1.1                          A bill for an act 
  1.2             relating to education; providing for family and early 
  1.3             childhood and kindergarten through grade 12 education, 
  1.4             including general education, special programs, 
  1.5             education reform, facilities and technology, state 
  1.6             agencies, repeal of profile of learning, and statewide 
  1.7             accountability; providing for rulemaking; 
  1.8             appropriating money; amending Minnesota Statutes 2002, 
  1.9             sections 13.485, by adding a subdivision; 120A.05, 
  1.10            subdivision 11; 120A.24, subdivision 4; 120A.41; 
  1.11            120B.02; 120B.30, subdivision 1; 120B.35, by adding a 
  1.12            subdivision; 121A.21; 121A.23; 121A.41, subdivision 
  1.13            10; 121A.55; 121A.61, subdivision 3; 121A.64; 122A.09, 
  1.14            subdivision 4; 122A.18, subdivision 7a; 122A.22; 
  1.15            122A.40, subdivision 5; 122A.413; 122A.46, subdivision 
  1.16            9; 123B.14, subdivision 1; 123B.57, subdivision 2; 
  1.17            123B.59, subdivision 2; 123B.62; 123B.71, subdivisions 
  1.18            4, 9; 123B.77, subdivision 3; 123B.88, subdivision 2; 
  1.19            123B.90, subdivisions 2, 3; 123B.91, subdivision 1; 
  1.20            124D.09, subdivision 20; 124D.10, subdivisions 2a, 3, 
  1.21            4, 16, 20; 124D.13, subdivisions 4, 8; 124D.15, 
  1.22            subdivision 7; 124D.16, subdivision 1; 125A.023, 
  1.23            subdivision 3; 125A.03; 125A.28; 125A.30; 128C.02, 
  1.24            subdivision 1; 128C.05, by adding a subdivision; 
  1.25            169.28, subdivision 1; 169.4503, subdivision 4; 
  1.26            169.454, subdivisions 2, 6; 171.321, subdivision 5; 
  1.27            205A.07, by adding a subdivision; 354.094, subdivision 
  1.28            1; 574.26, subdivision 2; 611A.78, subdivision 1; 
  1.29            proposing coding for new law in Minnesota Statutes, 
  1.30            chapters 120B; 122A; 123B; 124D; 125A; 125B; repealing 
  1.31            Minnesota Statutes 2002, sections 15.014, subdivision 
  1.32            3; 119A.08; 119A.51; 120B.031; 122A.414; 122A.415; 
  1.33            123B.90, subdivision 1; 124D.65, subdivision 4; 
  1.34            124D.93; 125A.09; 125A.47; 126C.125; 128C.01, 
  1.35            subdivision 5; 128C.02, subdivision 8; 128C.13; 
  1.36            144.401, subdivision 5; 169.441, subdivision 4; 
  1.37            239.004; Minnesota Rules, parts 3501.0300; 3501.0310; 
  1.38            3501.0320; 3501.0330; 3501.0340; 3501.0350; 3501.0370; 
  1.39            3501.0380; 3501.0390; 3501.0400; 3501.0410; 3501.0420; 
  1.40            3501.0440; 3501.0441; 3501.0442; 3501.0443; 3501.0444; 
  1.41            3501.0445; 3501.0446; 3501.0447; 3501.0448; 3501.0449; 
  1.42            3501.0450; 3501.0460; 3501.0461; 3501.0462; 3501.0463; 
  1.43            3501.0464; 3501.0465; 3501.0466; 3501.0467; 3501.0468; 
  1.44            3501.0469. 
  1.45  BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA: 
  2.1                              ARTICLE 1 
  2.2                          GENERAL EDUCATION 
  2.3      Section 1.  Minnesota Statutes 2002, section 123B.77, 
  2.4   subdivision 3, is amended to read: 
  2.5      Subd. 3.  [STATEMENT FOR COMPARISON AND CORRECTION.] By 
  2.6   October 1 of the calendar year for those districts conducting a 
  2.7   school district election on the first Tuesday after the first 
  2.8   Monday in November in the same calendar year under section 
  2.9   123B.62, 123B.63, 126C.17, 126C.69, or 475.58, or by November 30 
  2.10  of the calendar year of the submission of the unaudited 
  2.11  financial data for all other districts, the district must 
  2.12  provide to the commissioner audited financial data for the 
  2.13  preceding fiscal year.  The audit must be conducted in 
  2.14  compliance with generally accepted governmental auditing 
  2.15  standards, the federal Single Audit Act, and the Minnesota legal 
  2.16  compliance guide issued by the office of the state auditor.  An 
  2.17  audited financial statement prepared in a form which will allow 
  2.18  comparison with and correction of material differences in the 
  2.19  unaudited financial data shall be submitted to the commissioner 
  2.20  and the state auditor by December 31.  The audited financial 
  2.21  statement must also provide a statement of assurance pertaining 
  2.22  to uniform financial accounting and reporting standards 
  2.23  compliance and a copy of the management letter submitted to the 
  2.24  district by the school district's auditor. 
  2.25     Sec. 2.  Minnesota Statutes 2002, section 123B.88, 
  2.26  subdivision 2, is amended to read: 
  2.27     Subd. 2.  [VOLUNTARY SURRENDER OF TRANSPORTATION 
  2.28  PRIVILEGES.] The parent or guardian of a secondary student may 
  2.29  voluntarily surrender the secondary student's to and from school 
  2.30  transportation privileges granted under subdivision 1. 
  2.31     Sec. 3.  Minnesota Statutes 2002, section 124D.09, 
  2.32  subdivision 20, is amended to read: 
  2.33     Subd. 20.  [TEXTBOOKS; MATERIALS.] All textbooks and 
  2.34  equipment provided to a pupil, and paid for under subdivision 
  2.35  13, are the property of the pupil's school district of residence 
  2.36  postsecondary institution.  Each pupil is required to return all 
  3.1   textbooks and equipment to the district postsecondary 
  3.2   institution after the course has ended. 
  3.3      Sec. 4.  Minnesota Statutes 2002, section 124D.10, 
  3.4   subdivision 16, is amended to read: 
  3.5      Subd. 16.  [TRANSPORTATION.] (a) By July 1 of each year, a 
  3.6   charter school must notify the district in which the school is 
  3.7   located and the department of children, families, and learning 
  3.8   if it will provide transportation for pupils enrolled in the 
  3.9   school for the fiscal year. 
  3.10     (b) If a charter school elects to provide transportation 
  3.11  for pupils, the transportation must be provided by the charter 
  3.12  school within the district in which the charter school is 
  3.13  located.  The state must pay transportation aid to the charter 
  3.14  school according to section 124D.11, subdivision 2. 
  3.15     For pupils who reside outside the district in which the 
  3.16  charter school is located, the charter school is not required to 
  3.17  provide or pay for transportation between the pupil's residence 
  3.18  and the border of the district in which the charter school is 
  3.19  located.  A parent may be reimbursed by the charter school for 
  3.20  costs of transportation from the pupil's residence to the border 
  3.21  of the district in which the charter school is located if the 
  3.22  pupil is from a family whose income is at or below the poverty 
  3.23  level, as determined by the federal government.  The 
  3.24  reimbursement may not exceed the pupil's actual cost of 
  3.25  transportation or 15 cents per mile traveled, whichever is 
  3.26  less.  Reimbursement may not be paid for more than 250 miles per 
  3.27  week.  
  3.28     At the time a pupil enrolls in a charter school, the 
  3.29  charter school must provide the parent or guardian with 
  3.30  information regarding the transportation.  
  3.31     (c) If a charter school does not elect to provide 
  3.32  transportation, transportation for pupils enrolled at the school 
  3.33  must be provided by the district in which the school is located, 
  3.34  according to sections 123B.88, subdivision 6, and 124D.03, 
  3.35  subdivision 8, for a pupil residing in the same district in 
  3.36  which the charter school is located.  Transportation may be 
  4.1   provided by the district in which the school is located, 
  4.2   according to sections 123B.88, subdivision 6, and 124D.03, 
  4.3   subdivision 8, for a pupil residing in a different district.  If 
  4.4   the district provides the transportation, the scheduling of 
  4.5   routes, manner and method of transportation, control and 
  4.6   discipline of the pupils, and any other matter relating to the 
  4.7   transportation of pupils under this paragraph shall be within 
  4.8   the sole discretion, control, and management of the district. 
  4.9      Sec. 5.  Minnesota Statutes 2002, section 205A.07, is 
  4.10  amended by adding a subdivision to read: 
  4.11     Subd. 3a.  [NOTICE TO COMMISSIONER OF CHILDREN, FAMILIES, 
  4.12  AND LEARNING.] At least 49 days prior to every school district 
  4.13  election, under section 123B.62, 123B.63, 126C.17, 126C.69, or 
  4.14  475.58, the school district clerk shall provide a written notice 
  4.15  to the commissioner of children, families, and learning.  The 
  4.16  notice must include the date of the election and the title and 
  4.17  language for each ballot question to be voted on at the 
  4.18  election.  The certified vote totals for each ballot question 
  4.19  shall be provided in a written notice to the commissioner in a 
  4.20  timely manner. 
  4.21                             ARTICLE 2 
  4.22              EDUCATIONAL EXCELLENCE AND OTHER POLICY 
  4.23     Section 1.  Minnesota Statutes 2002, section 13.485, is 
  4.24  amended by adding a subdivision to read: 
  4.25     Subd. 5.  [SCHOOL DISTRICT CONTRACTS.] Financial statements 
  4.26  submitted by certain contractors with school districts are 
  4.27  classified under section 574.26. 
