract with a cooperative, members of the board of directors, and all parents or legal
84.20guardians of children enrolled in the school are the voters eligible to elect the members
84.21of the school's board of directors. A charter school must notify eligible voters of the
84.22school board election dates at least 30 days before the election. Board of director meetings
84.23must comply with chapter 13D.
84.24    (e) A charter school shall publish and maintain on the school's official Web site: (1)
84.25the minutes of meetings of the board of directors, and of members and committees having
84.26any board-delegated authority, for at least one calendar year from the date of publication;
84.27(2) directory information for members of the board of directors and committees having
84.28board-delegated authority; and (3) identifying and contact information for the school's
84.29authorizer. Identifying and contact information for the school's authorizer must be
84.30included in other school materials made available to the public. Upon request of an
84.31individual, the charter school must also make available in a timely fashion financial
84.32statements showing all operations and transactions affecting income, surplus, and deficit
84.33during the school's last annual accounting period; and a balance sheet summarizing assets
84.34and liabilities on the closing date of the accounting period. A charter school also must
84.35include that same information about its authorizer in other school materials that it makes
84.36available to the public.
85.1    (f) Every charter school board member shall attend annual training throughout the
85.2member's term on the board. All new board members shall attend initial training on
85.3the board's role and responsibilities, employment policies and practices, and financial
85.4management. A new board member who does not begin the required initial training within
85.5six months after being seated and complete that training within 12 months of being seated
85.6on the board is automatically ineligible to continue to serve as a board member. The
85.7school shall include in its annual report the training attended by each board member
85.8during the previous year.
85.9    (g) The ongoing board must be elected before the school completes its third year of
85.10operation. Board elections must be held during the school year but may not be conducted
85.11on days when the school is closed for holidays, breaks, or vacations. The charter school
85.12board of directors shall be composed of at least five nonrelated members and include: (i)
85.13at least one licensed teacher employed as a teacher at the school or providing instruction
85.14under contract between the charter school and a cooperative; (ii) at least one parent or
85.15legal guardian of a student enrolled in the charter school who is not an employee of
85.16the charter school; and (iii) at least one interested community member who resides in
85.17Minnesota and is not employed by the charter school and does not have a child enrolled
85.18in the school. The board may include a majority of teachers described in this paragraph
85.19or parents or community members, or it may have no clear majority. The chief financial
85.20officer and the chief administrator may only serve as ex-officio nonvoting board members.
85.21No charter school employees shall serve on the board other than teachers under item (i).
85.22Contractors providing facilities, goods, or services to a charter school shall not serve on
85.23the board of directors of the charter school. Board bylaws shall outline the process and
85.24procedures for changing the board's governance structure, consistent with chapter 317A.
85.25A board may change its governance structure only:
85.26    (1) by a majority vote of the board of directors and a majority vote of the licensed
85.27teachers employed by the school as teachers, including licensed teachers providing
85.28instruction under a contract between the school and a cooperative; and
85.29    (2) with the authorizer's approval.
85.30    Any change in board governance structure must conform with the composition of
85.31the board established under this paragraph.
85.32    (h) The granting or renewal of a charter by an authorizer must not be conditioned
85.33upon the bargaining unit status of the employees of the school.
85.34    (i) The granting or renewal of a charter school by an authorizer must not be
85.35contingent on the charter school being required to contract, lease, or purchase services
85.36from the authorizer. Any potential contract, lease, or purchase of service from an
86.1authorizer must be disclosed to the commissioner, accepted through an open bidding
86.2process, and be a separate contract from the charter contract. The school must document
86.3the open bidding process. An authorizer must not enter into a contract to provide
86.4management and financial services for a school that it authorizes, unless the school
86.5documents that it received at least two competitive bids.
86.6    (j) An authorizer may permit the board of directors of a charter school to expand the
86.7operation of the charter school to additional sites or grades at the school beyond those
86.8described in the authorizer's original affidavit as approved by the commissioner only
86.9after submitting a supplemental affidavit for approval to the commissioner in a form and
86.10manner prescribed by the commissioner. The supplemental affidavit must document that:
86.11    (1) the proposed expansion plan demonstrates need and projected enrollment;
86.12    (2) the expansion is warranted, at a minimum, by longitudinal data demonstrating
86.13students' improved academic performance and growth on statewide assessments under
86.14chapter 120B;
86.15    (3) the charter school is financially sound and the financing it needs to implement
86.16the proposed expansion exists; and
86.17    (4) the charter school has the governance structure and management capacity to
86.18carry out its expansion.
86.19(j) A charter school may apply to the authorizer to amend the school charter to
86.20expand the operation of the school to additional grades or sites that would be students'
86.21primary enrollment site beyond those defined in the original affidavit approved by the
86.22commissioner. After approving the school's application, the authorizer shall submit a
86.23supplementary affidavit in the form and manner prescribed by the commissioner. The
86.24authorizer must file a supplement affidavit by October 1 to be eligible to expand in the next
86.25school year. The supplementary affidavit must document that the school has demonstrated
86.26to the satisfaction of the authorizer the following:
86.27(1) the need for the expansion with supporting long-range enrollment projections;
86.28(2) a longitudinal record of demonstrated student academic performance and growth
86.29on statewide assessments under chapter 120B or on other academic assessments that
86.30measure longitudinal student performance and growth approved by the charter school's
86.31board of directors and agreed upon with the authorizer;
86.32(3) a history of sound school finances and a finance plan to implement the expansion
86.33in a manner to promote the school's financial sustainability; and
86.34(4) board capacity and an administrative and management plan to implement its
86.35expansion.
87.1    (k) The commissioner shall have 30 business days to review and comment on the
87.2supplemental affidavit. The commissioner shall notify the authorizer in writing of any
87.3deficiencies in the supplemental affidavit and the authorizer then has 20 business days to
87.4address, to the commissioner's satisfaction, any deficiencies in the supplemental affidavit.
87.5The commissioner must notify the authorizer of final approval or disapproval with 15
87.6business days after receiving the authorizer's response to the deficiencies in the affidavit.
87.7The school may not expand grades or add sites until the commissioner has approved the
87.8supplemental affidavit. The commissioner's approval or disapproval of a supplemental
87.9affidavit is final.

87.10    Sec. 27. Minnesota Statutes 2013 Supplement, section 124D.10, subdivision 6, is
87.11amended to read:
87.12    Subd. 6. Charter contract. The authorization for a charter school must be in the
87.13form of a written contract signed by the authorizer and the board of directors of the charter
87.14school. The contract must be completed within 45 business days of the commissioner's
87.15approval of the authorizer's affidavit. The authorizer shall submit to the commissioner a
87.16copy of the signed charter contract within ten business days of its execution. The contract
87.17for a charter school must be in writing and contain at least the following:
87.18(1) a declaration that the charter school will carry out the primary purpose in
87.19subdivision 1 and how the school will report its implementation of the primary purpose;
87.20    (2) a declaration of the additional purpose or purposes in subdivision 1 that the school
87.21intends to carry out and how the school will report its implementation of those purposes;
87.22    (3) a description of the school program and the specific academic and nonacademic
87.23outcomes that pupils must achieve;
87.24    (4) a statement of admission policies and procedures;
87.25    (5) a governance, management, and administration plan for the school;
87.26    (6) signed agreements from charter school board members to comply with all
87.27federal and state laws governing organizational, programmatic, and financial requirements
87.28applicable to charter schools;
87.29    (7) the criteria, processes, and procedures that the authorizer will use to monitor and
87.30evaluate the fiscal, operational, and academic performance consistent with subdivision
87.3115, paragraphs (a) and (b);
87.32    (8) for contract renewal, the formal written performance evaluation of the school
87.33that is a prerequisite for reviewing a charter contract under subdivision 15;
87.34    (9) types and amounts of insurance liability coverage to be obtained by the charter
87.35school, consistent with subdivision 8, paragraph (k);
88.1    (10) consistent with subdivision 25, paragraph (d), a provision to indemnify and
88.2hold harmless the authorizer and its officers, agents, and employees from any suit, claim,
88.3or liability arising from any operation of the charter school, and the commissioner and
88.4department officers, agents, and employees notwithstanding section 3.736;
88.5    (11) the term of the initial contract, which may be up to five years plus an additional
88.6preoperational planning year, and up to five years for a renewed contract or a contract with
88.7a new authorizer after a transfer of authorizers, if warranted by the school's academic,
88.8financial, and operational performance;
88.9    (12) how the board of directors or the operators of the charter school will provide
88.10special instruction and services for children with a disability under sections 125A.03
88.11to 125A.24, and 125A.65, a description of the financial parameters within which the
88.12charter school will operate to provide the special instruction and services to children
88.13with a disability;
88.14(13) the specific conditions for contract renewal that identify performance of all
88.15students under the primary purpose of subdivision 1 as the most important factor in
88.16determining contract renewal;
88.17(14) the additional purposes under subdivision 1, paragraph (a), and related
88.18performance obligations under clause (7) contained in the charter contract as additional
88.19factors in determining contract renewal; and
88.20    (15) the plan for an orderly closing of the school under chapter 317A, whether
88.21the closure is a termination for cause, a voluntary termination, or a nonrenewal of the
88.22contract, that includes establishing the responsibilities of the school board of directors
88.23and the authorizer and notifying the commissioner, authorizer, school district in which the
88.24charter school is located, and parents of enrolled students about the closure, information
88.25and assistance sufficient to enable the student to re-enroll in another school, the transfer of
88.26student records under subdivision 8, paragraph (p), and procedures for closing financial
88.27operations.

88.28    Sec. 28. Minnesota Statutes 2013 Supplement, section 124D.10, subdivision 6a,
88.29is amended to read:
88.30    Subd. 6a. Audit report. (a) The charter school must submit an audit report to the
88.31commissioner and its authorizer by December 31 each year.
88.32    (b) The charter school, with the assistance of the auditor conducting the audit,
88.33must include with the report, as supplemental information, a copy of all charter school
88.34agreements for corporate management services, including parent company or other
88.35administrative, financial, and staffing services management agreements with a charter
89.1management organization or an educational management organization and service
89.2agreements or contracts over $100,000 or ten percent of the school's annual audited
89.3expenditures. The agreements must detail the terms of the agreement, including the services
89.4provided and the annual costs for those services. If the entity that provides the professional
89.5services to the charter school is exempt from taxation under section 501 of the Internal
89.6Revenue Code of 1986, that entity must file with the commissioner by February 15 a copy
89.7of the annual return required under section 6033 of the Internal Revenue Code of 1986.
89.8    (c) A charter school independent audit report shall include audited financial data of
89.9an affiliated building corporation or other component unit.
89.10    (d) If the audit report finds that a material weakness exists in the financial reporting
89.11systems of a charter school, the charter school must submit a written report to the
89.12commissioner explaining how the material weakness will be resolved. An auditor, as a
89.13condition of providing financial services to a charter school, must agree to make available
89.14information about a charter school's financial audit to the commissioner and authorizer
89.15upon request.

89.16    Sec. 29. Minnesota Statutes 2013 Supplement, section 124D.10, subdivision 8, is
89.17amended to read:
89.18    Subd. 8. Federal, state, and local requirements. (a) A charter school shall meet all
89.19federal, state, and local health and safety requirements applicable to school districts.
89.20    (b) A school must comply with statewide accountability requirements governing
89.21standards and assessments in chapter 120B.
89.22    (c) A school authorized by a school board may be located in any district, unless the
89.23school board of the district of the proposed location disapproves by written resolution.
89.24    (d) A charter school must be nonsectarian in its programs, admission policies,
89.25employment practices, and all other operations. An authorizer may not authorize a charter
89.26school or program that is affiliated with a nonpublic sectarian school or a religious
89.27institution. A charter school student must be released for religious instruction, consistent
89.28with section 120A.22, subdivision 12, clause (3).
89.29    (e) Charter schools must not be used as a method of providing education or
89.30generating revenue for students who are being home-schooled. This paragraph does not
89.31apply to shared time aid under section 126C.19.
89.32    (f) The primary focus of a charter school must be to provide a comprehensive
89.33program of instruction for at least one grade or age group from five pre-kindergarten
89.34 through 18 years of age. A charter school may offer a free preschool or pre-kindergarten
89.35program that meets the state's high quality early learning instructional program standards.
90.1Once a student is enrolled in the school, the student is considered enrolled in the school
90.2until the student formally withdraws or is expelled under the Pupil Fair Dismissal Act in
90.3sections 121A.40 to 121A.56. Instruction may be provided to people younger than five
90.4years and older than 18 years of age.
90.5    (g) A charter school may not charge tuition.
90.6    (h) A charter school is subject to and must comply with chapter 363A and section
90.7121A.04 .
90.8    (i) A charter school is subject to and must comply with the Pupil Fair Dismissal
90.9Act, sections 121A.40 to 121A.56, and the Minnesota Public School Fee Law, sections
90.10123B.34 to 123B.39.
90.11    (j) A charter school is subject to the same financial audits, audit procedures, and
90.12audit requirements as a district, except as required under subdivision 6a. Audits must be
90.13conducted in compliance with generally accepted governmental auditing standards, the
90.14federal Single Audit Act, if applicable, and section 6.65. A charter school is subject
90.15to and must comply with sections 15.054; 118A.01; 118A.02; 118A.03; 118A.04;
90.16118A.05 ; 118A.06; 471.38; 471.391; 471.392; and 471.425. The audit must comply with
90.17the requirements of sections 123B.75 to 123B.83, except to the extent deviations are
90.18necessary because of the program at the school. Deviations must be approved by the
90.19commissioner and authorizer. The Department of Education, state auditor, legislative
90.20auditor, or authorizer may conduct financial, program, or compliance audits. A charter
90.21school determined to be in statutory operating debt under sections 123B.81 to 123B.83
90.22must submit a plan under section 123B.81, subdivision 4.
90.23    (k) A charter school is a district for the purposes of tort liability under chapter 466.
90.24    (l) A charter school must comply with chapters 13 and 13D; and sections 120A.22,
90.25subdivision 7 ; 121A.75; and 260B.171, subdivisions 3 and 5.
90.26    (m) A charter school is subject to the Pledge of Allegiance requirement under
90.27section 121A.11, subdivision 3.
90.28    (n) A charter school offering online courses or programs must comply with section
90.29124D.095 .
90.30    (o) A charter school and charter school board of directors are subject to chapter 181.
90.31    (p) A charter school must comply with section 120A.22, subdivision 7, governing
90.32the transfer of students' educational records and sections 138.163 and 138.17 governing
90.33the management of local records.
90.34    (q) A charter school that provides early childhood health and developmental
90.35screening must comply with sections 121A.16 to 121A.19.
91.1    (r) A charter school that provides school-sponsored youth athletic activities must
91.2comply with section 121A.38.
91.3    (s) A charter school is subject to and must comply with continuing truant notification
91.4under section 260A.03.
91.5(t) A charter school must develop and implement a teacher evaluation and peer
91.6review process under section 122A.40, subdivision 8, paragraph (b), clauses (2) to
91.7(12). The teacher evaluation process in this paragraph does not create any additional
91.8employment rights for teachers.
91.9(u) A charter school must adopt a policy, plan, budget, and process, consistent with
91.10section 120B.11, to review curriculum, instruction, and student achievement and strive
91.11for the world's best workforce.
91.12(v) A charter school must comply with all pupil transportation requirements in
91.13section 123B.88, subdivision 1. A charter school must not require parents to surrender
91.14their rights to pupil transportation under section 123B.88, subdivision 2.

