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; requiring the graduation rule to be 
  1.5             developed independently of any national education 
  1.6             goals; reducing the required number of content 
  1.7             standards; including decision making and inquiry in 
  1.8             all content standards; determining scoring criteria 
  1.9             and recordkeeping practices; providing for the North 
  1.10            Star Standard alternative to the profile of learning; 
  1.11            amending Minnesota Statutes 1998, sections 120A.41; 
  1.12            120B.03, subdivisions 1 and 3; and 123A.06, by adding 
  1.13            a subdivision; Minnesota Statutes 1999 Supplement, 
  1.14            sections 120B.02; 120B.30, subdivision 1; 120B.35; 
  1.15            122A.09, subdivision 4; 124D.10, subdivision 10; 
  1.16            126C.10, subdivision 14; and 290.0674, subdivision 1; 
  1.17            proposing coding for new law in Minnesota Statutes, 
  1.18            chapter 120B; repealing Minnesota Statutes 1998, 
  1.19            sections 120B.03, subdivisions 1 and 2; and 120B.04; 
  1.20            Minnesota Rules, parts 3501.0300; 3501.0310; 
  1.21            3501.0320; 3501.0330; 3501.0340; 3501.0350; 3501.0360; 
  1.22            3501.0370; 3501.0380; 3501.0390; 3501.0400; 3501.0410; 
  1.23            3501.0420; 3501.0430; 3501.0440; 3501.0441; 3501.0442; 
  1.24            3501.0443; 3501.0444; 3501.0445; 3501.0446; 3501.0447; 
  1.25            3501.0448; 3501.0449; 3501.0450; 3501.0460; 3501.0461; 
  1.26            3501.0462; 3501.0463; 3501.0464; 3501.0465; 3501.0466; 
  1.27            3501.0467; 3501.0468; and 3501.0469. 
  1.28  BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA: 
  1.29            Article 1:  High Standards for All Students 
  1.30     Section 1.  [120B.015] [HIGH STANDARDS FOR ALL STUDENTS.] 
  1.31     All school districts must implement high standards for all 
  1.32  students according to article 2, the profile of learning, or 
  1.33  article 3, the north star standard, or section 120A.22. 
  1.34     Sec. 2.  [EFFECTIVE DATE.] 
  1.35     Section 1 is effective the day following final enactment. 
  1.36                  Article 2:  Profile of Learning
  2.1      Section 1.  [MORATORIUM; MORATORIUM REPEAL.] 
  2.2      (a) Minnesota Statutes, sections 120B.02 and 120B.03, and 
  2.3   other law and rules governing the state's profile of learning, 
  2.4   including preparatory content standards and state high school 
  2.5   graduation standards related to the profile of learning, are not 
  2.6   mandated by the state for kindergarten through grade 12 students.
  2.7      (b) Paragraph (a) shall remain in effect until: 
  2.8      (1) the commissioner certifies to the legislature that, 
  2.9   under section 2, the recommendations in the commissioner's plan 
  2.10  have been addressed and districts' technology needs for 
  2.11  reporting have been fully met; and 
  2.12     (2) after the legislature receives the certification under 
  2.13  clause (1), a law is enacted specifically repealing paragraph 
  2.14  (a). 
  2.15     (c) During the period of the moratorium, school districts 
  2.16  may develop and implement a system of high academic standards 
  2.17  for students.  Districts may disseminate to the commissioner 
  2.18  information about the district's system of high academic 
  2.19  standards for students.  The commissioner, at the request of a 
  2.20  school district, must disseminate to that district the 
  2.21  information the commissioner receives about districts' systems 
  2.22  of high academic standards for students that are developed and 
  2.23  implemented under this paragraph. 
  2.24     Sec. 2.  [REPORT; IMPLEMENTATION PLAN; TECHNOLOGY NEEDS; 
  2.25  CERTIFICATION.] 
  2.26     Subdivision 1.  [REPORT ON CONTRACTORS' RECOMMENDATIONS; 
  2.27  IMPLEMENTATION PLAN.] After two nationally recognized 
  2.28  independent organizations under contract, including the American 
  2.29  Federation of Teachers, conduct an external review of the 
  2.30  state's standards and related procedures, policies, assessments, 
  2.31  and the department of children, families, and learning's 
  2.32  implementation plan consistent with section 3, the commissioner 
  2.33  must analyze the contractors' recommendations and report to the 
  2.34  legislature by December 15, 2000.  The report must contain the 
  2.35  contractors' recommendations, the commissioner's analysis of the 
  2.36  contractors' recommendations, and a plan the commissioner 
  3.1   develops in response to those recommendations for implementing 
  3.2   the recommendations the commissioner considers appropriate.  The 
  3.3   plan must indicate how the commissioner proposes to alter 
  3.4   graduation standards under the profile of learning to meet the 
  3.5   educational needs of all students.  The plan must separately 
  3.6   indicate which of the contractors' recommendations that the 
  3.7   commissioner considers appropriate: 
  3.8      (1) can be effected through administrative actions; 
  3.9      (2) require changes in rule; and 
  3.10     (3) require changes in law. 
  3.11  The commissioner may implement the recommendations under clause 
  3.12  (1), but must not begin to adopt rules to implement the 
  3.13  recommendations under clause (2) until specifically authorized 
  3.14  by law.  The commissioner is prohibited from implementing the 
  3.15  recommendations under clause (3). 
  3.16     Subd. 2.  [TECHNOLOGY NEEDS.] The commissioner must work 
  3.17  with school districts to ensure that all districts have 
  3.18  sufficient ongoing access to computers and needed software at 
  3.19  minimal cost, and staff training and support to permit: 
  3.20     (1) efficient daily classroom recordkeeping; 
  3.21     (2) consistent communications between schools and between 
  3.22  school districts; and 
  3.23     (3) compatible local and state accountability reporting. 
  3.24     Subd. 3.  [ANNUAL REPORTS.] The commissioner annually by 
  3.25  December 15 must report to the legislature on the progress made 
  3.26  in implementing the commissioner's plan under subdivision 1 and 
  3.27  meeting districts' technology needs for reporting under 
  3.28  subdivision 2.  The commissioner must continue to present an 
  3.29  annual progress report until the conditions under section 1, 
  3.30  paragraph (b), are met. 
  3.31     Sec. 3.  [CONTENT OF EXTERNAL REVIEW.] 
  3.32     (a) The contractors under section 2 must examine and report 
  3.33  on the quality of the state's standards and assessments as an 
  3.34  integrated educational system. 
  3.35     (b) The contractors' report must include: 
  3.36     (1) an analysis of the link between the state's standards 
  4.1   and assessments intended to hold schools accountable for 
  4.2   educational achievement; 
  4.3      (2) meaningful comparisons and specific recommendations for 
  4.4   revision by benchmarking the state's standards and assessments 
  4.5   against the best existing models; and 
  4.6      (3) diagnostic information, including the strengths and 
  4.7   weaknesses of the state's academic standards. 
  4.8      (c) For benchmarking purposes, the contractors must 
  4.9   indicate: 
  4.10     (1) whether the standards are clear, specific, and 
  4.11  measurable, and whether they are easily understood by teachers, 
  4.12  parents, and students; 
  4.13     (2) how Minnesota's standards in English, mathematics, 
  4.14  science, and social studies compare to objective exemplary 
  4.15  standards; what important elements found in the objective 
  4.16  exemplary standards are not found in Minnesota's standards; and 
  4.17  what is most important for students to learn; 
  4.18     (3) how well state assessments measure the standards, 
  4.19  whether the assessments measure the core academic standards and, 
  4.20  if they do not, which standards are not adequately measured; 
  4.21     (4) whether the state assessments are challenging, or more 
  4.22  demanding or less demanding than the standards imply, and 
  4.23  whether the assessments are set at an appropriate level of 
  4.24  difficulty for a particular grade level; and 
  4.25     (5) how proficiency is defined on the state's assessments, 
  4.26  whether this definition is comparable to the definition of 
  4.27  proficiency, and what changes can strengthen the quality and 
  4.28  alignment of the state's standards and assessments. 
  4.29     Sec. 4.  Minnesota Statutes 1998, section 120A.41, is 
  4.30  amended to read: 
  4.31     120A.41 [LENGTH OF SCHOOL YEAR; DAYS OF INSTRUCTION.] 
  4.32     A school board's annual school calendar must include at 
  4.33  least three additional days of student instruction or staff 
  4.34  development training related to implementing section 16 beyond 
  4.35  the number of days of student instruction the board formally 
  4.36  adopted as its school calendar at the beginning of the 1996-1997 
  5.1   school year. 
  5.2      Sec. 5.  Minnesota Statutes 1999 Supplement, section 
  5.3   120B.02, is amended to read: 
  5.4      120B.02 [RESULTS-ORIENTED GRADUATION RULE; BASIC SKILLS 
  5.5   REQUIREMENTS; PROFILE OF LEARNING.] 
  5.6      (a) The legislature is committed to establishing a 
  5.7   rigorous, results-oriented graduation rule for Minnesota's 
  5.8   public school students.  To that end, the commissioner shall use 
  5.9   its rulemaking authority under section 127A.05, subdivision 4, 
  5.10  to adopt a statewide, results-oriented graduation rule to be 
  5.11  implemented starting with students beginning ninth grade in the 
  5.12  1996-1997 school year.  The commissioner shall not prescribe in 
  5.13  rule or otherwise the delivery system or form of instruction 
  5.14  that local sites must use to meet the requirements contained in 
  5.15  this rule. 
  5.16     (b) To successfully accomplish paragraph (a), the 
  5.17  commissioner shall set in rule high academic standards for all 
  5.18  students.  The standards must contain the foundational skills in 
  5.19  the three core curricular areas of reading, writing, and 
  5.20  mathematics while meeting requirements for high school 
  5.21  graduation.  The standards must also provide an opportunity for 
  5.22  students to excel by meeting higher academic standards through a 
  5.23  profile of learning that uses curricular requirements to allow 
  5.24  students to expand their knowledge and skills beyond the 
  5.25  foundational skills.  All commissioner actions regarding the 
  5.26  rule must be premised on the following:  
  5.27     (1) the rule is intended to raise academic expectations for 
  5.28  students, teachers, and schools; 
  5.29     (2) any state action regarding the rule must evidence 
  5.30  consideration of school district autonomy; and 
  5.31     (3) the department of children, families, and learning, 
  5.32  with the assistance of school districts, must make available 
  5.33  information about all state initiatives related to the rule to 
  5.34  students and parents, teachers, and the general public in a 
  5.35  timely format that is appropriate, comprehensive, and readily 
  5.36  understandable.; 
  6.1      (4)(i) student work completed in the six required learning 
  6.2   areas of learning area 1, English language and grammar; learning 
  6.3   area 2, composition and speech; learning area 3, mathematics; 
  6.4   learning area 4, science; learning area 5, social studies; and 
  6.5   learning area 6, literature and the arts; means high school 
  6.6   students in grades 9 to 12 must at least complete 12 content 
  6.7   standards that include six state-required content standards and 
  6.8   six elective content standards, (ii) middle school students in 
  6.9   grades 6 to 8 must at least complete one content standard in 
  6.10  each of the six required learning areas, (iii) intermediate 
  6.11  school students in grades 4 and 5 must complete a content 
  6.12  standard in learning areas 1, 2, and 3 and two elective content 
  6.13  standards, and (iv) primary school students in kindergarten to 
  6.14  grade 3 must focus on learning areas 1, 2, and 3 but are not 
  6.15  required to complete content standards in any learning areas; 
  6.16     (5) districts, at their election, may offer students a 
  6.17  seventh learning area of world language from which students may 
  6.18  satisfy an elective content standard requirement; and 
  6.19     (6) a student who is participating in a rigorous course of 
  6.20  study, including an advanced placement or international 
  6.21  baccalaureate program, talented youth mathematics project, a 
  6.22  concurrent enrollment course where a student takes a college 
  6.23  course in a secondary school setting, or a post-secondary 
  6.24  enrollment options course or program under section 124D.09, is 
  6.25  not required to complete other requirements of any content 
  6.26  standards corresponding to the student's rigorous course of 
  6.27  study. 
