1.1                          A bill for an act 
  1.2             relating to education; balancing statewide 
  1.3             accountability and district autonomy under the profile 
  1.4             of learning; amending scoring criteria and 
  1.5             recordkeeping practices; and providing for the north 
  1.6             star standard alternative to the profile of learning; 
  1.7             amending Minnesota Statutes 1998, sections 120A.41; 
  1.8             and 120B.03, subdivision 2, and by adding 
  1.9             subdivisions; Minnesota Statutes 1999 Supplement, 
  1.10            sections 120B.02; 120B.30, subdivision 1; 120B.35; 
  1.11            126C.10, subdivision 14; and 290.0674, subdivision 1; 
  1.12            proposing coding for new law in Minnesota Statutes, 
  1.13            chapter 120B; repealing Minnesota Statutes 1998, 
  1.14            sections 120B.03, subdivisions 1 and 3; and 120B.04; 
  1.15            Minnesota Rules, parts 3501.0330, subparts 2, item A, 
  1.16            and 7, item B; 3501.0370, subparts 1, 2, and 4; 
  1.17            3501.0420, subparts 1, item D, and 4; and 3501.0430. 
  1.18  BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA: 
  1.19                             ARTICLE 1
  1.20                  HIGH STANDARDS FOR ALL STUDENTS 
  1.21     Section 1.  [120B.015] [HIGH STANDARDS FOR ALL STUDENTS.] 
  1.22     Subdivision 1.  [DISTRICT OR CHARTER SCHOOL DETERMINATION 
  1.23  OF HIGH STANDARDS.] (a) Each district, by a majority vote of the 
  1.24  licensed teachers and administrators in the district and by a 
  1.25  majority vote of the school board, and each charter school by a 
  1.26  majority vote of the licensed teachers and administrators at the 
  1.27  charter school and with the approval of the school's sponsor, 
  1.28  shall implement high standards for all students according to 
  1.29  requirements under the profile of learning in sections 120B.02 
  1.30  and 120B.03, or according to the requirements under the north 
  1.31  star standard in sections 120B.021 to 120B.0250. 
  2.1      (b) Districts implementing the north star standard are not 
  2.2   exempt from the basic requirements of the graduation rule and 
  2.3   the statewide testing requirements under section 120B.30. 
  2.4      (c) If the board or sponsor and the licensed teachers and 
  2.5   administrators are not able to reach an agreement under 
  2.6   paragraph (a), the district or charter school must implement the 
  2.7   profile of learning. 
  2.8      Subd. 2.  [REPORTING REQUIREMENTS.] (a) Districts or 
  2.9   charter schools implementing the north star standard are 
  2.10  required to report to the commissioner similar student data, 
  2.11  site level data, and district data that is required of districts 
  2.12  or charter schools implementing the profile of learning. 
  2.13     (b) A district or charter school implementing the north 
  2.14  star standard must make available information showing that the 
  2.15  locally developed course credits meet or exceed the rigorous 
  2.16  state standards established in rule under the profile of 
  2.17  learning. 
  2.18     Subd. 3.  [STUDENT TRANSCRIPTS.] For the 2000-2001 school 
  2.19  year and later, a student's transcript shall list content 
  2.20  standards completed under the state profile of learning or list 
  2.21  local course credits completed under the north star standard.  A 
  2.22  district, area learning center, or charter school shall format 
  2.23  student transcripts according to specifications provided by the 
  2.24  commissioner. 
  2.25     Subd. 4.  [COMMISSIONER REQUIREMENTS.] (a) The commissioner 
  2.26  shall develop and disseminate to school districts and charter 
  2.27  schools implementing the north star standard a uniform method 
  2.28  for reporting student performance on the north star standard. 
  2.29     (b) The commissioner shall periodically review and report 
  2.30  on student achievement for districts implementing the north star 
  2.31  standard. 
  2.32     Sec. 2.  [EFFECTIVE DATE.] 
  2.33     Section 1 is effective the day following final enactment. 
  2.34                             ARTICLE 2
  2.35                        PROFILE OF LEARNING
  2.36     Section 1.  Minnesota Statutes 1998, section 120A.41, is 
  3.1   amended to read: 
  3.2      120A.41 [LENGTH OF SCHOOL YEAR; DAYS OF INSTRUCTION.] 
  3.3      A school board's annual school calendar must include at 
  3.4   least three additional days of student instruction staff 
  3.5   development training related to implementing the profile of 
  3.6   learning beyond the number of days of student instruction the 
  3.7   board formally adopted as its school calendar at the beginning 
  3.8   of the 1996-1997 school year.  This section expires on July 1, 
  3.9   2001.  
  3.10     Sec. 2.  Minnesota Statutes 1999 Supplement, section 
  3.11  120B.02, is amended to read: 
  3.12     120B.02 [RESULTS-ORIENTED GRADUATION RULE; BASIC SKILLS 
  3.13  REQUIREMENTS; PROFILE OF LEARNING.] 
  3.14     (a) The legislature is committed to establishing a 
  3.15  rigorous, results-oriented graduation rule for Minnesota's 
  3.16  public school students.  To that end, the commissioner shall use 
  3.17  its rulemaking authority under section 127A.05, subdivision 4, 
  3.18  to adopt a statewide, results-oriented graduation rule to be 
  3.19  implemented starting with students beginning ninth grade in the 
  3.20  1996-1997 school year.  The commissioner shall not prescribe in 
  3.21  rule or otherwise the delivery system or form of instruction 
  3.22  that local sites must use to meet the requirements contained in 
  3.23  this rule. 
  3.24     (b) To successfully accomplish paragraph (a), the 
  3.25  commissioner shall set in rule high academic standards for all 
  3.26  students.  The standards must contain the foundational skills in 
  3.27  the three core curricular areas of reading, writing, and 
  3.28  mathematics while meeting requirements for high school 
  3.29  graduation.  The standards must also provide an opportunity for 
  3.30  students to excel by meeting higher academic standards through a 
  3.31  profile of learning that uses curricular requirements to allow 
  3.32  students to expand their knowledge and skills beyond the 
  3.33  foundational skills.  All commissioner actions regarding the 
  3.34  rule must be premised on the following:  
  3.35     (1) the rule is intended to raise academic expectations for 
  3.36  students, teachers, and schools; 
  4.1      (2) any state action regarding the rule must evidence 
  4.2   consideration of school district autonomy; and 
  4.3      (3) the department of children, families, and learning, 
  4.4   with the assistance of school districts, must make available 
  4.5   information about all state initiatives related to the rule to 
  4.6   students and parents, teachers, and the general public in a 
  4.7   timely format that is appropriate, comprehensive, and readily 
  4.8   understandable. 
  4.9      (c) For purposes of adopting the rule, the commissioner, in 
  4.10  consultation with the department, recognized psychometric 
  4.11  experts in assessment, and other interested and knowledgeable 
  4.12  educators, using the most current version of professional 
  4.13  standards for educational testing, shall evaluate the 
  4.14  alternative approaches to assessment.  
  4.15     (d) The content of the graduation rule must differentiate 
  4.16  between minimum competencies reflected in the basic requirements 
  4.17  assessment and rigorous profile of learning standards.  When 
  4.18  fully implemented, the requirements for high school graduation 
  4.19  in Minnesota must include both basic requirements and the 
  4.20  required profile of learning.  The profile of learning must 
  4.21  measure student performance using performance-based assessments 
  4.22  compiled over time that integrate higher academic standards, 
  4.23  higher order thinking skills, and application of knowledge from 
  4.24  a variety of content areas.  The profile of learning shall 
  4.25  include a broad range of academic experience and accomplishment 
  4.26  necessary to achieve the goal of preparing students to function 
  4.27  effectively as purposeful thinkers, effective communicators, 
  4.28  self-directed learners, productive group participants, and 
  4.29  responsible citizens.  The commissioner shall develop and 
  4.30  disseminate to school districts a uniform method for reporting 
  4.31  student performance on the profile of learning.  
  4.32     (e) The profile of learning shall contain the following 
  4.33  learning areas: 
  4.34     (1) read, listen, and view; 
  4.35     (2) write and speak; 
  4.36     (3) arts and literature; 
  5.1      (4) mathematical concepts and applications; 
  5.2      (5) inquiry and research; 
  5.3      (6) scientific concepts and applications; 
  5.4      (7) social studies; 
  5.5      (8) physical education and lifetime fitness; 
  5.6      (9) economics and business; 
  5.7      (10) world languages; and 
  5.8      (11) technical and vocational education. 
  5.9      (e) (f) The commissioner shall periodically review and 
  5.10  report on the assessment process and student achievement with 
  5.11  the expectation of raising the standards and expanding high 
  5.12  school graduation requirements. 
  5.13     (f) The commissioner shall report in writing to the 
  5.14  legislature annually by January 15 on its progress in developing 
  5.15  and implementing the graduation requirements according to the 
  5.16  requirements of this subdivision and section 120B.10 until such 
  5.17  time as all the graduation requirements are implemented (g) 
  5.18  Beginning August 31, 2000, the commissioner shall make available 
  5.19  to the public, including in electronic format for the Internet, 
  5.20  a report of the content standards required at each school site, 
  5.21  the required content standards for graduation for each school 
  5.22  site, the number of content standards offered at each school 
  5.23  site, and number of individual student waivers approved by the 
  5.24  district, area learning center, or charter school according to 
  5.25  section 120B.03, subdivision 4, paragraphs (a), (b), and (c), 
  5.26  based on information provided by each district, area learning 
  5.27  center, and charter school. 
  5.28     (h) Districts, area learning centers, or charter schools 
  5.29  shall not be required to adopt specific provisions of the Goals 
  5.30  2000 program and federal School-to-Work. 
  5.31     (i) For the period of time during which a school district 
  5.32  or charter school implements the north star standard under 
  5.33  sections 120B.021 to 120B.0250, the district or charter school 
  5.34  is exempt from paragraphs (a) to (g) and related provisions 
  5.35  implementing the profile of learning. 
  5.36     Sec. 3.  Minnesota Statutes 1998, section 120B.03, is 
  6.1   amended by adding a subdivision to read: 
  6.2      Subd. 1a.  [SCHOOL SITE DETERMINATION OF REQUIRED CONTENT 
  6.3   STANDARDS.] (a) Notwithstanding any rule or law to the contrary, 
  6.4   by August 15 of each year, each school district, area learning 
  6.5   center, and charter school shall notify the commissioner of the 
  6.6   content standards required at each site as determined in 
  6.7   paragraphs (b), (c), and (d). 
  6.8      (b) Each public high school site, by a majority vote of the 
  6.9   licensed teachers and administrators at the site and by a 
  6.10  majority vote of the school board, and each charter school 
  6.11  educating high school students by a majority vote of the 
  6.12  licensed teachers and administrators at the charter school and 
  6.13  with approval of the school's sponsor, shall determine the 
  6.14  number of content standards that the site requires for students 
  6.15  for graduation. 