91.15    Sec. 30. Minnesota Statutes 2013 Supplement, section 124D.10, subdivision 9, is
91.16amended to read:
91.17    Subd. 9. Admission requirements. (a) A charter school may limit admission to:
91.18    (1) pupils within an age group or grade level;
91.19    (2) pupils who are eligible to participate in the graduation incentives program under
91.20section 124D.68; or
91.21    (3) residents of a specific geographic area in which the school is located when the
91.22majority of students served by the school are members of underserved populations.
91.23    (b) A charter school shall enroll an eligible pupil who submits a timely application,
91.24unless the number of applications exceeds the capacity of a program, class, grade level, or
91.25building. In this case, pupils must be accepted by lot. The charter school must develop
91.26and publish, including on its Web site, a lottery policy and process that it must use when
91.27accepting pupils by lot.
91.28    (c) A charter school shall give enrollment preference to a sibling of an enrolled pupil
91.29and to a foster child of that pupil's parents and may give preference for enrolling children
91.30of the school's staff before accepting other pupils by lot. A charter school that is located in
91.31a township and admits students in prekindergarten through grade 6 must give enrollment
91.32preference to students residing within a five-mile radius of the school and to the siblings of
91.33enrolled students. A charter school may give enrollment preference to students currently
91.34enrolled in the school's free preschool or prekindergarten program under subdivision 8,
91.35paragraph (f), who are eligible to enroll in kindergarten in the next school year.
92.1    (d) A person shall not be admitted to a charter school (1) as a kindergarten pupil,
92.2unless the pupil is at least five years of age on September 1 of the calendar year in which
92.3the school year for which the pupil seeks admission commences; or (2) as a first grade
92.4student, unless the pupil is at least six years of age on September 1 of the calendar year in
92.5which the school year for which the pupil seeks admission commences or has completed
92.6kindergarten; except that a charter school may establish and publish on its Web site a
92.7policy for admission of selected pupils at an earlier age, consistent with the enrollment
92.8process in paragraphs (b) and (c).
92.9    (e) Except as permitted in paragraph (d), a charter school may not limit admission
92.10to pupils on the basis of intellectual ability, measures of achievement or aptitude, or
92.11athletic ability and may not establish any criteria or requirements for admission that are
92.12inconsistent with this subdivision.
92.13    (f) The charter school shall not distribute any services or goods of value to students,
92.14parents, or guardians as an inducement, term, or condition of enrolling a student in a
92.15charter school.
92.16EFFECTIVE DATE.This section is effective for the 2014-2015 school year and
92.17later.

92.18    Sec. 31. Minnesota Statutes 2013 Supplement, section 124D.10, subdivision 17a,
92.19is amended to read:
92.20    Subd. 17a. Affiliated nonprofit building corporation. (a) Before A charter school
92.21may organize an affiliated nonprofit building corporation (i) (1) to renovate or purchase
92.22and renovate an existing facility to serve as a school or (ii) (2) to expand an existing
92.23building or construct a new school facility, an authorizer must submit an affidavit to the
92.24commissioner for approval in the form and manner the commissioner prescribes, and
92.25consistent with paragraphs (b) and (c) or (d). if the charter school:
92.26(i) has been in operation for at least six years;
92.27(ii) as of June 30 has a net positive unreserved general fund balance in the preceding
92.28three fiscal years;
92.29(iii) has long-range strategic and financial plans that include enrollment projections
92.30for at least five years;
92.31(iv) completes a feasibility study of facility options that outlines the benefits and
92.32costs of the options; and
92.33(v) has a plan for purchase, renovation, or new construction which describes project
92.34parameters and budget.
92.35    (b) An affiliated nonprofit building corporation under this subdivision must:
93.1    (1) be incorporated under section 317A;
93.2    (2) comply with applicable Internal Revenue Service regulations, including
93.3regulations for "supporting organizations" as defined by the Internal Revenue Service;
93.4(3) post on the school Web site the name, mailing address, bylaws, minutes of board
93.5meetings, and the names of the current board of directors of the affiliated nonprofit
93.6building corporation;
93.7    (3) (4) submit to the commissioner each fiscal year a list of current board members
93.8and a copy of its annual audit by December 31 of each year; and
93.9    (4) (5) comply with government data practices law under chapter 13.
93.10    (c) An affiliated nonprofit building corporation must not serve as the leasing agent
93.11for property or facilities it does not own. A charter school that leases a facility from an
93.12affiliated nonprofit building corporation that does not own the leased facility is ineligible
93.13to receive charter school lease aid. The state is immune from liability resulting from a
93.14contract between a charter school and an affiliated nonprofit building corporation.
93.15    (c) A charter school may organize an affiliated nonprofit building corporation to
93.16renovate or purchase an existing facility to serve as a school if the charter school:
93.17    (1) has been operating for at least five consecutive school years;
93.18    (2) has had a net positive unreserved general fund balance as of June 30 in the
93.19preceding five fiscal years;
93.20    (3) has a long-range strategic and financial plan;
93.21    (4) completes a feasibility study of available buildings;
93.22    (5) documents enrollment projections and the need to use an affiliated building
93.23corporation to renovate or purchase an existing facility to serve as a school; and
93.24(6) has a plan for the renovation or purchase, which describes the parameters and
93.25budget for the project.
93.26    (d) A charter school may organize an affiliated nonprofit building corporation to
93.27expand an existing school facility or construct a new school facility if the charter school:
93.28    (1) demonstrates the lack of facilities available to serve as a school;
93.29    (2) has been operating for at least eight consecutive school years;
93.30    (3) has had a net positive unreserved general fund balance as of June 30 in the
93.31preceding five fiscal years;
93.32    (4) completes a feasibility study of facility options;
93.33    (5) has a long-range strategic and financial plan that includes enrollment projections
93.34and demonstrates the need for constructing a new school facility; and
93.35    (6) has a plan for the expansion or new school facility, which describes the
93.36parameters and budget for the project.
94.1(d) Once an affiliated nonprofit building corporation is incorporated under this
94.2subdivision, the authorizer of the school must oversee the efforts of the school's board
94.3of directors to ensure the affiliated nonprofit building corporation complies with all legal
94.4requirements governing the affiliated nonprofit building corporation. A school's board
94.5of directors that fails to ensure the affiliated nonprofit building corporation's compliance
94.6violates its responsibilities and an authorizer must factor the failure into the authorizer's
94.7evaluation of the school .

94.8    Sec. 32. Minnesota Statutes 2013 Supplement, section 124D.10, subdivision 17b,
94.9is amended to read:
94.10    Subd. 17b. Positive review and comment. A charter school or an affiliated nonprofit
94.11building corporation organized by a charter school must not initiate an installment contract
94.12for purchase, or a lease agreement, or solicit bids for new construction, expansion, or
94.13remodeling of an educational facility that requires an expenditure in excess of $1,400,000,
94.14unless it meets the criteria in subdivision 17a, paragraph (b) and paragraph (c) or (d), as
94.15applicable, and receives a positive review and comment from the commissioner under
94.16section 123B.71. A charter school or its affiliated nonprofit building corporation must
94.17receive a positive review and comment from the commissioner before initiating any
94.18purchase agreement or construction contract that requires an expenditure in excess of
94.19$1,400,000, consistent with section 123B.71, subdivision 8. A purchase agreement or
94.20construction contract finalized before a positive review and comment is null and void.

94.21    Sec. 33. Minnesota Statutes 2013 Supplement, section 124D.11, subdivision 4, is
94.22amended to read:
94.23    Subd. 4. Building lease aid. (a) When a charter school finds it economically
94.24advantageous to rent or lease a building or land for any instructional purposes and it
94.25determines that the total operating capital revenue under section 126C.10, subdivision 13,
94.26is insufficient for this purpose, it may apply to the commissioner for building lease aid
94.27for this purpose. The commissioner must review and either approve or deny a lease aid
94.28application using the following criteria:
94.29(1) the reasonableness of the price based on current market values;
94.30(2) the extent to which the lease conforms to applicable state laws and rules; and
94.31(3) the appropriateness of the proposed lease in the context of the space needs and
94.32financial circumstances of the charter school. The commissioner must approve aid only for
94.33a facility lease that has (i) a sum certain annual cost and (ii) an escape clause the charter
94.34school may exercise if its charter contract is terminated or not renewed a closure clause
95.1that relieves the school from its lease obligations if the charter contract is terminated or
95.2not renewed. Nothing in this clause exempts the charter school from any lease obligations
95.3before the effective date on which the charter contract is terminated or not renewed.
95.4A charter school must not use the building lease aid it receives for custodial, maintenance
95.5service, utility, or other operating costs.
95.6    (b) The amount of annual building lease aid for a charter school shall not exceed the
95.7lesser of (1) 90 percent of the approved cost or (2) the product of the pupil units served
95.8for the current school year times $1,314.

95.9    Sec. 34. Minnesota Statutes 2013 Supplement, section 124D.4531, subdivision 1,
95.10is amended to read:
95.11    Subdivision 1. Career and technical revenue. (a) A district with a career and
95.12technical program approved under this section for the fiscal year in which the levy is
95.13certified is eligible for career and technical revenue equal to 35 percent of approved
95.14expenditures in the fiscal year in which the levy is certified for the following:
95.15(1) salaries paid to essential, licensed personnel providing direct instructional
95.16services to students in that fiscal year, including extended contracts, for services rendered
95.17in the district's approved career and technical education programs, excluding salaries
95.18reimbursed by another school district under clause (2);
95.19(2) amounts paid to another Minnesota school district for salaries of essential,
95.20licensed personnel providing direct instructional services to students in that fiscal year for
95.21services rendered in the district's approved career and technical education programs;
95.22(3) contracted services provided by a public or private agency other than a Minnesota
95.23school district or cooperative center under subdivision 7 chapter 123A or 136D;
95.24(4) necessary travel between instructional sites by licensed career and technical
95.25education personnel;
95.26(5) necessary travel by licensed career and technical education personnel for
95.27vocational student organization activities held within the state for instructional purposes;
95.28(6) curriculum development activities that are part of a five-year plan for
95.29improvement based on program assessment;
95.30(7) necessary travel by licensed career and technical education personnel for
95.31noncollegiate credit-bearing professional development; and
95.32(8) specialized vocational instructional supplies.
95.33(b) Up to ten percent of a district's career and technical revenue may be spent on
95.34equipment purchases. Districts using the career and technical revenue for equipment
96.1purchases must report to the department on the improved learning opportunities for
96.2students that result from the investment in equipment.
96.3(c) (b) The district must recognize the full amount of this levy as revenue for the
96.4fiscal year in which it is certified.
96.5(d) (c) The amount of the revenue calculated under this subdivision may not exceed
96.6$17,850,000 for taxes payable in 2012, $15,520,000 for taxes payable in 2013, and
96.7$20,657,000 for taxes payable in 2014.
96.8(e) (d) If the estimated revenue exceeds the amount in paragraph (d) (c), the
96.9commissioner must reduce the percentage in paragraph (a) until the estimated revenue no
96.10longer exceeds the limit in paragraph (d) (c).

96.11    Sec. 35. Minnesota Statutes 2013 Supplement, section 124D.4531, subdivision 3,
96.12is amended to read:
96.13    Subd. 3. Revenue guarantee. Notwithstanding subdivision 1, paragraph (a), the
96.14career and technical education revenue for a district is not less than the lesser of:
96.15(1) the district's career and technical education revenue for the previous fiscal year; or
96.16(2) 100 percent of the approved expenditures for career and technical programs
96.17included in subdivision 1, paragraph (b) (a), for the fiscal year in which the levy is certified.

96.18    Sec. 36. Minnesota Statutes 2013 Supplement, section 124D.4531, subdivision 3a,
96.19is amended to read:
96.20    Subd. 3a. Revenue adjustments. Notwithstanding subdivisions 1, 1a, and 3, for
96.21taxes payable in 2012 to 2014 only, the department must calculate the career and technical
96.22revenue for each district according to Minnesota Statutes 2010, section 124D.4531, and
96.23adjust the revenue for each district proportionately to meet the statewide revenue target
96.24under subdivision 1, paragraph (d) (c). For purposes of calculating the revenue guarantee
96.25under subdivision 3, the career and technical education revenue for the previous fiscal
96.26year is the revenue according to Minnesota Statutes 2010, section 124D.4531, before
96.27adjustments to meet the statewide revenue target.

96.28    Sec. 37. Minnesota Statutes 2013 Supplement, section 124D.52, subdivision 8, is
96.29amended to read:
96.30    Subd. 8. Standard high school diploma for adults. (a) Consistent with subdivision
96.318a, the commissioner shall adopt rules for providing provide for a standard adult high
96.32school diploma to persons who:
96.33(1) are not eligible for kindergarten through grade 12 services;
97.1(2) do not have a high school diploma; and
97.2(3) successfully complete an adult basic education program of instruction approved
97.3by the commissioner of education necessary to earn an adult high school diploma.
97.4(b) Persons participating in an approved adult basic education program of instruction
97.5must demonstrate the competencies, knowledge, and skills sufficient to ensure that
97.6postsecondary programs and institutions and potential employers regard persons with a
97.7standard high school diploma and persons with a standard adult high school diploma as
97.8equally well prepared and qualified graduates. Approved adult basic education programs
97.9of instruction under this subdivision must issue a standard adult high school diploma to
97.10persons who successfully demonstrate the competencies, knowledge, and skills required
97.11by the program.
97.12EFFECTIVE DATE.This section is effective August 1, 2014.