  6.28     (c) Districts must ensure that: 
  6.29     (1) district curriculum and corresponding instruction 
  6.30  incorporate content standards in courses offered to students; 
  6.31     (2) assessment of student academic achievement on a content 
  6.32  standard is integrated into the grade the student receives for 
  6.33  the quality of work a student completes for a course or program; 
  6.34  and 
  6.35     (3) all required and elective content standards contain 
  6.36  elements of decision making and inquiry. 
  7.1      (d) For purposes of adopting the rule, the commissioner, in 
  7.2   consultation with the department, recognized psychometric 
  7.3   experts in assessment, and other interested and knowledgeable 
  7.4   educators, using the most current version of professional 
  7.5   standards for educational testing, shall evaluate the 
  7.6   alternative approaches to assessment.  
  7.7      (d) (e) The content of the graduation rule must 
  7.8   differentiate between minimum competencies reflected in the 
  7.9   basic requirements assessment and rigorous profile of learning 
  7.10  standards.  When fully implemented, the requirements for high 
  7.11  school graduation in Minnesota must include both basic 
  7.12  requirements and the required profile of learning.  The profile 
  7.13  of learning must measure student performance academic 
  7.14  achievement using performance-based assessments based on student 
  7.15  academic achievement compiled over time that integrate higher 
  7.16  academic standards, higher order thinking skills, and 
  7.17  application of knowledge from a variety of content areas.  The 
  7.18  profile of learning shall include a broad range of academic 
  7.19  experience and accomplishment necessary to achieve the goal of 
  7.20  preparing students to function effectively as purposeful 
  7.21  thinkers, effective communicators, self-directed learners, 
  7.22  productive group participants, and responsible citizens.  The 
  7.23  commissioner shall develop and disseminate to school districts a 
  7.24  uniform method for reporting student performance academic 
  7.25  achievement on the profile of learning.  Districts may use 
  7.26  outstanding work from each grade level as exemplars for 
  7.27  measuring student work in that grade. 
  7.28     (e) (f) The commissioner shall periodically review and 
  7.29  report on the assessment process and student achievement with 
  7.30  the expectation of raising the standards and expanding high 
  7.31  school graduation requirements. 
  7.32     (f) (g) The commissioner shall report in writing to the 
  7.33  legislature annually by January 15 on its progress in developing 
  7.34  and implementing the graduation requirements according to the 
  7.35  requirements of this subdivision and section 120B.10 until such 
  7.36  time as all the graduation requirements are implemented. 
  8.1      (h) Basic skills and profile of learning requirements must 
  8.2   be developed and implemented independently of any national 
  8.3   education goals established under the 1994 Goals 2000:  Educate 
  8.4   America Act. 
  8.5      Sec. 6.  [120B.0215] [VARIATIONS FOR STUDENTS WITH 
  8.6   INDIVIDUAL EDUCATION PLANS OR SECTION 504 ACCOMMODATION PLANS.] 
  8.7      Subdivision 1.  [DETERMINATION OF REQUIREMENTS.] (a) A 
  8.8   student in kindergarten through grade 8 with an individual 
  8.9   education plan or section 504 accommodation plan shall have all 
  8.10  content standards considered by the student's individual 
  8.11  education plan team or section 504 accommodation plan team for 
  8.12  inclusion in the student's individual education plan or section 
  8.13  504 accommodation plan under subdivision 2. 
  8.14     (b) A student's individual education plan team or section 
  8.15  504 accommodation plan team must consider the state's graduation 
  8.16  requirements for inclusion in the student's individual education 
  8.17  plan or section 504 accommodation plan when a student with a 
  8.18  disability is 14 years old or registers for grade 9, whichever 
  8.19  is first.  An individual education plan team also must consider 
  8.20  the student's transition plan when determining which of the 
  8.21  required and elective content standards to include in the 
  8.22  student's individual education plan. 
  8.23     Subd. 2.  [INDIVIDUALIZED PLANS.] (a) For a student in 
  8.24  kindergarten through grade 8 with an individual education plan 
  8.25  or section 504 accommodation plan, the student's individual 
  8.26  education plan team or section 504 accommodation plan team may 
  8.27  modify preparatory content standards for the student in the 
  8.28  individual education plan or section 504 accommodation plan.  
  8.29  The team must determine the specifications of a content standard 
  8.30  the student will pursue under the selected modification.  If the 
  8.31  team determines that the student is exempt from one or more of 
  8.32  the content standards, it must explain the exemption in the 
  8.33  student's individual education plan or section 504 accommodation 
  8.34  plan.  When the team adopts an exempt status for a content 
  8.35  standard, it must determine whether or not a different standard 
  8.36  or individual education plan goal specific to the learning area 
  9.1   is appropriate and include that goal in the student's plan. 
  9.2      (b) For a high school student with an individual education 
  9.3   plan or section 504 accommodation plan, the student's individual 
  9.4   education plan team or section 504 accommodation plan team must: 
  9.5      (1) determine whether the student will pursue the content 
  9.6   standards without modification; 
  9.7      (2) determine whether one or more of the required content 
  9.8   standards will be modified to an individual level; 
  9.9      (3) define the elective content standards that the student 
  9.10  also will pursue and whether, for each elective, the student 
  9.11  will pursue the content standard without modification or have 
  9.12  the content standard modified to an individual level; or 
  9.13     (4) determine whether the student is exempt from one or 
  9.14  more of the state's graduation requirements. 
  9.15  When the team adopts exempt status for a content standard, it 
  9.16  must determine whether or not a different standard or individual 
  9.17  education plan goal specific to the learning area is appropriate 
  9.18  and include that goal in the student's plan. 
  9.19     (c) A student's individual education plan team or section 
  9.20  504 accommodation plan team must determine the specifications of 
  9.21  a preparatory or high school content standard the student will 
  9.22  pursue when the team modifies a content standard.  When a 
  9.23  content standard is modified, the student's individual education 
  9.24  plan team or section 504 accommodation plan team must determine 
  9.25  the appropriate assessment of the modified content standard. 
  9.26     Sec. 7.  [120B.0216] [ENGLISH PROFICIENCY; INDIVIDUAL 
  9.27  GRADUATION PLANS.] 
  9.28     A district must establish and maintain procedures giving 
  9.29  students the opportunity to complete both preparatory courses 
  9.30  and high school content standards.  Graduation requirements for 
  9.31  a student must not be modified unless section 120B.0215 applies 
  9.32  or unless modified in an individual graduation plan developed 
  9.33  for a student with limited English proficiency and annually 
  9.34  reviewed by a team that includes school advisory staff 
  9.35  designated by the district, the student's teachers, the 
  9.36  student's parent or guardian, and the student.  A district must 
 10.1   not modify specifications for standards in learning areas one to 
 10.2   six to permit a student to complete a standard in a language 
 10.3   other than English. 
 10.4      Sec. 8.  [120B.0217] [TESTING AND ASSESSMENT; MEASURING 
 10.5   STUDENT PERFORMANCE.] 
 10.6      Subdivision 1.  [DISTRICT CRITERION-REFERENCED TESTING AND 
 10.7   ASSESSMENT REQUIREMENTS.] (a) The commissioner must develop a 
 10.8   state model for local criterion-referenced testing and 
 10.9   assessment consistent with this section. 
 10.10     (b) A district must: 
 10.11     (1) test and assess student performance in preparatory and 
 10.12  high school content standards; 
 10.13     (2) establish processes by which to transfer as completed 
 10.14  (i) those content standards that other Minnesota public school 
 10.15  districts verify on transcripts as completed, (ii) the work that 
 10.16  post-secondary educational institutions or educational 
 10.17  institutions outside the state accept for completing the 
 10.18  equivalent of content standards and verify on transcripts as 
 10.19  completed, and (iii) a student's opportunities to complete high 
 10.20  school content standards through learning the student acquires 
 10.21  outside the district's curriculum; and 
 10.22     (3) use grading criteria under subdivision 2. 
 10.23     Subd. 2.  [GRADING.] The assessment of student achievement 
 10.24  under the profile of learning must align with the district's 
 10.25  grading system and must be included as part of the student's 
 10.26  grade for a subject or course.  
 10.27     Sec. 9.  [120B.0218] [NOTICE TO PARENTS AND STUDENTS.] 
 10.28     In addition to other applicable notice requirements, the 
 10.29  district must notify parents and students in writing about: 
 10.30     (1) the content standards taught and assessed in the school 
 10.31  curriculum; 
 10.32     (2) the procedures for advising the student and the 
 10.33  student's parent or guardian about graduation requirements and 
 10.34  for accessing these procedures; 
 10.35     (3) the procedures by which students may meet graduation 
 10.36  requirements with the equivalent of content standards completed 
 11.1   outside the district's curriculum; and 
 11.2      (4) the district's individual student progress and 
 11.3   achievement reporting schedule. 
 11.4      Sec. 10.  Minnesota Statutes 1998, section 120B.03, 
 11.5   subdivision 1, is amended to read: 
 11.6      Subdivision 1.  [DISTRICT IMPLEMENTATION OF THE PROFILE OF 
 11.7   LEARNING.] (a) A school district shall implement the profile of 
 11.8   learning of the graduation rule under paragraph (b), or (c), or 
 11.9   (d). 
 11.10     A district may implement the profile of learning under 
 11.11  paragraph (c) or (d) only after the commissioner approves the 
 11.12  district's request for a waiver and approves the local plan for 
 11.13  full implementation. 
 11.14     (b) A school district shall implement the profile of 
 11.15  learning for the 1998-1999 school year and later.  
 11.16     (c) (b) A school district shall implement the profile of 
 11.17  learning as follows: 
 11.18     (1) for the 1998-1999 first school year after which the 
 11.19  moratorium under section 1 is repealed and later, the district 
 11.20  shall implement all the required standards in learning areas at 
 11.21  the preparatory level and (i) must implement for ninth grade 
 11.22  students a minimum of six at least two learning areas under the 
 11.23  profile of learning with three from the areas of read, listen, 
 11.24  and view English language and grammar; write and speak 
 11.25  composition and speech; mathematical 
 11.26  applications mathematics; scientific applications and science; 
 11.27  and people and cultures; (ii) in addition, may implement for 
 11.28  ninth grade students the learning areas of social studies and 
 11.29  three from the areas of literature and the arts; inquiry; 
 11.30  decision making; resource management; and world language; 
 11.31     (2) for the 1999-2000 second school year after which the 
 11.32  moratorium under section 1 is repealed and later, the district 
 11.33  shall implement for ninth and tenth grade students two other 
 11.34  learning areas under clause (1)(i) in addition to those 
 11.35  implemented under clause (1) if four learning areas were not 
 11.36  completed under clause (1)(i).  The district shall complete the 
 12.1   four learning areas of read, listen, and view; write and speak; 
 12.2   mathematical applications; scientific applications; and people 
 12.3   and cultures if the four areas were not completed in clause 
 12.4   (1);, in addition, may implement the learning areas of social 
 12.5   studies and the remainder from the areas of literature and the 
 12.6   arts; inquiry; decision making; resource management; and world 
 12.7   language if the learning areas were not completed under clause 
 12.8   (1)(ii); and 
 12.9      (3) for the 2000-2001 third school year after which the 
 12.10  moratorium under section 1 is repealed and later, the district 
 12.11  shall implement for ninth, tenth, and eleventh grade students 
 12.12  the two learning areas in the profile of learning that were not 
 12.13  implemented under clauses (1) and (2), if applicable, with the 
 12.14  expectation that students graduating in the fourth school year 
 12.15  after which the moratorium under section 1 is repealed must 
 12.16  successfully complete all profile of learning requirements under 
 12.17  section 120B.02 in order to graduate. 
 12.18     (d) (c) A district shall develop a local plan to implement 
 12.19  the profile of learning and have all ten six learning areas 
 12.20  fully implemented by the 2001-2002 start of the third school 
 12.21  year after which the moratorium under section 1 is repealed with 
 12.22  the expectation that students graduating in the fourth school 
 12.23  year after which the moratorium under section 1 is repealed must 
 12.24  successfully complete all profile of learning requirements under 
 12.25  section 120B.02 in order to graduate. 
 12.26     (e) (d) A district shall notify the commissioner by July 1, 
 12.27  1998 of the first school year preceding the school year in which 
 12.28  districts' obligation to begin implementing the profile of 
 12.29  learning under paragraph (b), clause (1), arises, as to whether 
 12.30  the district will implement the profile of learning under 
 12.31  paragraph (b), or (c), or (d). 