  6.16     (c) Each school site educating students in any grade 
  6.17  kindergarten through grade 8, by a majority vote of the licensed 
  6.18  teachers and administrators at the site and by a majority vote 
  6.19  of the school board, and each charter school educating students 
  6.20  in any grade kindergarten through grade 8 by a majority vote of 
  6.21  the licensed teachers and administrators at the charter school 
  6.22  and with approval of the school's sponsor, shall determine the 
  6.23  number of content standards that the site requires for students 
  6.24  at the preparatory levels. 
  6.25     (d) Each area learning center, by a majority vote of the 
  6.26  licensed teachers and administrators at the site and by a 
  6.27  majority vote of the school board of the district in which the 
  6.28  center is located, shall determine the number of content 
  6.29  standards that the site requires for students. 
  6.30     (e) If the board and a site or a charter school and its 
  6.31  sponsor are unable to agree on the required content standards 
  6.32  for students as determined under paragraph (b), (c), or (d), 
  6.33  students at the site shall be required to complete the content 
  6.34  standards as required by state law and rules. 
  6.35     (f) In addition to the reporting requirement under 
  6.36  paragraph (a), a district, area learning center, and charter 
  7.1   school shall report to the commissioner the time frame that each 
  7.2   site will use to fully implement content standards required of 
  7.3   students according to state law and rules. 
  7.4      (g) Each district, area learning center, and charter school 
  7.5   shall continue to fully implement the profile of learning as 
  7.6   required by all applicable laws and rules.  Districts, area 
  7.7   learning centers, and charter schools shall continue to provide 
  7.8   learning opportunities for all students in all preparatory 
  7.9   content standards in learning areas one to nine and provide 
  7.10  learning opportunities sufficient to meet graduation 
  7.11  requirements in high school content standards in all 11 learning 
  7.12  areas.  Each district and charter school shall offer at least 
  7.13  one foreign language in learning area ten.  To fully implement 
  7.14  content standards, districts, area learning centers, and charter 
  7.15  schools must work to improve the scope and sequence of 
  7.16  curriculum, research-based instructional skills of teachers and 
  7.17  other district staff who work with students, and alternative 
  7.18  assessments of student achievement. 
  7.19     Sec. 4.  Minnesota Statutes 1998, section 120B.03, is 
  7.20  amended by adding a subdivision to read: 
  7.21     Subd. 1b.  [TRANSCRIPT DATA.] For the 1998-1999 school year 
  7.22  and later, a student's transcript shall account for work 
  7.23  completed in each content standard implemented in the district, 
  7.24  area learning center, or charter school.  For high school 
  7.25  content standards completed before the 2000-2001 school year, a 
  7.26  student may request that the transcript record a score of 
  7.27  "complete" or "incomplete" and not the numeric score recorded in 
  7.28  an earlier school year. 
  7.29     Sec. 5.  Minnesota Statutes 1998, section 120B.03, 
  7.30  subdivision 2, is amended to read: 
  7.31     Subd. 2.  [PERFORMANCE PACKAGES ASSESSMENTS.] Teachers are 
  7.32  not required to use a state model performance package.  Teachers 
  7.33  are encouraged to develop and use a performance package that 
  7.34  equals or exceeds the difficulty of the state model performance 
  7.35  package Districts, area learning centers, and charter schools 
  7.36  shall choose the methods used to assess student achievement of a 
  8.1   content standard.  The performance assessment method selected by 
  8.2   the district, area learning center, or charter school must have 
  8.3   a scoring system that is comparable to state assessments.  
  8.4   Districts, area learning centers, and charter schools may use 
  8.5   more than one assessment to meet the requirements of a content 
  8.6   standard.  The commissioner shall not mandate in rule or 
  8.7   otherwise the assessments that local sites must use to meet the 
  8.8   requirements contained in this section. 
  8.9      Sec. 6.  Minnesota Statutes 1998, section 120B.03, is 
  8.10  amended by adding a subdivision to read: 
  8.11     Subd. 4.  [RIGOROUS COURSE OF STUDY; WAIVER.] (a) Upon 
  8.12  receiving a student's application approved by the student's 
  8.13  parent or guardian, and with the recommendation of the student's 
  8.14  teacher or college instructor, a school district, area learning 
  8.15  center, or charter school may declare that a student has 
  8.16  completed a content standard if the local school board, the 
  8.17  school board of the school district in which the area learning 
  8.18  center is located, or charter school board of directors 
  8.19  determines that: 
  8.20     (1) the student is participating in a course of study or a 
  8.21  learning opportunity outside the curriculum of the district, 
  8.22  area learning center, or charter school that is equally or more 
  8.23  rigorous than the content standard required by the district, 
  8.24  area learning center, or charter school or the state graduation 
  8.25  rule; and 
  8.26     (2) achieving the content standard to be waived would 
  8.27  preclude the student from participating in the rigorous course 
  8.28  of study or learning opportunity. 
  8.29     (b) A local school board, the school board of the school 
  8.30  district in which the area learning center is located, or a 
  8.31  charter school board of directors may waive any content standard 
  8.32  for a student or group of students who entered ninth grade prior 
  8.33  to the 2000-2001 school year when the local school board, the 
  8.34  school board of the school district in which the area learning 
  8.35  center is located, or a charter school board of directors 
  8.36  determines that the standard could not have been met due to 
  9.1   graduation standards implementation circumstances beyond the 
  9.2   control of the student.  
  9.3      (c) A local school board, the school board of the school 
  9.4   district in which the area learning center is located, or a 
  9.5   charter school board of directors may waive any content standard 
  9.6   for a student who transfers from outside the district into the 
  9.7   district, or who transfers between school sites within the 
  9.8   district, when the local school board, the school board of the 
  9.9   school district in which the area learning center is located, or 
  9.10  a charter school board of directors determines that the 
  9.11  requirements from the previous site that the student attended 
  9.12  are different than those at the site to which the student is 
  9.13  transferring and that the student will not have an opportunity 
  9.14  to fulfill the requirements of the site to which the student is 
  9.15  transferring. 
  9.16     Sec. 7.  Minnesota Statutes 1998, section 120B.03, is 
  9.17  amended by adding a subdivision to read: 
  9.18     Subd. 5.  [COMPLETION OF A CONTENT STANDARD.] Districts, 
  9.19  area learning centers, and charter schools may: 
  9.20     (1) establish more than one content standard in a single 
  9.21  course; 
  9.22     (2) develop a system allowing students to meet a content 
  9.23  standard through different subject areas; and 
  9.24     (3) determine at what grade levels a content standard may 
  9.25  be completed. 
  9.26     Sec. 8.  Minnesota Statutes 1998, section 120B.03, is 
  9.27  amended by adding a subdivision to read: 
  9.28     Subd. 6.  [RECORDS.] A district, area learning center, and 
  9.29  charter school shall maintain records of the following at each 
  9.30  site to be submitted for audit at the request of the 
  9.31  commissioner: 
  9.32     (1) examples of local assessments used to assess student 
  9.33  completion of a content standard; 
  9.34     (2) aggregate data on student's completion of each high 
  9.35  school content standard; 
  9.36     (3) aggregate data on each year's high school graduates, 
 10.1   including the number of high school content standards completed, 
 10.2   and the number of each score earned on each standard; 
 10.3      (4) examples of some student work in each high school 
 10.4   content standard; and 
 10.5      (5) the number and identity of available content standards, 
 10.6   number of required standards, and the number of standards 
 10.7   completed by students. 
 10.8      Sec. 9.  Minnesota Statutes 1998, section 120B.03, is 
 10.9   amended by adding a subdivision to read: 
 10.10     Subd. 7.  [TECHNOLOGY AND RECORDKEEPING.] The commissioner 
 10.11  shall designate to school districts, area learning centers, and 
 10.12  charter schools software packages for reporting student 
 10.13  performance on the profile of learning.  The commissioner shall 
 10.14  ensure that the designated recordkeeping software is capable of 
 10.15  transferring student records between schools and school 
 10.16  districts and is available to school districts at a minimal 
 10.17  cost.  The commissioner shall convene an advisory group composed 
 10.18  of qualified experts and interested stakeholders to recommend to 
 10.19  districts and charter schools recordkeeping practices under the 
 10.20  profile of learning.  The commissioner must also report on 
 10.21  technology needs for daily classroom recordkeeping and 
 10.22  accountability reporting. 
 10.23     Sec. 10.  Minnesota Statutes 1998, section 120B.03, is 
 10.24  amended by adding a subdivision to read: 
 10.25     Subd. 8.  [SCORING.] The grade level of a student shall not 
 10.26  prohibit a student from receiving a state exemplar score upon 
 10.27  completion of a content standard.  Teachers may assign a score 
 10.28  of "0" to incomplete student work on a standard.  The assessment 
 10.29  of student achievement must be included as part of the student's 
 10.30  grade for a subject or course. 
 10.31     Sec. 11.  Minnesota Statutes 1998, section 120B.03, is 
 10.32  amended by adding a subdivision to read: 
 10.33     Subd. 9.  [INFORMATION TO PARENTS AND TO THE PUBLIC.] Each 
 10.34  district, area learning center, and charter school shall make 
 10.35  available to parents, guardians, and to the public information 
 10.36  about graduation requirements, the assessment methods used by 
 11.1   the district or charter school, and student achievement 
 11.2   information. 
 11.3      Sec. 12.  Minnesota Statutes 1998, section 120B.03, is 
 11.4   amended by adding a subdivision to read: 
 11.5      Subd. 10.  [HIGH STANDARDS TOOL LIBRARY.] (a) The 
 11.6   commissioner shall maintain a high standards tool library that 
 11.7   offers teachers in each of the content standards at all grade 
 11.8   levels examples of assessment tools to assess students' 
 11.9   achievement of standards, examples of lesson plans, best 
 11.10  practices methods, research on proven methods, and examples of 
 11.11  exemplar work aligned to the content standards. 
 11.12     (b) By June 30, 2000, the commissioner shall have 
 11.13  established a variety of tools described in paragraph (a).  The 
 11.14  tool library must be interactive and allow teachers to submit a 
 11.15  variety of tools.  In addition to commissioner-approved tools, 
 11.16  the commissioner shall reserve a portion of the tool library for 
 11.17  tools submitted by teachers without the commissioner's review. 