97.13    Sec. 38. Minnesota Statutes 2012, section 124D.52, is amended by adding a
97.14subdivision to read:
97.15    Subd. 8a. Standard adult high school diploma requirements. (a) The
97.16commissioner must establish criteria and requirements for eligible adult basic education
97.17consortia under section 124D.518, subdivision 2, to effectively operate and provide
97.18instruction under this subdivision.
97.19(b) An eligible and interested adult basic education consortium must apply to the
97.20commissioner, in the form and manner determined by the commissioner, for approval to
97.21provide an adult high school diploma program to eligible students under subdivision 8,
97.22paragraph (a). An approved consortium annually must submit to the commissioner the
97.23longitudinal and evaluative data, identified in the consortium's application, to demonstrate
97.24its compliance with applicable federal and state law and its approved application and
97.25the efficacy of its adult high school diploma program. The commissioner must use the
97.26data to evaluate whether or not to reapprove an eligible consortium every fifth year. The
97.27commissioner, at the commissioner's discretion, may reevaluate the compliance or efficacy
97.28of a program provider sooner than every fifth year. The commissioner may limit the
97.29number or size of adult high school diploma programs based on identified community
97.30needs, available funding, other available resources, or other relevant criteria identified by
97.31the commissioner.
97.32(c) At the time a student applies for admission to an adult high school diploma
97.33program, the program provider must work with the student applicant to:
97.34(1) identify the student's learning goals, skills and experiences, required
97.35competencies already completed, and goals and options for viable career pathways;
98.1(2) assess the student's instructional needs; and
98.2(3) develop an individualized learning plan to guide the student in completing adult
98.3high school diploma requirements and realizing career goals identified in the plan.
98.4To fully implement the learning plan, the provider must provide the student with ongoing
98.5advising, monitor the student's progress toward completing program requirements and
98.6receiving a diploma, and provide the student with additional academic support services
98.7when needed. At the time a student satisfactorily completes all program requirements and
98.8is eligible to receive a diploma, the provider must conduct a final student interview to
98.9examine both student and program outcomes related to the student's ability to demonstrate
98.10required competencies and complete program requirements and to assist the student with
98.11the student's transition to training, a career, or postsecondary education.
98.12    (d) Competencies and other program requirements must be rigorous, uniform
98.13throughout the state, and align to Minnesota academic high school standards applicable
98.14to adult learners and their career and college needs. The commissioner must establish
98.15competencies, skills, and knowledge requirements in the following areas, consistent with
98.16this paragraph:
98.17    (1) language arts, including reading, writing, speaking, and listening;
98.18    (2) mathematics;
98.19    (3) career development and employment-related skills;
98.20    (4) social studies; and
98.21    (5) science.
98.22    (e) Consistent with criteria established by the commissioner, students may
98.23demonstrate satisfactory completion of program requirements through verification of
98.24the student's:
98.25    (1) prior experiences, including K-12 courses and programs, postsecondary courses
98.26and programs, adult basic education instruction, and other approved experiences aligned
98.27with the Minnesota academic high school standards applicable to adult learners and their
98.28career and college needs;
98.29    (2) knowledge and skills as measured or demonstrated by valid and reliable
98.30high school assessments, secondary credentials, adult basic education programs, and
98.31postsecondary entrance exams;
98.32    (3) adult basic education instruction and course completion; and
98.33    (4) applied and experiential learning acquired via contextualized projects and other
98.34approved learning opportunities.
98.35    (f) Program providers must transmit a student's record of work to another approved
98.36consortium for any student who transfers between approved programs under this
99.1subdivision. The commissioner must establish a uniform format and transcript to record a
99.2student's record of work and also the manner under which approved consortia maintain
99.3permanent student records and transmit transferred student records. At a student's request,
99.4a program provider must transmit the student's record of work to other entities such as
99.5a postsecondary institution or employer.
99.6    (g) The commissioner may issue a standard adult high school diploma and transmit
99.7the transcript and record of work of the student who receives the diploma. Alternatively, a
99.8school district that is a member of an approved consortium providing a program under
99.9this subdivision may issue a district diploma to a student who satisfactorily completes the
99.10requirements for a standard adult high school diploma under this subdivision.
99.11    (h) The commissioner must identify best practices for adult basic education
99.12programs and develop adult basic education recommendations consistent with this
99.13subdivision to assist approved consortia in providing an adult high school diploma
99.14program. The commissioner must provide assistance to consortia providing an approved
99.15adult high school diploma program.
99.16    (i) The commissioner must consult with practitioners from throughout Minnesota,
99.17including educators, school board members, and school administrators, among others,
99.18who are familiar with adult basic education students and programs, on establishing the
99.19standards, requirements, and other criteria needed to ensure, consistent with subdivision 8,
99.20that persons with a standard adult high school diploma are as equally well prepared and
99.21qualified graduates as persons with a standard high school diploma. The commissioner,
99.22in consultation with the practitioners, shall regularly review program requirements and
99.23diploma standards.
99.24EFFECTIVE DATE.This section is effective August 1, 2014.

99.25    Sec. 39. Minnesota Statutes 2012, section 124D.896, is amended to read:
99.26124D.896 DESEGREGATION/INTEGRATION AND INCLUSIVE
99.27EDUCATION RULES.
99.28(a) By January 10, 1999, The commissioner shall propose rules relating to
99.29desegregation/integration and inclusive education, consistent with sections 124D.861
99.30and 124D.862.
99.31(b) In adopting a rule related to school desegregation/integration, the commissioner
99.32shall address the need for equal educational opportunities for all students and racial
99.33balance as defined by the commissioner.
99.34EFFECTIVE DATE.This section is effective the day following final enactment.

100.1    Sec. 40. Minnesota Statutes 2012, section 127A.70, is amended by adding a
100.2subdivision to read:
100.3    Subd. 2a. Career pathways and technical education; key elements; stakeholder
100.4collaboration. (a) The partnership must work with representatives of the Department of
100.5Education, the Department of Employment and Economic Development, the Department
100.6of Labor, the Board of Teaching, the Board of School Administrators, trade associations,
100.7local and regional employers, local school boards, adult basic education program providers,
100.8postsecondary institutions, parents, other interested and affected education stakeholders,
100.9and other major statewide educational groups and constituencies to recommend to the
100.10legislature ways to identify specific policy, administrative, and statutory changes needed
100.11under sections 120B.11, 120B.125, 122A.09, 122A.14, 122A.18, and 122A.60, among
100.12other statutory provisions, to effect and if appropriate revise, a comprehensive, effective,
100.13and publicly accountable P-20 education system premised on developing, implementing,
100.14and realizing students' individual career and college readiness plans and goals. In
100.15developing its recommendations, the partnership must consider how best to:
100.16(1) provide students regular and frequent access to multiple qualified individuals
100.17within the school and local and regional community who have access to reliable and
100.18accurate information, resources, and technology the students need to successfully pursue
100.19career and technical education, other postsecondary education, or work-based training
100.20options;
100.21(2) regularly engage students in planning and continually reviewing their own
100.22career and college readiness plans and goals and in pursuing academic and applied and
100.23experiential learning that helps them realize their goals; and
100.24(3) identify and apply valid and reliable measures of student progress and
100.25program efficacy that, among other requirements, can accommodate students' prior
100.26education-related experiences and applied and experiential learning that students acquire
100.27via contextualized projects and other recognized learning opportunities.
100.28(b) The partnership must recommend to the commissioner of education and
100.29representatives of secondary and postsecondary institutions and programs how to organize
100.30and implement a framework of the foundational knowledge and skills and career fields,
100.31clusters, and pathways for students enrolled in a secondary school, postsecondary
100.32institution, or work-based program. The key elements of these programs of study for
100.33students pursuing postsecondary workforce training or other education must include:
100.34(1) competency-based curricula aligned with industry expectations and skill
100.35standards;
101.1(2) sequential course offerings that gradually build students' skills, enabling students
101.2to graduate from high school and complete postsecondary programs;
101.3(3) flexible and segmented course and program formats to accommodate students'
101.4interests and needs;
101.5(4) course portability to allow students to seamlessly progress in the students'
101.6education and career; and
101.7(5) effective and sufficiently strong P-20 connections to facilitate students'
101.8uninterrupted skill building, provide students with career opportunities, and align
101.9academic credentials with opportunities for advancement in high-skill, high-wage, and
101.10high-demand occupations.
101.11(c) Stakeholders under this paragraph must examine possibilities for redesigning
101.12teacher and school administrator licensure requirements, and make recommendations to
101.13the Board of Teaching and the Board of School Administrators, respectively, to create
101.14specialized licenses, credentials, and other endorsement forms to increase students'
101.15participation in language immersion programs, world language instruction, career
101.16development opportunities, work-based learning, early college courses and careers, career
101.17and technical education programs, Montessori schools, and project and place-based
101.18learning, among other career and college-ready opportunities. Consistent with the
101.19possibilities for redesigning educators' licenses, the stakeholders also must examine how
101.20to restructure staff development and training opportunities under sections 120B.125 and
101.21122A.60 to realize the goals of this subdivision.
101.22(d) The partnership must recommend to the Department of Education, the
101.23Department of Employment and Economic Development, and postsecondary institutions
101.24and systems how best to create a mobile, Web-based hub for students and their families
101.25that centralizes existing resources on careers and employment trends and the educational
101.26pathways required to attain such careers and employment.
101.27EFFECTIVE DATE.This section is effective the day following final enactment.

101.28    Sec. 41. Minnesota Statutes 2012, section 128C.02, subdivision 5, is amended to read:
101.29    Subd. 5. Rules for open enrollees. (a) The league shall adopt league rules and
101.30regulations governing the athletic participation of pupils attending school in a nonresident
101.31district under section 124D.03.
101.32(b) Notwithstanding other law or league rule or regulation to the contrary, when a
101.33student enrolls in or is readmitted to a recovery-focused high school after successfully
101.34completing a licensed program for treatment of alcohol or substance abuse, mental illness,
101.35or emotional disturbance, the student is immediately eligible to participate on the same basis
102.1as other district students in the league-sponsored activities of the student's resident school
102.2district. Nothing in this paragraph prohibits the league or school district from enforcing a
102.3league or district penalty resulting from the student violating a league or district rule.
102.4(c) The league shall adopt league rules making a student with an individualized
102.5education program or a 504 plan who transfers from one public school to another
102.6public school as a reasonable accommodation to reduce barriers to educational access
102.7immediately eligible to participate in league-sponsored varsity competition on the same
102.8basis as other students in the school to which the student transfers.
102.9EFFECTIVE DATE.This section is effective the day following final enactment
102.10and applies to all transfers initiated after that date.

102.11    Sec. 42. CONSULTATION; CAREER AND TECHNICAL EDUCATION
102.12PROGRAMS.
102.13(a) The commissioner of education must consult with experts knowledgeable about
102.14secondary and postsecondary career and technical education programs to determine the
102.15content and status of particular career and technical education programs in Minnesota
102.16school districts, including cooperating districts under Minnesota Statutes 123A.33,
102.17subdivision 2, integration districts, and postsecondary institutions partnering with school
102.18districts or offering courses through PSEO or career and technical programs and the rates
102.19of student participation and completion for these various programs, including: agriculture,
102.20food, and natural resources; architecture and construction; arts, audio-visual technology,
102.21and communications; business management and administration; computer science; family
102.22and consumer science; finance; health science; hospitality and tourism; human services;
102.23information technology; manufacturing; marketing; science, technology, engineering, and
102.24mathematics; and transportation, distribution, and logistics.
102.25(b) To accomplish paragraph (a) and to understand the current role of local school
102.26districts and postsecondary institutions in providing career and technical education
102.27programs, the commissioner of education, in consultation with experts, also must examine
102.28the extent to which secondary and postsecondary education programs offer students a
102.29progression of coordinated, nonduplicative courses that adequately prepare students to
102.30successfully complete a career and technical education program.
102.31(c) The commissioner of education must submit a report by February 1, 2015,
102.32to the education policy and finance committees of the legislature, consistent with this
102.33section, and include information about each district's dedicated equipment, resources, and
102.34relationships with postsecondary institutions.
103.1EFFECTIVE DATE.This section is effective the day following final enactment.

103.2    Sec. 43. SCHOOL YEAR-LONG STUDENT TEACHING PILOT PROGRAM.
103.3    Subdivision 1. Establishment; planning; eligibility. (a) A school year-long student
103.4teaching pilot program for the 2015-2016 through 2018-2019 school years is established to
103.5provide teacher candidates with intensified and authentic classroom learning and experience
103.6so that newly licensed teachers, equipped with the best research and best practices
103.7available, can immediately begin work to increase student growth and achievement.
103.8(b) An approved teacher preparation program, interested in participating in a school
103.9year-long student teaching pilot program in partnership with one or more school districts
103.10or charter schools, is eligible to participate in this pilot program if, during the 2014-2015
103.11school year, the interested teacher preparation program identifies needed changes to its
103.12program curriculum, develops an implementation plan, and receives Board of Teaching
103.13approval to modify its board application for this pilot program, and meets the criteria
103.14under subdivision 2.
103.15    Subd. 2. Application and selection process. (a) An approved teacher preparation
103.16program in partnership with one or more school districts or charter schools may apply to
103.17the Board of Teaching, in the form and manner determined by the board, to participate in
103.18the pilot program under this section. Consistent with subdivision 1, paragraph (b), The
103.19application must demonstrate the applicant's interest and ability to offer teacher candidates
103.20a school year-long student teaching program that combines clinical opportunities with
103.21academic course work and in-depth student teaching experiences. A student teacher
103.22under this pilot program must have: ongoing access to a team of teacher mentors
103.23to demonstrate to the student teacher various teaching methods, philosophies, and
103.24classroom environments; ongoing coaching and assessment; assistance in preparing an
103.25individual professional development plan that includes goals, activities, and assessment
103.26methodologies; structured learning experiences provided by the teacher preparation
103.27institution or program in collaboration with local or regional education professionals or
103.28other community experts; and receive payment for student teaching time.
103.29(b) The board must make an effort to select qualified and diverse applicants from
103.30throughout the state.
103.31    Subd. 3. Annual report; evaluation. The board annually must transmit to the
103.32education policy and finance committees of the legislature no later than February 1 a
103.33data-based report showing the efforts and progress program participants made in preparing
103.34successful newly licensed teachers.
104.1EFFECTIVE DATE.This section is effective for the 2014-2015 through 2018-2019
104.2school years.

104.3    Sec. 44. STAFF DEVELOPMENT.
104.4Notwithstanding Minnesota Statutes, sections 122A.60 and 122A.61, or other law to
104.5the contrary, districts participating in a partnership with an approved teacher preparation
104.6program may use staff development revenue to offer teacher candidates a school year-long
104.7student teaching program under section 43.

104.8    Sec. 45. LEGISLATIVE REPORT ON K-12 STUDENTS' EXPERIENCE WITH
104.9PHYSICAL EDUCATION.
104.10(a) The commissioner of education must prepare and submit to the education policy
104.11and finance committees of the legislature by January 15, 2015, a written report on K-12
104.12students' experience with physical education, consistent with this section. Among other
104.13physical education-related issues, the report must include:
104.14(1) the number of minutes per day and frequency per week students in each grade
104.15level, kindergarten through grade 8, receive physical education, identify the requirements
104.16in high school physical education in terms of semesters, quarters, or school years;
104.17(2) the measures and data used to assess students' level of fitness and the uses made
104.18of the fitness data;
104.19(3) the educational preparation of physical education instructors and the proportion
104.20of time certified physical education teachers provide physical education instruction;
104.21(4) the amount of time and number of days per week each grade level, kindergarten
104.22through grade 6, receives recess;
104.23(5) whether high school students are allowed to substitute other activities for
104.24required physical education, and, if so, which activities qualify;
104.25(6) identify the number or percentage of high school students who earn required
104.26physical education credits online; and
104.27(7) whether schools offer before or after school physical activities opportunities in
104.28each grade level, kindergarten through grade 8, and in high school, and, if so, what are the
104.29opportunities.
104.30(b) Any costs of preparing this report must be paid for out of the Department of
104.31Education's current operating budget.
104.32EFFECTIVE DATE.This section is effective the day following final enactment.

105.1    Sec. 46. BETTER ALIGNING MINNESOTA'S ALTERNATIVE TEACHER
105.2PROFESSIONAL PAY SYSTEM AND TEACHER EVALUATION PROGRAM.
105.3To better align Minnesota's alternative teacher professional pay system under
105.4Minnesota Statutes, sections 122A.413 to 122A.416, and Minnesota's teacher evaluation
105.5program under Minnesota Statutes, sections 122A.40, subdivision 8, and 122A.41,
105.6subdivision 5, and effect and fund an improved alignment of this system and program,
105.7the commissioner of education must consult with stakeholders, including representatives
105.8of the Minnesota Association of School Administrators, the Minnesota Association of
105.9Secondary School Principals, the Minnesota Elementary School Principals' Association,
105.10the Minnesota School Boards Association, the Department of Education, the College
105.11of Education and Human Development at the University of Minnesota, the Minnesota
105.12Association of the Colleges for Teacher Education, licensed elementary and secondary
105.13school teachers employed in school districts with an alternative teacher professional pay
105.14system agreement and licensed elementary and secondary school teachers employed in
105.15school districts without an alternative teacher professional pay system agreement, where
105.16one or more of these teachers may be a master teacher, peer evaluator, in another teacher
105.17leader position, or national board certified teacher, a teacher or school administrator
105.18employed in a Minnesota charter school with an alternative teacher professional pay
105.19system agreement and a teacher or school administrator employed in a Minnesota charter
105.20school without an alternative teacher professional pay system agreement, a parent or
105.21guardian of a student currently enrolled in a Minnesota public school, the Association of
105.22Metropolitan School Districts, and the Minnesota Rural Education Association. The
105.23commissioner also must consult with members of the Minnesota house of representatives
105.24and members of the Minnesota senate.
105.25The commissioner, by February 1, 2015, must submit to the education policy
105.26and finance committees of the legislature and the education commissioner written
105.27recommendations on better aligning and financing the alternative teacher professional pay
105.28system and teacher evaluation program.
105.29EFFECTIVE DATE.This section is effective the day following final enactment.