 12.32     (f) An advisory committee of 11 members is established to 
 12.33  advise the governor and commissioner on the implementation of 
 12.34  the graduation rule under this section.  The commissioner shall 
 12.35  appoint 11 members with representatives from education 
 12.36  organizations, business, higher education, parents, and 
 13.1   organizations representing communities of color. 
 13.2      The committee shall review the implementation of the basic 
 13.3   requirements and the profile of learning standards. 
 13.4      The commissioner shall provide technical and other 
 13.5   assistance to the advisory committee.  The committee expires on 
 13.6   December 1, 1998. 
 13.7      (e) Consistent with the requirements under section 2, 
 13.8   subdivision 2, the commissioner shall convene an advisory group 
 13.9   composed of qualified experts and interested stakeholders to 
 13.10  recommend recordkeeping practices under the profile of 
 13.11  learning.  After reviewing advisory group recommendations, the 
 13.12  commissioner must evaluate the software available to implement 
 13.13  recordkeeping practices under the profile of learning and 
 13.14  certify to all districts and the legislature that the software 
 13.15  needed to record and report student academic achievement levels 
 13.16  is readily available to all districts at minimal cost by July 1 
 13.17  of the first school year preceding the school year in which 
 13.18  districts' obligation to begin implementing the profile of 
 13.19  learning under paragraph (b), clause (1), arises.  
 13.20     (f) To meet the educational accountability and reporting 
 13.21  standards under this chapter, and consistent with the 
 13.22  requirements under section 2, subdivision 2, the commissioner 
 13.23  shall work with school districts to develop and implement a 
 13.24  uniform system of measuring and reporting student academic 
 13.25  achievement completed as requirements under the profile of 
 13.26  learning.  
 13.27     Sec. 11.  Minnesota Statutes 1998, section 120B.03, 
 13.28  subdivision 3, is amended to read: 
 13.29     Subd. 3.  [WAIVER LOCAL PLAN.] In order to receive a 
 13.30  waiver, A district must document why the waiver is necessary, 
 13.31  how the local plan under subdivision 1, paragraph (c), improves 
 13.32  student achievement, and how the profile of learning will be 
 13.33  fully implemented for the 2001-2002 students graduating in the 
 13.34  fourth school year after which the moratorium is repealed under 
 13.35  section 1. 
 13.36     Sec. 12.  Minnesota Statutes 1999 Supplement, section 
 14.1   120B.30, subdivision 1, is amended to read: 
 14.2      Subdivision 1.  [STATEWIDE TESTING AND REPORTING.] (a) The 
 14.3   commissioner, with advice from experts with appropriate 
 14.4   technical qualifications and experience and stakeholders, shall 
 14.5   include in the comprehensive assessment system, for each grade 
 14.6   level to be tested, a single statewide norm-referenced or 
 14.7   criterion-referenced test, or a combination of a norm-referenced 
 14.8   and a criterion-referenced test, which shall be highly 
 14.9   correlated aligned with the state's graduation standards and 
 14.10  administered annually to all students in the third, fifth, and 
 14.11  eighth grades.  The reading and math tests administered to third 
 14.12  and fifth grade students and the writing test administered to 
 14.13  fifth grade students must be sufficiently rigorous, valid, and 
 14.14  reliable for districts to use the test results for diagnostic 
 14.15  purposes affecting student learning and district instruction and 
 14.16  curriculum, and for establishing educational accountability.  
 14.17  The commissioner shall establish one or more months during which 
 14.18  schools shall administer the tests to students each school 
 14.19  year.  Only Minnesota basic skills tests in reading, 
 14.20  mathematics, and writing shall fulfill students' basic skills 
 14.21  testing requirements for a passing state notation.  
 14.22     (b) In addition, at the secondary level, districts shall 
 14.23  assess student performance in all required learning areas and 
 14.24  selected required standards within each area of the profile of 
 14.25  learning.  The testing instruments and testing process shall be 
 14.26  determined by the commissioner.  The results shall be aggregated 
 14.27  at the site and district level.  The testing shall be 
 14.28  administered beginning in the 1999-2000 school year and 
 14.29  thereafter. 
 14.30     (c) The comprehensive assessment system shall include an 
 14.31  evaluation of commissioner shall report school site and school 
 14.32  district performance student academic achievement levels during 
 14.33  the 1997-1998 school year and thereafter using an established 
 14.34  performance baseline developed from students' test scores under 
 14.35  this section that records, at a minimum, of the current and two 
 14.36  immediately preceding school years.  The report shall include 
 15.1   students' unweighted mean test scores in each tested subject, a 
 15.2   second performance baseline that reports, at a minimum, the same 
 15.3   unweighted mean test scores of only those students enrolled in 
 15.4   the school by January 1 of the previous school year, and a third 
 15.5   performance baseline that reports the same unweighted test 
 15.6   scores of all students except those students receiving limited 
 15.7   English proficiency instruction.  The evaluation report also 
 15.8   shall record separately, in proximity to the reported 
 15.9   performance baselines levels, the percentages of students who 
 15.10  are eligible to receive a free or reduced price school meal, 
 15.11  demonstrate limited English proficiency, or are eligible to 
 15.12  receive special education services. 
 15.13     (d) In addition to the testing and reporting requirements 
 15.14  under paragraphs (a), (b), and (c), the commissioner shall 
 15.15  include the following components in the statewide educational 
 15.16  accountability and public reporting system: 
 15.17     (1) uniform statewide testing of all third, fifth, eighth, 
 15.18  and post-eighth grade students with that provides testing 
 15.19  exemptions, only with parent or guardian approval, from the 
 15.20  testing requirement only for those very few students for whom 
 15.21  the student's individual education plan team under sections 
 15.22  125A.05 and 125A.06, determines that the student is incapable of 
 15.23  taking a statewide test, or for a limited English proficiency 
 15.24  student under section 124D.59, subdivision 2, if the student has 
 15.25  been in the United States for fewer than 12 months and for whom 
 15.26  special language barriers exist, such as the student's native 
 15.27  language does not have a written form or the district does not 
 15.28  have access to appropriate interpreter services for the 
 15.29  student's native language; 
 15.30     (2) educational indicators that can be aggregated and 
 15.31  compared across school districts and across time on a statewide 
 15.32  basis including average daily attendance, high school graduation 
 15.33  rates, and high school drop-out rates by grade level; and 
 15.34     (3) students' scores on the American College Test; 
 15.35     (4) participation in the National Assessment of Educational 
 15.36  Progress so that the state can benchmark its performance against 
 16.1   the nation and other states, and, where possible, against other 
 16.2   countries, and contribute to the national effort to monitor 
 16.3   achievement; and 
 16.4      (5) basic skills and advanced competencies connecting 
 16.5   teaching and learning to high academic standards, assessment, 
 16.6   and transitions to citizenship and employment. 
 16.7      (e) Districts must report exemptions under paragraph (d), 
 16.8   clause (1), to the commissioner consistent with a format 
 16.9   provided by the commissioner. 
 16.10     Sec. 13.  Minnesota Statutes 1999 Supplement, section 
 16.11  120B.35, is amended to read: 
 16.12     120B.35 [STUDENT ACADEMIC ACHIEVEMENT LEVELS.] 
 16.13     (a) Each school year, a school district must determine if 
 16.14  the student achievement levels at each school site meet 
 16.15  state and local expectations.  If student achievement levels at 
 16.16  a school site do not meet state and local expectations for two 
 16.17  out of three consecutive school years, beginning with 
 16.18  the 2000-2001 first school year after which the moratorium under 
 16.19  section 1 is repealed, the district must work with the school 
 16.20  site to adopt a plan to raise student achievement levels to meet 
 16.21  state and local expectations.  The legislature will determine 
 16.22  state expectations after receiving a recommendation from the 
 16.23  commissioner of children, families, and learning.  The 
 16.24  commissioner must submit recommendations to the legislature by 
 16.25  January 15, 2000.  
 16.26     (b) A district, with timely and adequate technical support 
 16.27  from the department at the district's request, must assist 
 16.28  school sites in developing recommendations for rigorous, valid, 
 16.29  and reliable assessment methods to determine student achievement 
 16.30  of content standards required for graduation.  The methods of 
 16.31  assessment may be different for different content standards, but 
 16.32  must indicate a clearly defined minimum level of student 
 16.33  achievement in each content standard required for graduation.  A 
 16.34  district must make timely information about its assessment 
 16.35  methods and levels of student achievement readily available in a 
 16.36  useful format to interested members of the public and the 
 17.1   department, consistent with the requirements of section 13.32.  
 17.2   The district also must publish an annual report containing 
 17.3   district information about student achievement on the state's 
 17.4   basic reading, math, and writing tests, the content standards 
 17.5   that students must complete under the profile of learning in 
 17.6   order to graduate, sample assessment methods the district uses 
 17.7   to determine student achievement, and planned and implemented 
 17.8   district efforts to improve student learning and district 
 17.9   instruction and curriculum, which it must disseminate to 
 17.10  district residents and transmit to the department in a useful 
 17.11  and timely manner.  The commissioner must review the performance 
 17.12  of a school site or district demonstrating a pattern of low 
 17.13  student achievement on the state's third and fifth grade reading 
 17.14  and math tests and fifth grade writing test and on the eighth 
 17.15  grade basic reading and math skills tests and tenth grade 
 17.16  writing skills test, and may review the performance of other 
 17.17  districts at the request of the district or at the discretion of 
 17.18  the commissioner.  The commissioner must pay the costs of these 
 17.19  reviews. 
 17.20     (c) The department, at a district's request, must assist 
 17.21  the district and the school site in developing a plan to improve 
 17.22  student achievement.  The plan must include parental involvement 
 17.23  components. 
 17.24     Sec. 14.  Minnesota Statutes 1998, section 123A.06, is 
 17.25  amended by adding a subdivision to read: 
 17.26     Subd. 3a.  [GRADUATION REQUIREMENT ALTERNATIVE.] The 
 17.27  profile of learning high school graduation requirement under 
 17.28  section 120B.02 does not apply to students enrolled in an area 
 17.29  learning center if the center has: 
 17.30     (1) adopted a resolution to use alternative graduation 
 17.31  requirements that are specified and detailed; and 
 17.32     (2) informed the parent or guardian of students who are 
 17.33  enrolled or applying to enroll of this resolution. 
 17.34     Sec. 15.  Minnesota Statutes 1999 Supplement, section 
 17.35  124D.10, subdivision 10, is amended to read: 
 17.36     Subd. 10.  [PUPIL PERFORMANCE.] A charter school must 
 18.1   design its programs to at least meet the outcomes adopted by the 
 18.2   commissioner for public school students.  In the absence of the 
 18.3   commissioner's requirements, the school must meet the outcomes 
 18.4   contained in the contract with the sponsor.  The achievement 
 18.5   levels of the outcomes contained in the contract may exceed the 
 18.6   achievement levels of any outcomes adopted by the commissioner 
 18.7   for public school students.  The profile of learning high school 
 18.8   graduation requirement under section 120B.02 does not apply to 
 18.9   students enrolled in a charter school if the board has: 
 18.10     (1) adopted a resolution to use alternative graduation 
 18.11  requirements that are specified and detailed; and 
 18.12     (2) informed the parent or guardian of students who are 
 18.13  enrolled or applying to enroll of this resolution. 
 18.14     Sec. 16.  [CURRICULUM; INSTRUCTIONAL PRACTICES FOR 
 18.15  TEACHERS; ALTERNATIVE ASSESSMENTS.] 
 18.16     To fully implement standards and assessments, districts 
 18.17  must work to improve: 
 18.18     (1) the scope and sequence of curriculum, especially in 
 18.19  language arts, mathematics, science, and social studies at all 
 18.20  instruction levels; 
 18.21     (2) research-based instructional skills of teachers and 
 18.22  other district staff who work with students; and 
 18.23     (3) alternative assessments of student achievement. 