  4.28     Sec. 2.  Minnesota Statutes 2002, section 120A.05, 
  4.29  subdivision 11, is amended to read: 
  4.30     Subd. 11.  [MIDDLE SCHOOL.] "Middle school" means any 
  4.31  school other than a secondary school giving an approved course 
  4.32  of study in a minimum of three two consecutive grades above 4th 
  4.33  but below 10th with building, equipment, courses of study, class 
  4.34  schedules, enrollment, and staff meeting the standards 
  4.35  established by the commissioner of children, families, and 
  4.36  learning. 
  5.1      <b>[EFFECTIVE DATE.]</b> This section is effective for the 
  5.2   2003-2004 school year and later. 
  5.3      Sec. 3.  Minnesota Statutes 2002, section 120A.24, 
  5.4   subdivision 4, is amended to read: 
  5.5      Subd. 4.  [REPORTS TO THE STATE.] A superintendent must 
  5.6   make an annual report to the commissioner of children, families, 
  5.7   and learning.  The report must include the following information:
  5.8      (1) the number of children residing in the district 
  5.9   attending nonpublic schools or receiving instruction from 
  5.10  persons or institutions other than a public school; 
  5.11     (2) the number of children in clause (1) who are in 
  5.12  compliance with section 120A.22 and this section; and 
  5.13     (3) the names, ages, and addresses number of children whom 
  5.14  in clause (1) who the superintendent has determined are not in 
  5.15  compliance with section 120A.22 and this section.  
  5.16     Sec. 4.  Minnesota Statutes 2002, section 120A.41, is 
  5.17  amended to read: 
  5.18     120A.41 [LENGTH OF SCHOOL YEAR; DAYS OF INSTRUCTION.] 
  5.19     A school board's annual school calendar must include at 
  5.20  least three additional days of student instruction or staff 
  5.21  development training related to implementing section 120B.031, 
  5.22  subdivision 1, paragraph (f), beyond the number of days of 
  5.23  student instruction the board formally adopted as its school 
  5.24  calendar at the beginning of the 1996-1997 school year. 
  5.25     <b>[EFFECTIVE DATE.]</b> This section is effective for the 
  5.26  2003-2004 school year. 
  5.27     Sec. 5.  Minnesota Statutes 2002, section 120B.35, is 
  5.28  amended by adding a subdivision to read: 
  5.29     Subd. 5.  [IMPROVING GRADUATION RATES FOR STUDENTS WITH 
  5.30  EMOTIONAL OR BEHAVIORAL DISORDERS.] (a) A district must develop 
  5.31  strategies in conjunction with parents of students with 
  5.32  emotional or behavioral disorders and the county board 
  5.33  responsible for implementing sections 245.487 to 245.4888 to 
  5.34  keep students with emotional or behavioral disorders in school, 
  5.35  when the district has a drop-out rate for students with an 
  5.36  emotional or behavioral disorder in grades 9 through 12 
  6.1   exceeding 25 percent. 
  6.2      (b) A district must develop a plan in conjunction with 
  6.3   parents of students with emotional or behavioral disorders and 
  6.4   the local mental health authority to increase the graduation 
  6.5   rates of students with emotional or behavioral disorders.  A 
  6.6   district with a drop-out rate for children with an emotional or 
  6.7   behavioral disturbance in grades 9 through 12 that is in the top 
  6.8   25 percent of all districts shall submit a plan for review and 
  6.9   oversight to the commissioner. 
  6.10     Sec. 6.  Minnesota Statutes 2002, section 121A.23, is 
  6.11  amended to read: 
  6.12     121A.23 [PROGRAMS TO PREVENT AND REDUCE THE RISKS OF 
  6.13  SEXUALLY TRANSMITTED INFECTIONS AND DISEASES.] 
  6.14     Subdivision 1.  [SEXUALLY TRANSMITTED DISEASES INFECTION 
  6.15  PROGRAM.] The commissioner of children, families, and learning, 
  6.16  in consultation with the commissioner of health, shall assist 
  6.17  districts in developing and implementing a program to prevent 
  6.18  and reduce the risk of sexually transmitted infections and 
  6.19  diseases, including, but not exclusive limited to, human 
  6.20  immune deficiency virus and human papilloma virus.  Each 
  6.21  district must have a program that includes at least: 
  6.22     (1) planning materials, guidelines, and other technically 
  6.23  accurate and updated information; 
  6.24     (2) a comprehensive, technically accurate, and updated 
  6.25  curriculum that includes emphasizes, but is not limited to, 
  6.26  helping students to abstain from sexual activity until marriage; 
  6.27     (3) cooperation and coordination among districts and SCs; 
  6.28     (4) a targeting of adolescents, especially those who may be 
  6.29  at high risk of contracting sexually transmitted infections and 
  6.30  diseases, for prevention efforts; 
  6.31     (5) involvement of parents and other community members; 
  6.32     (6) in-service training for appropriate district staff and 
  6.33  school board members; 
  6.34     (7) collaboration with state agencies and organizations 
  6.35  having a sexually transmitted infection and disease prevention 
  6.36  or sexually transmitted infection and disease risk reduction 
  7.1   program; 
  7.2      (8) collaboration with local community health services, 
  7.3   agencies and organizations having a sexually transmitted 
  7.4   infection and disease prevention or sexually transmitted 
  7.5   infection and disease risk reduction program; and 
  7.6      (9) participation by state and local student organizations. 
  7.7      The department may provide assistance at a neutral site to 
  7.8   a nonpublic school participating in a district's program.  
  7.9   District programs must not conflict with the health and wellness 
  7.10  curriculum developed under Laws 1987, chapter 398, article 5, 
  7.11  section 2, subdivision 7. 
  7.12     If a district fails to develop and implement a program to 
  7.13  prevent and reduce the risk of sexually transmitted infection 
  7.14  and disease, the department must assist the service cooperative 
  7.15  in the region serving that district to develop or implement the 
  7.16  program. 
  7.17     Subd. 2.  [FUNDING SOURCES.] Districts may accept funds for 
  7.18  sexually transmitted infection and disease prevention programs 
  7.19  developed and implemented under this section from public and 
  7.20  private sources including public health funds and foundations, 
  7.21  department professional development funds, federal block grants 
  7.22  or other federal or state grants. 
  7.23     Sec. 7.  Minnesota Statutes 2002, section 121A.55, is 
  7.24  amended to read: 
  7.25     121A.55 [POLICIES TO BE ESTABLISHED.] 
  7.26     (a) The commissioner of children, families, and learning 
  7.27  shall promulgate guidelines to assist each school board.  Each 
  7.28  school board shall establish uniform criteria for dismissal and 
  7.29  adopt written policies and rules to effectuate the purposes of 
  7.30  sections 121A.40 to 121A.56.  The policies shall emphasize 
  7.31  preventing dismissals through early detection of problems and 
  7.32  shall be designed to address students' inappropriate behavior 
  7.33  from recurring.  The policies shall recognize the continuing 
  7.34  responsibility of the school for the education of the pupil 
  7.35  during the dismissal period.  The alternative educational 
  7.36  services, if the pupil wishes to take advantage of them, must be 
  8.1   adequate to allow the pupil to make progress towards meeting the 
  8.2   graduation standards adopted under section 120B.02 and help 
  8.3   prepare the pupil for readmission.  
  8.4      (b) An area learning center under section 123A.05 may not 
  8.5   prohibit an expelled or excluded pupil from enrolling solely 
  8.6   because a district expelled or excluded the pupil.  The board of 
  8.7   the area learning center may use the provisions of the Pupil 
  8.8   Fair Dismissal Act to exclude a pupil or to require an admission 
  8.9   plan. 
  8.10     (c) The commissioner shall actively encourage and assist 
  8.11  school districts to cooperatively establish alternative 
  8.12  educational services within school buildings or at alternative 
  8.13  program sites that offer instruction to pupils who are dismissed 
  8.14  from school for willfully engaging in dangerous, disruptive, or 
  8.15  violent behavior, including for possessing a firearm in a school 
  8.16  zone. 
  8.17     (d) Each school district shall develop a policy and report 
  8.18  it to the commissioner on the appropriate use of peace officers 
  8.19  and crisis teams to remove students who have an individualized 
  8.20  education plan from school grounds. 
  8.21     Sec. 8.  Minnesota Statutes 2002, section 121A.61, 
  8.22  subdivision 3, is amended to read: 
  8.23     Subd. 3.  [POLICY COMPONENTS.] The policy must include at 
  8.24  least the following components:  
  8.25     (a) rules governing student conduct and procedures for 
  8.26  informing students of the rules; 
  8.27     (b) the grounds for removal of a student from a class; 
  8.28     (c) the authority of the classroom teacher to remove 
  8.29  students from the classroom pursuant to procedures and rules 
  8.30  established in the district's policy; 
  8.31     (d) the procedures for removal of a student from a class by 
  8.32  a teacher, school administrator, or other school district 
  8.33  employee; 
  8.34     (e) the period of time for which a student may be removed 
  8.35  from a class, which may not exceed five class periods for a 
  8.36  violation of a rule of conduct; 
  9.1      (f) provisions relating to the responsibility for and 
  9.2   custody of a student removed from a class; 
  9.3      (g) the procedures for return of a student to the specified 
  9.4   class from which the student has been removed; 
  9.5      (h) the procedures for notifying a student and the 
  9.6   student's parents or guardian of violations of the rules of 
  9.7   conduct and of resulting disciplinary actions; 
  9.8      (i) any procedures determined appropriate for encouraging 
  9.9   early involvement of parents or guardians in attempts to improve 
  9.10  a student's behavior; 
  9.11     (j) any procedures determined appropriate for encouraging 
  9.12  early detection of behavioral problems; 
  9.13     (k) any procedures determined appropriate for referring a 
  9.14  student in need of special education services to those services; 
  9.15     (1) the procedures for consideration of whether there is a 
  9.16  need for a further assessment or of whether there is a need for 
  9.17  a review of the adequacy of a current individual education plan 
  9.18  of a student with a disability who is removed from class; 
  9.19     (m) procedures for detecting and addressing chemical abuse 
  9.20  problems of a student while on the school premises; 
  9.21     (n) the minimum consequences for violations of the code of 
  9.22  conduct; 
  9.23     (o) procedures for immediate and appropriate interventions 
  9.24  tied to violations of the code; and 
  9.25     (p) a provision that states that a teacher, school 
  9.26  employee, school bus driver, or other agent of a district may 
  9.27  use reasonable force in compliance with section 121A.582 and 
  9.28  other laws; and 
  9.29     (q) an agreement regarding procedures to coordinate crisis 
  9.30  services to the extent funds are available with the county board 
  9.31  responsible for implementing sections 245.487 to 245.4888 for 
  9.32  students with a serious emotional disturbance or other students 
  9.33  who have an individualized education plan whose behavior may be 
  9.34  addressed by crisis intervention. 