 11.18     Sec. 13.  Minnesota Statutes 1998, section 120B.03, is 
 11.19  amended by adding a subdivision to read: 
 11.20     Subd. 11.  [EXAMINATION AND EVALUATION PANEL.] The 
 11.21  commissioner shall establish an academic panel to examine, 
 11.22  evaluate, and sustain the rigor of the content standards 
 11.23  contained in the Minnesota graduation rule.  The commissioner 
 11.24  shall consider regional representation when selecting members 
 11.25  for the panel.  The panel shall be composed of: 
 11.26     (1) two teachers selected by education Minnesota, one of 
 11.27  which shall have been a teacher of the year, and one with 
 11.28  national board certification; 
 11.29     (2) deans of the colleges of education from the University 
 11.30  of Minnesota, a Minnesota state college, and a Minnesota private 
 11.31  college; 
 11.32     (3) a director of curriculum and instruction; and 
 11.33     (4) an assessment practitioner.  
 11.34     In the process of examining, evaluating, and sustaining the 
 11.35  rigor of the state standards, the panel shall consult with 
 11.36  recognized national and international education experts on 
 12.1   academic standards.  The panel shall receive and analyze the 
 12.2   report from the external review of the profile of learning 
 12.3   standards, procedures, and assessments now underway through a 
 12.4   contract with the department of children, families, and 
 12.5   learning.  The external review must evaluate the quality of the 
 12.6   state's standards and assessments as an integrated educational 
 12.7   system.  The panel may make recommendations for refining the 
 12.8   profile of learning based on the external review and compare the 
 12.9   rigor of the state standards and the north star standards by 
 12.10  December 15, 2000, to the commissioner.  The recommendations may 
 12.11  include changes effected through administrative changes and 
 12.12  changes in statutes or rule.  Beginning July 1, 2001, and on 
 12.13  every even-numbered year thereafter, the panel shall submit its 
 12.14  evaluation of the rigor of the state standards, the north star 
 12.15  standards, and make recommendations to the commissioner. 
 12.16     Sec. 14.  Minnesota Statutes 1999 Supplement, section 
 12.17  120B.30, subdivision 1, is amended to read: 
 12.18     Subdivision 1.  [STATEWIDE TESTING.] (a) The commissioner, 
 12.19  with advice from experts with appropriate technical 
 12.20  qualifications and experience and stakeholders, shall include in 
 12.21  the comprehensive assessment system, for each grade level to be 
 12.22  tested, a single statewide norm-referenced or 
 12.23  criterion-referenced test, or a combination of a norm-referenced 
 12.24  and a criterion-referenced test, which shall be highly 
 12.25  correlated aligned with the state's graduation standards and 
 12.26  administered annually to all students in the third, fifth, and 
 12.27  eighth grades.  The commissioner shall establish one or more 
 12.28  months during which schools shall administer the tests to 
 12.29  students each school year.  Only Minnesota basic skills tests in 
 12.30  reading, mathematics, and writing shall fulfill students' basic 
 12.31  skills testing requirements for a passing state 
 12.32  notation.  Notwithstanding Minnesota Rules, part 3501.0050, 
 12.33  subpart 2, at the written request of a parent or guardian, and 
 12.34  with the recommendation of the student's teacher, a district may 
 12.35  offer the test of basic requirements in reading, math, or 
 12.36  writing to an individual student beginning in grade 5.  The 
 13.1   student must take the same test on the same date as administered 
 13.2   to students in eighth grade or higher.  Third and fifth grade 
 13.3   test results shall be available to districts for diagnostic 
 13.4   purposes affecting student learning and district instruction and 
 13.5   curriculum, and for establishing educational accountability.  
 13.6   The commissioner must disseminate to the public the third and 
 13.7   fifth grade test results upon receiving those results. 
 13.8      (b) In addition, at the secondary level, districts shall 
 13.9   assess student performance in all required learning areas and 
 13.10  selected required standards within each area of the profile of 
 13.11  learning.  The testing instruments and testing process shall be 
 13.12  determined by the commissioner.  The results shall be aggregated 
 13.13  at the site and district level.  The testing shall be 
 13.14  administered beginning in the 1999-2000 school year and 
 13.15  thereafter. 
 13.16     (c) The comprehensive assessment system shall include an 
 13.17  evaluation of commissioner shall report school site and school 
 13.18  district performance student academic achievement levels during 
 13.19  the 1997-1998 school year and thereafter using an established 
 13.20  performance baseline developed from students' test scores under 
 13.21  this section that records, at a minimum, of the current and two 
 13.22  immediately preceding school years.  The report shall include 
 13.23  students' unweighted mean test scores in each tested subject, a 
 13.24  second performance baseline that reports, at a minimum, the same 
 13.25  unweighted mean test scores of only those students enrolled in 
 13.26  the school by January 1 of the previous school year, and a third 
 13.27  performance baseline that reports the same unweighted test 
 13.28  scores of all students except those students receiving limited 
 13.29  English proficiency instruction.  The evaluation report also 
 13.30  shall record separately, in proximity to the reported 
 13.31  performance baselines levels, the percentages of students who 
 13.32  are eligible to receive a free or reduced price school meal, 
 13.33  demonstrate limited English proficiency, or are eligible to 
 13.34  receive special education services. 
 13.35     (d) In addition to the testing and reporting requirements 
 13.36  under paragraphs (a), (b), and (c), the commissioner shall 
 14.1   include the following components in the statewide educational 
 14.2   accountability and public reporting system: 
 14.3      (1) uniform statewide testing of all third, fifth, eighth, 
 14.4   and post-eighth grade students with exemptions, only with parent 
 14.5   or guardian approval, from the testing requirement only for 
 14.6   those very few students for whom the student's individual 
 14.7   education plan team under sections 125A.05 and 125A.06, 
 14.8   determines that the student is incapable of taking a statewide 
 14.9   test, or for a limited English proficiency student under section 
 14.10  124D.59, subdivision 2, if the student has been in the United 
 14.11  States for fewer than 12 months and for whom special language 
 14.12  barriers exist, such as the student's native language does not 
 14.13  have a written form or the district does not have access to 
 14.14  appropriate interpreter services for the student's native 
 14.15  language; 
 14.16     (2) educational indicators that can be aggregated and 
 14.17  compared across school districts and across time on a statewide 
 14.18  basis, including average daily attendance, high school 
 14.19  graduation rates, and high school drop-out rates; 
 14.20     (3) students' scores on the American College Test; and 
 14.21     (4) participation in the National Assessment of Educational 
 14.22  Progress so that the state can benchmark its performance against 
 14.23  the nation and other states, and, where possible, against other 
 14.24  countries, and contribute to the national effort to monitor 
 14.25  achievement; and 
 14.26     (5) basic skills and advanced competencies connecting 
 14.27  teaching and learning to high academic standards, assessment, 
 14.28  and transitions to citizenship and employment. 
 14.29     (e) Districts must report exemptions under paragraph (d), 
 14.30  clause (1), to the commissioner consistent with a format 
 14.31  provided by the commissioner. 
 14.32     Sec. 15.  Minnesota Statutes 1999 Supplement, section 
 14.33  120B.35, is amended to read: 
 14.34     120B.35 [STUDENT ACADEMIC ACHIEVEMENT LEVELS.] 
 14.35     (a) Each school year, a school district must determine if 
 14.36  the student achievement levels at each school site meet 
 15.1   state and local expectations.  If student achievement levels at 
 15.2   a school site do not meet state and local expectations for two 
 15.3   out of three consecutive school years, beginning with the 
 15.4   2000-2001 school year, the district must work with the school 
 15.5   site to adopt a plan to raise student achievement levels to meet 
 15.6   state and local expectations.  The legislature will determine 
 15.7   state expectations after receiving a recommendation from the 
 15.8   commissioner of children, families, and learning.  The 
 15.9   commissioner must submit recommendations to the legislature by 
 15.10  January 15, 2000.  
 15.11     (b) The department at the district's request must assist 
 15.12  the district and the school site in developing a plan to improve 
 15.13  student achievement.  The plan must include parental involvement 
 15.14  components. 
 15.15     Sec. 16.  [THREE-DAY BEST PRACTICES SEMINARS.] 
 15.16     The commissioner of children, families, and learning, in 
 15.17  consultation with education Minnesota, shall provide voluntary 
 15.18  three-day best practices seminars during the summer of 2000.  
 15.19  The seminars shall provide intensive professional development 
 15.20  for public school teachers on best practices associated with the 
 15.21  content standards contained in the Minnesota graduation rule.  
 15.22  This section is not effective if an appropriation for this 
 15.23  purpose is not enacted in this act or any other act during the 
 15.24  2000 legislative session. 
 15.25     Sec. 17.  [BEST PRACTICES NETWORK.] 
 15.26     By June 30, 2000, the commissioner of children, families, 
 15.27  and learning shall establish a best practices network for each 
 15.28  of the learning areas of the Minnesota graduation standards. 
 15.29     Sec. 18.  [GRADUATION RULE AMENDMENTS.] 
 15.30     Beginning no later than July 1, 2000, the commissioner 
 15.31  shall amend Minnesota Rules, chapter 3501, for state graduation 
 15.32  requirements using the expedited process under Minnesota 
 15.33  Statutes 1998, section 14.389.  In addition to technical 
 15.34  changes, corrections, clarifications, and similarly needed 
 15.35  revisions, the commissioner shall amend Minnesota Rules, part 
 15.36  3501.0370, subpart 3, to add to the scoring criteria the option 
 16.1   of a score of "0" for student work on an assessment or standard. 
 16.2      Sec. 19.  [TEST RESULTS RETURNED; PROMPT ELIMINATED.] 
 16.3      (a) Upon the request of the student a school district must 
 16.4   return to the student the written response to the January 26, 
 16.5   2000, test prompt from the state's basic skills test for written 
 16.6   composition under Minnesota Statutes, section 120B.02, within 15 
 16.7   calendar days of receiving the students' scored responses.  
 16.8   District personnel shall not have access to the students' 
 16.9   responses for any purpose except to return the responses to the 
 16.10  students.  The remainder of the tests shall be destroyed. 
 16.11     (b) The test prompt for the state's basic skills test for 
 16.12  written composition administered on January 26, 2000, shall no 
 16.13  longer be administered to students. 
 16.14     Sec. 20.  [TECHNICAL AND VOCATIONAL EDUCATION.] 
 16.15     The commissioner of children, families, and learning and 
 16.16  the examination and evaluation panel under Minnesota Statutes, 
 16.17  section 120B.03, shall report to the education committees of the 
 16.18  legislature by January 15, 2001, on recommendations regarding 
 16.19  graduation standards rules or realignment of standards for a 
 16.20  technical and vocational education learning area. 