 18.24     Sec. 17.  [CONTRACTORS TO COMPARE PROPOSALS.] 
 18.25     The commissioner separately must contract with each of the 
 18.26  two nationally recognized independent organizations under 
 18.27  contract in section 2 to conduct an external review and analysis 
 18.28  of the learning areas and content standards proposed in article 
 18.29  3.  This review and analysis must incorporate the review content 
 18.30  listed in section 3 and must compare the state's standards and 
 18.31  related procedures, policies, and assessments with the proposals 
 18.32  in article 3.  The contractors must report their findings by 
 18.33  December 15, 2000, to the commissioner and the education 
 18.34  committees of the legislature. 
 18.35     Sec. 18.  [DISSEMINATING INFORMATION.] 
 18.36     The commissioner, in a timely fashion using readily 
 19.1   accessible formats, must disseminate clear information to all 
 19.2   school districts about the changes made in this act. 
 19.3      Sec. 19.  [EFFECT ON PROFILE OF LEARNING RULES.] 
 19.4      The rules of the department of children, families, and 
 19.5   learning are void to the extent they are inconsistent with this 
 19.6   act. 
 19.7      Sec. 20.  [DEPARTMENT COSTS.] 
 19.8      The department of children, families, and learning is 
 19.9   responsible for any costs resulting from the implementing of 
 19.10  this act. 
 19.11     Sec. 21.  [REPEALER.] 
 19.12     (a) Minnesota Statutes 1998, sections 120B.03, subdivision 
 19.13  2; and 120B.04, are repealed. 
 19.14     (b) Minnesota Rules, parts 3501.0320, subpart 2, items E 
 19.15  and F; 3501.0360; 3501.0370; 3501.0400; and 3501.0430, items A 
 19.16  to D, are repealed. 
 19.17     Sec. 22.  [EFFECTIVE DATE.] 
 19.18     Sections 1 to 21 are effective the day following final 
 19.19  enactment. 
 19.20                  Article 3:  North Star Standard 
 19.21     Section 1.  Minnesota Statutes 1999 Supplement, section 
 19.22  120B.02, is amended to read: 
 19.23     120B.02 [RESULTS-ORIENTED GRADUATION RULE; NORTH STAR 
 19.24  STANDARD FOR GENUINE ACADEMIC EXCELLENCE AND BASIC SKILLS 
 19.25  REQUIREMENTS; PROFILE OF LEARNING.] 
 19.26     (a) The legislature is committed to establishing a 
 19.27  rigorous, results-oriented graduation rule the North Star 
 19.28  Standard for genuine academic excellence for Minnesota's public 
 19.29  school students.  To that end, the commissioner shall use its 
 19.30  rulemaking authority under section 127A.05, subdivision 4, to 
 19.31  adopt a statewide, results-oriented graduation rule to be 
 19.32  implemented starting with students beginning ninth grade in the 
 19.33  1996-1997 school year.  The commissioner shall not prescribe in 
 19.34  rule or otherwise the delivery system or form of instruction 
 19.35  that local sites must use to meet the requirements contained in 
 19.36  this rule.  
 20.1      (b) To successfully accomplish paragraph (a), the 
 20.2   commissioner shall set in rule high academic standards for all 
 20.3   students.  The standards must contain the foundational skills in 
 20.4   the three core curricular areas of reading, writing, and 
 20.5   mathematics while meeting requirements for high school 
 20.6   graduation.  The standards must also provide an opportunity for 
 20.7   students to excel by meeting higher academic standards through a 
 20.8   profile of learning that uses curricular requirements to allow 
 20.9   students to expand their knowledge and skills beyond the 
 20.10  foundational skills.  All commissioner actions regarding the 
 20.11  rule must be The North Star Standard is premised on the 
 20.12  following:  
 20.13     (1) the rule North Star Standard is intended to raise 
 20.14  academic expectations progressively throughout the Kindergarten 
 20.15  through grade 12 experience for students, teachers, and schools; 
 20.16     (2) it is essential that, as much as possible, all students 
 20.17  reach a level of minimum competency, but the goal must be that 
 20.18  all students be expected and encouraged to reach their greatest 
 20.19  potential.  The standard is the pursuit of academic excellence; 
 20.20  and 
 20.21     (3) any state action regarding the rule North Star Standard 
 20.22  must evidence consideration of parent, student, teacher, and 
 20.23  school district autonomy; and.  The delivery system or form of 
 20.24  instruction that local sites must use to meet the standard must 
 20.25  not be prescribed.  
 20.26     (3) the department of children, families, and learning, 
 20.27  with the assistance of school districts, must make available 
 20.28  information about all state initiatives related to the rule to 
 20.29  students and parents, teachers, and the general public in a 
 20.30  timely format that is appropriate, comprehensive, and readily 
 20.31  understandable. 
 20.32     (c) (b) For purposes of adopting the rule, the 
 20.33  commissioner, in consultation with the department, 
 20.34  recognized local implementation of the North Star Standard, 
 20.35  school districts shall consult with psychometric experts in 
 20.36  assessment, and or other interested and knowledgeable educators 
 21.1   for proven curriculum, testing, assessment, methods, using the 
 21.2   most current version of professional standards for educational 
 21.3   testing, shall evaluate the alternative approaches to assessment 
 21.4   and practices.  
 21.5      (d) The content of the graduation rule must differentiate 
 21.6   between minimum competencies reflected in the basic requirements 
 21.7   assessment and rigorous profile of learning standards.  When 
 21.8   fully implemented, the requirements for high school graduation 
 21.9   in Minnesota must include both basic requirements and the 
 21.10  required profile of learning.  The profile of learning must 
 21.11  measure student performance using performance-based assessments 
 21.12  compiled over time that integrate higher academic standards, 
 21.13  higher order thinking skills, and application of knowledge from 
 21.14  a variety of content areas.  The profile of learning shall 
 21.15  include a broad range of academic experience and accomplishment 
 21.16  necessary to achieve the goal of preparing students to function 
 21.17  effectively as purposeful thinkers, effective communicators, 
 21.18  self-directed learners, productive group participants, and 
 21.19  responsible citizens.  The commissioner shall develop and 
 21.20  disseminate to school districts a uniform method for reporting 
 21.21  student performance on the profile of learning. 
 21.22     (e) The commissioner shall periodically review and report 
 21.23  on the assessment process and student achievement with the 
 21.24  expectation of raising the standards and expanding high school 
 21.25  graduation requirements. 
 21.26     (f) The commissioner shall report in writing to the 
 21.27  legislature annually by January 15 on its progress in developing 
 21.28  and implementing the graduation requirements according to the 
 21.29  requirements of this subdivision and section 120B.10 until such 
 21.30  time as all the graduation requirements are implemented. 
 21.31     Sec. 2.  [120B.021] [CITATION.] 
 21.32     Sections 120B.01 to 120B.0242 may be cited as the "North 
 21.33  Star standard for genuine academic excellence." 
 21.34     Sec. 3.  [120B.0211] [GOAL.] 
 21.35     Sections 120B.01 to 120B.0242 establish the educational and 
 21.36  academic requirements that students must meet to be eligible to 
 22.1   receive a high school diploma. 
 22.2      Sec. 4.  [120B.0212] [SCOPE.] 
 22.3      Sections 120B.01 to 120B.0242 govern the minimum 
 22.4   requirements that public school districts must establish for 
 22.5   students to earn a high school diploma. 
 22.6      Sec. 5.  [120B.0213] [DEFINITIONS.] 
 22.7      Subdivision 1.  [APPLICABILITY.] As used in sections 
 22.8   120B.01 to 120B.0242, the terms defined in this section have the 
 22.9   meanings given them. 
 22.10     Subd. 2.  [GRADE SPECIFIC COURSE AND HIGH SCHOOL COURSE 
 22.11  CREDIT.] (a) "Grade specific" means the grade appropriate course 
 22.12  content established by the school district.  Grade specific 
 22.13  course content is not required to be age dependent.  
 22.14     (b) "Course" means a set of school district curriculum 
 22.15  specifications in a learning area for one school year.  
 22.16     (c) "High school course credit" is the equivalent of one 
 22.17  hour per school day during one school year of study in a 
 22.18  learning area for grades 9 to 12.  
 22.19     Subd. 3.  [LEARNING AREA.] (a) "Learning area" means one of 
 22.20  the eight categories into which all preparatory courses, and one 
 22.21  of the ten categories into which all high school course credits 
 22.22  are organized. 
 22.23     (b) The high school learning areas include: 
 22.24     (1) English language and grammar; 
 22.25     (2) literature and composition; 
 22.26     (3) mathematics; 
 22.27     (4) science; 
 22.28     (5) history and government/citizenship; 
 22.29     (6) personal fitness and health; 
 22.30     (7) the arts, an elective learning area; 
 22.31     (8) personal management, an elective learning area; 
 22.32     (9) foreign languages, an elective learning area; and 
 22.33     (10) vocational education, an elective learning area. 
 22.34     (c) The preparatory learning areas include: 
 22.35     (1) English language and grammar; 
 22.36     (2) literature and composition; 
 23.1      (3) mathematics; 
 23.2      (4) science; 
 23.3      (5) history, geography, and government; 
 23.4      (6) personal fitness and health; 
 23.5      (7) arts; and 
 23.6      (8) personal management. 
 23.7      Subd. 4.  [COURSE PLAN.] "Course plan" means a grade 
 23.8   specific written set of district curriculum specifications in a 
 23.9   learning area and must include:  (1) the teacher's name; (2) the 
 23.10  grade level; (3) course sequence; (4) class teaching syllabus; 
 23.11  (5) the number of course credits students may earn; (6) the 
 23.12  instructional materials used for the class; (7) homework and 
 23.13  parental support expectations; (8) the testing requirements, 
 23.14  quizzes, or other evaluations; (9) grading credit or methods 
 23.15  used; and (10) the requirements that students are expected to 
 23.16  successfully complete in the course.  
 23.17     Subd. 5.  [PARENTAL ACCESS AND PUBLIC ACCOUNTABILITY.] The 
 23.18  course plan must be available in the nearest public/school 
 23.19  library and must include: 
 23.20     (1) a grade level, course-specific remediation plan 
 23.21  prepared by the school district, which must be used concurrently 
 23.22  during the course and may include summer school and criteria for 
 23.23  repeating a grade or course; and 
 23.24     (2) a school district grading process that determines when 
 23.25  a student's course plan is successfully completed, and assigns a 
 23.26  grade to the student's work according to the grading criteria. 
 23.27     Subd. 6.  [GRADUATION REQUIREMENTS.] "Graduation 
 23.28  requirements" means the number and distribution of high school 
 23.29  course credits that a district must offer and a student must 
 23.30  successfully complete to be eligible for a high school diploma.  
 23.31     Subd. 7.  [EXEMPTION.] "Exemption" means that a student 
 23.32  with an individual education plan or section 504 accommodation 
 23.33  plan is not required to complete a particular course credit. 
 23.34     Subd. 8.  [MODIFICATION.] "Modification" means an 
 23.35  adjustment of a test that changes the course credit for a 
 23.36  student with an individual education plan or section 504 
 24.1   accommodation plan. 
 24.2      Sec. 6.  [120B.0214] [GRADUATION REQUIREMENTS.] 
 24.3      Subdivision 1.  [NORTH STAR STANDARD.] School district 
 24.4   course credits are contained in sections 120B.0222 to 
 24.5   120B.0242.  The preparatory courses are contained in sections 
 24.6   120B.0233 to 120B.0242.  High school course credits are 
 24.7   contained in sections 120B.0222 to 120B.0232.  High school 
 24.8   graduation requirements are contained in subdivisions 3 to 5. 
 24.9      Subd. 2.  [DISTRICTS AND STUDENTS.] (a) A district must 
 24.10  provide learning opportunities for all students in all 
 24.11  preparatory courses in learning areas one to eight, and learning 
 24.12  opportunities sufficient for students to complete high school 
 24.13  course credits in ten learning areas and meet school district 
 24.14  graduation requirements. 
 24.15     (b) Students are encouraged to exceed the specifications 
 24.16  for all preparatory and high school standards contained in 
 24.17  sections 120B.0222 to 120B.0242. 
 24.18     (c) A student must successfully complete at least 21 course 
 24.19  credits for graduation.  A student may select electives from any 
 24.20  course credit in learning areas one to ten under subdivision 3. 