  9.35     Sec. 9.  Minnesota Statutes 2002, section 121A.64, is 
  9.36  amended to read: 
 10.1      121A.64 [NOTIFICATION; TEACHERS' LEGITIMATE EDUCATIONAL 
 10.2   INTEREST.] 
 10.3      (a) A classroom teacher has a legitimate educational 
 10.4   interest in knowing which students placed in the teacher's 
 10.5   classroom have a history of violent behavior and must be 
 10.6   notified before such students are placed in the teacher's 
 10.7   classroom. 
 10.8      (b) Representatives of the school board and the exclusive 
 10.9   representative of the teachers shall discuss issues related to 
 10.10  notification prior to placement the model policy on student 
 10.11  records adopted under Laws 1999, chapter 241, article 9, section 
 10.12  50, and any modifications adopted under this act for notifying 
 10.13  classroom teachers and other school district employees having a 
 10.14  legitimate educational interest in knowing about students with a 
 10.15  history of violent behavior placed in classrooms of students 
 10.16  with histories of violent behavior and any.  The representatives 
 10.17  of the school board and the exclusive representative of the 
 10.18  teachers also may discuss the need for intervention services or 
 10.19  conflict resolution or training for staff in these cases related 
 10.20  to placing students with a history of violent behavior in 
 10.21  teachers' classrooms. 
 10.22     <b>[EFFECTIVE DATE.]</b> This section is effective for the 
 10.23  2003-2004 school year and later.  
 10.24     Sec. 10.  Minnesota Statutes 2002, section 122A.09, 
 10.25  subdivision 4, is amended to read: 
 10.26     Subd. 4.  [LICENSE AND RULES.] (a) The board must adopt 
 10.27  rules to license public school teachers and interns subject to 
 10.28  chapter 14. 
 10.29     (b) The board must adopt rules requiring a person to 
 10.30  successfully complete a skills examination in reading, writing, 
 10.31  and mathematics as a requirement for initial teacher licensure.  
 10.32  Such rules must require college and universities offering a 
 10.33  board approved teacher preparation program to provide remedial 
 10.34  assistance to persons who did not achieve a qualifying score on 
 10.35  the skills examination, including those for whom English is a 
 10.36  second language. 
 11.1      (c) The board must adopt rules to approve teacher 
 11.2   preparation programs.  The board, upon the request of a 
 11.3   post-secondary student preparing for teacher licensure or a 
 11.4   licensed graduate of a teacher preparation program, shall assist 
 11.5   in resolving a dispute between the person and a post-secondary 
 11.6   institution providing a teacher preparation program when the 
 11.7   dispute involves an institution's recommendation for licensure 
 11.8   affecting the person or the person's credentials.  At the 
 11.9   board's discretion, assistance may include the application of 
 11.10  chapter 14. 
 11.11     (d) The board must provide the leadership and shall adopt 
 11.12  rules for the redesign of teacher education programs to 
 11.13  implement a research based, results-oriented curriculum that 
 11.14  focuses on the skills teachers need in order to be effective.  
 11.15  The board shall implement new systems of teacher preparation 
 11.16  program evaluation to assure program effectiveness based on 
 11.17  proficiency of graduates in demonstrating attainment of program 
 11.18  outcomes. 
 11.19     (e) The board must adopt rules requiring successful 
 11.20  completion of an examination of general pedagogical knowledge 
 11.21  and examinations of licensure-specific teaching skills.  The 
 11.22  rules shall be effective on the dates determined by the board 
 11.23  but not later than September 1, 2001.  
 11.24     (f) The board must adopt rules requiring teacher educators 
 11.25  to work directly with elementary or secondary school teachers in 
 11.26  elementary or secondary schools to obtain periodic exposure to 
 11.27  the elementary or secondary teaching environment. 
 11.28     (g) The board must grant licenses to interns and to 
 11.29  candidates for initial licenses. 
 11.30     (h) The board must design and implement an assessment 
 11.31  system which requires a candidate for an initial license and 
 11.32  first continuing license to demonstrate the abilities necessary 
 11.33  to perform selected, representative teaching tasks at 
 11.34  appropriate levels. 
 11.35     (i) The board must receive recommendations from local 
 11.36  committees as established by the board for the renewal of 
 12.1   teaching licenses. 
 12.2      (j) The board must grant life licenses to those who qualify 
 12.3   according to requirements established by the board, and suspend 
 12.4   or revoke licenses pursuant to sections 122A.20 and 214.10.  The 
 12.5   board must not establish any expiration date for application for 
 12.6   life licenses.  
 12.7      (k) The board must adopt rules that require all licensed 
 12.8   teachers who are renewing their continuing license to include in 
 12.9   their renewal requirements further preparation in the areas of 
 12.10  using positive behavior interventions and in accommodating, 
 12.11  modifying, and adapting curricula, materials, and strategies to 
 12.12  appropriately meet the needs of individual students and ensure 
 12.13  adequate progress toward the state's graduation rule.  
 12.14     (l) In adopting rules to license public school teachers who 
 12.15  provide health-related services for disabled children, the board 
 12.16  shall adopt rules consistent with license or registration 
 12.17  requirements of the commissioner of health and the 
 12.18  health-related boards who license personnel who perform similar 
 12.19  services outside of the school. 
 12.20     (m) The board must adopt rules that require all licensed 
 12.21  teachers who are renewing their continuing license to include in 
 12.22  their renewal requirements further reading preparation, 
 12.23  consistent with section 122A.06, subdivision 4.  The rules do 
 12.24  not take effect until they are approved by law.  
 12.25     (n) The board must adopt rules that require all licensed 
 12.26  teachers who are renewing their continuing license to include in 
 12.27  their renewal requirements further preparation in understanding 
 12.28  the key warning signs of early-onset mental illness in children 
 12.29  and adolescents. 
 12.30     Sec. 11.  Minnesota Statutes 2002, section 122A.18, 
 12.31  subdivision 7a, is amended to read: 
 12.32     Subd. 7a.  [PERMISSION TO SUBSTITUTE TEACH.] (a) The board 
 12.33  of teaching may allow a person who is enrolled in and making 
 12.34  satisfactory progress in a board-approved teacher program and 
 12.35  who has successfully completed student teaching to be employed 
 12.36  as a short-call substitute teacher.  
 13.1      (b) The board of teaching may issue a lifetime qualified 
 13.2   short-call substitute teaching license to a person who: 
 13.3      (1) was a qualified teacher under section 122A.16 while 
 13.4   holding a continuing five-year teaching license issued by the 
 13.5   board, and receives a retirement annuity from the teachers 
 13.6   retirement association, the Minneapolis teachers retirement fund 
 13.7   association, the St. Paul teachers retirement fund association, 
 13.8   or the Duluth teachers retirement fund association; 
 13.9      (2) holds an out-of-state teaching license and receives a 
 13.10  retirement annuity as a result of the person's teaching 
 13.11  experience; or 
 13.12     (3) held a continuing five-year license issued by the 
 13.13  board, taught at least three school years in an accredited 
 13.14  nonpublic school in Minnesota, and receives a retirement annuity 
 13.15  as a result of the person's teaching experience. 
 13.16  A person holding a lifetime qualified short-call substitute 
 13.17  teaching license is not required to complete continuing 
 13.18  education clock hours.  A person holding this license may 
 13.19  reapply to the board for a continuing five-year license and must 
 13.20  again complete continuing education clock hours one school year 
 13.21  after receiving the continuing five-year license. 
 13.22     <b>[EFFECTIVE DATE.]</b> This section is effective for the 
 13.23  2003-2004 school year. 
 13.24     Sec. 12.  Minnesota Statutes 2002, section 122A.22, is 
 13.25  amended to read: 
 13.26     122A.22 [DISTRICT RECORDING VERIFICATION OF TEACHER 
 13.27  LICENSES; DISPLAY.] 
 13.28     No person shall be accounted a qualified teacher until the 
 13.29  person has filed for record with the district superintendent 
 13.30  where the person intends to teach a license, or certified copy 
 13.31  of a license, authorizing the person to teach school in the 
 13.32  district school system. school district or charter school 
 13.33  contracting with the person for teaching services verifies 
 13.34  through the Minnesota education licensing system available on 
 13.35  the department Web site that person is a qualified teacher, 
 13.36  consistent with sections 122A.16 and 122A.44, subdivision 1.  In 
 14.1   addition, licensed teachers must prominently display a copy of 
 14.2   their license or credential in their instructional area or 
 14.3   office.  
 14.4      <b>[EFFECTIVE DATE.]</b> This section is effective for the 
 14.5   2003-2004 school year and later. 
 14.6      Sec. 13.  [122A.34] [CREDENTIAL FOR EDUCATION 
 14.7   PARAPROFESSIONALS.] 
 14.8      Subdivision 1.  [RULEMAKING.] The board of teaching must 
 14.9   adopt rules to implement a statewide credential for education 
 14.10  paraprofessionals who assist a licensed teacher in providing 
 14.11  student instruction. 