105.30    Sec. 47. TRANSITION REQUIREMENTS; TEMPORARY TEACHING
105.31LICENSES.
105.32A person eligible to receive a one-year temporary teaching license under Laws
105.332013, chapter 116, article 3, sections 10 and 11 or 12, must satisfy the requirements
105.34under Minnesota Statutes, section 122A.09, subdivision 4, paragraph (b), and Minnesota
106.1Statutes, section 122A.18, subdivision 2, paragraphs (b) and (c), or Minnesota Statutes,
106.2section 122A.23, subdivision 2, paragraph (h), to obtain an initial teaching license.
106.3EFFECTIVE DATE.This section is effective the day following final enactment.


106.6    Section 1. Minnesota Statutes 2012, section 121A.582, subdivision 1, is amended to
106.7read:
106.8    Subdivision 1. Reasonable force standard. (a) A teacher or school principal, in
106.9exercising the person's lawful authority, may use reasonable force when it is necessary
106.10under the circumstances to correct or restrain a student or prevent bodily harm or death
106.11to another.
106.12(b) A school employee, school bus driver, or other agent of a district, in exercising
106.13the person's lawful authority, may use reasonable force when it is necessary under the
106.14circumstances to restrain a student or prevent bodily harm or death to another.
106.15(c) Paragraphs (a) and (b) do not authorize conduct prohibited under sections
106.16121A.58 and 121A.67 section 125A.0942.
106.17EFFECTIVE DATE.This section is effective the day following final enactment.

106.18    Sec. 2. Minnesota Statutes 2012, section 125A.023, subdivision 3, is amended to read:
106.19    Subd. 3. Definitions. For purposes of this section and section 125A.027, the
106.20following terms have the meanings given them:
106.21(a) "Health plan" means:
106.22(1) a health plan under section 62Q.01, subdivision 3;
106.23(2) a county-based purchasing plan under section 256B.692;
106.24(3) a self-insured health plan established by a local government under section
106.25471.617 ; or
106.26(4) self-insured health coverage provided by the state to its employees or retirees.
106.27(b) For purposes of this section, "health plan company" means an entity that issues
106.28a health plan as defined in paragraph (a).
106.29(c) "Individual interagency intervention plan" means a standardized written plan
106.30describing those programs or services and the accompanying funding sources available to
106.31eligible children with disabilities.
107.1(d) (c) "Interagency intervention service system" means a system that coordinates
107.2services and programs required in state and federal law to meet the needs of eligible
107.3children with disabilities ages birth through 21, including:
107.4(1) services provided under the following programs or initiatives administered
107.5by state or local agencies:
107.6(i) the maternal and child health program under title V of the Social Security Act;
107.7(ii) the Minnesota children with special health needs program under sections 144.05
107.8and 144.07;
107.9(iii) the Individuals with Disabilities Education Act, Part B, section 619, and Part
107.10C as amended;
107.11(iv) medical assistance under title 42, chapter 7, of the Social Security Act;
107.12(v) developmental disabilities services under chapter 256B;
107.13(vi) the Head Start Act under title 42, chapter 105, of the Social Security Act;
107.14(vii) vocational rehabilitation services provided under chapters 248 and 268A and
107.15the Rehabilitation Act of 1973;
107.16(viii) Juvenile Court Act services provided under sections 260.011 to 260.91;
107.17260B.001 to 260B.446; and 260C.001 to 260C.451;
107.18(ix) Minnesota Comprehensive Children's Mental Health Act under section 245.487;
107.19(x) the community health services grants under sections 145.88 to 145.9266;
107.20(xi) the Local Public Health Act under chapter 145A; and
107.21(xii) the Vulnerable Children and Adults Act, sections 256M.60 to 256M.80;
107.22(2) service provision and funding that can be coordinated through:
107.23(i) the children's mental health collaborative under section 245.493;
107.24(ii) the family services collaborative under section 124D.23;
107.25(iii) the community transition interagency committees under section 125A.22; and
107.26(iv) the interagency early intervention committees under section 125A.259;
107.27(3) financial and other funding programs to be coordinated including medical
107.28assistance under title 42, chapter 7, of the Social Security Act, the MinnesotaCare program
107.29under chapter 256L, Supplemental Social Security Income, Developmental Disabilities
107.30Assistance, and any other employment-related activities associated with the Social
107.31Security Administration; and services provided under a health plan in conformity with an
107.32individual family service plan or an individualized education program or an individual
107.33interagency intervention plan; and
107.34(4) additional appropriate services that local agencies and counties provide on
107.35an individual need basis upon determining eligibility and receiving a request from the
107.36interagency early intervention committee and the child's parent.
108.1(e) (d) "Children with disabilities" has the meaning given in section 125A.02.
108.2(f) (e) A "standardized written plan" means those individual services or programs,
108.3with accompanying funding sources, available through the interagency intervention
108.4service system to an eligible child other than the services or programs described in the
108.5child's individualized education program or the child's individual family service plan.

108.6    Sec. 3. Minnesota Statutes 2012, section 125A.023, subdivision 4, is amended to read:
108.7    Subd. 4. State Interagency Committee. (a) The commissioner of education, on
108.8behalf of the governor, shall convene a 19-member an interagency committee to develop
108.9and implement a coordinated, multidisciplinary, interagency intervention service system
108.10for children ages three to 21 with disabilities. The commissioners of commerce, education,
108.11health, human rights, human services, employment and economic development, and
108.12corrections shall each appoint two committee members from their departments; the
108.13Association of Minnesota Counties shall appoint two county representatives, one of whom
108.14must be an elected official, as committee members; and the Association of Minnesota
108.15Counties, Minnesota School Boards Association, the Minnesota Administrators of Special
108.16Education, and the School Nurse Association of Minnesota shall each appoint one
108.17committee member. The committee shall select a chair from among its members.
108.18(b) The committee shall:
108.19(1) identify and assist in removing state and federal barriers to local coordination of
108.20services provided to children with disabilities;
108.21(2) identify adequate, equitable, and flexible funding sources to streamline these
108.22services;
108.23(3) develop guidelines for implementing policies that ensure a comprehensive and
108.24coordinated system of all state and local agency services, including multidisciplinary
108.25assessment practices for children with disabilities ages three to 21;, including:
108.26(4) (i) develop, consistent with federal law, a standardized written plan for providing
108.27services to a child with disabilities;
108.28(5) (ii) identify how current systems for dispute resolution can be coordinated and
108.29develop guidelines for that coordination;
108.30(6) (iii) develop an evaluation process to measure the success of state and local
108.31interagency efforts in improving the quality and coordination of services to children with
108.32disabilities ages three to 21; and
108.33(7) (iv) develop guidelines to assist the governing boards of the interagency
108.34early intervention committees in carrying out the duties assigned in section 125A.027,
108.35subdivision 1 , paragraph (b); and
109.1(8) (4) carry out other duties necessary to develop and implement within
109.2communities a coordinated, multidisciplinary, interagency intervention service system for
109.3children with disabilities.
109.4(c) The committee shall consult on an ongoing basis with the state Special Education
109.5Advisory Committee for Special Education Panel and the governor's Interagency
109.6Coordinating Council in carrying out its duties under this section, including assisting the
109.7governing boards of the interagency early intervention committees.

109.8    Sec. 4. Minnesota Statutes 2012, section 125A.027, subdivision 1, is amended to read:
109.9    Subdivision 1. Additional duties. (a) The governing boards of the interagency early
109.10intervention committees are responsible for developing and implementing interagency
109.11policies and procedures to coordinate services at the local level for children with
109.12disabilities ages three to 21 under guidelines established by the state interagency
109.13committee under section 125A.023, subdivision 4. Consistent with the requirements
109.14in this section and section 125A.023, the governing boards of the interagency early
109.15intervention committees shall may organize as a joint powers board under section 471.59
109.16or enter into an interagency agreement that establishes a governance structure.
109.17(b) The governing board of each interagency early intervention committee as defined
109.18in section 125A.30, paragraph (a), which may include a juvenile justice professional, shall:
109.19(1) identify and assist in removing state and federal barriers to local coordination of
109.20services provided to children with disabilities;
109.21(2) identify adequate, equitable, and flexible use of funding by local agencies for
109.22these services;
109.23(3) implement policies that ensure a comprehensive and coordinated system of
109.24all state and local agency services, including practices on multidisciplinary assessment
109.25practices, standardized written plans, dispute resolution, and system evaluation for
109.26children with disabilities ages three to 21;
109.27(4) use a standardized written plan for providing services to a child with disabilities
109.28developed under section 125A.023;
109.29(5) access the coordinated dispute resolution system and incorporate the guidelines
109.30for coordinating services at the local level, consistent with section 125A.023;
109.31(6) use the evaluation process to measure the success of the local interagency effort
109.32in improving the quality and coordination of services to children with disabilities ages
109.33three to 21 consistent with section 125A.023;
110.1(7) develop a transitional plan for children moving from the interagency early
110.2childhood intervention system under sections 125A.259 to 125A.48 into the interagency
110.3intervention service system under this section;
110.4(8) (3) coordinate services and facilitate payment for services from public and
110.5private institutions, agencies, and health plan companies; and
110.6(9) (4) share needed information consistent with state and federal data practices
110.7requirements.

110.8    Sec. 5. Minnesota Statutes 2012, section 125A.027, subdivision 4, is amended to read:
110.9    Subd. 4. Responsibilities of school and county boards. (a) It is the joint
110.10responsibility of school and county boards to coordinate, provide, and pay for appropriate
110.11services, and to facilitate payment for services from public and private sources. Appropriate
110.12service for children eligible under section 125A.02 and receiving service from two or more
110.13public agencies of which one is the public school must be determined in consultation with
110.14parents, physicians, and other education, medical health, and human services providers.
110.15The services provided must be in conformity with an Individual Interagency Intervention
110.16Plan (IIIP) a standardized written plan for each eligible child ages 3 to 21.
110.17(b) Appropriate services include those services listed on a child's IIIP standardized
110.18written plan. These services are those that are required to be documented on a plan under
110.19federal and state law or rule.
110.20(c) School and county boards shall coordinate interagency services. Service
110.21responsibilities for eligible children, ages 3 to 21, shall may be established in interagency
110.22agreements or joint powers board agreements. In addition, interagency agreements or joint
110.23powers board agreements shall may be developed to establish agency responsibility that
110.24assures that coordinated interagency services are coordinated, provided, and paid for, and
110.25that payment is facilitated from public and private sources. School boards must provide,
110.26pay for, and facilitate payment for special education services as required under sections
110.27125A.03 and 125A.06. County boards must provide, pay for, and facilitate payment for
110.28those programs over which they have service and fiscal responsibility as referenced in
110.29section 125A.023, subdivision 3, paragraph (d) (c), clause (1).

110.30    Sec. 6. Minnesota Statutes 2012, section 125A.03, is amended to read:
110.31125A.03 SPECIAL INSTRUCTION FOR CHILDREN WITH A DISABILITY.
110.32(a) As defined in paragraph (b), every district must provide special instruction and
110.33services, either within the district or in another district, for all children with a disability,
110.34including providing required services under Code of Federal Regulations, title 34, section
111.1300.121, paragraph (d), to those children suspended or expelled from school for more than
111.2ten school days in that school year, who are residents of the district and who are disabled
111.3as set forth in section 125A.02. For purposes of state and federal special education
111.4laws, the phrase "special instruction and services" in the state Education Code means a
111.5free and appropriate public education provided to an eligible child with disabilities and
111.6includes special education and related services defined in the Individuals with Disabilities
111.7Education Act, subpart A, section 300.24. Free appropriate public education means
111.8special education and related services that:
111.9(1) are provided at public expense, under public supervision and direction, and
111.10without charge;
111.11(2) meet the standards of the state, including the requirements of the Individuals
111.12with Disabilities Education Act, Part B or C;
111.13(3) include an appropriate preschool, elementary school, or secondary school
111.14education; and
111.15(4) are provided to children ages three through 21 in conformity with an
111.16individualized education program that meets the requirements of the Individuals with
111.17Disabilities Education Act, subpart A, sections 300.320 to 300.324, and provided to
111.18infants and toddlers in conformity with an individualized family service plan that meets
111.19the requirements of the Individuals with Disabilities Education Act, subpart A, sections
111.20303.300 to 303.346.
111.21(b) Notwithstanding any age limits in laws to the contrary, special instruction and
111.22services must be provided from birth until July 1 after the child with a disability becomes
111.2321 years old but shall not extend beyond secondary school or its equivalent, except as
111.24provided in section 124D.68, subdivision 2. Local health, education, and social service
111.25agencies must refer children under age five who are known to need or suspected of
111.26needing special instruction and services to the school district. Districts with less than the
111.27minimum number of eligible children with a disability as determined by the commissioner
111.28must cooperate with other districts to maintain a full range of programs for education
111.29and services for children with a disability. This section does not alter the compulsory
111.30attendance requirements of section 120A.22.