 16.21     Sec. 21.  [CONTENT OF EXTERNAL REVIEW.] 
 16.22     The commissioner shall contract with an independent 
 16.23  organization to evaluate the quality of the state's standards 
 16.24  and assessments as an integrated educational system.  The 
 16.25  contractor's report must include: 
 16.26     (1) an analysis of the content of the state standards; 
 16.27     (2) comparisons and specific recommendations for revision 
 16.28  by benchmarking the state's standards to other states' 
 16.29  standards; 
 16.30     (3) whether the standards are clear, specific, and 
 16.31  measurable, and whether they are understandable by teachers, 
 16.32  parents, and students; and 
 16.33     (4) what changes can strengthen the quality and alignment 
 16.34  of the state's standards and assessments. 
 16.35     Sec. 22.  [REPEALER.] 
 16.36     Minnesota Statutes 1998, sections 120B.03, subdivisions 1 
 17.1   and 3; and 120B.04, are repealed. 
 17.2      Minnesota Rules, part 3501.0330, subpart 2, item A, is 
 17.3   repealed. 
 17.4      Minnesota Rules, parts 3501.0330, subpart 7, item B; 
 17.5   3501.0370, subparts 1, 2, and 4; and 3501.0420, subpart 1, item 
 17.6   D, are repealed. 
 17.7      Minnesota Rules, parts 3501.0420, subpart 4; and 3501.0430, 
 17.8   are repealed. 
 17.9      Sec. 23.  [EFFECTIVE DATES.] 
 17.10     Section 2 is effective for the 2000-2001 school year.  
 17.11  Sections 1 and 3 to 22 are effective the day following final 
 17.12  enactment. 
 17.13                             ARTICLE 3
 17.14                        NORTH STAR STANDARD 
 17.15     Section 1.  [120B.021] [CITATION.] 
 17.16     Sections 120B.021 to 120B.0250 may be cited as the "north 
 17.17  star standard for genuine academic excellence." 
 17.18     Sec. 2.  [120B.0211] [GOAL.] 
 17.19     Subdivision 1.  [GOAL.] Sections 120B.021 to 120B.0250 
 17.20  establish the educational and academic requirements that 
 17.21  students must meet to be eligible to receive a high school 
 17.22  diploma. 
 17.23     Subd. 2.  [PURPOSE.] The north star standard for genuine 
 17.24  academic excellence is premised on the following: 
 17.25     (1) the north star standard is intended to raise academic 
 17.26  expectations progressively throughout the kindergarten through 
 17.27  grade 12 experience for students, teachers, and schools; 
 17.28     (2) it is essential that, as much as possible, all students 
 17.29  reach a level of minimum competency, but the goal must be that 
 17.30  all students be expected and encouraged to reach their greatest 
 17.31  potential.  The standard is the pursuit of academic excellence; 
 17.32     (3) any state action regarding the north star standard must 
 17.33  evidence consideration of parent, student, teacher, and school 
 17.34  district autonomy.  The delivery system or form of instruction 
 17.35  that local sites must use to meet the standard must not be 
 17.36  prescribed; and 
 18.1      (4) for the purpose of local implementation of the north 
 18.2   star standard, school districts shall consult with psychometric 
 18.3   experts or other interested and knowledgeable educators for 
 18.4   proven curriculum, testing, assessment, methods, and practices. 
 18.5      Sec. 3.  [120B.0212] [SCOPE.] 
 18.6      Sections 120B.021 to 120B.0250 govern the minimum 
 18.7   requirements that public school districts must establish for 
 18.8   students to earn a high school diploma. 
 18.9      Sec. 4.  [120B.0213] [DEFINITIONS.] 
 18.10     Subdivision 1.  [APPLICABILITY.] As used in sections 
 18.11  120B.021 to 120B.0250, the terms defined in this section have 
 18.12  the meanings given them. 
 18.13     Subd. 2.  [GRADE SPECIFIC COURSE AND HIGH SCHOOL COURSE 
 18.14  CREDIT.] (a) "Grade specific" means the grade appropriate course 
 18.15  content established by the school district.  Grade specific 
 18.16  course content is not required to be age dependent.  
 18.17     (b) "Course" means a set of school district curriculum 
 18.18  specifications in a learning area for one school year.  
 18.19     (c) "High school course credit" is the equivalent of one 
 18.20  hour per school day during one school year of study in a 
 18.21  learning area for grades 9 to 12.  
 18.22     Subd. 3.  [LEARNING AREA.] (a) "Learning area" means one of 
 18.23  the eight categories into which all preparatory courses, and one 
 18.24  of the ten categories into which all high school course credits 
 18.25  are organized. 
 18.26     (b) The high school learning areas include: 
 18.27     (1) English language and grammar; 
 18.28     (2) literature and composition; 
 18.29     (3) mathematics; 
 18.30     (4) science; 
 18.31     (5) history and government/citizenship; 
 18.32     (6) personal fitness and lifestyle; 
 18.33     (7) the arts, an elective learning area; 
 18.34     (8) personal management, an elective learning area; 
 18.35     (9) world language, an elective learning area; and 
 18.36     (10) vocational education, an elective learning area. 
 19.1      (c) The preparatory learning areas include: 
 19.2      (1) English language and grammar; 
 19.3      (2) literature and composition; 
 19.4      (3) mathematics; 
 19.5      (4) science; 
 19.6      (5) history, geography, and government/citizenship; 
 19.7      (6) arts; 
 19.8      (7) personal fitness and lifestyle; and 
 19.9      (8) second languages. 
 19.10     Subd. 4.  [COURSE PLAN.] "Course plan" means a grade 
 19.11  specific written set of district curriculum specifications in a 
 19.12  learning area and must include:  (1) the teacher's name; (2) the 
 19.13  grade level; (3) course sequence; (4) class teaching syllabus; 
 19.14  (5) the number of course credits students may earn; (6) the 
 19.15  instructional materials used for the class; (7) homework and 
 19.16  parental support expectations; (8) the testing requirements, 
 19.17  quizzes, or other evaluations; (9) grading credit or methods 
 19.18  used; and (10) the requirements that students are expected to 
 19.19  successfully complete in the course.  
 19.20     Subd. 5.  [PARENTAL ACCESS AND PUBLIC ACCOUNTABILITY.] The 
 19.21  course plan must be available in the nearest public/school 
 19.22  library and must include: 
 19.23     (1) a grade level, course-specific remediation plan 
 19.24  prepared by the school district, which must be used concurrently 
 19.25  during the course and may include summer school and criteria for 
 19.26  repeating a grade or course; and 
 19.27     (2) a school district grading process that determines when 
 19.28  a student's course plan is successfully completed, and assigns a 
 19.29  grade to the student's work according to the grading criteria. 
 19.30     Subd. 6.  [GRADUATION REQUIREMENTS.] "Graduation 
 19.31  requirements" means the number and distribution of high school 
 19.32  course credits that a district must offer and a student must 
 19.33  successfully complete to be eligible for a high school diploma.  
 19.34     Subd. 7.  [EXEMPTION.] "Exemption" means that a student 
 19.35  with an individual education plan or section 504 accommodation 
 19.36  plan is not required to complete a particular course credit. 
 20.1      Subd. 8.  [MODIFICATION.] "Modification" means an 
 20.2   adjustment of a test that changes the course credit for a 
 20.3   student with an individual education plan or section 504 
 20.4   accommodation plan. 
 20.5      Sec. 5.  [120B.0214] [GRADUATION REQUIREMENTS.] 
 20.6      Subdivision 1.  [NORTH STAR STANDARD.] School district 
 20.7   course credits are contained in sections 120B.0222 to 
 20.8   120B.0240.  The preparatory courses are contained in sections 
 20.9   120B.0233 to 120B.0240.  High school course credits are 
 20.10  contained in sections 120B.0222 to 120B.0232.  High school 
 20.11  graduation requirements are contained in subdivisions 3 to 5. 
 20.12     Subd. 2.  [DISTRICTS AND STUDENTS.] (a) A district must 
 20.13  provide learning opportunities for all students in all 
 20.14  preparatory courses in learning areas one to eight, and learning 
 20.15  opportunities sufficient for students to complete high school 
 20.16  course credits in ten learning areas and meet school district 
 20.17  graduation requirements. 
 20.18     (b) Students are encouraged to exceed the specifications 
 20.19  for all preparatory and high school standards contained in 
 20.20  sections 120B.0222 to 120B.0240. 
 20.21     (c) A student must successfully complete at least 21 course 
 20.22  credits for graduation.  A student may select electives from any 
 20.23  course credit in learning areas one to ten under subdivision 3. 
 20.24     Subd. 3.  [DISTRIBUTION REQUIREMENTS FOR HIGH SCHOOL 
 20.25  GRADUATION.] A student must successfully complete all 
 20.26  specifications of at least 21 high school course credits to be 
 20.27  eligible for high school graduation.  The student must complete 
 20.28  15 of the 21 high school course credits as follows: 
 20.29     (1) two course credits from learning area one, English 
 20.30  language and grammar; 
 20.31     (2) two course credits from learning area two, literature 
 20.32  and composition; 
 20.33     (3) three course credits from learning area three, 
 20.34  mathematics; 
 20.35     (4) two course credits from learning area four, science; 
 20.36     (5) four course credits from learning area five, history 
 21.1   and government/citizenship; 
 21.2      (6) two course credits from learning area six, personal 
 21.3   fitness and lifestyle; 
 21.4      (7) no course credits from learning area seven, the arts, 
 21.5   which is an elective; 
 21.6      (8) no course credits from learning area eight, personal 
 21.7   management, which is an elective; 
 21.8      (9) no course credits from learning area nine, world 
 21.9   language; and 
 21.10     (10) no course credits from learning area ten, vocational 
 21.11  education, which is an elective. 
 21.12     Subd. 4.  [ELECTIVE REQUIREMENTS.] In addition to the 
 21.13  distribution requirements under subdivision 3, students also 
 21.14  must complete six additional course credits of the student's 
 21.15  choice from the high school course credits listed in sections 
 21.16  120B.0222 to 120B.0232. 
 21.17     Subd. 5.  [ADDITIONAL REQUIREMENTS.] (a) A student must 
 21.18  complete one application of technology in each of the following 
 21.19  three learning areas: 
 21.20     (1) area two, literature and composition; 
 21.21     (2) area three, mathematics; and 
 21.22     (3) area four, science. 
 21.23     (b) A district may establish additional requirements. 
 21.24     Subd. 6.  [VARIATIONS.] A student must successfully 
 21.25  complete the requirements in subdivisions 1 to 5 unless the 
 21.26  district specifically establishes variations for the student.  
 21.27  Variations for a student from the requirements in subdivisions 1 
 21.28  to 5 are permitted only under section 120B.0215 or 120B.0216. 