 14.12     Subd. 2.  [TRAINING POSSIBILITIES.] In adopting rules under 
 14.13  subdivision 1, the board must consider including provisions that 
 14.14  provide paraprofessionals with training in students' 
 14.15  characteristics, supporting the teaching and learning 
 14.16  environment, academic instructional skills, managing student 
 14.17  behavior, and ethical practices. 
 14.18     Subd. 3.  [INITIAL TRAINING.] Within the first 60 days of 
 14.19  supervising or working with students, each paraprofessional will 
 14.20  receive initial training in emergency procedures, 
 14.21  confidentiality, vulnerability, reporting obligations, 
 14.22  discipline policies, roles and responsibilities, and a building 
 14.23  orientation. 
 14.24     <b>[EFFECTIVE DATE.]</b> This section is effective the day 
 14.25  following final enactment. 
 14.26     Sec. 14.  Minnesota Statutes 2002, section 122A.40, 
 14.27  subdivision 5, is amended to read: 
 14.28     Subd. 5.  [PROBATIONARY PERIOD.] (a) The first three 
 14.29  consecutive years of a teacher's first teaching experience in 
 14.30  Minnesota in a single district is deemed to be a probationary 
 14.31  period of employment, and after completion thereof, the 
 14.32  probationary period in each district in which the teacher is 
 14.33  thereafter employed shall be one year.  The school board must 
 14.34  adopt a plan for written evaluation of teachers during the 
 14.35  probationary period.  Evaluation must occur at least three times 
 14.36  each year for a teacher performing services on 120 or more 
 15.1   school days, at least two times each year for a teacher 
 15.2   performing services on 60 to 119 school days, and at least one 
 15.3   time each year for a teacher performing services on fewer than 
 15.4   60 school days.  The evaluation must be conducted during the 
 15.5   school year with at least one evaluation completed by March 1 if 
 15.6   the teacher is performing services in excess of 120 days in that 
 15.7   school year.  Days devoted to parent-teacher conferences, 
 15.8   teachers' workshops, and other staff development opportunities 
 15.9   and days on which a teacher is absent from school must not be 
 15.10  included in determining the number of school days on which a 
 15.11  teacher performs services.  Except as otherwise provided in 
 15.12  paragraph (b), during the probationary period any annual 
 15.13  contract with any teacher may or may not be renewed as the 
 15.14  school board shall see fit.  However, failure to provide the 
 15.15  evaluation required by March 1 under this section will result in 
 15.16  the automatic extension of that teacher's probationary period 
 15.17  for one year, unless the school board decides not to renew the 
 15.18  teacher's contract because of financial limitations of the 
 15.19  district.  An additional failure to provide the March 1 
 15.20  evaluation results in the automatic renewal of that teacher's 
 15.21  contract, unless the school board decides not to renew the 
 15.22  teacher's contract because of financial limitations in the 
 15.23  district.  The board must give any such teacher whose contract 
 15.24  it declines to renew for the following school year written 
 15.25  notice to that effect before July 1.  If the teacher requests 
 15.26  reasons for any nonrenewal of a teaching contract, the board 
 15.27  must give the teacher its reason in writing, including a 
 15.28  statement that appropriate supervision was furnished describing 
 15.29  the nature and the extent of such supervision furnished the 
 15.30  teacher during the employment by the board, within ten days 
 15.31  after receiving such request.  The school board may, after a 
 15.32  hearing held upon due notice, discharge a teacher during the 
 15.33  probationary period for cause, effective immediately, under 
 15.34  section 122A.44.  
 15.35     (b) A board must discharge a probationary teacher, 
 15.36  effective immediately, upon receipt of notice under section 
 16.1   122A.20, subdivision 1, paragraph (b), that the teacher's 
 16.2   license has been revoked due to a conviction for child abuse or 
 16.3   sexual abuse. 
 16.4      Sec. 15.  Minnesota Statutes 2002, section 122A.46, 
 16.5   subdivision 9, is amended to read: 
 16.6      Subd. 9.  [BENEFITS.] A teacher on an extended leave of 
 16.7   absence shall receive all of the health, accident, medical, 
 16.8   surgical and hospitalization insurance or benefits, for both the 
 16.9   teacher and the teacher's dependents, for which the teacher 
 16.10  would otherwise be eligible if not on an extended leave.  A 
 16.11  teacher shall receive the coverage if such coverage is available 
 16.12  from the school district's insurer, if the teacher requests the 
 16.13  coverage, and if the teacher either (a) reimburses the district 
 16.14  for the full amount of the premium necessary to maintain the 
 16.15  coverage within one month following preceding the district's 
 16.16  payment of the premium, or (b) if the district is wholly or 
 16.17  partially self-insured, pays the district, according to a 
 16.18  schedule agreed upon by the teacher and the school board, an 
 16.19  amount determined by the school board to be the amount that 
 16.20  would be charged for the coverage chosen by the teacher if the 
 16.21  school board purchased all health, accident, medical, surgical 
 16.22  and hospitalization coverage for its teachers from an 
 16.23  insurer.  A school district may enter into an agreement with the 
 16.24  exclusive bargaining representative of teachers in the district 
 16.25  where the district agrees to pay all or a portion of the premium 
 16.26  for such coverage.  Any such agreement must include a sunset of 
 16.27  eligibility to qualify for the payment and must not be a 
 16.28  continuing part of the collective bargaining agreement. 
 16.29     <b>[EFFECTIVE DATE.]</b> This section is effective the day 
 16.30  following final enactment and applies to agreements in effect or 
 16.31  entered into after that date. 
 16.32     Sec. 16.  [123B.025] [SCHOOL SPONSORSHIP AND ADVERTISING 
 16.33  REVENUE.] 
 16.34     Subdivision 1.  [BOARD AUTHORITY; CONTRACTS.] A school 
 16.35  board may enter into a contract with advertisers, sponsors, or 
 16.36  others regarding advertising and naming rights to school 
 17.1   facilities under the general charge of the district.  A contract 
 17.2   authorized under this section must be approved by the school 
 17.3   board.  The powers granted to a school board under this section 
 17.4   are in addition to any other authority the school district may 
 17.5   have. 
 17.6      Subd. 2.  [AUTHORIZED AGREEMENTS.] A school district may 
 17.7   enter into a contract to: 
 17.8      (1) lease the naming rights for school facilities, 
 17.9   including school buildings, ice arenas, and stadiums; 
 17.10     (2) sell advertising on or in the facilities listed in 
 17.11  clause (1); and 
 17.12     (3) otherwise enter into an agreement with a sponsoring 
 17.13  agent. 
 17.14     Subd. 3.  [REVENUE USES.] Revenue generated under this 
 17.15  section must be used according to a plan specified by the school 
 17.16  board. 
 17.17     Sec. 17.  [123B.061] [IMPROVING STUDENT ACCESS TO SERVICES 
 17.18  SUPPORTING ACADEMIC SUCCESS.] 
 17.19     (a) Districts and the department shall explore 
 17.20  opportunities for obtaining additional funds to improve 
 17.21  students' access to needed licensed student support services 
 17.22  including, but not limited to, medical assistance 
 17.23  reimbursements, local collaborative time study funds, federal 
 17.24  funds, public health funds, and specifically designated funds. 
 17.25     (b) Districts and the department must consider nationally 
 17.26  recommended licensed staff-to-student ratios when working to 
 17.27  improve student access to needed student services: 
 17.28     (1) one licensed school nurse to 750 students; 
 17.29     (2) one licensed school social worker to 500 students; 
 17.30     (3) one licensed school psychologist to 1,000 students; 
 17.31     (4) one licensed school counselor to 250 secondary school 
 17.32  students and one licensed school counselor to 400 elementary 
 17.33  school students; and 
 17.34     (5) one or more school chemical health counselors who may 
 17.35  be one of the professionals listed in this paragraph if the 
 17.36  staff-to-student ratios are adjusted. 
 18.1      School districts shall develop the student services team 
 18.2   according to the needs as determined by the school board of the 
 18.3   respective districts. 
 18.4      <b>[EFFECTIVE DATE.]</b> This section is effective the day 
 18.5   following final enactment. 
 18.6      Sec. 18.  Minnesota Statutes 2002, section 123B.14, 
 18.7   subdivision 1, is amended to read: 
 18.8      Subdivision 1.  [OFFICER SELECTION.] Within ten days after 
 18.9   the election of the first board in independent districts and 
 18.10  annually thereafter on July 1, On the first Monday of January of 
 18.11  each year, or as soon thereafter as practicable, the board must 
 18.12  meet and organize by selecting a chair, clerk, and a treasurer, 
 18.13  who shall hold their offices for one year and until their 
 18.14  successors are selected and qualify. The persons who perform the 
 18.15  duties of the clerk and treasurer need not be members of the 
 18.16  board and the board by resolution may combine the duties of the 
 18.17  offices of clerk and treasurer in a single person in the office 
 18.18  of business affairs.  They may appoint a superintendent who 
 18.19  shall be ex officio a member of the board, but not entitled to 
 18.20  vote therein.  In districts in which board members are elected 
 18.21  at the general election in November, the annual meeting of the 
 18.22  board must be held on the first Monday of January or as soon 
 18.23  thereafter as practicable. 
 18.24     Sec. 19.  Minnesota Statutes 2002, section 123B.90, 
 18.25  subdivision 2, is amended to read: 
 18.26     Subd. 2.  [STUDENT TRAINING.] (a) Each district must 
 18.27  provide public school pupils enrolled in grades kindergarten 
 18.28  through grade 10 with age-appropriate school bus safety training.