111.31    Sec. 7. Minnesota Statutes 2012, section 125A.08, is amended to read:
111.32125A.08 INDIVIDUALIZED EDUCATION PROGRAMS; DATA
111.33REPORTING REQUIREMENTS.
112.1    Subdivision 1. Requirements for individualized education programs. (a) At the
112.2beginning of each school year, each school district shall have in effect, for each child with
112.3a disability, an individualized education program.
112.4(b) As defined in this section, every district must ensure the following:
112.5(1) all students with disabilities are provided the special instruction and services
112.6which are appropriate to their needs. Where the individualized education program team
112.7has determined appropriate goals and objectives based on the student's needs, including
112.8the extent to which the student can be included in the least restrictive environment,
112.9and where there are essentially equivalent and effective instruction, related services, or
112.10assistive technology devices available to meet the student's needs, cost to the district may
112.11be among the factors considered by the team in choosing how to provide the appropriate
112.12services, instruction, or devices that are to be made part of the student's individualized
112.13education program. The individualized education program team shall consider and
112.14may authorize services covered by medical assistance according to section 256B.0625,
112.15subdivision 26 . The student's needs and the special education instruction and services to
112.16be provided must be agreed upon through the development of an individualized education
112.17program. The program must address the student's need to develop skills to live and work
112.18as independently as possible within the community. The individualized education program
112.19team must consider positive behavioral interventions, strategies, and supports that address
112.20behavior for children with attention deficit disorder or attention deficit hyperactivity
112.21disorder. During grade 9, the program must address the student's needs for transition from
112.22secondary services to postsecondary education and training, employment, community
112.23participation, recreation, and leisure and home living. In developing the program, districts
112.24must inform parents of the full range of transitional goals and related services that should
112.25be considered. The program must include a statement of the needed transition services,
112.26including a statement of the interagency responsibilities or linkages or both before
112.27secondary services are concluded;
112.28(2) children with a disability under age five and their families are provided special
112.29instruction and services appropriate to the child's level of functioning and needs;
112.30(3) children with a disability and their parents or guardians are guaranteed procedural
112.31safeguards and the right to participate in decisions involving identification, assessment
112.32including assistive technology assessment, and educational placement of children with a
112.33disability;
112.34(4) eligibility and needs of children with a disability are determined by an initial
112.35assessment or reassessment evaluation or re-evaluation, which may be completed using
112.36existing data under United States Code, title 20, section 33, et seq.;
113.1(5) to the maximum extent appropriate, children with a disability, including those
113.2in public or private institutions or other care facilities, are educated with children who
113.3are not disabled, and that special classes, separate schooling, or other removal of children
113.4with a disability from the regular educational environment occurs only when and to the
113.5extent that the nature or severity of the disability is such that education in regular classes
113.6with the use of supplementary services cannot be achieved satisfactorily;
113.7(6) in accordance with recognized professional standards, testing and evaluation
113.8materials, and procedures used for the purposes of classification and placement of children
113.9with a disability are selected and administered so as not to be racially or culturally
113.10discriminatory; and
113.11(7) the rights of the child are protected when the parents or guardians are not known
113.12or not available, or the child is a ward of the state.
113.13(c) For paraprofessionals employed to work in programs for students with
113.14disabilities, the school board in each district shall ensure that:
113.15(1) before or immediately upon employment, each paraprofessional develops
113.16sufficient knowledge and skills in emergency procedures, building orientation, roles and
113.17responsibilities, confidentiality, vulnerability, and reportability, among other things, to
113.18begin meeting the needs of the students with whom the paraprofessional works;
113.19(2) annual training opportunities are available to enable the paraprofessional to
113.20continue to further develop the knowledge and skills that are specific to the students with
113.21whom the paraprofessional works, including understanding disabilities, following lesson
113.22plans, and implementing follow-up instructional procedures and activities; and
113.23(3) a districtwide process obligates each paraprofessional to work under the ongoing
113.24direction of a licensed teacher and, where appropriate and possible, the supervision of a
113.25school nurse.
113.26    Subd. 2. Online reporting of required data. (a) To ensure a strong focus
113.27on outcomes for children with disabilities informs federal and state compliance and
113.28accountability requirements and to increase opportunities for special educators and
113.29related-services providers to focus on teaching children with disabilities, the commissioner
113.30must integrate, customize, and sustain a streamlined, user-friendly statewide online system,
113.31with a single, integrated model online form, for effectively and efficiently collecting
113.32and reporting required special education–related data to individuals with a legitimate
113.33educational interest and who are authorized by law to access the data. Among other
113.34data-related requirements, the online system must successfully interface with existing state
113.35reporting systems such as MARRS and Child Count and with districts' local data systems.
114.1(b) The commissioner must consult with qualified experts, including information
114.2technology specialists, licensed special education teachers and directors of special
114.3education, related-services providers, third-party vendors, a designee of the commissioner
114.4of human services, parents of children with disabilities, representatives of advocacy groups
114.5representing children with disabilities, and representatives of school districts and special
114.6education cooperatives on integrating, field testing, customizing, and sustaining this simple,
114.7easily accessible, efficient, and effective online data system for uniform statewide reporting
114.8of required due process compliance data. Among other outcomes, the system must:
114.9    (1) reduce special education teachers' paperwork burden and thereby increase the
114.10teachers' opportunities to focus on teaching children;
114.11(2) to the extent authorized by chapter 13 or other applicable state or federal law
114.12governing access to and dissemination of educational records, provide for efficiently and
114.13effectively transmitting the records of all transferring children with disabilities, including
114.14highly mobile and homeless children with disabilities, among others, to give an enrolling
114.15school, school district, facility, or other institution immediate access to information about
114.16the transferring child and to avoid fragmented service delivery;
114.17(3) address language and other barriers and disparities that prevent parents from
114.18understanding and communicating information about the needs of their children with
114.19disabilities;
114.20(4) facilitate school districts' ability to bill medical assistance, MinnesotaCare,
114.21and other third-party payers for the costs of providing individualized education program
114.22health-related services to an eligible child with disabilities;
114.23(5) help continuously improve the interface among the online systems serving
114.24children with disabilities in order to maintain and reinforce the children's ability to learn;
114.25and
114.26(6) have readily accessible expert technical assistance to maintain, sustain, and
114.27improve the online system.
114.28(c) The commissioner must use the federal Office of Special Education Programs
114.29model forms for the (1) individualized education program, (2) notice of procedural
114.30safeguards, and (3) prior written notice that are consistent with Part B of IDEA to integrate
114.31and customize a state-sponsored universal special education online case management
114.32system, consistent with the requirements of state law and this subdivision for integrating,
114.33customizing, and sustaining a statewide online reporting system. The commissioner must
114.34use a request for proposal process to contract for the technology and software needed
114.35for integrating and customizing the online system in order for the system to be fully
114.36functional, consistent with the requirements of this subdivision. This online system must
115.1be made available to school districts without charge beginning in the 2015-2016 school
115.2year. All actions in which data in the system are entered, updated, accessed, or shared or
115.3disseminated outside of the system, must be recorded in a data audit trail. The audit trail
115.4must identify the user responsible for the action, and the date and time the action occurred.
115.5Data contained in the audit trail maintain the same classification as the underlying data
115.6that was affected by the action, and may be accessed by the responsible authority at any
115.7time for purposes of auditing the system's user activity and security safeguards. For the
115.82015-2016 through 2017-2018 school years, school districts may use this online system or
115.9may contract with an outside vendor for compliance reporting. Beginning in the 2018-2019
115.10school year and later, school districts must use this online system for compliance reporting.
115.11(d) Consistent with this subdivision, the commissioner must establish a public
115.12Internet web interface to provide information to educators, parents, and the public about
115.13the form and content of required special education reports, to respond to queries from
115.14educators, parents, and the public about specific aspects of special education reports and
115.15reporting, and to use the information garnered from the interface to streamline and revise
115.16special education reporting on the online system under this subdivision. The public Internet
115.17web interface must not provide access to the educational records of any individual child.
115.18(e) The commissioner annually by February 1 must submit to the legislature a report
115.19on the status, recent changes, and sustainability of the online system under this subdivision.

115.20    Sec. 8. Minnesota Statutes 2013 Supplement, section 125A.0942, is amended to read:
115.21125A.0942 STANDARDS FOR RESTRICTIVE PROCEDURES.
115.22    Subdivision 1. Restrictive procedures plan. (a) Schools that intend to use
115.23restrictive procedures shall maintain and make publicly accessible in an electronic format
115.24on a school or district Web site or make a paper copy available upon request describing a
115.25restrictive procedures plan for children with disabilities that at least:
115.26(1) lists the restrictive procedures the school intends to use;
115.27(2) describes how the school will implement a range of positive behavior strategies
115.28and provide links to mental health services;
115.29(3) describes how the school will provide training on de-escalation techniques,
115.30consistent with section 122A.09, subdivision 4, paragraph (k);
115.31(4) describes how the school will monitor and review the use of restrictive
115.32procedures, including:
115.33(i) conducting post-use debriefings, consistent with subdivision 3, paragraph (a),
115.34clause (5); and
116.1(ii) convening an oversight committee to undertake a quarterly review of the use
116.2of restrictive procedures based on patterns or problems indicated by similarities in the
116.3time of day, day of the week, duration of the use of a procedure, the individuals involved,
116.4or other factors associated with the use of restrictive procedures; the number of times a
116.5restrictive procedure is used schoolwide and for individual children; the number and types
116.6of injuries, if any, resulting from the use of restrictive procedures; whether restrictive
116.7procedures are used in nonemergency situations; the need for additional staff training; and
116.8proposed actions to minimize the use of restrictive procedures; and
116.9(4) (5) includes a written description and documentation of the training staff
116.10completed under subdivision 5.
116.11(b) Schools annually must publicly identify oversight committee members who
116.12must at least include:
116.13(1) a mental health professional, school psychologist, or school social worker;
116.14(2) an expert in positive behavior strategies;
116.15(3) a special education administrator; and
116.16(4) a general education administrator.
116.17    Subd. 2. Restrictive procedures. (a) Restrictive procedures may be used only
116.18by a licensed special education teacher, school social worker, school psychologist,
116.19behavior analyst certified by the National Behavior Analyst Certification Board, a person
116.20with a master's degree in behavior analysis, other licensed education professional,
116.21paraprofessional under section 120B.363, or mental health professional under section
116.22245.4871, subdivision 27 , who has completed the training program under subdivision 5.
116.23(b) A school shall make reasonable efforts to notify the parent on the same day a
116.24restrictive procedure is used on the child, or if the school is unable to provide same-day
116.25notice, notice is sent within two days by written or electronic means or as otherwise
116.26indicated by the child's parent under paragraph (d) (f).
116.27(c) The district must hold a meeting of the individualized education program team,
116.28conduct or review a functional behavioral analysis, review data, consider developing
116.29additional or revised positive behavioral interventions and supports, consider actions to
116.30reduce the use of restrictive procedures, and modify the individualized education program
116.31or behavior intervention plan as appropriate. The district must hold the meeting: within
116.32ten calendar days after district staff use restrictive procedures on two separate school
116.33days within 30 calendar days or a pattern of use emerges and the child's individualized
116.34education program or behavior intervention plan does not provide for using restrictive
116.35procedures in an emergency; or at the request of a parent or the district after restrictive
116.36procedures are used. The district must review use of restrictive procedures at a child's
117.1annual individualized education program meeting when the child's individualized
117.2education program provides for using restrictive procedures in an emergency.
117.3(d) If the individualized education program team under paragraph (c) determines
117.4that existing interventions and supports are ineffective in reducing the use of restrictive
117.5procedures or the district uses restrictive procedures on a child on ten or more school days
117.6during the same school year, the team, as appropriate, either must consult with other
117.7professionals working with the child; consult with experts in behavior analysis, mental
117.8health, communication, or autism; consult with culturally competent professionals;
117.9review existing evaluations, resources, and successful strategies; or consider whether to
117.10reevaluate the child.
117.11(e) At the individualized education program meeting under paragraph (c), the team
117.12must review any known medical or psychological limitations, including any medical
117.13information the parent provides voluntarily, that contraindicate the use of a restrictive
117.14procedure, consider whether to prohibit that restrictive procedure, and document any
117.15prohibition in the individualized education program or behavior intervention plan.
117.16(f) An individualized education program team may plan for using restrictive
117.17procedures and may include these procedures in a child's individualized education
117.18program or behavior intervention plan; however, the restrictive procedures may be used
117.19only in response to behavior that constitutes an emergency, consistent with this section.
117.20The individualized education program or behavior intervention plan shall indicate how the
117.21parent wants to be notified when a restrictive procedure is used.
117.22    Subd. 3. Physical holding or seclusion. (a) Physical holding or seclusion may be
117.23used only in an emergency. A school that uses physical holding or seclusion shall meet the
117.24following requirements:
117.25(1) physical holding or seclusion is the least intrusive intervention that effectively
117.26responds to the emergency;
117.27(2) physical holding or seclusion is not used to discipline a noncompliant child;
117.28(3) physical holding or seclusion ends when the threat of harm ends and the staff
117.29determines the child can safely return to the classroom or activity;
117.30(4) staff directly observes the child while physical holding or seclusion is being used;
117.31(5) each time physical holding or seclusion is used, the staff person who implements
117.32or oversees the physical holding or seclusion documents, as soon as possible after the
117.33incident concludes, the following information:
117.34(i) a description of the incident that led to the physical holding or seclusion;
117.35(ii) why a less restrictive measure failed or was determined by staff to be
117.36inappropriate or impractical;
118.1(iii) the time the physical holding or seclusion began and the time the child was
118.2released; and
118.3(iv) a brief record of the child's behavioral and physical status;
118.4(6) the room used for seclusion must:
118.5(i) be at least six feet by five feet;
118.6(ii) be well lit, well ventilated, adequately heated, and clean;
118.7(iii) have a window that allows staff to directly observe a child in seclusion;
118.8(iv) have tamperproof fixtures, electrical switches located immediately outside the
118.9door, and secure ceilings;
118.10(v) have doors that open out and are unlocked, locked with keyless locks that
118.11have immediate release mechanisms, or locked with locks that have immediate release
118.12mechanisms connected with a fire and emergency system; and
118.13(vi) not contain objects that a child may use to injure the child or others;
118.14(7) before using a room for seclusion, a school must:
118.15(i) receive written notice from local authorities that the room and the locking
118.16mechanisms comply with applicable building, fire, and safety codes; and
118.17(ii) register the room with the commissioner, who may view that room; and
118.18(8) until August 1, 2015, a school district may use prone restraints with children
118.19age five or older if:
118.20(i) the district has provided to the department a list of staff who have had specific
118.21training on the use of prone restraints;
118.22(ii) the district provides information on the type of training that was provided and
118.23by whom;
118.24(iii) only staff who received specific training use prone restraints;
118.25(iv) each incident of the use of prone restraints is reported to the department within
118.26five working days on a form provided by the department; and
118.27(v) the district, before using prone restraints, must review any known medical or
118.28psychological limitations that contraindicate the use of prone restraints.
118.29The department must collect data on districts' use of prone restraints and publish the data
118.30in a readily accessible format on the department's Web site on a quarterly basis.
118.31(b) By March 1, 2014 February 1, 2015, and annually thereafter, stakeholders must
118.32recommend to the commissioner specific and measurable implementation and outcome
118.33goals for reducing the use of restrictive procedures and the commissioner must submit to
118.34the legislature a report on districts' progress in reducing the use of restrictive procedures
118.35that recommends how to further reduce these procedures and eliminate the use of prone
118.36restraints. The statewide plan includes the following components: measurable goals; the
119.1resources, training, technical assistance, mental health services, and collaborative efforts
119.2needed to significantly reduce districts' use of prone restraints; and recommendations
119.3to clarify and improve the law governing districts' use of restrictive procedures. The
119.4commissioner must consult with interested stakeholders when preparing the report,
119.5including representatives of advocacy organizations, special education directors, teachers,
119.6paraprofessionals, intermediate school districts, school boards, day treatment providers,
119.7county social services, state human services department staff, mental health professionals,
119.8and autism experts. By June 30 each year, districts must report summary data on their
119.9use of restrictive procedures to the department, in a form and manner determined by the
119.10commissioner. The summary data must include information about the use of restrictive
119.11procedures, including use of reasonable force under section 121A.582.
119.12    Subd. 4. Prohibitions. The following actions or procedures are prohibited:
119.13(1) engaging in conduct prohibited under section 121A.58;
119.14(2) requiring a child to assume and maintain a specified physical position, activity,
119.15or posture that induces physical pain;
119.16(3) totally or partially restricting a child's senses as punishment;
119.17(4) presenting an intense sound, light, or other sensory stimuli using smell, taste,
119.18substance, or spray as punishment;
119.19(5) denying or restricting a child's access to equipment and devices such as walkers,
119.20wheelchairs, hearing aids, and communication boards that facilitate the child's functioning,
119.21except when temporarily removing the equipment or device is needed to prevent injury
119.22to the child or others or serious damage to the equipment or device, in which case the
119.23equipment or device shall be returned to the child as soon as possible;
119.24(6) interacting with a child in a manner that constitutes sexual abuse, neglect, or
119.25physical abuse under section 626.556;
119.26(7) withholding regularly scheduled meals or water;
119.27(8) denying access to bathroom facilities; and
119.28(9) physical holding that restricts or impairs a child's ability to breathe, restricts or
119.29impairs a child's ability to communicate distress, places pressure or weight on a child's
119.30head, throat, neck, chest, lungs, sternum, diaphragm, back, or abdomen, or results in
119.31straddling a child's torso.
119.32    Subd. 5. Training for staff. (a) To meet the requirements of subdivision 1, staff
119.33who use restrictive procedures, including paraprofessionals, shall complete training in
119.34the following skills and knowledge areas:
119.35(1) positive behavioral interventions;
119.36(2) communicative intent of behaviors;
120.1(3) relationship building;
120.2(4) alternatives to restrictive procedures, including techniques to identify events and
120.3environmental factors that may escalate behavior;
120.4(5) de-escalation methods;
120.5(6) standards for using restrictive procedures only in an emergency;
120.6(7) obtaining emergency medical assistance;
120.7(8) the physiological and psychological impact of physical holding and seclusion;
120.8(9) monitoring and responding to a child's physical signs of distress when physical
120.9holding is being used;
120.10(10) recognizing the symptoms of and interventions that may cause positional
120.11asphyxia when physical holding is used;
120.12(11) district policies and procedures for timely reporting and documenting each
120.13incident involving use of a restricted procedure; and
120.14(12) schoolwide programs on positive behavior strategies.
120.15(b) The commissioner, after consulting with the commissioner of human services,
120.16must develop and maintain a list of training programs that satisfy the requirements of
120.17paragraph (a). The commissioner also must develop and maintain a list of experts to
120.18help individualized education program teams reduce the use of restrictive procedures.
120.19The district shall maintain records of staff who have been trained and the organization
120.20or professional that conducted the training. The district may collaborate with children's
120.21community mental health providers to coordinate trainings.
120.22    Subd. 6. Behavior supports. School districts are encouraged to establish effective
120.23schoolwide systems of positive behavior interventions and supports. Nothing in this
120.24section or section 125A.0941 precludes the use of reasonable force under sections
120.25121A.582; 609.06, subdivision 1; and 609.379.
120.26    Subd. 7. Reasonable force. Nothing in this section or section 125A.0941 precludes
120.27the use of reasonable force under sections 121A.582; 609.06, subdivision 1; and 609.379.
120.28For the 2014-2015 school year and later, districts must collect and submit to the
120.29commissioner summary data, consistent with subdivision 3, paragraph (b), on district use
120.30of reasonable force that is consistent with the definition of physical holding or seclusion
120.31for a child with a disability under this section.
120.32EFFECTIVE DATE.This section is effective the day following final enactment.