 21.29     Sec. 6.  [120B.0215] [VARIATIONS FOR STUDENTS WITH 
 21.30  INDIVIDUAL EDUCATION PLANS OR SECTION 504 ACCOMMODATION PLANS.] 
 21.31     Subdivision 1.  [DETERMINATION OF REQUIREMENTS.] (a) A 
 21.32  student in kindergarten through grade 8 with an individual 
 21.33  education plan or section 504 accommodation plan shall have all 
 21.34  courses considered by the student's individual education plan 
 21.35  team or section 504 accommodation plan team for inclusion in the 
 21.36  student's individual education plan or section 504 accommodation 
 22.1   plan under subdivision 2. 
 22.2      (b) A student's individual education plan team or section 
 22.3   504 accommodation plan team must consider the graduation 
 22.4   requirements under section 120B.0214 for inclusion in the 
 22.5   student's individual education plan or section 504 accommodation 
 22.6   plan when a student with a disability is 14 years old or 
 22.7   registers for grade 9, whichever is first.  An individual 
 22.8   education plan team also must consider the student's transition 
 22.9   plan when determining which of the required and elective courses 
 22.10  to include in the student's individual education plan. 
 22.11     Subd. 2.  [INDIVIDUALIZED PLANS.] (a) For a student in 
 22.12  kindergarten through grade 8 with an individual education plan 
 22.13  or section 504 accommodation plan, the student's individual 
 22.14  education plan team or section 504 accommodation plan team may 
 22.15  modify preparatory courses for the student in the individual 
 22.16  education plan or section 504 accommodation plan.  The team must 
 22.17  determine the specifications of a course the student will pursue 
 22.18  under the selected modification.  If the team determines that 
 22.19  the student is exempt from one or more of the courses, it must 
 22.20  explain the exemption in the student's individual education plan 
 22.21  or section 504 accommodation plan.  When the team adopts an 
 22.22  exempt status for a course, it must determine whether or not a 
 22.23  different standard or individual education plan goal specific to 
 22.24  the learning area is appropriate and include that goal in the 
 22.25  student's plan. 
 22.26     (b) For a high school student with an individual education 
 22.27  plan or section 504 accommodation plan, the student's individual 
 22.28  education plan team or section 504 accommodation plan team must: 
 22.29     (1) determine whether the student will pursue the course 
 22.30  credits without modification; 
 22.31     (2) determine whether one or more of the 21 required course 
 22.32  credits will be modified to an individual level; 
 22.33     (3) define the elective course credits that the student 
 22.34  also will pursue and whether, for each elective, the student 
 22.35  will pursue the course credit without modification or have the 
 22.36  course credit modified to an individual level; or 
 23.1      (4) determine whether the student is exempt from one or 
 23.2   more of the graduation requirements under section 120B.0214, 
 23.3   subdivisions 3 to 5. 
 23.4   When the team adopts exempt status for a course credit, it must 
 23.5   determine whether or not a different standard or individual 
 23.6   education plan goal specific to the learning area is appropriate 
 23.7   and include that goal in the student's plan. 
 23.8      (c) A student's individual education plan team or section 
 23.9   504 accommodation plan team must determine the specifications of 
 23.10  a preparatory or high school course credit the student will 
 23.11  pursue when the team modifies a course credit.  When a course 
 23.12  credit is modified, the student's individual education plan team 
 23.13  or section 504 accommodation plan team must determine the 
 23.14  appropriate assessment of the modified course credit. 
 23.15     Sec. 7.  [120B.0216] [ENGLISH PROFICIENCY; INDIVIDUAL 
 23.16  GRADUATION PLANS.] 
 23.17     A district must establish and maintain procedures giving 
 23.18  students the opportunity to complete both preparatory courses 
 23.19  and high school course credits.  Graduation requirements for a 
 23.20  student must be as specified in section 120B.0214, subdivisions 
 23.21  3 to 5, unless section 120B.0215 applies or unless modified in 
 23.22  an individual graduation plan developed and annually reviewed by 
 23.23  a team that includes school advisory staff designated by the 
 23.24  district, the student's teachers, the student's parent or 
 23.25  guardian, and the student.  A district must not modify 
 23.26  specifications for standards in learning areas one to nine to 
 23.27  permit a student to complete a standard in a language other than 
 23.28  English. 
 23.29     Sec. 8.  [120B.0217] [TESTING AND SCORING STUDENT 
 23.30  ACHIEVEMENT.] 
 23.31     Subdivision 1.  [DISTRICT CRITERION REFERENCED TESTING 
 23.32  REQUIREMENTS.] (a) Districts shall develop local 
 23.33  criterion-referenced testing consistent with this section. 
 23.34     (b) A district must: 
 23.35     (1) test student performance in preparatory courses and 
 23.36  high school course credits; and 
 24.1      (2) establish processes by which to transfer as completed 
 24.2   (i) those course credits that other Minnesota public school 
 24.3   districts verify on transcripts as completed, (ii) the work that 
 24.4   post-secondary educational institutions or educational 
 24.5   institutions outside the state accept for completion of course 
 24.6   credits and verify on transcripts as completed, and (iii) a 
 24.7   student's opportunities to complete high school course credits 
 24.8   through learning the student acquires outside the district's 
 24.9   curriculum. 
 24.10     Subd. 2.  [GRADING.] The district must establish a letter 
 24.11  grade between A and F for teacher grading of students who 
 24.12  complete a course assignment or course.  Assessments may include 
 24.13  grade point averages when tests that measure specifics are 
 24.14  used.  Incomplete student work on the course receives a grade of 
 24.15  I and does not complete a grade level or course credit.  
 24.16     Sec. 9.  [120B.0218] [HIGH SCHOOL STUDENT TRANSCRIPT DATA.] 
 24.17     Subdivision 1.  [TRANSCRIPT INFORMATION.] A district must 
 24.18  include on a high school student's transcript the following 
 24.19  information: 
 24.20     (1) the high school course credits the student successfully 
 24.21  completed; 
 24.22     (2) the grade or sequence level the student achieved on 
 24.23  each high school course credit, or a notation that the course 
 24.24  credit has been certified as completed through the district's 
 24.25  process for transferring credit under section 120B.0217, 
 24.26  subdivision 1, paragraph (b), clause (2); and 
 24.27     (3) the date the student successfully completed each high 
 24.28  school course credit. 
 24.29     Subd. 2.  [TRANSCRIPT FORMAT.] A district must format a 
 24.30  high school student transcript according to generally accepted 
 24.31  academic and vocational specifications. 
 24.32     Sec. 10.  [120B.0219] [NOTICE TO PARENTS AND STUDENTS.] 
 24.33     In addition to other applicable notice requirements, the 
 24.34  district must notify parents and students in writing about: 
 24.35     (1) the course credit taught and assessed in the school 
 24.36  curriculum; 
 25.1      (2) the procedures for advising the student and the 
 25.2   student's parent or guardian about graduation requirements and 
 25.3   for accessing these procedures; 
 25.4      (3) the procedures by which students may meet graduation 
 25.5   requirements with course credits successfully completed outside 
 25.6   the district's curriculum; and 
 25.7      (4) the district's individual student progress and 
 25.8   achievement reporting schedule. 
 25.9      Sec. 11.  [120B.0220] [IMPLEMENTATION REPORTING.] 
 25.10     A school annually must submit to the local school board a 
 25.11  report containing the policies and procedures for: 
 25.12     (1) ensuring that all high school students have access to 
 25.13  comprehensive academic school curriculum that integrates 
 25.14  technology and provides instruction and tests for assessing 
 25.15  course content from all ten learning areas under sections 
 25.16  120B.0222 to 120B.0232 sufficient to meet graduation 
 25.17  requirements; 
 25.18     (2) testing and assessing a student's understanding and 
 25.19  demonstration of the course content; 
 25.20     (3) staff development designed to continuously improve 
 25.21  curriculum, instruction, and tests and assessments; 
 25.22     (4) allowing a student to meet a graduation requirement for 
 25.23  a course credit, whether the district offers the course content 
 25.24  in its school curriculum or the student accomplishes the work in 
 25.25  another learning environment, including a process for 
 25.26  transferring credits completed in another Minnesota school 
 25.27  district, recognizing work completed in other schools and 
 25.28  post-secondary institutions, and awarding credit for 
 25.29  achievements in extracurricular activities, activities outside 
 25.30  of the school, previous learning, and community and work 
 25.31  experiences; 
 25.32     (5) periodically advising a student and the student's 
 25.33  parent or guardian of the student's progress and achievement and 
 25.34  of the choices and opportunities available to the student for 
 25.35  learning, graduating, and achieving the student's post-secondary 
 25.36  educational and career goals; 
 26.1      (6) recordkeeping and reporting student achievement; and 
 26.2      (7) allowing the student and the student's parent or 
 26.3   guardian to appeal district policies and procedures. 
 26.4      Sec. 12.  [120B.0221] [OTHER DISTRICT RESPONSIBILITIES.] 
 26.5      A district must maintain records of the following, which it 
 26.6   must submit for audit at the state's request, to allow the 
 26.7   periodic review of district graduation standards, opportunities, 
 26.8   and requirements: 
 26.9      (1) course plans used to test and assess students' 
 26.10  completion of preparatory courses and high school course 
 26.11  credits; 
 26.12     (2) aggregated records of students' completion of each high 
 26.13  school course credit; and 
 26.14     (3) aggregated data on each year's high school graduates, 
 26.15  including average number of high school course credits 
 26.16  completed, and each grade earned on each course credit. 
 26.17     Sec. 13.  [120B.0222] [CONTENT STANDARDS; HIGH SCHOOL 
 26.18  LEVEL.] 
 26.19     The specifications of the high school course credits are at 
 26.20  least those in sections 120B.0223 to 120B.0232, which districts 
 26.21  may supplement at their election. 
 26.22     Sec. 14.  [120B.0223] [LEARNING AREA ONE; ENGLISH LANGUAGE 
 26.23  AND GRAMMAR.] 
 26.24     Subdivision 1.  [HIGH SCHOOL COURSE CREDIT FOR LEARNING 
 26.25  AREA ONE.] The specifications for high school course credits in 
 26.26  learning area one are at least those described in this section. 
 26.27     Subd. 2.  [ENGLISH LANGUAGE AND GRAMMAR.] A student should 
 26.28  be able to demonstrate the ability to comprehend and evaluate 
 26.29  complex information in fiction or nonfiction by reading, 
 26.30  listening, and viewing varied English language selections 
 26.31  containing complex information. 
 26.32     Subd. 3.  [ENGLISH LANGUAGE AND GRAMMAR; TECHNICAL 
 26.33  INFORMATION.] A student should be able to demonstrate the 
 26.34  ability to read and apply technical information from varied 
 26.35  English language documents. 
 26.36     Sec. 15.  [120B.0224] [LEARNING AREA TWO; LITERATURE AND 
 27.1   COMPOSITION.] 
 27.2      Subdivision 1.  [HIGH SCHOOL COURSE CREDITS FOR LEARNING 
 27.3   AREA TWO.] Specifications for high school course credits in 
 27.4   learning area two are at least those described in this section. 