 18.29  The training must be results-oriented and shall consist of both 
 18.30  classroom instruction and practical training using a school 
 18.31  bus.  Upon completing the training, a student shall be able to 
 18.32  demonstrate knowledge and understanding, as described in this 
 18.33  section of at least the following competencies and concepts: 
 18.34     (1) transportation by school bus is a privilege and not a 
 18.35  right; 
 18.36     (2) district policies for student conduct and school bus 
 19.1   safety; 
 19.2      (3) appropriate conduct while on the school bus; 
 19.3      (4) the danger zones surrounding a school bus; 
 19.4      (5) procedures for safely boarding and leaving a school 
 19.5   bus; 
 19.6      (6) procedures for safe street or road crossing; and 
 19.7      (7) school bus evacuation and other emergency procedures; 
 19.8   and 
 19.9      (8) appropriate training on the use of lap belts or lap and 
 19.10  shoulder belts, if the district uses buses equipped with lap 
 19.11  belts or lap and shoulder belts. 
 19.12     (b) Each nonpublic school located within the district must 
 19.13  provide all nonpublic school pupils enrolled in grades 
 19.14  kindergarten through grade 10 who are transported by school bus 
 19.15  at public expense and attend school within the district's 
 19.16  boundaries with training as required in paragraph (a).  The 
 19.17  school district shall make a bus available for the practical 
 19.18  training if the district transports the nonpublic students.  
 19.19  Each nonpublic school shall provide the instruction. 
 19.20     (c) All Students enrolled in grades kindergarten through 3 
 19.21  grade 6 who are transported by school bus and are enrolled 
 19.22  during the first or second week of school must demonstrate 
 19.23  achievement of receive the school bus safety training 
 19.24  competencies by the end of the third week of school.  All 
 19.25  Students enrolled in grades 4 7 through 10 who are transported 
 19.26  by school bus and are enrolled during the first or second week 
 19.27  of school and have not received school bus safety training in 
 19.28  kindergarten through grade 6 must demonstrate achievement 
 19.29  of receive the competencies by the end of the sixth week of 
 19.30  school.  Students grades 9 and 10 must receive training in the 
 19.31  laws and proper procedures when operating a motor vehicle in the 
 19.32  vicinity of a school bus.  Students enrolled in grades 
 19.33  kindergarten through grade 10 who enroll in a school after the 
 19.34  second week of school and are transported by school bus and have 
 19.35  not received training in their previous school district shall 
 19.36  undergo school bus safety training and demonstrate achievement 
 20.1   of the school bus safety competencies or receive bus safety 
 20.2   instructional materials within four weeks of the first day of 
 20.3   attendance.  The school transportation safety director in each 
 20.4   district must certify to the commissioner superintendent of 
 20.5   schools annually that all students transported by school bus 
 20.6   within the district have satisfactorily demonstrated knowledge 
 20.7   and understanding of received the school bus safety competencies 
 20.8   training according to this section or provide an explanation for 
 20.9   a student's failure to demonstrate the competencies.  The 
 20.10  principal or other chief administrator of each nonpublic school 
 20.11  must certify annually to the school transportation safety 
 20.12  director of the district in which the school is located that all 
 20.13  of the school's students transported by school bus at public 
 20.14  expense have received training according to this section.  A 
 20.15  district may deny transportation to a student who fails to 
 20.16  demonstrate the competencies, unless the student is unable to 
 20.17  achieve the competencies due to a disability, or to a student 
 20.18  who attends a nonpublic school that fails to provide training as 
 20.19  required by this subdivision. 
 20.20     (d) A district and a nonpublic school with students 
 20.21  transported by school bus at public expense must, to the extent 
 20.22  possible, may provide kindergarten pupils with bus safety 
 20.23  training before the first day of school. 
 20.24     (e) A district and a nonpublic school with students 
 20.25  transported by school bus at public expense must may also 
 20.26  provide student safety education for bicycling and pedestrian 
 20.27  safety, for students enrolled in grades kindergarten through 
 20.28  grade 5. 
 20.29     (f) A district and a nonpublic school with students 
 20.30  transported by school bus at public expense must make reasonable 
 20.31  accommodations for the school bus, bicycle, and pedestrian 
 20.32  safety training of pupils known to speak English as a second 
 20.33  language and pupils with disabilities. 
 20.34     (g) The district must provide students enrolled in 
 20.35  kindergarten through grade 3 school bus safety training twice 
 20.36  during the school year.  
 21.1      Sec. 20.  Minnesota Statutes 2002, section 123B.90, 
 21.2   subdivision 3, is amended to read: 
 21.3      Subd. 3.  [MODEL TRAINING PROGRAM.] The commissioner shall 
 21.4   develop a comprehensive model school bus safety training program 
 21.5   for pupils who ride the bus that includes bus safety curriculum 
 21.6   for both classroom and practical instruction, methods for 
 21.7   assessing attainment of school bus safety competencies, and 
 21.8   age-appropriate instructional materials.  The model training 
 21.9   program for students riding buses with lap belts or lap and 
 21.10  shoulder belts must include information on the appropriate use 
 21.11  of lap belts or lap and shoulder belts.  The program must be 
 21.12  adaptable for use by students with disabilities. 
 21.13     Sec. 21.  Minnesota Statutes 2002, section 123B.91, 
 21.14  subdivision 1, is amended to read: 
 21.15     Subdivision 1.  [COMPREHENSIVE POLICY.] (a) Each district 
 21.16  shall develop and implement maintain a comprehensive, written 
 21.17  policy governing pupil transportation safety, including 
 21.18  transportation of nonpublic school students, when applicable.  
 21.19  The policy, at minimum, must contain: 
 21.20     (1) provisions for appropriate student bus safety training 
 21.21  under section 123B.90; 
 21.22     (2) rules governing student conduct on school buses and in 
 21.23  school bus loading and unloading areas; 
 21.24     (3) a statement of parent or guardian responsibilities 
 21.25  relating to school bus safety; 
 21.26     (4) provisions for notifying students and parents or 
 21.27  guardians of their responsibilities and the rules, including the 
 21.28  district's seat belt policy, if applicable; 
 21.29     (5) an intradistrict system for reporting school bus 
 21.30  accidents or misconduct and a system for dealing with local law 
 21.31  enforcement officials in cases of criminal conduct on a school 
 21.32  bus; 
 21.33     (6) (5) a discipline policy to address violations of school 
 21.34  bus safety rules, including procedures for revoking a student's 
 21.35  bus riding privileges in cases of serious or repeated 
 21.36  misconduct; 
 22.1      (7) (6) a system for integrating school bus misconduct 
 22.2   records with other discipline records; 
 22.3      (8) a statement of bus driver duties; 
 22.4      (9) (7) where applicable, provisions governing bus monitor 
 22.5   qualifications, training, and duties; 
 22.6      (10) (8) rules governing the use and maintenance of type 
 22.7   III vehicles, drivers of type III vehicles, qualifications to 
 22.8   drive a type III vehicle, qualifications for a type III vehicle, 
 22.9   and the circumstances under which a student may be transported 
 22.10  in a type III vehicle; 
 22.11     (11) (9) operating rules and procedures; 
 22.12     (12) provisions for annual bus driver in-service training 
 22.13  and evaluation; 
 22.14     (13) (10) emergency procedures; 
 22.15     (14) (11) a system for maintaining and inspecting 
 22.16  equipment; and 
 22.17     (15) (12) any other requirements of the school district, if 
 22.18  any, that exceed state law minimum requirements for school bus 
 22.19  operations; and 
 22.20     (16) requirements for basic first aid training, which must 
 22.21  include the Heimlich maneuver and procedures for dealing with 
 22.22  obstructed airways, shock, bleeding, and seizures. 
 22.23     (b) Districts are encouraged to use the model policy 
 22.24  developed by the Minnesota school boards association, the 
 22.25  department of public safety, and the department of children, 
 22.26  families, and learning, as well as the current edition of the 
 22.27  "National Standards for School Transportation," in developing 
 22.28  safety policies.  Each district shall review its policy annually 
 22.29  to ensure that it conforms to law. 
 22.30     Sec. 22.  Minnesota Statutes 2002, section 124D.10, 
 22.31  subdivision 2a, is amended to read: 
 22.32     Subd. 2a.  [CHARTER SCHOOL ADVISORY COUNCIL.] (a) A charter 
 22.33  school advisory council is established under section 15.059, 
 22.34  except that the terms of the members shall be three years.  The 
 22.35  members of the council shall be appointed by the commissioner.  
 22.36  The advisory council is composed of seven members from 
 23.1   throughout the state who have demonstrated experience with or 
 23.2   interest in charter schools.  The advisory council shall bring 
 23.3   to the attention of the commissioner any matters related to 
 23.4   charter schools that the council deems necessary and shall: 
 23.5      (1) encourage school boards to make full use of charter 
 23.6   school opportunities; 
 23.7      (2) encourage the creation of innovative schools; 
 23.8      (3) provide leadership and support for charter school 
 23.9   sponsors to increase the innovation in and the effectiveness, 
 23.10  accountability, and fiscal soundness of charter schools; 
 23.11     (4) serve an ombudsman function in facilitating the 
 23.12  operations of new and existing charter schools; 
 23.13     (5) promote timely financial management training for newly 
 23.14  elected members of a charter school board of directors and 
 23.15  ongoing training for other members of a charter school board of 
 23.16  directors; and 
 23.17     (6) review charter school applications and recommend 
 23.18  approving or disapproving the applications; and 
 23.19     (7) facilitate compliance with auditing and other reporting 
 23.20  requirements.  The advisory council shall refer all its 
 23.21  proposals to the commissioner who shall provide time for reports 
 23.22  from the council. 
 23.23     (b) The charter school advisory council under this 
 23.24  subdivision expires June 30, 2003 2007. 