 24.21     Subd. 3.  [DISTRIBUTION REQUIREMENTS FOR HIGH SCHOOL 
 24.22  GRADUATION.] A student must successfully complete all 
 24.23  specifications of at least 21 high school course credits to be 
 24.24  eligible for high school graduation.  The student must complete 
 24.25  15 of the 21 high school course credits as follows: 
 24.26     (1) two course credits from learning area one, English 
 24.27  language and grammar; 
 24.28     (2) two course credits from learning area two, literature 
 24.29  and composition; 
 24.30     (3) three course credits from learning area three, 
 24.31  mathematics; 
 24.32     (4) two course credits from learning area four, science; 
 24.33     (5) four course credits from learning area five, history, 
 24.34  and government/citizenship; 
 24.35     (6) two course credits from learning area six, personal 
 24.36  fitness and health; 
 25.1      (7) no course credits from learning area seven, the arts, 
 25.2   which is an elective; 
 25.3      (8) no course credits from learning area eight, personal 
 25.4   management, which is an elective; 
 25.5      (9) no course credits from learning area nine, foreign 
 25.6   languages; and 
 25.7      (10) no course credits from learning area ten, vocational 
 25.8   education, which is an elective. 
 25.9      Subd. 4.  [ELECTIVE REQUIREMENTS.] In addition to the 
 25.10  distribution requirements under subdivision 3, students also 
 25.11  must complete six additional course credits of the student's 
 25.12  choice from the high school course credits listed in sections 
 25.13  120B.0222 to 120B.0232. 
 25.14     Subd. 5.  [ADDITIONAL REQUIREMENTS.] (a) A student must 
 25.15  complete one application of technology in each of the following 
 25.16  three learning areas: 
 25.17     (1) area two, literature and composition; 
 25.18     (2) area three, mathematics; and 
 25.19     (3) area four, science. 
 25.20     (b) A district may establish additional requirements. 
 25.21     Subd. 6.  [VARIATIONS.] A student must successfully 
 25.22  complete the requirements in subdivisions 1 to 5 unless the 
 25.23  district specifically establishes variations for the student.  
 25.24  Variations for a student from the requirements in subdivisions 1 
 25.25  to 5 are permitted only under section 120B.0215 or 120B.0216. 
 25.26     Sec. 7.  [120B.0215] [VARIATIONS FOR STUDENTS WITH 
 25.27  INDIVIDUAL EDUCATION PLANS OR SECTION 504 ACCOMMODATION PLANS.] 
 25.28     Subdivision 1.  [DETERMINATION OF REQUIREMENTS.] (a) A 
 25.29  student in kindergarten through grade 8 with an individual 
 25.30  education plan or section 504 accommodation plan shall have all 
 25.31  courses considered by the student's individual education plan 
 25.32  team or section 504 accommodation plan team for inclusion in the 
 25.33  student's individual education plan or section 504 accommodation 
 25.34  plan under subdivision 2. 
 25.35     (b) A student's individual education plan team or section 
 25.36  504 accommodation plan team must consider the graduation 
 26.1   requirements under section 120B.0214 for inclusion in the 
 26.2   student's individual education plan or section 504 accommodation 
 26.3   plan when a student with a disability is 14 years old or 
 26.4   registers for grade 9, whichever is first.  An individual 
 26.5   education plan team also must consider the student's transition 
 26.6   plan when determining which of the required and elective courses 
 26.7   to include in the student's individual education plan. 
 26.8      Subd. 2.  [INDIVIDUALIZED PLANS.] (a) For a student in 
 26.9   kindergarten through grade 8 with an individual education plan 
 26.10  or section 504 accommodation plan, the student's individual 
 26.11  education plan team or section 504 accommodation plan team may 
 26.12  modify preparatory courses for the student in the individual 
 26.13  education plan or section 504 accommodation plan.  The team must 
 26.14  determine the specifications of a course the student will pursue 
 26.15  under the selected modification.  If the team determines that 
 26.16  the student is exempt from one or more of the courses, it must 
 26.17  explain the exemption in the student's individual education plan 
 26.18  or section 504 accommodation plan.  When the team adopts an 
 26.19  exempt status for a course, it must determine whether or not a 
 26.20  different standard or individual education plan goal specific to 
 26.21  the learning area is appropriate and include that goal in the 
 26.22  student's plan. 
 26.23     (b) For a high school student with an individual education 
 26.24  plan or section 504 accommodation plan, the student's individual 
 26.25  education plan team or section 504 accommodation plan team must: 
 26.26     (1) determine whether the student will pursue the course 
 26.27  credits without modification; 
 26.28     (2) determine whether one or more of the 21 required course 
 26.29  credits will be modified to an individual level; 
 26.30     (3) define the elective course credits that the student 
 26.31  also will pursue and whether, for each elective, the student 
 26.32  will pursue the course credit without modification or have the 
 26.33  course credit modified to an individual level; or 
 26.34     (4) determine whether the student is exempt from one or 
 26.35  more of the graduation requirements under section 120B.0214, 
 26.36  subdivisions 3 to 5. 
 27.1   When the team adopts exempt status for a course credit, it must 
 27.2   determine whether or not a different standard or individual 
 27.3   education plan goal specific to the learning area is appropriate 
 27.4   and include that goal in the student's plan. 
 27.5      (c) A student's individual education plan team or section 
 27.6   504 accommodation plan team must determine the specifications of 
 27.7   a preparatory or high school course credit the student will 
 27.8   pursue when the team modifies a course credit.  When a course 
 27.9   credit is modified, the student's individual education plan team 
 27.10  or section 504 accommodation plan team must determine the 
 27.11  appropriate assessment of the modified course credit. 
 27.12     Sec. 8.  [120B.0216] [ENGLISH PROFICIENCY; INDIVIDUAL 
 27.13  GRADUATION PLANS.] 
 27.14     A district must establish and maintain procedures giving 
 27.15  students the opportunity to complete both preparatory courses 
 27.16  and high school course credits.  Graduation requirements for a 
 27.17  student must be as specified in section 120B.0214, subdivisions 
 27.18  3 to 5, unless section 120B.0215 applies or unless modified in 
 27.19  an individual graduation plan developed and annually reviewed by 
 27.20  a team that includes school advisory staff designated by the 
 27.21  district, the student's teachers, the student's parent or 
 27.22  guardian, and the student.  A district must not modify 
 27.23  specifications for standards in learning areas one to ten to 
 27.24  permit a student to complete a standard in a language other than 
 27.25  English. 
 27.26     Sec. 9.  [120B.0217] [TESTING AND SCORING STUDENT 
 27.27  ACHIEVEMENT.] 
 27.28     Subdivision 1.  [DISTRICT CRITERION REFERENCED TESTING 
 27.29  REQUIREMENTS.] (a) Districts shall develop local 
 27.30  criterion-referenced testing consistent with this section. 
 27.31     (b) A district must: 
 27.32     (1) test student performance in preparatory courses and 
 27.33  high school course credits; and 
 27.34     (2) establish processes by which to transfer as completed 
 27.35  (i) those course credits that other Minnesota public school 
 27.36  districts verify on transcripts as completed, (ii) the work that 
 28.1   post-secondary educational institutions or educational 
 28.2   institutions outside the state accept for completion of course 
 28.3   credits and verify on transcripts as completed, and (iii) a 
 28.4   student's opportunities to complete high school course credits 
 28.5   through learning the student acquires outside the district's 
 28.6   curriculum. 
 28.7      Subd. 2.  [SCORING.] The district must establish a letter 
 28.8   grade between A and F for teacher grading of students who 
 28.9   complete a course assignment or course.  Assessments may include 
 28.10  grade point averages when tests that measure specifics are 
 28.11  used.  Incomplete student work on the course receives a grade of 
 28.12  I and does not complete a grade level or course credit.  
 28.13     Sec. 10.  [120B.0218] [HIGH SCHOOL STUDENT TRANSCRIPT 
 28.14  DATA.] 
 28.15     Subdivision 1.  [TRANSCRIPT INFORMATION.] A district must 
 28.16  include on a high school student's transcript the following 
 28.17  information: 
 28.18     (1) the high school course credits the student successfully 
 28.19  completed; 
 28.20     (2) the grade or sequence level the student achieved on 
 28.21  each high school course credit, or a notation that the course 
 28.22  credit has been certified as completed through the district's 
 28.23  process for transferring credit under section 120B.0217, 
 28.24  subdivision 1, paragraph (b), clause (2); and 
 28.25     (3) the date the student successfully completed each high 
 28.26  school course credit. 
 28.27     Subd. 2.  [TRANSCRIPT FORMAT.] A district must format a 
 28.28  high school student transcript according to generally accepted 
 28.29  academic and vocational specifications. 
 28.30     Sec. 11.  [120B.0219] [NOTICE TO PARENTS AND STUDENTS.] 
 28.31     In addition to other applicable notice requirements, the 
 28.32  district must notify parents and students in writing about: 
 28.33     (1) the course credit taught and assessed in the school 
 28.34  curriculum; 
 28.35     (2) the procedures for advising the student and the 
 28.36  student's parent or guardian about graduation requirements and 
 29.1   for accessing these procedures; 
 29.2      (3) the procedures by which students may meet graduation 
 29.3   requirements with course credits successfully completed outside 
 29.4   the district's curriculum; and 
 29.5      (4) the district's individual student progress and 
 29.6   achievement reporting schedule. 
 29.7      Sec. 12.  [120B.0220] [IMPLEMENTATION REPORTING.] 
 29.8      A school annually must submit to the local school board a 
 29.9   report containing the policies and procedures for: 
 29.10     (1) ensuring that all high school students have access to 
 29.11  comprehensive academic school curriculum that integrates 
 29.12  technology and provides instruction and tests for assessing 
 29.13  course content from all ten learning areas under sections 
 29.14  120B.0222 to 120B.0232 sufficient to meet graduation 
 29.15  requirements; 
 29.16     (2) testing and assessing a student's understanding and 
 29.17  demonstration of the course content; 
 29.18     (3) staff development designed to continuously improve 
 29.19  curriculum, instruction, and tests and assessments; 
 29.20     (4) allowing a student to meet a graduation requirement for 
 29.21  a course credit, whether the district offers the course content 
 29.22  in its school curriculum or the student accomplishes the work in 
 29.23  another learning environment, including a process for 
 29.24  transferring credits completed in another Minnesota school 
 29.25  district, recognizing work completed in other schools and 
 29.26  post-secondary institutions, and awarding credit for 
 29.27  achievements in extracurricular activities, activities outside 
 29.28  of the school, previous learning, and community and work 
 29.29  experiences; 
 29.30     (5) periodically advising a student and the student's 
 29.31  parent or guardian of the student's progress and achievement and 
 29.32  of the choices and opportunities available to the student for 
 29.33  learning, graduating, and achieving the student's post-secondary 
 29.34  educational and career goals; 
 29.35     (6) recordkeeping and reporting student achievement; and 
 29.36     (7) allowing the student and the student's parent or 
 30.1   guardian to appeal district policies and procedures. 
 30.2      Sec. 13.  [120B.0221] [OTHER DISTRICT RESPONSIBILITIES.] 
 30.3      A district must maintain records of the following, which it 
 30.4   must submit for audit at the state's request, to allow the 
 30.5   periodic review of district graduation standards, opportunities, 
 30.6   and requirements: 
 30.7      (1) course plans used to test and assess students' 
 30.8   completion of preparatory courses and high school course 
 30.9   credits; 
 30.10     (2) aggregated records of students' completion of each high 
 30.11  school course credit; and 
 30.12     (3) aggregated data on each year's high school graduates, 
 30.13  including average number of high school course credits 
 30.14  completed, and the number of each grade earned on each course 
 30.15  credit. 
 30.16     Sec. 14.  [120B.0222] [CONTENT STANDARDS; HIGH SCHOOL 
 30.17  LEVEL.] 
 30.18     The specifications of the high school course credits are at 
 30.19  least those in sections 120B.0223 to 120B.0232, which districts 
 30.20  may supplement at their election. 
 30.21     Sec. 15.  [120B.0223] [LEARNING AREA ONE; ENGLISH LANGUAGE 
 30.22  AND GRAMMAR.] 
 30.23     Subdivision 1.  [HIGH SCHOOL COURSE CREDIT FOR LEARNING 
 30.24  AREA ONE.] The specifications for high school course credits in 
 30.25  learning area one are at least those described in this section. 