 27.5      Subd. 2.  [LITERATURE.] A student should be able to 
 27.6   demonstrate the ability to interpret and evaluate complex works 
 27.7   of famous American and world literature, including works of 
 27.8   prose, poetry, and theater, by: 
 27.9      (1) describing the elements of literature for intent, form, 
 27.10  and context to historical, cultural, and social background of 
 27.11  selected works; and 
 27.12     (2) demonstrating the ability to communicate an informed 
 27.13  interpretation of any selection of literary works. 
 27.14     Subd. 3.  [COMPOSITION.] A student should be able to 
 27.15  demonstrate the ability to write original compositions for a 
 27.16  variety of academic purposes and situations using correct 
 27.17  grammar, language mechanics, and other conventions of standard 
 27.18  written English.  The student must also correct the grammatical 
 27.19  and other writing errors made to appear in a recognized work of 
 27.20  fiction or nonfiction appropriate for this purpose. 
 27.21     Subd. 4.  [TECHNICAL WRITING.] A student should be able to 
 27.22  demonstrate the ability to write in the English language for a 
 27.23  variety of technical purposes, situations, and audiences by 
 27.24  writing original technical compositions that include a set of 
 27.25  procedures or directions, a report or proposal, and 
 27.26  informational correspondence describing a complex process, 
 27.27  procedure, or device for a particular audience. 
 27.28     Subd. 5.  [PUBLIC SPEAKING.] A student should be able to 
 27.29  demonstrate the ability to construct and deliver speeches for a 
 27.30  variety of purposes, situations, and audiences using English 
 27.31  language conventions. 
 27.32     Subd. 6.  [INTERPERSONAL COMMUNICATION.] A student should 
 27.33  be able to demonstrate understanding of interpersonal 
 27.34  communication strategies, the components of the interpersonal 
 27.35  communication process, and how various factors affect patterns 
 27.36  of communication, interaction, and problem solving. 
 28.1      Sec. 16.  [120B.0225] [LEARNING AREA THREE; MATHEMATICS.] 
 28.2      Subdivision 1.  [HIGH SCHOOL COURSE CREDITS FOR LEARNING 
 28.3   AREA THREE.] Specifications for high school content standards in 
 28.4   learning area three are at least those described in this section.
 28.5      Subd. 2.  [MATHEMATICS.] A student should be able to 
 28.6   demonstrate a knowledge of mathematical relationships and solve 
 28.7   problems. 
 28.8      Subd. 3.  [DATA ANALYSIS.] A student should be able to 
 28.9   demonstrate understanding of: 
 28.10     (1) the statistical concepts of measures of center, 
 28.11  variability, and rank; 
 28.12     (2) differences between correlation and causation; 
 28.13     (3) sampling procedures; 
 28.14     (4) line or curve of best fit; and 
 28.15     (5) concepts related to uncertainty of randomness, 
 28.16  permutations, combinations, and theoretical and experimental 
 28.17  probabilities. 
 28.18     Subd. 4.  [ALGEBRA.] A student should be able to understand:
 28.19     (1) rates of change in different models of linear 
 28.20  relationships and characteristics of polynomial, exponential, 
 28.21  and periodic functions and relations; 
 28.22     (2) functional notation; and 
 28.23     (3) terminology using properties of algebra to justify 
 28.24  reasoning through a logical argument. 
 28.25     Subd. 5.  [GEOMETRY.] A student should be able to 
 28.26  understand: 
 28.27     (1) the characteristics of geometric figures in both two 
 28.28  and three dimensions, including reflections, rotations, and 
 28.29  translations; 
 28.30     (2) congruence and similarity; 
 28.31     (3) perimeter, area, and volume; 
 28.32     (4) distance; 
 28.33     (5) scaling; and 
 28.34     (6) symmetry. 
 28.35     Sec. 17.  [120B.0226] [LEARNING AREA FOUR; SCIENCE.] 
 28.36     Subdivision 1.  [HIGH SCHOOL CONTENT STANDARDS FOR LEARNING 
 29.1   AREA FOUR.] Specifications for high school content standards in 
 29.2   learning area four are at least those described in this section. 
 29.3      Subd. 2.  [BIOLOGY.] A student should be able to 
 29.4   demonstrate understanding of biological concepts, theories, and 
 29.5   principles including cell theory, mechanisms of heredity, 
 29.6   biological change over time, the interdependence of organisms, 
 29.7   material cycles and energy flow in living systems, the behavior 
 29.8   of organisms, and the historical significance of major 
 29.9   scientific advances through the investigation and analysis of 
 29.10  cells, organisms, and ecosystems. 
 29.11     Subd. 3.  [CHEMISTRY.] A student should be able to 
 29.12  demonstrate understanding of concepts, theories, and principles 
 29.13  in chemistry by investigating and analyzing: 
 29.14     (1) atomic theory; 
 29.15     (2) relationships between the structure and properties of 
 29.16  matter including organic and inorganic bonding, periodicity, and 
 29.17  solutions chemistry; 
 29.18     (3) chemical reactions; 
 29.19     (4) interactions of energy and matter; and 
 29.20     (5) the historical significance of major scientific 
 29.21  advances. 
 29.22     Subd. 4.  [PHYSICS.] A student should be able to 
 29.23  demonstrate understanding of matter, forces, and energy by 
 29.24  investigating and analyzing the concepts of motion, force, laws 
 29.25  of conservation, electricity, magnetism, waves, energy, and 
 29.26  work, and the historical significance of major scientific 
 29.27  advances. 
 29.28     Sec. 18.  [120B.0227] [LEARNING AREA FIVE; HISTORY AND 
 29.29  GOVERNMENT/CITIZENSHIP.] 
 29.30     Subdivision 1.  [HIGH SCHOOL COURSE CREDITS FOR LEARNING 
 29.31  AREA FIVE.] Specifications for high school course credits in 
 29.32  learning area five are at least those described in this section. 
 29.33     Subd. 2.  [THEMES OF MINNESOTA, UNITED STATES, AND WORLD 
 29.34  HISTORY.] A student should be able to demonstrate understanding 
 29.35  of the Declaration of Independence, the United States 
 29.36  Constitution, Northwest Ordinance, and founding principles, 
 30.1   truths, and themes related to key events, concepts, and people 
 30.2   in the historical development of the United States.  A student 
 30.3   must demonstrate knowledge of historical events and 
 30.4   contributions of key people from different time periods through 
 30.5   reading and constructing time lines of key events and the 
 30.6   actions of important people, the contributions of key historical 
 30.7   people, and cause and effect relationships of events over an 
 30.8   extended period of time, including: 
 30.9      (1) the convergence of people, colonization, settlement, 
 30.10  and the American Revolution; 
 30.11     (2) expansion, the Civil War, and the Reconstruction; 
 30.12     (3) the relationship between American Indian tribal 
 30.13  governments and federal and state government; 
 30.14     (4) industrialization, the emergence of modern America, and 
 30.15  the Great Depression; 
 30.16     (5) World War II; 
 30.17     (6) postwar United States to the present; and 
 30.18     (7) Minnesota and world history. 
 30.19     Subd. 3.  [UNITED STATES GOVERNMENT/CITIZENSHIP.] A student 
 30.20  should be able to demonstrate understanding of the foundations, 
 30.21  rights, and responsibilities of United States citizenship 
 30.22  including: 
 30.23     (1) how the United States, as established by the 
 30.24  Declaration of Independence, Constitution, and Northwest 
 30.25  Ordinance, embodies the principles and ideals of a 
 30.26  constitutional representative republic and individual 
 30.27  self-governance; 
 30.28     (2) the rights and responsibilities of United States 
 30.29  citizens, noncitizens, and dual citizens; and 
 30.30     (3) the formal and informal structures within which 
 30.31  interest groups exercise power. 
 30.32     Sec. 19.  [120B.0228] [LEARNING AREA SIX; PERSONAL FITNESS 
 30.33  AND LIFESTYLE.] 
 30.34     Subdivision 1.  [HIGH SCHOOL COURSE CREDITS FOR LEARNING 
 30.35  AREA SIX.] Specifications for high school course credits in 
 30.36  learning area six are at least those described in this section. 
 31.1      Subd. 2.  [INDIVIDUAL AND COMMUNITY HEALTH.] A student 
 31.2   should be able to demonstrate an understanding of 
 31.3   decision-making processes and community health practices that 
 31.4   promote healthful nutrition and dietary practices, and physical 
 31.5   fitness, and that reduce and prevent tobacco use, drug and 
 31.6   alcohol use, and injuries. 
 31.7      Subd. 3.  [PHYSICAL EDUCATION AND FITNESS.] A student 
 31.8   should be able to use decision-making processes to select 
 31.9   appropriate physical activities to achieve fitness and 
 31.10  demonstrate understanding of the training needed to improve 
 31.11  fitness and the rules and skills associated with physical 
 31.12  activities. 
 31.13     Sec. 20.  [120B.0229] [LEARNING AREA SEVEN; THE ARTS; AN 
 31.14  ELECTIVE.] 
 31.15     Subdivision 1.  [HIGH SCHOOL CONTENT STANDARDS FOR LEARNING 
 31.16  AREA SEVEN.] Specifications for high school course credits in 
 31.17  learning area seven are at least those described in this section.
 31.18     Subd. 2.  [ARTS CREATION AND PERFORMANCE.] In music, dance, 
 31.19  theater, visual arts, creative writing, or media arts, a student 
 31.20  should be able to demonstrate understanding of the elements, 
 31.21  techniques, and processes of the selected art form and how works 
 31.22  of the art form are structured.  Also, using the art form, the 
 31.23  student must create or perform, or both, an original artistic 
 31.24  presentation that includes a single complex work or multiple 
 31.25  works. 
 31.26     Sec. 21.  [120B.0230] [LEARNING AREA EIGHT; PERSONAL 
 31.27  MANAGEMENT; AN ELECTIVE.] 
 31.28     Subdivision 1.  [HIGH SCHOOL COURSE CREDITS FOR LEARNING 
 31.29  AREA EIGHT.] Specifications for high school course credits in 
 31.30  learning area eight are at least those specified in this section.
 31.31     Subd. 2.  [ECONOMIC SYSTEMS.] By using the fundamental 
 31.32  concepts of economics, a student should be able to demonstrate 
 31.33  understanding of the interactive nature of local, national, and 
 31.34  global economic systems, and how consumer choices and government 
 31.35  decisions impact those systems. 
 31.36     Subd. 3.  [PERSONAL AND FAMILY RESOURCE MANAGEMENT.] A 
 32.1   student should be able to apply principles of personal and 
 32.2   family resource management and informed decision making. 