120.33    Sec. 9. Minnesota Statutes 2012, section 125A.22, is amended to read:
120.34125A.22 COMMUNITY TRANSITION INTERAGENCY COMMITTEE.
121.1A district, group of districts, or special education cooperative, in cooperation with
121.2the county or counties in which the district or cooperative is located, must may establish
121.3a community transition interagency committee for youth with disabilities, beginning at
121.4grade 9 or age equivalent, and their families. Members of the committee must consist of
121.5 may include representatives from special education, vocational and regular education,
121.6community education, postsecondary education and training institutions, mental health,
121.7adults with disabilities who have received transition services if such persons are available,
121.8parents of youth with disabilities, local business or industry, rehabilitation services, county
121.9social services, health agencies, and additional public or private adult service providers as
121.10appropriate. The committee must elect a chair and must meet regularly. The committee
121.11must may:
121.12(1) identify current services, programs, and funding sources provided within
121.13the community for secondary and postsecondary aged youth with disabilities and their
121.14families that prepare them for further education; employment, including integrated
121.15competitive employment; and independent living;
121.16(2) facilitate the development of multiagency teams to address present and future
121.17transition needs of individual students on their individualized education programs;
121.18(3) develop a community plan to include mission, goals, and objectives, and an
121.19implementation plan to assure that transition needs of individuals with disabilities are met;
121.20(4) recommend changes or improvements in the community system of transition
121.21services; and
121.22(5) exchange agency information such as appropriate data, effectiveness studies,
121.23special projects, exemplary programs, and creative funding of programs; and.
121.24(6) following procedures determined by the commissioner, prepare a yearly summary
121.25assessing the progress of transition services in the community including follow-up of
121.26individuals with disabilities who were provided transition services to determine postschool
121.27outcomes. The summary must be disseminated to all adult services agencies involved in
121.28the planning and to the commissioner by October 1 of each year.

121.29    Sec. 10. Minnesota Statutes 2013 Supplement, section 125A.30, is amended to read:
121.30125A.30 INTERAGENCY EARLY INTERVENTION COMMITTEES.
121.31(a) A school district, group of school districts, or special education cooperative
121.32 cooperatives, in cooperation with the health and human service agencies located in
121.33the county or counties in which the district districts or cooperative is cooperatives are
121.34 located, must establish an Interagency Early Intervention Committee for children with
121.35disabilities under age five and their families under this section, and for children with
122.1disabilities ages three to 22 consistent with the requirements under sections 125A.023
122.2and 125A.027. Committees must include representatives of local health, education, and
122.3county human service agencies, county boards, school boards, early childhood family
122.4education programs, Head Start, parents of young children with disabilities under age 12,
122.5child care resource and referral agencies, school readiness programs, current service
122.6providers, and agencies that serve families experiencing homelessness, and may also
122.7include representatives from other private or public agencies and school nurses. The
122.8committee must elect a chair from among its members and must meet at least quarterly.
122.9(b) The committee must develop and implement interagency policies and procedures
122.10concerning the following ongoing duties:
122.11(1) develop public awareness systems designed to inform potential recipient families,
122.12especially parents with premature infants, or infants with other physical risk factors
122.13associated with learning or development complications, of available programs and services;
122.14(2) to reduce families' need for future services, and especially parents with premature
122.15infants, or infants with other physical risk factors associated with learning or development
122.16complications, implement interagency child find systems designed to actively seek out,
122.17identify, and refer infants and young children with, or at risk of, disabilities, including
122.18a child under the age of three who: (i) is the subject of a substantiated case of abuse or
122.19neglect or (ii) is identified as directly affected by illegal substance abuse, or withdrawal
122.20symptoms resulting from prenatal drug exposure;
122.21(3) establish and evaluate the identification, referral, screening, evaluation, child-
122.22and family-directed assessment systems, procedural safeguard process, and community
122.23learning systems to recommend, where necessary, alterations and improvements;
122.24(4) assure the development of individualized family service plans for all eligible
122.25infants and toddlers with disabilities from birth through age two, and their families,
122.26and individualized education programs and individual service plans when necessary to
122.27appropriately serve children with disabilities, age three and older, and their families and
122.28recommend assignment of financial responsibilities to the appropriate agencies;
122.29(5) (3) implement a process for assuring that services involve cooperating agencies
122.30at all steps leading to individualized programs;
122.31(6) facilitate the development of a transition plan in the individual family service
122.32plan by the time a child is two years and nine months old;
122.33(7) (4) identify the current services and funding being provided within the
122.34community for children with disabilities under age five and their families; and
123.1(8) (5) develop a plan for the allocation and expenditure of federal early intervention
123.2funds under United States Code, title 20, section 1471 et seq. (Part C, Public Law 108-446)
123.3and United States Code, title 20, section 631, et seq. (Chapter I, Public Law 89-313); and.
123.4(9) develop a policy that is consistent with section 13.05, subdivision 9, and federal
123.5law to enable a member of an interagency early intervention committee to allow another
123.6member access to data classified as not public.
123.7(c) The local committee shall also participate in needs assessments and program
123.8planning activities conducted by local social service, health and education agencies for
123.9young children with disabilities and their families.

123.10    Sec. 11. Minnesota Statutes 2012, section 127A.065, is amended to read:
123.11127A.065 CROSS-SUBSIDY REPORT.
123.12    By January 10 March 30, the commissioner of education shall submit an annual
123.13report to the legislative committees having jurisdiction over kindergarten through grade
123.1412 education on the amount each district is cross-subsidizing special education costs
123.15with general education revenue.

123.16    Sec. 12. Minnesota Statutes 2012, section 260D.06, subdivision 2, is amended to read:
123.17    Subd. 2. Agency report to court; court review. The agency shall obtain judicial
123.18review by reporting to the court according to the following procedures:
123.19    (a) A written report shall be forwarded to the court within 165 days of the date of the
123.20voluntary placement agreement. The written report shall contain or have attached:
123.21    (1) a statement of facts that necessitate the child's foster care placement;
123.22    (2) the child's name, date of birth, race, gender, and current address;
123.23    (3) the names, race, date of birth, residence, and post office addresses of the child's
123.24parents or legal custodian;
123.25    (4) a statement regarding the child's eligibility for membership or enrollment in an
123.26Indian tribe and the agency's compliance with applicable provisions of sections 260.751 to
123.27260.835 ;
123.28    (5) the names and addresses of the foster parents or chief administrator of the facility
123.29in which the child is placed, if the child is not in a family foster home or group home;
123.30    (6) a copy of the out-of-home placement plan required under section 260C.212,
123.31subdivision 1;
123.32    (7) a written summary of the proceedings of any administrative review required
123.33under section 260C.203; and
124.1    (8) any other information the agency, parent or legal custodian, the child or the foster
124.2parent, or other residential facility wants the court to consider.
124.3    (b) In the case of a child in placement due to emotional disturbance, the written
124.4report shall include as an attachment, the child's individual treatment plan developed by
124.5the child's treatment professional, as provided in section 245.4871, subdivision 21, or the
124.6child's individual interagency intervention standard written plan, as provided in section
124.7125A.023 , subdivision 3, paragraph (c) (e).
124.8    (c) In the case of a child in placement due to developmental disability or a related
124.9condition, the written report shall include as an attachment, the child's individual service
124.10plan, as provided in section 256B.092, subdivision 1b; the child's individual program plan,
124.11as provided in Minnesota Rules, part 9525.0004, subpart 11; the child's waiver care plan;
124.12or the child's individual interagency intervention standard written plan, as provided in
124.13section 125A.023, subdivision 3, paragraph (c) (e).
124.14    (d) The agency must inform the child, age 12 or older, the child's parent, and the
124.15foster parent or foster care facility of the reporting and court review requirements of this
124.16section and of their right to submit information to the court:
124.17    (1) if the child or the child's parent or the foster care provider wants to send
124.18information to the court, the agency shall advise those persons of the reporting date and the
124.19date by which the agency must receive the information they want forwarded to the court so
124.20the agency is timely able submit it with the agency's report required under this subdivision;
124.21    (2) the agency must also inform the child, age 12 or older, the child's parent, and
124.22the foster care facility that they have the right to be heard in person by the court and
124.23how to exercise that right;
124.24    (3) the agency must also inform the child, age 12 or older, the child's parent, and
124.25the foster care provider that an in-court hearing will be held if requested by the child,
124.26the parent, or the foster care provider; and
124.27    (4) if, at the time required for the report under this section, a child, age 12 or
124.28older, disagrees about the foster care facility or services provided under the out-of-home
124.29placement plan required under section 260C.212, subdivision 1, the agency shall include
124.30information regarding the child's disagreement, and to the extent possible, the basis for the
124.31child's disagreement in the report required under this section.
124.32    (e) After receiving the required report, the court has jurisdiction to make the
124.33following determinations and must do so within ten days of receiving the forwarded
124.34report, whether a hearing is requested:
124.35    (1) whether the voluntary foster care arrangement is in the child's best interests;
124.36    (2) whether the parent and agency are appropriately planning for the child; and
125.1    (3) in the case of a child age 12 or older, who disagrees with the foster care facility
125.2or services provided under the out-of-home placement plan, whether it is appropriate to
125.3appoint counsel and a guardian ad litem for the child using standards and procedures
125.4under section 260C.163.
125.5    (f) Unless requested by a parent, representative of the foster care facility, or the
125.6child, no in-court hearing is required in order for the court to make findings and issue an
125.7order as required in paragraph (e).
125.8    (g) If the court finds the voluntary foster care arrangement is in the child's best
125.9interests and that the agency and parent are appropriately planning for the child, the
125.10court shall issue an order containing explicit, individualized findings to support its
125.11determination. The individualized findings shall be based on the agency's written report
125.12and other materials submitted to the court. The court may make this determination
125.13notwithstanding the child's disagreement, if any, reported under paragraph (d).
125.14    (h) The court shall send a copy of the order to the county attorney, the agency,
125.15parent, child, age 12 or older, and the foster parent or foster care facility.
125.16    (i) The court shall also send the parent, the child, age 12 or older, the foster parent, or
125.17representative of the foster care facility notice of the permanency review hearing required
125.18under section 260D.07, paragraph (e).
125.19    (j) If the court finds continuing the voluntary foster care arrangement is not in the
125.20child's best interests or that the agency or the parent are not appropriately planning for the
125.21child, the court shall notify the agency, the parent, the foster parent or foster care facility,
125.22the child, age 12 or older, and the county attorney of the court's determinations and the
125.23basis for the court's determinations. In this case, the court shall set the matter for hearing
125.24and appoint a guardian ad litem for the child under section 260C.163, subdivision 5.