 23.25     Sec. 23.  Minnesota Statutes 2002, section 124D.10, 
 23.26  subdivision 3, is amended to read: 
 23.27     Subd. 3.  [SPONSOR.] (a) A school board; intermediate 
 23.28  school district school board; education district organized under 
 23.29  sections 123A.15 to 123A.19; charitable organization under 
 23.30  section 501(c)(3) of the Internal Revenue Code of 1986 that is a 
 23.31  member of the Minnesota council of nonprofits or the Minnesota 
 23.32  council on foundations, registered with the attorney general's 
 23.33  office, and reports an end-of-year fund balance of at least 
 23.34  $2,000,000; Minnesota private college that grants two- or 
 23.35  four-year degrees and is registered with the higher education 
 23.36  services office under chapter 136A; community college, state 
 24.1   university, or technical college, governed by the board of 
 24.2   trustees of the Minnesota state colleges and universities; or 
 24.3   the University of Minnesota may sponsor one or more charter 
 24.4   schools.  
 24.5      (b) A nonprofit corporation subject to chapter 317A, 
 24.6   described in section 317A.905, and exempt from federal income 
 24.7   tax under section 501(c)(6) of the Internal Revenue Code of 
 24.8   1986, may sponsor one or more charter schools if the charter 
 24.9   school has operated for at least three years under a different 
 24.10  sponsor and if the nonprofit corporation has existed for at 
 24.11  least 25 years.  
 24.12     <b>[EFFECTIVE DATE.]</b> This section is effective for the 
 24.13  2003-2004 school year and later. 
 24.14     Sec. 24.  Minnesota Statutes 2002, section 124D.10, 
 24.15  subdivision 4, is amended to read: 
 24.16     Subd. 4.  [FORMATION OF SCHOOL.] (a) A sponsor may 
 24.17  authorize one or more licensed teachers under section 122A.18, 
 24.18  subdivision 1, to operate a charter school subject to approval 
 24.19  by the commissioner.  A board must vote on charter school 
 24.20  application for sponsorship no later than 90 days after 
 24.21  receiving the application.  After 90 days, the applicant may 
 24.22  apply to the commissioner.  If a board elects not to sponsor a 
 24.23  charter school, the applicant may appeal the board's decision to 
 24.24  the commissioner.  The commissioner may elect to sponsor the 
 24.25  charter school or assist the applicant in finding an eligible 
 24.26  sponsor.  The school must be organized and operated as a 
 24.27  cooperative under chapter 308A or nonprofit corporation under 
 24.28  chapter 317A and the provisions under the applicable chapter 
 24.29  shall apply to the school except as provided in this section.  
 24.30  Notwithstanding sections 465.717 and 465.719, a school district 
 24.31  may create a corporation for the purpose of creating a charter 
 24.32  school.  
 24.33     (b) Before the operators may form and operate a school, the 
 24.34  sponsor must file an affidavit with the commissioner stating its 
 24.35  intent to authorize a charter school.  The affidavit must state 
 24.36  the terms and conditions under which the sponsor would authorize 
 25.1   a charter school.  The commissioner must approve or disapprove 
 25.2   the sponsor's proposed authorization within 60 days of receipt 
 25.3   of the affidavit.  Failure to obtain commissioner approval 
 25.4   precludes a sponsor from authorizing the charter school that was 
 25.5   the subject of the affidavit.  
 25.6      (c) The operators authorized to organize and operate a 
 25.7   school, before entering into a contract or other agreement for 
 25.8   professional or other services, goods, or facilities, must 
 25.9   incorporate as a cooperative under chapter 308A or as a 
 25.10  nonprofit corporation under chapter 317A and must establish a 
 25.11  board of directors composed of at least five members until a 
 25.12  timely election for members of the charter school board of 
 25.13  directors is held according to the school's articles and 
 25.14  bylaws.  A charter school board of directors must be composed of 
 25.15  at least five members.  Any staff members who are employed at 
 25.16  the school, including teachers providing instruction under a 
 25.17  contract with a cooperative, and all parents of children 
 25.18  enrolled in the school may participate in the election for 
 25.19  members of the school's board of directors.  Licensed teachers 
 25.20  employed at the school, including teachers providing instruction 
 25.21  under a contract with a cooperative, must be a majority of the 
 25.22  members of the board of directors before the school completes 
 25.23  its third year of operation, unless the commissioner waives the 
 25.24  requirement for a majority of licensed teachers on the board.  
 25.25  Board of director meetings must comply with chapter 13D. 
 25.26     (d) The granting or renewal of a charter by a sponsoring 
 25.27  entity must not be conditioned upon the bargaining unit status 
 25.28  of the employees of the school.  
 25.29     (e) A sponsor may authorize the operators of a charter 
 25.30  school to expand the operation of the charter school to 
 25.31  additional sites or to add additional grades at the school 
 25.32  beyond those described in the sponsor's application as approved 
 25.33  by the commissioner only after submitting a supplemental 
 25.34  application to the commissioner in a form and manner prescribed 
 25.35  by the commissioner.  The supplemental application must provide 
 25.36  evidence that: 
 26.1      (1) the expansion of the charter school is supported by 
 26.2   need and projected enrollment; 
 26.3      (2) the charter school is fiscally sound; 
 26.4      (3) the sponsor supports the expansion; and 
 26.5      (4) the building of the additional site meets all health 
 26.6   and safety requirements to be eligible for lease aid. 
 26.7      (f) The commissioner annually must provide timely financial 
 26.8   management training to newly elected members of a charter school 
 26.9   board of directors and ongoing training to other members of a 
 26.10  charter school board of directors.  Training must address ways 
 26.11  to: 
 26.12     (1) proactively assess opportunities for a charter school 
 26.13  to maximize all available revenue sources; 
 26.14     (2) establish and maintain complete, auditable records for 
 26.15  the charter school; 
 26.16     (3) establish proper filing techniques; 
 26.17     (4) document formal actions of the charter school, 
 26.18  including meetings of the charter school board of directors; 
 26.19     (5) properly manage and retain charter school and student 
 26.20  records; 
 26.21     (6) comply with state and federal payroll record-keeping 
 26.22  requirements; and 
 26.23     (7) address other similar factors that facilitate 
 26.24  establishing and maintaining complete records on the charter 
 26.25  school's operations.  
 26.26     <b>[EFFECTIVE DATE.]</b> This section is effective for fiscal year 
 26.27  2008 and later. 
 26.28     Sec. 25.  Minnesota Statutes 2002, section 124D.10, 
 26.29  subdivision 20, is amended to read: 
 26.30     Subd. 20.  [LEAVE TO TEACH IN A CHARTER SCHOOL.] If a 
 26.31  teacher employed by a district makes a written request for an 
 26.32  extended leave of absence to teach at a charter school, the 
 26.33  district must grant the leave.  The district must grant a leave 
 26.34  for any number of not to exceed five years requested by the 
 26.35  teacher, and must.  Any request to extend the leave at the 
 26.36  teacher's request shall be granted only at the discretion of the 
 27.1   school board.  The district may require that the request for a 
 27.2   leave or extension of leave be made up to 90 days before the 
 27.3   teacher would otherwise have to report for duty.  Except as 
 27.4   otherwise provided in this subdivision and except for section 
 27.5   122A.46, subdivision 7, the leave is governed by section 
 27.6   122A.46, including, but not limited to, reinstatement, notice of 
 27.7   intention to return, seniority, salary, and insurance. 
 27.8      During a leave, the teacher may continue to aggregate 
 27.9   benefits and credits in the teachers' retirement association 
 27.10  account by paying both the employer and employee contributions 
 27.11  based upon the annual salary of the teacher for the last full 
 27.12  pay period before the leave began.  The retirement association 
 27.13  may impose reasonable requirements to efficiently administer 
 27.14  this subdivision.  
 27.15     <b>[EFFECTIVE DATE.]</b> This section is effective the day 
 27.16  following final enactment and applies to approvals of leaves or 
 27.17  approvals of extensions of leaves made after that date.  
 27.18  Notwithstanding Minnesota Statutes 2002, section 122A.46, 
 27.19  subdivision 2, a school district, upon request, must grant a 
 27.20  one-year extension for the 2003-2004 school year to a teacher on 
 27.21  a leave of absence to teach at a charter school under this 
 27.22  subdivision who has been on leave for five or more years as of 
 27.23  the 2003-2004 school year.  
 27.24     Sec. 26.  Minnesota Statutes 2002, section 128C.02, 
 27.25  subdivision 1, is amended to read: 
 27.26     Subdivision 1.  [DECISIONS, POLICIES, ADVISORY COMMITTEES.] 
 27.27  The board shall establish and adopt policies, including a policy 
 27.28  on corporate sponsorships and similar agreements, make decisions 
 27.29  on behalf of the league, and establish advisory committees 
 27.30  necessary to carry out board functions. 
 27.31     <b>[EFFECTIVE DATE.]</b> This section is effective the day 
 27.32  following final enactment.  
 27.33     Sec. 27.  Minnesota Statutes 2002, section 128C.05, is 
 27.34  amended by adding a subdivision to read: 
 27.35     Subd. 1a.  [SUPERVISED COMPETITIVE HIGH SCHOOL 
 27.36  DIVING.] Notwithstanding Minnesota Rules, part 4717.3750, any 
 28.1   pool built before January 1, 1987, that was used for a high 
 28.2   school diving program during the 2000-2001 school year may be 
 28.3   used for supervised competitive high school diving unless a pool 
 28.4   that meets the requirements of Minnesota Rules, part 4717.3750, 
 28.5   is located within the school district.  A school or district 
 28.6   using a pool for supervised competitive high school diving that 
 28.7   does not meet the requirements of the rule must provide 
 28.8   appropriate notice to parents and participants. 
 28.9      <b>[EFFECTIVE DATE.]</b> This section is effective for the 
 28.10  2003-2004 school year and later. 