 32.3      Subd. 4.  [BUSINESS MANAGEMENT.] A student should be able 
 32.4   to use fundamentals of informed decision making and business 
 32.5   management, including: 
 32.6      (1) personnel management procedures; 
 32.7      (2) customer, employee, and management practices; 
 32.8      (3) use of banking services; 
 32.9      (4) forms of business organization; and 
 32.10     (5) current labor-related laws. 
 32.11     Sec. 22.  [120B.0231] [LEARNING AREA NINE; WORLD LANGUAGE; 
 32.12  AN ELECTIVE.] 
 32.13     Subdivision 1.  [HIGH SCHOOL COURSE CREDIT IN WORLD 
 32.14  LANGUAGE.] Specifications for the high school course credit in 
 32.15  learning area nine are at least those described in this section. 
 32.16     Subd. 2.  [WORLD LANGUAGE.] A student should be able to 
 32.17  demonstrate understanding of a foreign, domestic, technical, or 
 32.18  symbolic language other than English and communicate in a second 
 32.19  language. 
 32.20     Sec. 23.  [120B.0232] [LEARNING AREA TEN; VOCATIONAL 
 32.21  EDUCATION; AN ELECTIVE.] 
 32.22     Subdivision 1.  [HIGH SCHOOL CONTENT STANDARDS FOR LEARNING 
 32.23  AREA TEN.] Specifications for high school course credits in 
 32.24  learning area ten are at least those described in this section. 
 32.25     Subd. 2.  [VOCATIONAL OPTIONS.] School districts must 
 32.26  determine the scope and sequence of these vocational electives 
 32.27  which must reflect the educational needs and diversity of the 
 32.28  district and the vocational education interests of students 
 32.29  enrolled in the district and community residents. 
 32.30     Sec. 24.  [120B.0233] [PREPARATORY COURSES IN LEARNING AREA 
 32.31  ONE; ENGLISH LANGUAGE AND GRAMMAR.] 
 32.32     A student should be able to demonstrate comprehension of 
 32.33  English and grammar that is appropriate for the student's grade 
 32.34  level by reading, listening, and viewing nonfiction and fiction 
 32.35  selections to identify main ideas and support details, retell 
 32.36  main events or ideas in sequence, pronounce new words using 
 33.1   phonics, demonstrate techniques of improving and expanding 
 33.2   vocabulary, and demonstrate a grade-level-appropriate reading 
 33.3   rate. 
 33.4      Sec. 25.  [120B.0234] [PREPARATORY COURSES IN LEARNING AREA 
 33.5   TWO; LITERATURE AND COMPOSITION.] 
 33.6      Subdivision 1.  [READING AND WRITING.] A student should be 
 33.7   able to demonstrate the ability to read, write, and use correct 
 33.8   spelling and grammar for a variety of academic purposes, 
 33.9   situations, and audiences for the student's grade level. 
 33.10     Subd. 2.  [PUBLIC SPEAKING.] A student should be able to 
 33.11  demonstrate the ability to speak to an audience. 
 33.12     Sec. 26.  [120B.0235] [PREPARATORY COURSES IN LEARNING AREA 
 33.13  THREE; MATHEMATICS.] 
 33.14     Subdivision 1.  [NUMBER RELATIONSHIPS.] A student should be 
 33.15  able to: 
 33.16     (1) use number relationships to represent information and 
 33.17  solve problems; 
 33.18     (2) describe and analyze two- and three-dimensional shapes 
 33.19  and spaces using appropriate whole and partial units, including 
 33.20  metric, to measure length, time, weight, volume, temperature, 
 33.21  angle, and area, and names and properties of common two- and 
 33.22  three-dimensional shapes; 
 33.23     (3) describe and compare two- and three-dimensional 
 33.24  geometric figures existing in the physical world; and 
 33.25     (4) measure, including identifying the type of measurement 
 33.26  required, selecting the appropriate tools and units of 
 33.27  measurement, and measuring accurately. 
 33.28     Subd. 2.  [NUMBER OPERATIONS.] A student should be able to 
 33.29  demonstrate understanding of: 
 33.30     (1) concepts of place value, variables, and equations; 
 33.31     (2) when and how to use number operations; 
 33.32     (3) addition, subtraction, and multiplication of 
 33.33  single-digit multiples of powers of ten; and 
 33.34     (4) when and how to use a variety of estimation strategies. 
 33.35     Subd. 3.  [BASIC CONCEPTS OF COORDINATE.] A student should 
 33.36  be able to: 
 34.1      (1) demonstrate understanding of basic concepts of 
 34.2   coordinate, by knowing precise mathematical names and properties 
 34.3   of two- and three-dimensional shapes, converting common 
 34.4   measurement units within the metric system and customary 
 34.5   systems, and understanding how properties of shapes affect 
 34.6   stability and rigidity of objects; and 
 34.7      (2) recognize and describe shape, size, and position of 
 34.8   two- and three-dimensional objects and the images of the objects 
 34.9   under transformations. 
 34.10     Subd. 4.  [NUMBER CONCEPTS.] A student should be able to 
 34.11  demonstrate understanding of: 
 34.12     (1) number concepts including place value, exponents, prime 
 34.13  and composite numbers, multiples, and factors; 
 34.14     (2) fractions, decimals, percents, integers, and numbers in 
 34.15  scientific notation that translate among equivalent forms; and 
 34.16     (3) how to compare and order numbers within a set. 
 34.17     Subd. 5.  [CONCEPTS OF ALGEBRA.] A student should be able 
 34.18  to: 
 34.19     (1) analyze patterns and use concepts of algebra to 
 34.20  represent mathematical relationships, including demonstrating 
 34.21  understanding of the concepts of variables, expressions, and 
 34.22  equations; and 
 34.23     (2) use properties of mathematics to informally justify 
 34.24  reasoning. 
 34.25     Subd. 6.  [GRADE LEVEL KNOWLEDGE; USE OF 
 34.26  CALCULATORS.] Knowledge of the concepts under this section must 
 34.27  by appropriate for the student's grade level.  Districts are 
 34.28  encouraged not to permit student use of calculators for 
 34.29  kindergarten through grade 5. 
 34.30     Sec. 27.  [120B.0236] [PREPARATORY COURSES IN LEARNING AREA 
 34.31  FOUR; SCIENCE.] 
 34.32     Subdivision 1.  [PHYSICAL AND LIFE SCIENCE.] A student 
 34.33  should be able to demonstrate knowledge of basic science 
 34.34  concepts of physical science and life science that is 
 34.35  appropriate for the student's grade level. 
 34.36     Subd. 2.  [BIOLOGY.] A student should be able to 
 35.1   demonstrate an understanding of: 
 35.2      (1) characteristics of organisms including plants, animals, 
 35.3   and microorganisms; 
 35.4      (2) basic structures and functions of the human body; and 
 35.5      (3) cycles and patterns in living organisms and physical 
 35.6   systems. 
 35.7      Sec. 28.  [120B.0237] [PREPARATORY COURSES IN LEARNING AREA 
 35.8   FIVE; HISTORY, GEOGRAPHY, AND GOVERNMENT/CITIZENSHIP.] 
 35.9      Subdivision 1.  [HISTORY.] A student should be able to 
 35.10  demonstrate grade-level understanding of the Declaration of 
 35.11  Independence, the United States Constitution, Northwest 
 35.12  Ordinance, and founding principles, truths, and themes related 
 35.13  to key events, concepts, and people in the historical 
 35.14  development of the United States, including: 
 35.15     (1) the convergence of people, colonization, settlement, 
 35.16  and the American Revolution; 
 35.17     (2) expansion, the Civil War, and the Reconstruction; 
 35.18     (3) the relationship between American Indian tribal 
 35.19  governments and federal and state government; 
 35.20     (4) industrialization, the emergence of modern America, and 
 35.21  the Great Depression; 
 35.22     (5) World War II; 
 35.23     (6) postwar United States to the present; and 
 35.24     (7) Minnesota and world history. 
 35.25     A student should be able to demonstrate knowledge of 
 35.26  historical events and contributions of key people from different 
 35.27  time periods through reading and constructing time lines of key 
 35.28  events and the actions of important people, the contributions of 
 35.29  key historical people, and cause and effect relationships of 
 35.30  events over an extended period of time. 
 35.31     Subd. 2.  [GEOGRAPHY.] A student should be able to 
 35.32  demonstrate a grade level understanding of the physical world 
 35.33  including the United States capitals, continents, oceans, land 
 35.34  forms, rocks, minerals, solids, waters of the earth, weather, 
 35.35  climate, natural animal life, and natural plant life.  A student 
 35.36  must demonstrate a grade level ability to locate specific places 
 36.1   or parts of the earth's surface or physical environment. 
 36.2      Subd. 3.  [GOVERNMENT/CITIZENSHIP.] A student should be 
 36.3   able to demonstrate grade level understanding of the 
 36.4   foundations, rights, and responsibilities of United States 
 36.5   citizenship including: 
 36.6      (1) how the United States, as established by the 
 36.7   Declaration of Independence, Constitution, and Northwest 
 36.8   Ordinance, embodies the principles and ideals of a 
 36.9   constitutional representative republic and individual 
 36.10  self-governance; 
 36.11     (2) the rights and responsibilities of United States 
 36.12  citizens, noncitizens, and dual citizens; and 
 36.13     (3) the formal and informal structures within which 
 36.14  interest groups exercise power.  
 36.15     Sec. 29.  [120B.0238] [PREPARATORY COURSES IN LEARNING AREA 
 36.16  SIX; THE ARTS.] 
 36.17     Subdivision 1.  [ART FORMS.] (a) A student should be able 
 36.18  to describe at least three of the art forms in this section 
 36.19  using the vocabulary of the art form and identify similarities 
 36.20  and differences between different art forms in: 
 36.21     (1) visual art; 
 36.22     (2) music; 
 36.23     (3) theater; and 
 36.24     (4) dance. 
 36.25     (b) Expectations regarding student work under this section 
 36.26  must be appropriate for the student's grade level. 
 36.27     Subd. 2.  [ARTISTIC CREATIVITY AND PERFORMANCE; ARTISTIC 
 36.28  INTERPRETATION.] (a) A student should be able to: 
 36.29     (1) know the expressive and technical elements of an art 
 36.30  form; and 
 36.31     (2) perform or present in each art form, including using 
 36.32  principles and elements of the art form and creating original 
 36.33  works in a variety of contexts. 
 36.34     (b) A student should be able to interpret and evaluate a 
 36.35  variety of art works, performances, or presentations by 
 36.36  analyzing art works using the elements, principles, and styles 
 37.1   of the art form and evaluating works of art. 