 30.26     Subd. 2.  [ENGLISH LANGUAGE AND GRAMMAR.] A student should 
 30.27  be able to demonstrate the ability to comprehend and evaluate 
 30.28  complex information in fiction or nonfiction by reading, 
 30.29  listening, and viewing varied English language selections 
 30.30  containing complex information. 
 30.31     Subd. 3.  [ENGLISH LANGUAGE AND GRAMMAR; TECHNICAL 
 30.32  INFORMATION.] A student should be able to demonstrate the 
 30.33  ability to read and apply technical information from varied 
 30.34  English language documents. 
 30.35     Sec. 16.  [120B.0224] [LEARNING AREA TWO; LITERATURE AND 
 30.36  COMPOSITION.] 
 31.1      Subdivision 1.  [HIGH SCHOOL COURSE CREDITS FOR LEARNING 
 31.2   AREA TWO.] Specifications for high school course credits in 
 31.3   learning area two are at least those described in this section. 
 31.4      Subd. 2.  [LITERATURE.] A student should be able to 
 31.5   demonstrate the ability to interpret and evaluate complex works 
 31.6   of famous American and World literature, including works of 
 31.7   prose, poetry, and theater, by: 
 31.8      (1) describing the elements of literature for intent, form, 
 31.9   and context to historical, cultural, and social background of 
 31.10  selected works; and 
 31.11     (2) demonstrating the ability to communicate an informed 
 31.12  interpretation of any selection of literary works. 
 31.13     Subd. 3.  [COMPOSITION.] A student should be able to 
 31.14  demonstrate the ability to write original compositions for a 
 31.15  variety of academic purposes and situations using correct 
 31.16  grammar, language mechanics, and other conventions of standard 
 31.17  written English.  The student must also correct the grammatical 
 31.18  and other writing errors made to appear in a recognized work of 
 31.19  fiction or nonfiction appropriate for this purpose. 
 31.20     Subd. 4.  [TECHNICAL WRITING.] A student should be able to 
 31.21  demonstrate the ability to write in the English language for a 
 31.22  variety of technical purposes, situations, and audiences by 
 31.23  writing original technical compositions that include a set of 
 31.24  procedures or directions, a report or proposal, and 
 31.25  informational correspondence describing a complex process, 
 31.26  procedure, or device for a particular audience. 
 31.27     Subd. 5.  [PUBLIC SPEAKING.] A student should be able to 
 31.28  demonstrate the ability to construct and deliver speeches for a 
 31.29  variety of purposes, situations, and audiences using English 
 31.30  language conventions. 
 31.31     Subd. 6.  [INTERPERSONAL COMMUNICATION.] A student should 
 31.32  be able to demonstrate understanding of interpersonal 
 31.33  communication strategies, the components of the interpersonal 
 31.34  communication process, and how various factors affect patterns 
 31.35  of communication, interaction, and problem solving. 
 31.36     Sec. 17.  [120B.0225] [LEARNING AREA THREE; MATHEMATICS.] 
 32.1      Subdivision 1.  [HIGH SCHOOL COURSE CREDITS FOR LEARNING 
 32.2   AREA THREE.] Specifications for high school content standards in 
 32.3   learning area three are at least those under subdivisions 2 to 5.
 32.4      Subd. 2.  [MATHEMATICS.] A student should be able to 
 32.5   demonstrate a knowledge of mathematical relationships and solve 
 32.6   problems. 
 32.7      Subd. 3.  [DATA ANALYSIS.] A student should be able to 
 32.8   demonstrate understanding of: 
 32.9      (1) the statistical concepts of measures of center, 
 32.10  variability, and rank; 
 32.11     (2) differences between correlation and causation; 
 32.12     (3) sampling procedures; 
 32.13     (4) line or curve of best fit; and 
 32.14     (5) concepts related to uncertainty of randomness, 
 32.15  permutations, combinations, and theoretical and experimental 
 32.16  probabilities. 
 32.17     Subd. 4.  [ALGEBRA.] A student should be able to understand:
 32.18     (1) rates of change in different models of linear 
 32.19  relationships and characteristics of polynomial, exponential, 
 32.20  and periodic functions and relations; 
 32.21     (2) functional notation; and 
 32.22     (3) terminology using properties of algebra to justify 
 32.23  reasoning through a logical argument. 
 32.24     Subd. 5.  [GEOMETRY.] A student should be able to 
 32.25  understand: 
 32.26     (1) the characteristics of geometric figures in both two 
 32.27  and three dimensions, including reflections, rotations, and 
 32.28  translations; 
 32.29     (2) congruence and similarity; 
 32.30     (3) perimeter, area, and volume; 
 32.31     (4) distance; 
 32.32     (5) scaling; and 
 32.33     (6) symmetry. 
 32.34     Sec. 18.  [120B.0226] [LEARNING AREA FOUR; SCIENCE.] 
 32.35     Subdivision 1.  [HIGH SCHOOL CONTENT STANDARDS FOR LEARNING 
 32.36  AREA FOUR.] Specifications for high school content standards in 
 33.1   learning area four are at least those described in this section. 
 33.2      Subd. 2.  [BIOLOGY.] A student should be able to 
 33.3   demonstrate understanding of biological concepts, theories, and 
 33.4   principles including cell theory, mechanisms of heredity, 
 33.5   biological change over time, the interdependence of organisms, 
 33.6   material cycles and energy flow in living systems, the behavior 
 33.7   of organisms, and the historical significance of major 
 33.8   scientific advances through the investigation and analysis of 
 33.9   cells, organisms, and ecosystems. 
 33.10     Subd. 3.  [CHEMISTRY.] A student should be able to 
 33.11  demonstrate understanding of concepts, theories, and principles 
 33.12  in chemistry by investigating and analyzing: 
 33.13     (1) atomic theory; 
 33.14     (2) relationships between the structure and properties of 
 33.15  matter including organic and inorganic bonding, periodicity, and 
 33.16  solutions chemistry; 
 33.17     (3) chemical reactions; 
 33.18     (4) interactions of energy and matter; and 
 33.19     (5) the historical significance of major scientific 
 33.20  advances. 
 33.21     Subd. 4.  [PHYSICS.] A student should be able to 
 33.22  demonstrate understanding of matter, forces, and energy by 
 33.23  investigating and analyzing the concepts of motion, force, laws 
 33.24  of conservation, electricity, magnetism, waves, energy, and 
 33.25  work, and the historical significance of major scientific 
 33.26  advances. 
 33.27     Sec. 19.  [120B.0227] [LEARNING AREA FIVE; HISTORY, AND 
 33.28  GOVERNMENT/CITIZENSHIP.] 
 33.29     Subdivision 1.  [HIGH SCHOOL COURSE CREDITS FOR LEARNING 
 33.30  AREA FIVE.] Specifications for high school course credits in 
 33.31  learning area five are at least those described in this section. 
 33.32     Subd. 2.  [THEMES OF MINNESOTA, UNITED STATES, AND WORLD 
 33.33  HISTORY.] A student should be able to demonstrate understanding 
 33.34  of the Declaration of Independence, the United States 
 33.35  Constitution, Northwest Ordinance, and founding principles, 
 33.36  truths, and themes related to key events, concepts, and people 
 34.1   in the historical development of the United States.  A student 
 34.2   must demonstrate knowledge of historical events and 
 34.3   contributions of key people from different time periods through 
 34.4   reading and constructing time lines of key events and the 
 34.5   actions of important people, the contributions of key historical 
 34.6   people, and cause and effect relationships of events over an 
 34.7   extended period of time, including: 
 34.8      (1) the convergence of people, colonization, settlement, 
 34.9   and the American Revolution; 
 34.10     (2) expansion, the Civil War, and the Reconstruction; 
 34.11     (3) the relationship between American Indian tribal 
 34.12  governments and federal and state government; 
 34.13     (4) industrialization, the emergence of modern America, and 
 34.14  the Great Depression; 
 34.15     (5) World War II; 
 34.16     (6) postwar United States to the present; and 
 34.17     (7) Minnesota and World History. 
 34.18     Subd. 3.  [UNITED STATES GOVERNMENT/CITIZENSHIP.] A student 
 34.19  should be able to demonstrate understanding of the foundations, 
 34.20  rights, and responsibilities of United States citizenship 
 34.21  including: 
 34.22     (1) how the United States, as established by the 
 34.23  Declaration of Independence, Constitution, and Northwest 
 34.24  Ordinance, embodies the principles and ideals of a 
 34.25  constitutional representative republic and individual 
 34.26  self-governance; 
 34.27     (2) the rights and responsibilities of United States 
 34.28  citizens, noncitizens, and dual citizens; and 
 34.29     (3) the formal and informal structures within which 
 34.30  interest groups exercise power. 
 34.31     Sec. 20.  [120B.0228] [LEARNING AREA SIX; PERSONAL FITNESS 
 34.32  AND LIFESTYLE.] 
 34.33     Subdivision 1.  [HIGH SCHOOL COURSE CREDITS FOR LEARNING 
 34.34  AREA SIX.] Specifications for high school course credits in 
 34.35  learning area six are at least those described in this section. 
 34.36     Subd. 2.  [INDIVIDUAL AND COMMUNITY HEALTH.] A student 
 35.1   should be able to demonstrate an understanding of 
 35.2   decision-making processes and community health practices that 
 35.3   promote healthful nutrition and dietary practices, and physical 
 35.4   fitness, and that reduce and prevent tobacco use, drug and 
 35.5   alcohol use, intended and unintended injuries. 
 35.6      Subd. 3.  [PHYSICAL EDUCATION AND FITNESS.] A student 
 35.7   should be able to use decision-making processes to select 
 35.8   appropriate physical activities to achieve fitness and 
 35.9   demonstrate understanding of the training needed to improve 
 35.10  fitness and the rules and skills associated with physical 
 35.11  activities. 
 35.12     Sec. 21.  [120B.0229] [LEARNING AREA SEVEN; THE ARTS; AN 
 35.13  ELECTIVE.] 
 35.14     Subdivision 1.  [HIGH SCHOOL CONTENT STANDARDS FOR LEARNING 
 35.15  AREA SEVEN.] Specifications for high school course credits in 
 35.16  learning area seven are at least those described in this section.
 35.17     Subd. 2.  [ARTS CREATION AND PERFORMANCE.] In music, dance, 
 35.18  theater, visual arts, creative writing, or media arts, a student 
 35.19  should be able to demonstrate understanding of the elements, 
 35.20  techniques, and processes of the selected art form and how works 
 35.21  of the art form are structured.  Also, using the art form, the 
 35.22  student must create or perform, or both, an original artistic 
 35.23  presentation that includes a single complex work or multiple 
 35.24  works. 
 35.25     Sec. 22.  [120B.0230] [LEARNING AREA EIGHT; PERSONAL 
 35.26  MANAGEMENT; AN ELECTIVE.] 
 35.27     Subdivision 1.  [HIGH SCHOOL COURSE CREDITS FOR LEARNING 
 35.28  AREA EIGHT.] Specifications for high school course credits in 
 35.29  learning area eight are at least those specified in this section.
 35.30     Subd. 2.  [ECONOMIC SYSTEMS.] By using the fundamental 
 35.31  concepts of economics, a student should be able to demonstrate 
 35.32  understanding of the interactive nature of local, national, and 
 35.33  global economic systems, and how consumer choices and government 
 35.34  decisions impact those systems. 
 35.35     Subd. 3.  [PERSONAL AND FAMILY RESOURCE MANAGEMENT.] A 
 35.36  student should be able to apply principles of personal and 
 36.1   family resource management and informed decision making. 
 36.2      Subd. 4.  [BUSINESS MANAGEMENT.] A student should be able 
 36.3   to use fundamentals of informed decision making and business 
 36.4   management, including: 
 36.5      (1) personnel management procedures; 
 36.6      (2) customer, employee, and management practices; 
 36.7      (3) use of banking services; 
 36.8      (4) forms of business organization; and 
 36.9      (5) current labor-related laws. 
 36.10     Sec. 23.  [120B.0231] [LEARNING AREA NINE; WORLD LANGUAGE; 
 36.11  AN ELECTIVE.] 
 36.12     Subdivision 1.  [HIGH SCHOOL COURSE CREDIT IN WORLD 
 36.13  LANGUAGE.] Specifications for the high school course credit in 
 36.14  learning area nine are at least those described in this section. 