 28.11     Sec. 28.  Minnesota Statutes 2002, section 169.28, 
 28.12  subdivision 1, is amended to read: 
 28.13     Subdivision 1.  [STOP REQUIRED.] (a) The driver of any 
 28.14  motor vehicle carrying passengers for hire, or of any school bus 
 28.15  whether carrying passengers or not, or of any Head Start bus 
 28.16  whether carrying passengers or not, or of any vehicle that is 
 28.17  required to stop at railroad grade crossings under Code of 
 28.18  Federal Regulations, title 49, section 392.10, before crossing 
 28.19  at grade any track or tracks of a railroad, shall stop the 
 28.20  vehicle not less than 15 feet nor more than 50 feet from the 
 28.21  nearest rail of the railroad and while so stopped shall listen 
 28.22  and look in both directions along the track for any approaching 
 28.23  train, and for signals indicating the approach of a train, 
 28.24  except as hereinafter provided, and shall not proceed until safe 
 28.25  to do so.  The driver must not shift gears while crossing the 
 28.26  railroad tracks.  
 28.27     (b) A school bus or Head Start bus shall not be flagged 
 28.28  across railroad grade crossings except at those railroad grade 
 28.29  crossings that the local school administrative officer may 
 28.30  designate. 
 28.31     (c) A type III school bus, as defined in section 169.01, is 
 28.32  exempt from the requirement of school buses to stop at railroad 
 28.33  grade crossings.  
 28.34     Sec. 29.  Minnesota Statutes 2002, section 169.4503, 
 28.35  subdivision 4, is amended to read: 
 28.36     Subd. 4.  [CERTIFICATION.] A body manufacturer, school bus 
 29.1   dealer, or certified Minnesota Commercial Vehicle Inspector who 
 29.2   is also an employee of an organization purchasing a school bus 
 29.3   shall certify provide preliminary certification to the 
 29.4   department of public safety that the product meets Minnesota 
 29.5   standards.  Final certification will be granted within 30 days 
 29.6   upon reinspection by the department of public safety. 
 29.7      Sec. 30.  Minnesota Statutes 2002, section 169.454, 
 29.8   subdivision 2, is amended to read: 
 29.9      Subd. 2.  [AGE OF VEHICLE.] Vehicles ten 12 years or older 
 29.10  must not be used as type III vehicles to transport school 
 29.11  children, except those vehicles that are manufactured to meet 
 29.12  the structural requirements of federal motor vehicle safety 
 29.13  standard 222, Code of Federal Regulations, title 49, part 571. 
 29.14     <b>[EFFECTIVE DATE.]</b> This section is effective the day 
 29.15  following final enactment. 
 29.16     Sec. 31.  Minnesota Statutes 2002, section 169.454, 
 29.17  subdivision 6, is amended to read: 
 29.18     Subd. 6.  [IDENTIFICATION.] (a) The vehicle must not have 
 29.19  the words "school bus" in any location on the exterior of the 
 29.20  vehicle, or in any interior location visible to a motorist. 
 29.21     (b) The vehicle must display to the rear of the vehicle 
 29.22  this sign:  "VEHICLE STOPS AT RR CROSSINGS." 
 29.23     (c) The lettering (except for "AT," which may be one inch 
 29.24  smaller) must be a minimum two-inch "Series D" as specified in 
 29.25  standard alphabets for highway signs as specified by the Federal 
 29.26  Highway Administration.  The printing must be in a color giving 
 29.27  a marked contrast with that of the part of the vehicle on which 
 29.28  it is placed. 
 29.29     (d) The sign must have provisions for being covered, or be 
 29.30  of a removable or fold-down type. 
 29.31     Sec. 32.  Minnesota Statutes 2002, section 171.321, 
 29.32  subdivision 5, is amended to read: 
 29.33     Subd. 5.  [ANNUAL EVALUATION AND LICENSE VERIFICATION.] (a) 
 29.34  A school district's pupil transportation safety director, the 
 29.35  chief administrator of a nonpublic school, or a private 
 29.36  contractor shall certify annually to the school board or 
 30.1   governing board of a nonpublic school that, at minimum, each 
 30.2   school bus driver meets the school bus driver training 
 30.3   competencies under subdivision 4.  A school district, nonpublic 
 30.4   school, or private contractor also shall provide in-service 
 30.5   training annually to each school bus driver.  
 30.6      (b) A school district, nonpublic school, or private 
 30.7   contractor shall annually verify the validity of the driver's 
 30.8   license of each person who transports students for the district 
 30.9   with the National Drivers Register or with the department of 
 30.10  public safety. 
 30.11     Sec. 33.  Minnesota Statutes 2002, section 354.094, 
 30.12  subdivision 1, is amended to read: 
 30.13     Subdivision 1.  [SERVICE CREDIT CONTRIBUTIONS.] Upon 
 30.14  granting any extended leave of absence under section 122A.46 or 
 30.15  136F.43, the employing unit granting the leave must certify the 
 30.16  leave to the association on a form specified by the executive 
 30.17  director.  A member granted an extended leave of absence under 
 30.18  section 122A.46 or 136F.43 may pay employee contributions and 
 30.19  receive allowable service credit toward annuities and other 
 30.20  benefits under this chapter, for each year of the leave, 
 30.21  provided that the member and the employing board make the 
 30.22  required employer contribution in any proportion they may agree 
 30.23  upon, during the period of the leave.  The employer may enter 
 30.24  into an agreement with the exclusive bargaining representative 
 30.25  of the member under which all or a portion of the employee's 
 30.26  contribution is paid by the employer.  Any such agreement must 
 30.27  include a sunset of eligibility to qualify for the payment and 
 30.28  must not be a continuing part of the collective bargaining 
 30.29  agreement.  The leave period must not exceed five years.  A 
 30.30  member may not receive more than five years of allowable service 
 30.31  credit under this section.  The employee and employer 
 30.32  contributions must be based upon the rates of contribution 
 30.33  prescribed by section 354.42 for the salary received during the 
 30.34  year immediately preceding the extended leave.  Payments for the 
 30.35  years for which a member is receiving service credit while on 
 30.36  extended leave must be made on or before the later of June 30 of 
 31.1   each fiscal year for which service credit is received or within 
 31.2   30 days after first notification of the amount due, if requested 
 31.3   by the member, is given by the association.  No payment is 
 31.4   permitted after the following September 30.  Payments received 
 31.5   after June 30 must include interest at an annual rate of 8.5 
 31.6   percent from June 30 through the end of the month in which 
 31.7   payment is received.  Notwithstanding the provisions of any 
 31.8   agreements to the contrary, employee and employer contributions 
 31.9   may not be made to receive allowable service credit if the 
 31.10  member does not have full reinstatement rights as provided in 
 31.11  section 122A.46 or 136F.43, both during and at the end of the 
 31.12  extended leave. 
 31.13     Sec. 34.  Minnesota Statutes 2002, section 574.26, 
 31.14  subdivision 2, is amended to read: 
 31.15     Subd. 2.  [TERMS.] (a) Except as provided in sections 
 31.16  574.263 and 574.264 or if the amount of the contract is $75,000 
 31.17  or less, a contract with a public body for the doing of any 
 31.18  public work is not valid unless the contractor gives (1) a 
 31.19  performance bond to the public body with whom the contractor 
 31.20  entered into the contract, for the use and benefit of the public 
 31.21  body to complete the contract according to its terms, and 
 31.22  conditioned on saving the public body harmless from all costs 
 31.23  and charges that may accrue on account of completing the 
 31.24  specified work, and (2) a payment bond for the use and benefit 
 31.25  of all persons furnishing labor and materials engaged under, or 
 31.26  to perform the contract, conditioned for the payment, as they 
 31.27  become due, of all just claims for the labor and materials.  
 31.28     (b) In the case of contracts to create, develop, provide, 
 31.29  or maintain student information systems, finance systems, Web 
 31.30  pages, ISP systems, human resources and payroll systems, other 
 31.31  software, network services, and Internet services, for $25,000 
 31.32  or more, a contract with a school board is not valid unless (1) 
 31.33  the contractor demonstrates in its quotation, proposal, or bid 
 31.34  its financial ability to complete the contract by providing 
 31.35  financial statements to that effect, and (2) if so required by 
 31.36  the school board in its specifications or request for proposals, 
 32.1   the contractor provides a performance bond for the use and 
 32.2   benefit of the school board to complete the contract according 
 32.3   to its terms, and conditioned on saving the school board 
 32.4   harmless from all costs and charges that may accrue on account 
 32.5   of completing the specified work.  Financial statements 
 32.6   submitted under this paragraph are private data on individuals 
 32.7   or nonpublic data as defined in section 13.02. 
 32.8      (c) Reasonable attorneys' attorney fees, costs, and 
 32.9   disbursements may be awarded in an action to enforce claims 
 32.10  under the act if the action is successfully maintained or 
 32.11  successfully appealed. 
 32.12     Sec. 35.  Minnesota Statutes 2002, section 611A.78, 
 32.13  subdivision 1, is amended to read: 
 32.14     Subdivision 1.  [MEMBERSHIP.] A crime victim services 
 32.15  roundtable is created and shall be convened by the commissioner 
 32.16  of administration or a designee.  The roundtable membership 
 32.17  shall include representatives from the following:  the 
 32.18  departments of health; human services; children, families, and 
 32.19  learning; corrections; and public safety; the supreme court; the 
 32.20  Minnesota planning agency; the office of the attorney general; 
 32.21  the office of crime victim ombudsman; the county attorneys 
 32.22  association; and the office of dispute resolution.  The 
 32.23  roundtable membership shall also include one person representing 
 32.24  the four councils designated in sections 3.922, 3.9223, 3.9225, 
 32.25  and 3.9226. 