 37.2      Sec. 30.  [120B.0239] [PREPARATORY CONTENT STANDARDS IN 
 37.3   LEARNING AREA SEVEN; PERSONAL FITNESS AND LIFESTYLE.] 
 37.4      (a) A student should be able to demonstrate a grade level 
 37.5   understanding of activities that promote personal fitness, 
 37.6   health, nutrition, and safety. 
 37.7      (b) A student should be able to demonstrate a grade level 
 37.8   understanding of: 
 37.9      (1) the consequences of using drugs, alcohol, and tobacco; 
 37.10     (2) the strategies to prevent the spread of communicable 
 37.11  diseases; 
 37.12     (3) the strategies for preventing accidents; and 
 37.13     (4) age-appropriate nutritional recommendations. 
 37.14     (c) A student should be able to demonstrate a grade level 
 37.15  understanding of motor skills and physical fitness and 
 37.16  participate in physical activities that develop motor skills and 
 37.17  physical fitness. 
 37.18     Sec. 31.  [120B.0240] [PREPARATORY COURSES IN LEARNING AREA 
 37.19  EIGHT; SECOND LANGUAGES.] 
 37.20     A student should be able to demonstrate the ability to 
 37.21  communicate in another language on age-appropriate topics, 
 37.22  including knowing and understanding language features needed for 
 37.23  communication. 
 37.24     Sec. 32.  [120B.0250] [ASSESSMENT OF PERFORMANCE IN PUBLIC 
 37.25  SCHOOLS.] 
 37.26     (a) Public schools shall annually assess the performance of 
 37.27  every child enrolled in public school using a nationally 
 37.28  norm-referenced standardized achievement examination.  The local 
 37.29  school board annually shall select the examination for each 
 37.30  grade level.  The board must notify the parent or guardian of 
 37.31  every child of the name and date of the test at least 14 
 37.32  calendar days before the test is given.  Parents who object to 
 37.33  the test must notify the school of their objection in writing 
 37.34  and name an alternative nationally norm-referenced standardized 
 37.35  achievement examination for their child to take.  The school 
 37.36  must give the child the alternative examination within a 
 38.1   reasonable period of time of when the test selected by the board 
 38.2   is given.  School officials shall place children's test results 
 38.3   in their education records. 
 38.4      (b) Each local school board shall establish a written 
 38.5   policy indicating what assistance the school district will make 
 38.6   available to children and their parents when a child's total 
 38.7   battery score on an achievement examination is at or below the 
 38.8   30th percentile. 
 38.9      Sec. 33.  Minnesota Statutes 1999 Supplement, section 
 38.10  126C.10, subdivision 14, is amended to read: 
 38.11     Subd. 14.  [USES OF TOTAL OPERATING CAPITAL REVENUE.] Total 
 38.12  operating capital revenue may be used only for the following 
 38.13  purposes: 
 38.14     (1) to acquire land for school purposes; 
 38.15     (2) to acquire or construct buildings for school purposes; 
 38.16     (3) to rent or lease buildings, including the costs of 
 38.17  building repair or improvement that are part of a lease 
 38.18  agreement; 
 38.19     (4) to improve and repair school sites and buildings, and 
 38.20  equip or reequip school buildings with permanent attached 
 38.21  fixtures; 
 38.22     (5) for a surplus school building that is used 
 38.23  substantially for a public nonschool purpose; 
 38.24     (6) to eliminate barriers or increase access to school 
 38.25  buildings by individuals with a disability; 
 38.26     (7) to bring school buildings into compliance with the 
 38.27  Uniform Fire Code adopted according to chapter 299F; 
 38.28     (8) to remove asbestos from school buildings, encapsulate 
 38.29  asbestos, or make asbestos-related repairs; 
 38.30     (9) to clean up and dispose of polychlorinated biphenyls 
 38.31  found in school buildings; 
 38.32     (10) to clean up, remove, dispose of, and make repairs 
 38.33  related to storing heating fuel or transportation fuels such as 
 38.34  alcohol, gasoline, fuel oil, and special fuel, as defined in 
 38.35  section 296A.01; 
 38.36     (11) for energy audits for school buildings and to modify 
 39.1   buildings if the audit indicates the cost of the modification 
 39.2   can be recovered within ten years; 
 39.3      (12) to improve buildings that are leased according to 
 39.4   section 123B.51, subdivision 4; 
 39.5      (13) to pay special assessments levied against school 
 39.6   property but not to pay assessments for service charges; 
 39.7      (14) to pay principal and interest on state loans for 
 39.8   energy conservation according to section 216C.37 or loans made 
 39.9   under the Northeast Minnesota Economic Protection Trust Fund Act 
 39.10  according to sections 298.292 to 298.298; 
 39.11     (15) to purchase or lease interactive telecommunications 
 39.12  equipment; 
 39.13     (16) by board resolution, to transfer money into the debt 
 39.14  redemption fund to:  (i) pay the amounts needed to meet, when 
 39.15  due, principal and interest payments on certain obligations 
 39.16  issued according to chapter 475; or (ii) pay principal and 
 39.17  interest on debt service loans or capital loans according to 
 39.18  section 126C.70; 
 39.19     (17) to pay operating capital-related assessments of any 
 39.20  entity formed under a cooperative agreement between two or more 
 39.21  districts; 
 39.22     (18) to purchase or lease computers and related materials, 
 39.23  copying machines, telecommunications equipment, and other 
 39.24  noninstructional equipment; 
 39.25     (19) to purchase or lease assistive technology or equipment 
 39.26  for instructional programs; 
 39.27     (20) to purchase textbooks; 
 39.28     (21) to purchase new and replacement library books or 
 39.29  technology; 
 39.30     (22) to purchase vehicles; 
 39.31     (23) to purchase or lease telecommunications equipment, 
 39.32  computers, and related equipment for integrated information 
 39.33  management systems for: 
 39.34     (i) managing and reporting learner outcome information for 
 39.35  all students under a the state's results-oriented graduation 
 39.36  rule or the north star standard for genuine academic excellence; 
 40.1      (ii) managing student assessment, services, and achievement 
 40.2   information required for students with individual education 
 40.3   plans; and 
 40.4      (iii) other classroom information management needs; and 
 40.5      (24) to pay personnel costs directly related to the 
 40.6   acquisition, operation, and maintenance of telecommunications 
 40.7   systems, computers, related equipment, and network and 
 40.8   applications software. 
 40.9      Sec. 34.  Minnesota Statutes 1999 Supplement, section 
 40.10  290.0674, subdivision 1, is amended to read: 
 40.11     Subdivision 1.  [CREDIT ALLOWED.] An individual is allowed 
 40.12  a credit against the tax imposed by this chapter in an amount 
 40.13  equal to the amount paid for education-related expenses for a 
 40.14  qualifying child in kindergarten through grade 12.  For purposes 
 40.15  of this section, "education-related expenses" means: 
 40.16     (1) fees or tuition for instruction by an instructor under 
 40.17  section 120A.22, subdivision 10, clause (1), (2), (3), (4), or 
 40.18  (5), or by a member of the Minnesota music teachers association, 
 40.19  for instruction outside the regular school day or school year, 
 40.20  including tutoring, driver's education offered as part of school 
 40.21  curriculum, regardless of whether it is taken from a public or 
 40.22  private entity or summer camps, in grade or age appropriate 
 40.23  curricula that supplement curricula and instruction available 
 40.24  during the regular school year, that assists a dependent to 
 40.25  improve knowledge of core curriculum areas or to expand 
 40.26  knowledge and skills under the state's graduation rule or the 
 40.27  north star standard under section 120B.02 and that do not 
 40.28  include the teaching of religious tenets, doctrines, or worship, 
 40.29  the purpose of which is to instill such tenets, doctrines, or 
 40.30  worship; 
 40.31     (2) expenses for textbooks, including books and other 
 40.32  instructional materials and equipment used in elementary and 
 40.33  secondary schools in teaching only those subjects legally and 
 40.34  commonly taught in public elementary and secondary schools in 
 40.35  this state.  "Textbooks" does not include instructional books 
 40.36  and materials used in the teaching of religious tenets, 
 41.1   doctrines, or worship, the purpose of which is to instill such 
 41.2   tenets, doctrines, or worship, nor does it include books or 
 41.3   materials for extracurricular activities including sporting 
 41.4   events, musical or dramatic events, speech activities, driver's 
 41.5   education, or similar programs; 
 41.6      (3) a maximum expense of $200 per family for personal 
 41.7   computer hardware, excluding single purpose processors, and 
 41.8   educational software that assists a dependent to improve 
 41.9   knowledge of core curriculum areas or to expand knowledge and 
 41.10  skills under the graduation rule under section 120B.02 or the 
 41.11  north star standard purchased for use in the taxpayer's home and 
 41.12  not used in a trade or business regardless of whether the 
 41.13  computer is required by the dependent's school; and 
 41.14     (4) the amount paid to others for transportation of a 
 41.15  qualifying child attending an elementary or secondary school 
 41.16  situated in Minnesota, North Dakota, South Dakota, Iowa, or 
 41.17  Wisconsin, wherein a resident of this state may legally fulfill 
 41.18  the state's compulsory attendance laws, which is not operated 
 41.19  for profit, and which adheres to the provisions of the Civil 
 41.20  Rights Act of 1964 and chapter 363. 
 41.21     For purposes of this section, "qualifying child" has the 
 41.22  meaning given in section 32(c)(3) of the Internal Revenue Code. 
 41.23     Sec. 35.  [LAW AND RULE EXEMPTION.] 
 41.24     For the period during which a school district implements 
 41.25  the north star standard under Minnesota Statutes, sections 
 41.26  120B.021 to 120B.0250, the district is exempt from the following:
 41.27     (1) Minnesota Statutes, section 120B.02, paragraphs (a) to 
 41.28  (g), and related provisions implementing the profile of 
 41.29  learning; and 
 41.30     (2) Minnesota Rules, parts 3501.0300; 3501.0310; 3501.0320; 
 41.31  3501.0330; 3501.0340; 3501.0350; 3501.0360; 3501.0370; 
 41.32  3501.0380; 3501.0390; 3501.0400; 3501.0410; 3501.0420; 
 41.33  3501.0430; 3501.0440; 3501.0441; 3501.0442; 3501.0443; 
 41.34  3501.0444; 3501.0445; 3501.0446; 3501.0447; 3501.0448; 
 41.35  3501.0449; 3501.0450; 3501.0460; 3501.0461; 3501.0462; 
 41.36  3501.0463; 3501.0464; 3501.0465; 3501.0466; 3501.0467; 
 42.1   3501.0468; and 3501.0469. 
 42.2      Sec. 36.  [EFFECTIVE DATE.] 
 42.3      Sections 1 to 35 are effective for the 2000-2001 school 
 42.4   year and following.