125.25    Sec. 13. Minnesota Statutes 2013 Supplement, section 626.556, subdivision 2, is
125.26amended to read:
125.27    Subd. 2. Definitions. As used in this section, the following terms have the meanings
125.28given them unless the specific content indicates otherwise:
125.29    (a) "Family assessment" means a comprehensive assessment of child safety, risk
125.30of subsequent child maltreatment, and family strengths and needs that is applied to a
125.31child maltreatment report that does not allege substantial child endangerment. Family
125.32assessment does not include a determination as to whether child maltreatment occurred
125.33but does determine the need for services to address the safety of family members and the
125.34risk of subsequent maltreatment.
126.1    (b) "Investigation" means fact gathering related to the current safety of a child
126.2and the risk of subsequent maltreatment that determines whether child maltreatment
126.3occurred and whether child protective services are needed. An investigation must be used
126.4when reports involve substantial child endangerment, and for reports of maltreatment in
126.5facilities required to be licensed under chapter 245A or 245B; under sections 144.50 to
126.6144.58 and 241.021; in a school as defined in sections 120A.05, subdivisions 9, 11, and
126.713, and 124D.10; or in a nonlicensed personal care provider association as defined in
126.8sections 256B.04, subdivision 16, and 256B.0625, subdivision 19a.
126.9    (c) "Substantial child endangerment" means a person responsible for a child's care,
126.10and in the case of sexual abuse includes a person who has a significant relationship to the
126.11child as defined in section 609.341, or a person in a position of authority as defined in
126.12section 609.341, who by act or omission commits or attempts to commit an act against a
126.13child under their care that constitutes any of the following:
126.14    (1) egregious harm as defined in section 260C.007, subdivision 14;
126.15    (2) sexual abuse as defined in paragraph (d);
126.16    (3) abandonment under section 260C.301, subdivision 2;
126.17    (4) neglect as defined in paragraph (f), clause (2), that substantially endangers the
126.18child's physical or mental health, including a growth delay, which may be referred to as
126.19failure to thrive, that has been diagnosed by a physician and is due to parental neglect;
126.20    (5) murder in the first, second, or third degree under section 609.185, 609.19, or
126.21609.195 ;
126.22    (6) manslaughter in the first or second degree under section 609.20 or 609.205;
126.23    (7) assault in the first, second, or third degree under section 609.221, 609.222, or
126.24609.223 ;
126.25    (8) solicitation, inducement, and promotion of prostitution under section 609.322;
126.26    (9) criminal sexual conduct under sections 609.342 to 609.3451;
126.27    (10) solicitation of children to engage in sexual conduct under section 609.352;
126.28    (11) malicious punishment or neglect or endangerment of a child under section
126.29609.377 or 609.378;
126.30    (12) use of a minor in sexual performance under section 617.246; or
126.31    (13) parental behavior, status, or condition which mandates that the county attorney
126.32file a termination of parental rights petition under section 260C.503, subdivision 2.
126.33    (d) "Sexual abuse" means the subjection of a child by a person responsible for the
126.34child's care, by a person who has a significant relationship to the child, as defined in
126.35section 609.341, or by a person in a position of authority, as defined in section 609.341,
126.36subdivision 10, to any act which constitutes a violation of section 609.342 (criminal sexual
127.1conduct in the first degree), 609.343 (criminal sexual conduct in the second degree),
127.2609.344 (criminal sexual conduct in the third degree), 609.345 (criminal sexual conduct
127.3in the fourth degree), or 609.3451 (criminal sexual conduct in the fifth degree). Sexual
127.4abuse also includes any act which involves a minor which constitutes a violation of
127.5prostitution offenses under sections 609.321 to 609.324 or 617.246. Sexual abuse includes
127.6threatened sexual abuse which includes the status of a parent or household member
127.7who has committed a violation which requires registration as an offender under section
127.8243.166, subdivision 1b, paragraph (a) or (b), or required registration under section
127.9243.166, subdivision 1b, paragraph (a) or (b).
127.10    (e) "Person responsible for the child's care" means (1) an individual functioning
127.11within the family unit and having responsibilities for the care of the child such as a
127.12parent, guardian, or other person having similar care responsibilities, or (2) an individual
127.13functioning outside the family unit and having responsibilities for the care of the child
127.14such as a teacher, school administrator, other school employees or agents, or other lawful
127.15custodian of a child having either full-time or short-term care responsibilities including,
127.16but not limited to, day care, babysitting whether paid or unpaid, counseling, teaching,
127.17and coaching.
127.18    (f) "Neglect" means the commission or omission of any of the acts specified under
127.19clauses (1) to (9), other than by accidental means:
127.20    (1) failure by a person responsible for a child's care to supply a child with necessary
127.21food, clothing, shelter, health, medical, or other care required for the child's physical or
127.22mental health when reasonably able to do so;
127.23    (2) failure to protect a child from conditions or actions that seriously endanger the
127.24child's physical or mental health when reasonably able to do so, including a growth delay,
127.25which may be referred to as a failure to thrive, that has been diagnosed by a physician and
127.26is due to parental neglect;
127.27    (3) failure to provide for necessary supervision or child care arrangements
127.28appropriate for a child after considering factors as the child's age, mental ability, physical
127.29condition, length of absence, or environment, when the child is unable to care for the
127.30child's own basic needs or safety, or the basic needs or safety of another child in their care;
127.31    (4) failure to ensure that the child is educated as defined in sections 120A.22 and
127.32260C.163, subdivision 11 , which does not include a parent's refusal to provide the parent's
127.33child with sympathomimetic medications, consistent with section 125A.091, subdivision 5;
127.34    (5) nothing in this section shall be construed to mean that a child is neglected solely
127.35because the child's parent, guardian, or other person responsible for the child's care in
127.36good faith selects and depends upon spiritual means or prayer for treatment or care of
128.1disease or remedial care of the child in lieu of medical care; except that a parent, guardian,
128.2or caretaker, or a person mandated to report pursuant to subdivision 3, has a duty to report
128.3if a lack of medical care may cause serious danger to the child's health. This section does
128.4not impose upon persons, not otherwise legally responsible for providing a child with
128.5necessary food, clothing, shelter, education, or medical care, a duty to provide that care;
128.6    (6) prenatal exposure to a controlled substance, as defined in section 253B.02,
128.7subdivision 2, used by the mother for a nonmedical purpose, as evidenced by withdrawal
128.8symptoms in the child at birth, results of a toxicology test performed on the mother at
128.9delivery or the child at birth, medical effects or developmental delays during the child's
128.10first year of life that medically indicate prenatal exposure to a controlled substance, or the
128.11presence of a fetal alcohol spectrum disorder;
128.12    (7) "medical neglect" as defined in section 260C.007, subdivision 6, clause (5);
128.13    (8) chronic and severe use of alcohol or a controlled substance by a parent or
128.14person responsible for the care of the child that adversely affects the child's basic needs
128.15and safety; or
128.16    (9) emotional harm from a pattern of behavior which contributes to impaired
128.17emotional functioning of the child which may be demonstrated by a substantial and
128.18observable effect in the child's behavior, emotional response, or cognition that is not
128.19within the normal range for the child's age and stage of development, with due regard to
128.20the child's culture.
128.21    (g) "Physical abuse" means any physical injury, mental injury, or threatened injury,
128.22inflicted by a person responsible for the child's care on a child other than by accidental
128.23means, or any physical or mental injury that cannot reasonably be explained by the child's
128.24history of injuries, or any aversive or deprivation procedures, or regulated interventions,
128.25that have not been authorized under section 121A.67 125A.0942 or 245.825.
128.26    Abuse does not include reasonable and moderate physical discipline of a child
128.27administered by a parent or legal guardian which does not result in an injury. Abuse does
128.28not include the use of reasonable force by a teacher, principal, or school employee as
128.29allowed by section 121A.582. Actions which are not reasonable and moderate include,
128.30but are not limited to, any of the following that are done in anger or without regard to the
128.31safety of the child:
128.32    (1) throwing, kicking, burning, biting, or cutting a child;
128.33    (2) striking a child with a closed fist;
128.34    (3) shaking a child under age three;
128.35    (4) striking or other actions which result in any nonaccidental injury to a child
128.36under 18 months of age;
129.1    (5) unreasonable interference with a child's breathing;
129.2    (6) threatening a child with a weapon, as defined in section 609.02, subdivision 6;
129.3    (7) striking a child under age one on the face or head;
129.4    (8) purposely giving a child poison, alcohol, or dangerous, harmful, or controlled
129.5substances which were not prescribed for the child by a practitioner, in order to control or
129.6punish the child; or other substances that substantially affect the child's behavior, motor
129.7coordination, or judgment or that results in sickness or internal injury, or subjects the
129.8child to medical procedures that would be unnecessary if the child were not exposed
129.9to the substances;
129.10    (9) unreasonable physical confinement or restraint not permitted under section
129.11609.379 , including but not limited to tying, caging, or chaining; or
129.12    (10) in a school facility or school zone, an act by a person responsible for the child's
129.13care that is a violation under section 121A.58.
129.14    (h) "Report" means any report received by the local welfare agency, police
129.15department, county sheriff, or agency responsible for assessing or investigating
129.16maltreatment pursuant to this section.
129.17    (i) "Facility" means:
129.18    (1) a licensed or unlicensed day care facility, residential facility, agency, hospital,
129.19sanitarium, or other facility or institution required to be licensed under sections 144.50 to
129.20144.58 , 241.021, or 245A.01 to 245A.16, or chapter 245D;
129.21    (2) a school as defined in sections 120A.05, subdivisions 9, 11, and 13; and
129.22124D.10 ; or
129.23    (3) a nonlicensed personal care provider organization as defined in sections 256B.04,
129.24subdivision 16, and 256B.0625, subdivision 19a.
129.25    (j) "Operator" means an operator or agency as defined in section 245A.02.
129.26    (k) "Commissioner" means the commissioner of human services.
129.27    (l) "Practice of social services," for the purposes of subdivision 3, includes but is
129.28not limited to employee assistance counseling and the provision of guardian ad litem and
129.29parenting time expeditor services.
129.30    (m) "Mental injury" means an injury to the psychological capacity or emotional
129.31stability of a child as evidenced by an observable or substantial impairment in the child's
129.32ability to function within a normal range of performance and behavior with due regard to
129.33the child's culture.
129.34    (n) "Threatened injury" means a statement, overt act, condition, or status that
129.35represents a substantial risk of physical or sexual abuse or mental injury. Threatened
130.1injury includes, but is not limited to, exposing a child to a person responsible for the
130.2child's care, as defined in paragraph (e), clause (1), who has:
130.3    (1) subjected a child to, or failed to protect a child from, an overt act or condition
130.4that constitutes egregious harm, as defined in section 260C.007, subdivision 14, or a
130.5similar law of another jurisdiction;
130.6    (2) been found to be palpably unfit under section 260C.301, subdivision 1, paragraph
130.7(b), clause (4), or a similar law of another jurisdiction;
130.8    (3) committed an act that has resulted in an involuntary termination of parental rights
130.9under section 260C.301, or a similar law of another jurisdiction; or
130.10    (4) committed an act that has resulted in the involuntary transfer of permanent
130.11legal and physical custody of a child to a relative under Minnesota Statutes 2010, section
130.12260C.201, subdivision 11 , paragraph (d), clause (1), section 260C.515, subdivision 4, or a
130.13similar law of another jurisdiction.
130.14A child is the subject of a report of threatened injury when the responsible social
130.15services agency receives birth match data under paragraph (o) from the Department of
130.16Human Services.
130.17(o) Upon receiving data under section 144.225, subdivision 2b, contained in a
130.18birth record or recognition of parentage identifying a child who is subject to threatened
130.19injury under paragraph (n), the Department of Human Services shall send the data to the
130.20responsible social services agency. The data is known as "birth match" data. Unless the
130.21responsible social services agency has already begun an investigation or assessment of the
130.22report due to the birth of the child or execution of the recognition of parentage and the
130.23parent's previous history with child protection, the agency shall accept the birth match
130.24data as a report under this section. The agency may use either a family assessment or
130.25investigation to determine whether the child is safe. All of the provisions of this section
130.26apply. If the child is determined to be safe, the agency shall consult with the county
130.27attorney to determine the appropriateness of filing a petition alleging the child is in need
130.28of protection or services under section 260C.007, subdivision 6, clause (16), in order to
130.29deliver needed services. If the child is determined not to be safe, the agency and the county
130.30attorney shall take appropriate action as required under section 260C.503, subdivision 2.
130.31    (p) Persons who conduct assessments or investigations under this section shall take
130.32into account accepted child-rearing practices of the culture in which a child participates
130.33and accepted teacher discipline practices, which are not injurious to the child's health,
130.34welfare, and safety.
130.35    (q) "Accidental" means a sudden, not reasonably foreseeable, and unexpected
130.36occurrence or event which:
131.1    (1) is not likely to occur and could not have been prevented by exercise of due
131.2care; and
131.3    (2) if occurring while a child is receiving services from a facility, happens when the
131.4facility and the employee or person providing services in the facility are in compliance
131.5with the laws and rules relevant to the occurrence or event.
131.6(r) "Nonmaltreatment mistake" means:
131.7(1) at the time of the incident, the individual was performing duties identified in the
131.8center's child care program plan required under Minnesota Rules, part 9503.0045;
131.9(2) the individual has not been determined responsible for a similar incident that
131.10resulted in a finding of maltreatment for at least seven years;
131.11(3) the individual has not been determined to have committed a similar
131.12nonmaltreatment mistake under this paragraph for at least four years;
131.13(4) any injury to a child resulting from the incident, if treated, is treated only with
131.14remedies that are available over the counter, whether ordered by a medical professional or
131.15not; and
131.16(5) except for the period when the incident occurred, the facility and the individual
131.17providing services were both in compliance with all licensing requirements relevant to the
131.18incident.
131.19This definition only applies to child care centers licensed under Minnesota
131.20Rules, chapter 9503. If clauses (1) to (5) apply, rather than making a determination of
131.21substantiated maltreatment by the individual, the commissioner of human services shall
131.22determine that a nonmaltreatment mistake was made by the individual.
131.23EFFECTIVE DATE.This section is effective the day following final enactment.

131.24    Sec. 14. Laws 2013, chapter 116, article 5, section 31, subdivision 8, is amended to read:
131.25    Subd. 8. Special education paperwork cost savings. For the contract to effect
131.26 special education paperwork cost savings under Minnesota Statutes, section 125A.08,
131.27subdivision 2, paragraph (c):

131.28

$

1,763,000

.....

2014

131.29For a transfer to MNIT. This appropriation is available in fiscal year 2015 if not
131.30expended.
131.31EFFECTIVE DATE.This section is effective the day following final enactment.

131.32    Sec. 15. RULEMAKING AUTHORITY; SPECIAL EDUCATION TASK FORCE
131.33RECOMMENDATIONS.
132.1The commissioner of education must use the expedited rulemaking process under
132.2Minnesota Statutes, section 14.389, to make the specific rule changes recommended by the
132.3Special Education Case Load and Rule Alignment Task Force in its 2014 report entitled
132.4"Recommendations for Special Education Case Load and Rule Alignment" submitted
132.5to the legislature on February 15, 2014.
132.6EFFECTIVE DATE.This section is effective the day following final enactment.

132.7    Sec. 16. REPEALER.
132.8Minnesota Statutes 2012, section 125A.027, subdivision 3, is repealed.


132.11    Section 1. Minnesota Statutes 2012, section 124D.111, subdivision 3, is amended to
132.12read:
132.13    Subd. 3. School food service fund. (a) The expenses described in this subdivision
132.14must be recorded as provided in this subdivision.
132.15(b) In each district, the expenses for a school food service program for pupils must
132.16be attributed to a school food service fund. Under a food service program, the school
132.17food service may prepare or serve milk, meals, or snacks in connection with school or
132.18community service activities.
132.19(c) Revenues and expenditures for food service activities must be recorded in the
132.20food service fund. The costs of processing applications, accounting for meals, preparing
132.21and serving food, providing kitchen custodial services, and other expenses involving the
132.22preparing of meals or the kitchen section of the lunchroom may be charged to the food
132.23service fund or to the general fund of the district. The costs of lunchroom supervision,
132.24lunchroom custodial services, lunchroom utilities, and other administrative costs of the
132.25food service program must be charged to the general fund.
132.26That portion of superintendent and fiscal manager costs that can be documented as
132.27attributable to the food service program may be charged to the food service fund provided
132.28that the school district does not employ or contract with a food service director or other
132.29individual who manages the food service program, or food service management company.
132.30If the cost of the superintendent or fiscal manager is charged to the food service fund,
132.31the charge must be at a wage rate not to exceed the statewide average for food service
132.32directors as determined by the department.
132.33(d) Capital expenditures for the purchase of food service equipment must be made
132.34from the general fund and not the food service fund, unless the unreserved restricted
133.1 balance in the food service fund at the end of the last fiscal year is greater than the cost of
133.2the equipment to be purchased.
133.3(e) If the condition set out in paragraph (d) applies, the equipment may be purchased
133.4from the food service fund.
133.5(f) If a deficit in the food service fund exists at the end of a fiscal year, and the deficit
133.6is not eliminated by revenues from food service operations in the next fiscal year, then the
133.7deficit must be eliminated by a permanent fund transfer from the general fund at the end of
133.8that second fiscal year. However, if a district contracts with a food service management
133.9company during the period in which the deficit has accrued, the deficit must be eliminated
133.10by a payment from the food service management company.
133.11(g) Notwithstanding paragraph (f), a district may incur a deficit in the food service
133.12fund for up to three years without making the permanent transfer if the district submits
133.13to the commissioner by January 1 of the second fiscal year a plan for eliminating that
133.14deficit at the end of the third fiscal year.
133.15(h) If a surplus in the food service fund exists at the end of a fiscal year for three
133.16successive years, a district may recode for that fiscal year the costs of lunchroom
133.17supervision, lunchroom custodial services, lunchroom utilities, and other administrative
133.18costs of the food service program charged to the general fund according to paragraph (c)
133.19and charge those costs to the food service fund in a total amount not to exceed the amount
133.20of surplus in the food service fund.