 36.15     Subd. 2.  [WORLD LANGUAGE.] A student should be able to 
 36.16  demonstrate understanding of a foreign, domestic, technical, or 
 36.17  symbolic language other than English and communicate in a second 
 36.18  language. 
 36.19     Sec. 24.  [120B.0232] [LEARNING AREA TEN; VOCATIONAL 
 36.20  EDUCATION; AN ELECTIVE.] 
 36.21     Subdivision 1.  [HIGH SCHOOL CONTENT STANDARDS FOR LEARNING 
 36.22  AREA TEN.] Specifications for high school course credits in 
 36.23  learning area ten are at least those described in this section. 
 36.24     Subd. 2.  [VOCATIONAL OPTIONS.] School districts must 
 36.25  determine the scope and sequence of these vocational electives 
 36.26  which must reflect the educational needs and diversity of the 
 36.27  district and the vocational education interests of students 
 36.28  enrolled in the district and community residents. 
 36.29     Sec. 25.  [120B.0233] [PREPARATORY COURSES IN LEARNING AREA 
 36.30  ONE; ENGLISH LANGUAGE AND GRAMMAR.] 
 36.31     A student should be able to demonstrate comprehension of 
 36.32  English and grammar that is appropriate for the student's grade 
 36.33  level by reading, listening, and viewing nonfiction and fiction 
 36.34  selections to identify main ideas and support details, retell 
 36.35  main events or ideas in sequence, pronounce new words using 
 36.36  phonics, demonstrate techniques of improving and expanding 
 37.1   vocabulary, and demonstrate a grade-level-appropriate reading 
 37.2   rate. 
 37.3      Sec. 26.  [120B.0234] [PREPARATORY COURSES IN LEARNING AREA 
 37.4   TWO; LITERATURE AND COMPOSITION.] 
 37.5      Subdivision 1.  [READING AND WRITING.] A student should be 
 37.6   able to demonstrate the ability to read, write, and use correct 
 37.7   spelling and grammar for a variety of academic purposes, 
 37.8   situations, and audiences for the student's grade level. 
 37.9      Subd. 2.  [PUBLIC SPEAKING.] A student should be able to 
 37.10  demonstrate the ability to speak to an audience. 
 37.11     Sec. 27.  [120B.0235] [PREPARATORY COURSES IN LEARNING AREA 
 37.12  THREE; MATHEMATICS.] 
 37.13     Subdivision 1.  [NUMBER RELATIONSHIPS.] A student should be 
 37.14  able to: 
 37.15     (1) use number relationships to represent information and 
 37.16  solve problems; 
 37.17     (2) describe and analyze two- and three-dimensional shapes 
 37.18  and spaces using appropriate whole and partial units, including 
 37.19  metric, to measure length, time, weight, volume, temperature, 
 37.20  angle, and area, and names and properties of common two- and 
 37.21  three-dimensional shapes; 
 37.22     (3) describe and compare two- and three-dimensional 
 37.23  geometric figures existing in the physical world; and 
 37.24     (4) measure, including identifying the type of measurement 
 37.25  required, selecting the appropriate tools and units of 
 37.26  measurement, and measuring accurately. 
 37.27     Subd. 2.  [NUMBER OPERATIONS.] A student should be able to 
 37.28  demonstrate understanding of: 
 37.29     (1) concepts of place value, variables, and equations; 
 37.30     (2) when and how to use number operations; 
 37.31     (3) addition, subtraction, and multiplication of 
 37.32  single-digit multiples of powers of ten; and 
 37.33     (4) when and how to use a variety of estimation strategies. 
 37.34     Subd. 3.  [BASIC CONCEPTS OF COORDINATE.] A student should 
 37.35  be able to: 
 37.36     (1) demonstrate understanding of basic concepts of 
 38.1   coordinate, by knowing precise mathematical names and properties 
 38.2   of two- and three-dimensional shapes, converting common 
 38.3   measurement units within the metric system and customary 
 38.4   systems, and understanding how properties of shapes affect 
 38.5   stability and rigidity of objects; and 
 38.6      (2) recognize and describe shape, size, and position of 
 38.7   two- and three-dimensional objects and the images of the objects 
 38.8   under transformations. 
 38.9      Subd. 4.  [NUMBER CONCEPTS.] A student should be able to 
 38.10  demonstrate understanding of: 
 38.11     (1) number concepts including place value, exponents, prime 
 38.12  and composite numbers, multiples, and factors; 
 38.13     (2) fractions, decimals, percents, integers, and numbers in 
 38.14  scientific notation that translate among equivalent forms; and 
 38.15     (3) how to compare and order numbers within a set. 
 38.16     Subd. 5.  [CONCEPTS OF ALGEBRA.] A student should be able 
 38.17  to: 
 38.18     (1) analyze patterns and use concepts of algebra to 
 38.19  represent mathematical relationships, including demonstrating 
 38.20  understanding of the concepts of variables, expressions, and 
 38.21  equations; and 
 38.22     (2) use properties of mathematics to informally justify 
 38.23  reasoning. 
 38.24     Subd. 6.  [GRADE LEVEL KNOWLEDGE; USE OF 
 38.25  CALCULATORS.] Knowledge of the concepts under this section must 
 38.26  by appropriate for the student's grade level.  Districts are 
 38.27  encouraged not to use calculators for kindergarten through grade 
 38.28  5. 
 38.29     Sec. 28.  [120B.0236] [PREPARATORY COURSES IN LEARNING AREA 
 38.30  FOUR; SCIENCE.] 
 38.31     Subdivision 1.  [PHYSICAL AND LIFE SCIENCE.] A student 
 38.32  should be able to demonstrate knowledge of basic science 
 38.33  concepts of physical science and life science that is 
 38.34  appropriate for the student's grade level. 
 38.35     Subd. 2.  [BIOLOGY.] A student should be able to 
 38.36  demonstrate an understanding of: 
 39.1      (1) characteristics of organisms including plants, animals, 
 39.2   and microorganisms; 
 39.3      (2) basic structures and functions of the human body; and 
 39.4      (3) cycles and patterns in living organisms and physical 
 39.5   systems. 
 39.6      Sec. 29.  [120B.0237] [PREPARATORY COURSES IN LEARNING AREA 
 39.7   FIVE; HISTORY, GEOGRAPHY, AND GOVERNMENT/CITIZENSHIP.] 
 39.8      Subdivision 1.  [HISTORY.] A student should be able to 
 39.9   demonstrate grade-level understanding of the Declaration of 
 39.10  Independence, the United States Constitution, Northwest 
 39.11  Ordinance, and founding principles, truths, and themes related 
 39.12  to key events, concepts, and people in the historical 
 39.13  development of the United States, including: 
 39.14     (1) the convergence of people, colonization, settlement, 
 39.15  and the American Revolution; 
 39.16     (2) expansion, the Civil War, and the Reconstruction; 
 39.17     (3) the relationship between American Indian tribal 
 39.18  governments and federal and state government; 
 39.19     (4) industrialization, the emergence of modern America, and 
 39.20  the Great Depression; 
 39.21     (5) World War II; 
 39.22     (6) postwar United States to the present; and 
 39.23     (7) Minnesota and World History. 
 39.24     A student should be able to demonstrate knowledge of 
 39.25  historical events and contributions of key people from different 
 39.26  time periods through reading and constructing time lines of key 
 39.27  events and the actions of important people, the contributions of 
 39.28  key historical people, and cause and effect relationships of 
 39.29  events over an extended period of time. 
 39.30     Subd. 2.  [GEOGRAPHY.] A student should be able to 
 39.31  demonstrate a grade level understanding of the physical world 
 39.32  including the United States capitals, continents, oceans, land 
 39.33  forms, rocks, minerals, solids, waters of the earth, weather, 
 39.34  climate, natural animal life, and natural plant life.  A student 
 39.35  must demonstrate a grade level ability to locate specific places 
 39.36  or parts of the earth's surface or physical environment. 
 40.1      Subd. 3.  [GOVERNMENT/CITIZENSHIP.] A student should be 
 40.2   able to demonstrate grade level understanding of the 
 40.3   foundations, rights, and responsibilities of United States 
 40.4   citizenship including: 
 40.5      (1) how the United States, as established by the 
 40.6   Declaration of Independence, Constitution, and Northwest 
 40.7   Ordinance, embodies the principles and ideals of a 
 40.8   constitutional representative republic and individual 
 40.9   self-governance; 
 40.10     (2) the rights and responsibilities of United States 
 40.11  citizens, noncitizens, and dual citizens; and 
 40.12     (3) the formal and informal structures within which 
 40.13  interest groups exercise power.  
 40.14     Sec. 30.  [120B.0238] [PREPARATORY COURSES IN LEARNING AREA 
 40.15  SIX; THE ARTS.] 
 40.16     Subdivision 1.  [ART FORMS.] (a) A student should be able 
 40.17  to describe at least three of the art forms in this section 
 40.18  using the vocabulary of the art form and identify similarities 
 40.19  and differences between different art forms in: 
 40.20     (1) visual art; 
 40.21     (2) music; 
 40.22     (3) theater; and 
 40.23     (4) dance. 
 40.24     (b) Expectations regarding student work under this section 
 40.25  must be appropriate for the student's grade level. 
 40.26     Subd. 2.  [ARTISTIC CREATIVITY AND PERFORMANCE; ARTISTIC 
 40.27  INTERPRETATION.] (a) A student should be able to: 
 40.28     (1) know the expressive and technical elements of an art 
 40.29  form; and 
 40.30     (2) perform or present in each art form, including using 
 40.31  principles and elements of the art form and creating original 
 40.32  works in a variety of contexts. 
 40.33     (b) A student should be able to interpret and evaluate a 
 40.34  variety of art works, performances, or presentations by 
 40.35  analyzing art works using the elements, principles, and styles 
 40.36  of the art form and evaluating works of art. 
 41.1      Sec. 31.  [120B.0239] [PREPARATORY CONTENT STANDARDS IN 
 41.2   LEARNING AREA SEVEN; PERSONAL FITNESS AND HEALTH.] 
 41.3      (a) A student should be able to demonstrate a grade level 
 41.4   understanding of activities that promote personal fitness, 
 41.5   health, nutrition, and safety. 
 41.6      (b) A student should be able to demonstrate a grade level 
 41.7   understanding of: 
 41.8      (1) the consequences of using drugs, alcohol, and tobacco; 
 41.9      (2) the strategies to prevent the spread of communicable 
 41.10  diseases; 
 41.11     (3) the strategies for preventing accidents; and 
 41.12     (4) age-appropriate nutritional recommendations. 
 41.13     (c) A student should be able to demonstrate a grade level 
 41.14  understanding of motor skills and physical fitness and 
 41.15  participate in physical activities that develop motor skills and 
 41.16  physical fitness. 
 41.17     Sec. 32.  [120B.0240] [PREPARATORY COURSES IN LEARNING AREA 
 41.18  EIGHT; SECOND LANGUAGES.] 
 41.19     A student should be able to demonstrate the ability to 
 41.20  communicate in another language on age-appropriate topics, 
 41.21  including knowing and understanding language features needed for 
 41.22  communication. 
 41.23     Sec. 33.  [120B.36] [ASSESSMENT OF PERFORMANCE IN PUBLIC 
 41.24  SCHOOLS.] 
 41.25     (a) Public schools shall annually assess the performance of 
 41.26  every child enrolled in public school using a nationally 
 41.27  norm-referenced standardized achievement examination.  The local 
 41.28  school board annually shall select the examination for each 
 41.29  grade level.  The board must notify the parent or guardian of 
 41.30  every child of the name and date of the test at least 14 
 41.31  calendar days before the test is given.  Parents who object to 
 41.32  the test must notify the school of their objection in writing 
 41.33  and name an alternative nationally norm-referenced standardized 
 41.34  achievement examination for their child to take.  The school 
 41.35  must give the child the alternative examination within a 
 41.36  reasonable period of time of when the test selected by the board 
 42.1   is given.  School officials shall place children's test results 
 42.2   in their education records. 
 42.3      (b) Each local school board shall establish a written 
 42.4   policy indicating what assistance the school district will make 
 42.5   available to children and their parents when a child's total 
 42.6   battery score on an achievement examination is at or below the 
 42.7   30th percentile. 
 42.8      (c) No state or local unit of government may enter into an 
 42.9   exclusive agreement with a testing company to provide only a 
 42.10  single form of an examination to the state or a local school 
 42.11  district. 
 42.12     Sec. 34.  Minnesota Statutes 1999 Supplement, section 
 42.13  122A.09, subdivision 4, is amended to read: 
 42.14     Subd. 4.  [LICENSE AND RULES.] (a) The board must adopt 
 42.15  rules to license public school teachers and interns subject to 
 42.16  chapter 14. 
 42.17     (b) The board must adopt rules requiring a person to 
 42.18  successfully complete a skills examination in reading, writing, 
 42.19  and mathematics as a requirement for initial teacher licensure.  
 42.20  Such rules must require college and universities offering a 
 42.21  board approved teacher preparation program to provide remedial 
 42.22  assistance to persons who did not achieve a qualifying score on 
 42.23  the skills examination, including those for whom English is a 
 42.24  second language. 
 42.25     (c) The board must adopt rules to approve teacher 
 42.26  preparation programs.  The board, upon the request of a 
 42.27  post-secondary student preparing for teacher licensure or a 
 42.28  licensed graduate of a teacher preparation program, shall assist 
 42.29  in resolving a dispute between the person and a post-secondary 
 42.30  institution providing a teacher preparation program when the 
 42.31  dispute involves an institution's recommendation for licensure 
 42.32  affecting the person or the person's credentials.  At the 
 42.33  board's discretion, assistance may include the application of 
 42.34  chapter 14. 
 42.35     (d) The board must provide the leadership and shall adopt 
 42.36  rules for the redesign of teacher education programs to 
 43.1   implement a research based, results-oriented curriculum that 
 43.2   focuses on the skills teachers need in order to be effective.  
 43.3   The board shall implement new systems of teacher preparation 
 43.4   program evaluation to assure program effectiveness based on 
 43.5   proficiency of graduates in demonstrating attainment of program 
 43.6   outcomes. 
 43.7      (e) The board must adopt rules requiring successful 
 43.8   completion of an examination of general pedagogical knowledge 
 43.9   and examinations of licensure-specific teaching skills.  The 
 43.10  rules shall be effective on the dates determined by the board, 
 43.11  but not later than September 1, 2001. 
 43.12     (f) The board must adopt rules requiring teacher educators 
 43.13  to work directly with elementary or secondary school teachers in 
 43.14  elementary or secondary schools to obtain periodic exposure to 
 43.15  the elementary or secondary teaching environment. 
 43.16     (g) The board must grant licenses to interns and to 
 43.17  candidates for initial licenses. 
 43.18     (h) The board must design and implement an assessment 
 43.19  system which requires a candidate for an initial license and 
 43.20  first continuing license to demonstrate the abilities necessary 
 43.21  to perform selected, representative teaching tasks at 
 43.22  appropriate levels. 
 43.23     (i) The board must receive recommendations from local 
 43.24  committees as established by the board for the renewal of 
 43.25  teaching licenses. 
 43.26     (j) The board must grant life licenses to those who qualify 
 43.27  according to requirements established by the board, and suspend 
 43.28  or revoke licenses pursuant to sections 122A.20 and 214.10.  The 
 43.29  board must not establish any expiration date for application for 
 43.30  life licenses.  
 43.31     (k) The board must adopt rules that require all licensed 
 43.32  teachers who are renewing their continuing license to include in 
 43.33  their renewal requirements further preparation in the areas of 
 43.34  using positive behavior interventions and in accommodating, 
 43.35  modifying, and adapting curricula, materials, and strategies to 
 43.36  appropriately meet the needs of individual students and ensure 
 44.1   adequate progress toward the state's graduation rule North Star 
 44.2   standard.  The rules adopted under this paragraph apply to 
 44.3   teachers who renew their licenses in year 2001 and later. 
 44.4      (l) In adopting rules to license public school teachers who 
 44.5   provide health-related services for disabled children, the board 
 44.6   shall adopt rules consistent with license or registration 
 44.7   requirements of the commissioner of health and the 
 44.8   health-related boards who license personnel who perform similar 
 44.9   services outside of the school. 
 44.10     Sec. 35.  Minnesota Statutes 1999 Supplement, section 
 44.11  126C.10, subdivision 14, is amended to read: 
 44.12     Subd. 14.  [USES OF TOTAL OPERATING CAPITAL REVENUE.] Total 
 44.13  operating capital revenue may be used only for the following 
 44.14  purposes: 
 44.15     (1) to acquire land for school purposes; 
 44.16     (2) to acquire or construct buildings for school purposes; 
 44.17     (3) to rent or lease buildings, including the costs of 
 44.18  building repair or improvement that are part of a lease 
 44.19  agreement; 
 44.20     (4) to improve and repair school sites and buildings, and 
 44.21  equip or reequip school buildings with permanent attached 
 44.22  fixtures; 
 44.23     (5) for a surplus school building that is used 
 44.24  substantially for a public nonschool purpose; 
 44.25     (6) to eliminate barriers or increase access to school 
 44.26  buildings by individuals with a disability; 
 44.27     (7) to bring school buildings into compliance with the 
 44.28  Uniform Fire Code adopted according to chapter 299F; 
 44.29     (8) to remove asbestos from school buildings, encapsulate 
 44.30  asbestos, or make asbestos-related repairs; 
 44.31     (9) to clean up and dispose of polychlorinated biphenyls 
 44.32  found in school buildings; 
 44.33     (10) to clean up, remove, dispose of, and make repairs 
 44.34  related to storing heating fuel or transportation fuels such as 
 44.35  alcohol, gasoline, fuel oil, and special fuel, as defined in 
 44.36  section 296A.01; 
 45.1      (11) for energy audits for school buildings and to modify 
 45.2   buildings if the audit indicates the cost of the modification 
 45.3   can be recovered within ten years; 
 45.4      (12) to improve buildings that are leased according to 
 45.5   section 123B.51, subdivision 4; 
 45.6      (13) to pay special assessments levied against school 
 45.7   property but not to pay assessments for service charges; 
 45.8      (14) to pay principal and interest on state loans for 
 45.9   energy conservation according to section 216C.37 or loans made 
 45.10  under the Northeast Minnesota Economic Protection Trust Fund Act 
 45.11  according to sections 298.292 to 298.298; 
 45.12     (15) to purchase or lease interactive telecommunications 
 45.13  equipment; 
 45.14     (16) by board resolution, to transfer money into the debt 
 45.15  redemption fund to:  (i) pay the amounts needed to meet, when 
 45.16  due, principal and interest payments on certain obligations 
 45.17  issued according to chapter 475; or (ii) pay principal and 
 45.18  interest on debt service loans or capital loans according to 
 45.19  section 126C.70; 
 45.20     (17) to pay operating capital-related assessments of any 
 45.21  entity formed under a cooperative agreement between two or more 
 45.22  districts; 
 45.23     (18) to purchase or lease computers and related materials, 
 45.24  copying machines, telecommunications equipment, and other 
 45.25  noninstructional equipment; 
 45.26     (19) to purchase or lease assistive technology or equipment 
 45.27  for instructional programs; 
 45.28     (20) to purchase textbooks; 
 45.29     (21) to purchase new and replacement library books or 
 45.30  technology; 
 45.31     (22) to purchase vehicles; 
 45.32     (23) to purchase or lease telecommunications equipment, 
 45.33  computers, and related equipment for integrated information 
 45.34  management systems for: 
 45.35     (i) managing and reporting learner outcome information for 
 45.36  all students under a results-oriented graduation rule the 
 46.1   state's North Star Standard of genuine academic excellence; 
 46.2      (ii) managing student assessment, services, and achievement 
 46.3   information required for students with individual education 
 46.4   plans; and 
 46.5      (iii) other classroom information management needs; and 
 46.6      (24) to pay personnel costs directly related to the 
 46.7   acquisition, operation, and maintenance of telecommunications 
 46.8   systems, computers, related equipment, and network and 
 46.9   applications software. 
 46.10     Sec. 36.  Minnesota Statutes 1999 Supplement, section 
 46.11  290.0674, subdivision 1, is amended to read: 
 46.12     Subdivision 1.  [CREDIT ALLOWED.] An individual is allowed 
 46.13  a credit against the tax imposed by this chapter in an amount 
 46.14  equal to the amount paid for education-related expenses for a 
 46.15  qualifying child in kindergarten through grade 12.  For purposes 
 46.16  of this section, "education-related expenses" means: 
 46.17     (1) fees or tuition for instruction by an instructor under 
 46.18  section 120A.22, subdivision 10, clause (1), (2), (3), (4), or 
 46.19  (5), or by a member of the Minnesota music teachers association, 
 46.20  for instruction outside the regular school day or school year, 
 46.21  including tutoring, driver's education offered as part of school 
 46.22  curriculum, regardless of whether it is taken from a public or 
 46.23  private entity or summer camps, in grade or age appropriate 
 46.24  curricula that supplement curricula and instruction available 
 46.25  during the regular school year, that assists a dependent to 
 46.26  improve knowledge of core curriculum areas or to expand 
 46.27  knowledge and skills under the graduation rule North Star 
 46.28  Standard under section 120B.02 and that do not include the 
 46.29  teaching of religious tenets, doctrines, or worship, the purpose 
 46.30  of which is to instill such tenets, doctrines, or worship; 
 46.31     (2) expenses for textbooks, including books and other 
 46.32  instructional materials and equipment used in elementary and 
 46.33  secondary schools in teaching only those subjects legally and 
 46.34  commonly taught in public elementary and secondary schools in 
 46.35  this state.  "Textbooks" does not include instructional books 
 46.36  and materials used in the teaching of religious tenets, 
 47.1   doctrines, or worship, the purpose of which is to instill such 
 47.2   tenets, doctrines, or worship, nor does it include books or 
 47.3   materials for extracurricular activities including sporting 
 47.4   events, musical or dramatic events, speech activities, driver's 
 47.5   education, or similar programs; 
 47.6      (3) a maximum expense of $200 per family for personal 
 47.7   computer hardware, excluding single purpose processors, and 
 47.8   educational software that assists a dependent to improve 
 47.9   knowledge of core curriculum areas or to expand knowledge and 
 47.10  skills under the graduation rule North Star Standard under 
 47.11  section 120B.02 purchased for use in the taxpayer's home and not 
 47.12  used in a trade or business regardless of whether the computer 
 47.13  is required by the dependent's school; and 
 47.14     (4) the amount paid to others for transportation of a 
 47.15  qualifying child attending an elementary or secondary school 
 47.16  situated in Minnesota, North Dakota, South Dakota, Iowa, or 
 47.17  Wisconsin, wherein a resident of this state may legally fulfill 
 47.18  the state's compulsory attendance laws, which is not operated 
 47.19  for profit, and which adheres to the provisions of the Civil 
 47.20  Rights Act of 1964 and chapter 363. 
 47.21     For purposes of this section, "qualifying child" has the 
 47.22  meaning given in section 32(c)(3) of the Internal Revenue Code. 
 47.23     Sec. 37.  [REPEALER.] 
 47.24     (a) Minnesota Statutes 1998, section 120B.03, subdivision 
 47.25  1, is repealed. 
 47.26     (b) Minnesota Rules, parts 3501.0300; 3501.0310; 3501.0320; 
 47.27  3501.0330; 3501.0340; 3501.0350; 3501.0360; 3501.0370; 
 47.28  3501.0380; 3501.0390; 3501.0400; 3501.0410; 3501.0420; 
 47.29  3501.0430; 3501.0440; 3501.0441; 3501.0442; 3501.0443; 
 47.30  3501.0444; 3501.0445; 3501.0446; 3501.0447; 3501.0448; 
 47.31  3501.0449; 3501.0450; 3501.0460; 3501.0461; 3501.0462; 
 47.32  3501.0463; 3501.0464; 3501.0465; 3501.0466; 3501.0467; 
 47.33  3501.0468; and 3501.0469, are repealed. 
 47.34     Sec. 38.  [EFFECTIVE DATE.] 
 47.35     Sections 1 to 37 are effective for the 2000-2001 school 
 47.36  year and following.