133.21    Sec. 2. [124D.1191] DONATIONS TO FOOD SHELF PROGRAMS.
133.22Schools and community organizations participating in any federal child nutrition
133.23meal program may donate food to food shelf programs, provided that the food shelf:
133.24(1) is a nonprofit corporation or is affiliated with a nonprofit corporation, as defined
133.25in section 501(c)(3) of the Internal Revenue Code of 1986;
133.26(2) distributes food without charge to needy individuals;
133.27(3) does not limit food distributions to individuals of a particular religious affiliation,
133.28race, or other criteria unrelated to need; and
133.29(4) has a stable address and directly serves individuals.


133.33    Section 1. Minnesota Statutes 2012, section 123A.06, subdivision 2, is amended to read:
133.34    Subd. 2. People to be served. A state-approved alternative program shall provide
133.35programs for secondary pupils and adults. A center may also provide programs and
134.1services for elementary and secondary pupils who are not attending the state-approved
134.2alternative program to assist them in being successful in school. A center shall use
134.3research-based best practices for serving English learners and their parents. An
134.4individualized education program team may identify a state-approved alternative program
134.5as an appropriate placement to the extent a state-approved alternative program can provide
134.6the student with the appropriate special education services described in the student's plan.
134.7Pupils eligible to be served are those who qualify under the graduation incentives program
134.8in section 124D.68, subdivision 2, those enrolled under section 124D.02, subdivision
134.92, or those pupils who are eligible to receive special education services under sections
134.10125A.03 to 125A.24, and 125A.65.

134.11    Sec. 2. Minnesota Statutes 2013 Supplement, section 124D.165, subdivision 2, is
134.12amended to read:
134.13    Subd. 2. Family eligibility. (a) For a family to receive an early childhood education
134.14 learning scholarship, parents or guardians must meet the following eligibility requirements:
134.15(1) have a child three or four years of age on September 1 of the current school year,
134.16who has not yet started kindergarten; and
134.17(2) have income equal to or less than 185 percent of federal poverty level income
134.18in the current calendar year, or be able to document their child's current participation in
134.19the free and reduced-price lunch program or child and adult care food program, National
134.20School Lunch Act, United States Code, title 42, sections 1751 and 1766; the Food
134.21Distribution Program on Indian Reservations, Food and Nutrition Act, United States
134.22Code, title 7, sections 2011-2036; Head Start under the federal Improving Head Start for
134.23School Readiness Act of 2007; Minnesota family investment program under chapter 256J;
134.24child care assistance programs under chapter 119B; the supplemental nutrition assistance
134.25program; or placement in foster care under section 260C.212.
134.26(b) Notwithstanding the other provisions of this section, a parent under age 21 who
134.27is pursuing a high school or general education equivalency diploma is eligible for an early
134.28learning scholarship if the parent has a child age zero to five years old and meets the
134.29income eligibility guidelines in this subdivision.
134.30(c) Any siblings between the ages zero to five years old of a child who has been
134.31awarded a scholarship under this section must be awarded a scholarship upon request,
134.32provided the sibling attends the same program.
134.33(d) A child who has received a scholarship under this section must continue to receive
134.34a scholarship each year until that child is eligible for kindergarten under section 120A.20.
135.1(e) Early learning scholarships may not be counted as earned income for the
135.2purposes of medical assistance under chapter 256B, MinnesotaCare under chapter 256L,
135.3Minnesota family investment program under chapter 256J, child care assistance programs
135.4under chapter 119B, or Head Start under the federal Improving Head Start for School
135.5Readiness Act of 2007.

135.6    Sec. 3. Minnesota Statutes 2013 Supplement, section 124D.165, subdivision 4, is
135.7amended to read:
135.8    Subd. 4. Early childhood program eligibility. (a) In order to be eligible to accept
135.9an early childhood education learning scholarship, a program must:
135.10(1) participate in the quality rating and improvement system under section
135.11124D.142 ; and
135.12(2) beginning July 1, 2016, have a three- or four-star rating in the quality rating
135.13and improvement system.
135.14(b) Any program accepting scholarships must use the revenue to supplement and not
135.15supplant federal funding.


135.18    Section 1. Minnesota Statutes 2013 Supplement, section 134.34, subdivision 1, is
135.19amended to read:
135.20    Subdivision 1. Local support levels. (a) Regional library basic system support aid
135.21shall be provided to any regional public library system where there are at least three
135.22participating counties and where each participating city and county is providing for public
135.23library service support the lesser of (a) an amount equivalent to .82 percent of the average
135.24of the adjusted net tax capacity of the taxable property of that city or county, as determined
135.25by the commissioner of revenue for the second, third, and fourth year preceding that
135.26calendar year or (b) a per capita amount calculated under the provisions of this subdivision.
135.27The per capita amount is established for calendar year 1993 as $7.62. In succeeding
135.28calendar years, the per capita amount shall be increased by a percentage equal to one-half of
135.29the percentage by which the total state adjusted net tax capacity of property as determined
135.30by the commissioner of revenue for the second year preceding that calendar year increases
135.31over that total adjusted net tax capacity for the third year preceding that calendar year.
135.32(b) The minimum level of support specified under this subdivision or subdivision 4
135.33shall be certified annually to the participating cities and counties by the Department of
135.34Education. If a city or county chooses to reduce its local support in accordance with
136.1subdivision 4, paragraph (b) or (c), it shall notify its regional public library system. The
136.2regional public library system shall notify the Department of Education that a revised
136.3certification is required. The revised minimum level of support shall be certified to the
136.4city or county by the Department of Education.
136.5(c) A city which is a part of a regional public library system shall not be required to
136.6provide this level of support if the property of that city is already taxable by the county
136.7for the support of that regional public library system. In no event shall the Department
136.8of Education require any city or county to provide a higher level of support than the
136.9level of support specified in this section in order for a system to qualify for regional
136.10library basic system support aid. This section shall not be construed to prohibit a city or
136.11county from providing a higher level of support for public libraries than the level of
136.12support specified in this section.

136.13    Sec. 2. Minnesota Statutes 2013 Supplement, section 134.34, subdivision 4, is
136.14amended to read:
136.15    Subd. 4. Limitation. (a) For calendar year 2010 and later, regional library
136.16basic system support aid shall not be provided to a regional public library system for a
136.17participating city or county which decreases the dollar amount provided for support for
136.18operating purposes of public library service below the amount provided by it for the
136.19second, or third preceding year, whichever is less. For purposes of this subdivision and
136.20subdivision 1, any funds provided under section 473.757, subdivision 2, for extending
136.21library hours of operation shall not be considered amounts provided by a city or county for
136.22support for operating purposes of public library service. This subdivision shall not apply
136.23to participating cities or counties where the adjusted net tax capacity of that city or county
136.24has decreased, if the dollar amount of the reduction in support is not greater than the dollar
136.25amount by which support would be decreased if the reduction in support were made in
136.26direct proportion to the decrease in adjusted net tax capacity.
136.27(b) For calendar year 2009 and later, in any calendar year in which a city's or
136.28county's aid under sections 477A.011 to 477A.014 or credit reimbursement under section
136.29273.1384 is reduced after the city or county has certified its levy payable in that year, it
136.30may reduce its local support by the lesser of:
136.31(1) ten percent; or
136.32(2) a percent equal to the ratio of the aid and credit reimbursement reductions to the
136.33city's or county's revenue base, based on aids certified for the current calendar year. For
136.34calendar year 2009 only, the reduction under this paragraph shall be based on 2008 aid and
136.35credit reimbursement reductions under the December 2008 unallotment, as well as any
137.1aid and credit reimbursement reductions in calendar year 2009. For pay 2009 only, the
137.2commissioner of revenue will calculate the reductions under this paragraph and certify
137.3them to the commissioner of education within 15 days of May 17, 2009.
137.4(c) For taxes payable in 2010 and later, in any payable year in which the total
137.5amounts certified for city or county aids under sections 477A.011 to 477A.014 are less
137.6than the total amounts paid under those sections in the previous calendar year, a city or
137.7county may reduce its local support by the lesser of:
137.8(1) ten percent; or
137.9(2) a percent equal to the ratio of:
137.10(i) the difference between (A) the sum of the aid it was paid under sections
137.11477A.011 to 477A.014 and the credit reimbursement it received under section 273.1384
137.12in the previous calendar year and (B) the sum of the aid it is certified to be paid in the
137.13current calendar year under sections 477A.011 to 477A.014 and the credit reimbursement
137.14estimated to be paid under section 273.1384; to
137.15(ii) its revenue base for the previous year, based on aids actually paid in the previous
137.16calendar year. The commissioner of revenue shall calculate the percent aid cut for each
137.17county and city under this paragraph and certify the percentage cuts to the commissioner
137.18of education by August 1 of the year prior to the year in which the reduced aids and
137.19credit reimbursements are to be paid. The percentage of reduction related to reductions
137.20to credit reimbursements under section 273.1384 shall be based on the best estimation
137.21available as of July 30.
137.22(d) Notwithstanding paragraph (a), (b), or (c), no city or county shall reduce its
137.23support for public libraries below the minimum level specified in subdivision 1.
137.24(e) For purposes of this subdivision, "revenue base" means the sum of:
137.25(1) its levy for taxes payable in the current calendar year, including the levy on
137.26the fiscal disparities distribution under section 276A.06, subdivision 3, paragraph (a),
137.27or 473F.08, subdivision 3, paragraph (a);
137.28(2) its aid under sections 477A.011 to 477A.014 in the current calendar year; and
137.29(3) its taconite aid in the current calendar year under sections 298.28 and 298.282.
137.30For calendar year 2011 and later, regional library basic system support aid shall not
137.31be provided to a regional public library system for a participating city or county which
137.32decreases the dollar amount provided for support for operating purposes of public library
137.33services below the amount required under section 275.761 for calendar year 2011.

137.34    Sec. 3. Minnesota Statutes 2012, section 134.355, subdivision 8, is amended to read:
138.1    Subd. 8. Eligibility. A regional public library system may apply for regional library
138.2telecommunications aid. The aid must be used for data and video access maintenance,
138.3equipment, or installation of telecommunication lines. To be eligible, a regional public
138.4library system must be officially designated by the commissioner of education as a
138.5regional public library system as defined in section 134.34, subdivision 3, and each of its
138.6participating cities and counties must meet local support levels defined in section 134.34,
138.7subdivision 1 . A public library building that receives aid under this section must be open a
138.8minimum of 20 hours per week. Exceptions to the minimum open hours requirement may
138.9be granted by the Department of Education on request of the regional public library system
138.10for the following circumstances: short-term closing for emergency maintenance and
138.11repairs following a natural disaster; in response to exceptional economic circumstances;
138.12building repair or maintenance that requires public services areas to be closed; or to adjust
138.13hours of public service to respond to documented seasonal use patterns.

138.14    Sec. 4. CONSULTATION; LIBRARIES AND SERVICE DELIVERY.
138.15The commissioner of education must consult with people knowledgeable about
138.16state libraries and service delivery, including representatives of the Department of
138.17Education, regional public library systems, multicounty multi-type library systems, public
138.18libraries located in the metropolitan area and greater Minnesota other than regional public
138.19library systems, Minitex, public school library media specialists, the Office of Higher
138.20Education, the Association of Minnesota Counties, and the League of Minnesota Cities
138.21on increasing service delivery and collaboration between library governance systems,
138.22options for changing current library procedures and library governance systems to
138.23increase collaboration between library systems, and ensuring equitable and cost-effective
138.24access to library services statewide. In addition to addressing physical library services,
138.25the commissioner also must consider how to increase access to emerging electronic
138.26services. The commissioner must report by February 1, 2015, to the education policy
138.27and finance committees of the legislature on how to structure library systems to ensure
138.28that all Minnesota residents have equitable and cost-effective access to state-supported
138.29library services.
138.30EFFECTIVE DATE.This section is effective the day following final enactment."
138.31Delete the title and insert:
138.33relating to education; providing for policy and technical modifications in early
138.34childhood and family, kindergarten through grade 12, and adult education
138.35including general education, education excellence, English learners and
138.36language proficiency, special programs, nutrition, and libraries;amending
138.37Minnesota Statutes 2012, sections 13.32, subdivision 6; 119A.50, subdivision 3;
139.1120B.022; 120B.12; 120B.35, subdivision 4; 121A.582, subdivision 1; 122A.06,
139.2subdivision 4; 122A.14, subdivisions 2, 3; 122A.18, subdivisions 2a, 4; 122A.19;
139.3122A.413, subdivision 2; 122A.414, subdivision 2; 122A.48, subdivision 3;
139.4122A.60, subdivisions 1a, 2, 3; 122A.68, subdivision 3; 122A.74; 123A.06,
139.5subdivision 2; 123B.03, subdivision 1a; 123B.04, subdivision 4; 123B.147,
139.6subdivision 3; 123B.88, subdivision 1; 124D.03, subdivisions 3, 4, 5, 6, by
139.7adding a subdivision; 124D.08, by adding a subdivision; 124D.09, subdivision
139.89; 124D.111, subdivision 3; 124D.13, subdivision 2; 124D.15, subdivision 3;
139.9124D.49, subdivision 3; 124D.52, as amended; 124D.522; 124D.59, subdivision
139.102, by adding a subdivision; 124D.895; 124D.8955; 124D.896; 125A.023,
139.11subdivisions 3, 4; 125A.027, subdivisions 1, 4; 125A.03; 125A.08; 125A.22;
139.12127A.065; 127A.70, by adding a subdivision; 128C.02, subdivision 5; 134.355,
139.13subdivision 8; 260D.06, subdivision 2; Minnesota Statutes 2013 Supplement,
139.14sections 120B.021, subdivision 4; 120B.11; 120B.115; 120B.125; 120B.30,
139.15subdivision 1; 120B.35, subdivision 3; 120B.36, subdivision 1; 122A.09,
139.16subdivision 4; 122A.18, subdivision 2; 122A.23, subdivision 2; 122A.40,
139.17subdivision 8; 122A.41, subdivision 5; 124D.10, subdivisions 1, 3, 4, 6, 6a, 8,
139.189, 17a, 17b; 124D.11, subdivision 4; 124D.165, subdivisions 2, 4; 124D.4531,
139.19subdivisions 1, 3, 3a; 124D.52, subdivision 8; 124D.861, subdivision 3;
139.20125A.0942; 125A.30; 127A.70, subdivision 2; 134.34, subdivisions 1, 4;
139.21626.556, subdivision 2; Laws 2012, chapter 263, section 1; Laws 2013, chapter
139.22116, article 5, section 31, subdivision 8; proposing coding for new law in
139.23Minnesota Statutes, chapter 124D; repealing Minnesota Statutes 2012, sections
139.24122A.19, subdivision 3; 125A.027, subdivision 3."