 32.26     Sec. 36.  [CHARTER SCHOOL ADVISORY BOARD MEMBER TERMS.] 
 32.27     In order to establish staggered terms for charter school 
 32.28  advisory board members under Minnesota Statutes, section 
 32.29  124D.10, subdivision 2a, the commissioner of children, families, 
 32.30  and learning shall, by lot, determine the length of term for 
 32.31  each member serving on the board on the effective date of this 
 32.32  section.  One-third of the members shall serve a one-year term, 
 32.33  one-third shall serve a two-year term, and one-third shall serve 
 32.34  a three-year term.  Thereafter, the term for each member must be 
 32.35  three years. 
 32.36     Sec. 37.  [PILOT PROJECT TO EVALUATE PARENT INVOLVEMENT 
 33.1   POLICIES AND STRATEGIES.] 
 33.2      Subdivision 1.  [DISTRICT AND SCHOOL SITE POLICY 
 33.3   EVALUATION.] A school board may elect to participate in a 
 33.4   two-year pilot project to evaluate parent involvement policies 
 33.5   and strategies in the district and in school sites, with the 
 33.6   goal of improving the academic achievement of all students 
 33.7   within the district, including at-risk students.  Participating 
 33.8   districts and school sites must establish parent involvement 
 33.9   review committees consistent with subdivision 2, and may adapt 
 33.10  the parent involvement policy and process described in United 
 33.11  States Code, title 20, section 6319, for purposes consistent 
 33.12  with this project. 
 33.13     Subd. 2.  [PARENT INVOLVEMENT REVIEW COMMITTEES.] A school 
 33.14  board electing to participate and interested school sites within 
 33.15  that district must establish a parent involvement review 
 33.16  committee or expand the purview of an existing committee 
 33.17  composed of a majority of parents.  The committees must evaluate 
 33.18  the effectiveness of district and school site programs and 
 33.19  strategies intended to provide all parents with meaningful 
 33.20  opportunities to participate in the process of educating 
 33.21  students.  The committees, among other things, may evaluate the 
 33.22  operation of the instruction and curriculum advisory committee 
 33.23  or building team under Minnesota Statutes, section 120B.11, or 
 33.24  parent involvement programs developed under Minnesota Statutes, 
 33.25  section 124D.895.  A majority of committee members must be 
 33.26  parents of students enrolled in the district or school site, if 
 33.27  applicable.  The committee also must include teachers employed 
 33.28  by the district and who teach at a school site, if applicable.  
 33.29  A district must assist participating school sites at the request 
 33.30  of the school site. 
 33.31     Subd. 3.  [NOTICE OF PARTICIPATION; NOTICE TO PARENTS.] (a) 
 33.32  A school board electing to participate under this section must 
 33.33  notify the commissioner of children, families, and learning of 
 33.34  its participation and the participation of interested school 
 33.35  sites on a form supplied by the commissioner.  The commissioner 
 33.36  may assist participating districts and school sites at the 
 34.1   request of the district or school site. 
 34.2      (b) Participating school districts must transmit timely 
 34.3   effective notice of this project to parent organizations 
 34.4   throughout the district and to parents of children enrolled in 
 34.5   district schools.  
 34.6      Subd. 4.  [REPORT.] Participating districts and school 
 34.7   sites must report the findings of the evaluation and related 
 34.8   recommendations annually by March 1 to the school board, which 
 34.9   shall transmit a summary of the findings and recommendations to 
 34.10  the commissioner.  Information the commissioner receives under 
 34.11  this subdivision may be used to modify guidelines and model 
 34.12  plans for parent involvement programs under Minnesota Statutes, 
 34.13  section 124D.895.  
 34.14     <b>[EFFECTIVE DATE.]</b> This section is effective the day 
 34.15  following final enactment and applies to the 2003-2004 and 
 34.16  2004-2005 school years. 
 34.17     Sec. 38.  [POLICY ON STUDENTS WITH A HISTORY OF VIOLENT 
 34.18  BEHAVIOR.] 
 34.19     (a) Representatives of the Minnesota school boards 
 34.20  association, Education Minnesota, and the information policy 
 34.21  analysis division in the Minnesota department of administration 
 34.22  shall develop a model policy by August 1, 2003, on notifying 
 34.23  classroom teachers and other school district employees having a 
 34.24  legitimate educational interest when a student with a history of 
 34.25  violent behavior is placed in the teacher's classroom.  The 
 34.26  model policy at least must: 
 34.27     (1) define what constitutes a history of violent behavior, 
 34.28  consistent with Minnesota Statutes, section 121A.45, subdivision 
 34.29  2, clause (c); 
 34.30     (2) limit reports on violent behavior to a specified number 
 34.31  of school years; 
 34.32     (3) define "legitimate educational interest," consistent 
 34.33  with Minnesota Statutes, section 121A.64; 
 34.34     (4) indicate the persons at the school or district level 
 34.35  who determine which school district employees have a legitimate 
 34.36  educational interest; and 
 35.1      (5) require school districts that transfer the student 
 35.2   records of a student with a history of violent behavior to 
 35.3   another school district, charter school, or alternative 
 35.4   education program to include all information about the student's 
 35.5   history of violent behavior in the student's educational records 
 35.6   it transmits to the enrolling school district, charter school, 
 35.7   or alternative education program, consistent with this policy. 
 35.8      (b) The information policy analysis division in the 
 35.9   Minnesota department of administration by August 15, 2003, must 
 35.10  post on its division Web site the model policy developed under 
 35.11  paragraph (a). 
 35.12     (c) The task force in paragraph (a) expires on August 1, 
 35.13  2003. 
 35.14     <b>[EFFECTIVE DATE.]</b> This section is effective the day 
 35.15  following final enactment. 
 35.16     Sec. 39.  [AT-LARGE SCHOOL BOARD MEMBERS; INDEPENDENT 
 35.17  SCHOOL DISTRICT NO. 709, DULUTH.] 
 35.18     (a) Notwithstanding Laws 1969, chapter 698, or other law to 
 35.19  the contrary, the school board for independent school district 
 35.20  No. 709, Duluth, may by resolution reduce from five to three the 
 35.21  number of at-large school board members. 
 35.22     (b) If the school board adopts the resolution under 
 35.23  paragraph (a), for the November 2003 election and each four 
 35.24  years thereafter, the three positions of those members elected 
 35.25  at large whose terms expire on December 31, 2003, shall be 
 35.26  reduced to one member elected at large. 
 35.27     (c) Nothing in this section prevents a member of the school 
 35.28  board on the effective date of this act who is otherwise 
 35.29  qualified from running for reelection upon the expiration of 
 35.30  that member's term. 
 35.31     <b>[EFFECTIVE DATE.]</b> This section is effective the day 
 35.32  following final enactment. 
 35.33     Sec. 40.  [REPEALER.] 
 35.34     (a) Minnesota Statutes 2002, sections 124D.93; and 
 35.35  126C.125, are repealed. 
 35.36     (b) Minnesota Statutes 2002, sections 128C.01, subdivision 
 36.1   5; 128C.02, subdivision 8; and 128C.13, are repealed. 
 36.2      (c) Minnesota Statutes 2002, sections 123B.90, subdivision 
 36.3   1; and 169.441, subdivision 4, are repealed. 
 36.4      <b>[EFFECTIVE DATE.]</b> Paragraph (a) is effective for the 
 36.5   2003-2004 school year and later.  Paragraph (b) is effective the 
 36.6   day following final enactment. 
 36.7                              ARTICLE 3 
 36.8                           SPECIAL PROGRAMS 
 36.9      Section 1.  Minnesota Statutes 2002, section 121A.41, 
 36.10  subdivision 10, is amended to read: 
 36.11     Subd. 10.  [SUSPENSION.] "Suspension" means an action by 
 36.12  the school administration, under rules promulgated by the school 
 36.13  board, prohibiting a pupil from attending school for a period of 
 36.14  no more than ten school days.  If a suspension is longer than 
 36.15  five days, the suspending administrator must provide the 
 36.16  superintendent with a reason for the longer suspension.  This 
 36.17  definition does not apply to dismissal from school for one 
 36.18  school day or less, except as provided in federal law for a 
 36.19  student with a disability.  Each suspension action may include a 
 36.20  readmission plan.  The readmission plan shall include, where 
 36.21  appropriate, a provision for implementing alternative 
 36.22  educational services upon readmission and may not be used to 
 36.23  extend the current suspension.  Consistent with section 125A.09, 
 36.24  subdivision 3, the readmission plan must not obligate a parent 
 36.25  to provide a sympathomimetic medication for the parent's child 
 36.26  as a condition of readmission.  The school administration may 
 36.27  not impose consecutive suspensions against the same pupil for 
 36.28  the same course of conduct, or incident of misconduct, except 
 36.29  where the pupil will create an immediate and substantial danger 
 36.30  to self or to surrounding persons or property, or where the 
 36.31  district is in the process of initiating an expulsion, in which 
 36.32  case the school administration may extend the suspension to a 
 36.33  total of 15 days.  In the case of a student with a disability, 
 36.34  the student's individual education plan team must meet 
 36.35  immediately but not more than ten school days after the date on 
 36.36  which the decision to remove the student from the student's 
 37.1   current education placement is made.  The individual education 
 37.2   plan team and other qualified personnel shall at that meeting:  
 37.3   conduct a review of the relationship between the child's 
 37.4   disability and the behavior subject to disciplinary action; and 
 37.5   determine the appropriateness of the child's education plan. 
 37.6      The requirements of the individual education plan team 
 37.7   meeting apply when: 
 37.8      (1) the parent requests a meeting; 
 37.9      (2) the student is removed from the student's current 
 37.10  placement for five or more consecutive days; or 
 37.11     (3) the student's total days of removal from the student's 
 37.12  placement during the school year exceed ten cumulative days in a 
 37.13  school year.  The school administration shall implement 
 37.14  alternative educational services when the suspension exceeds 
 37.15  five days.  A separate administrative conference is required for 
 37.16  each period of suspension. 
 37.17     Sec. 2.  [124D.452] [DISTRICT REPORT; CAREER AND TECHNICAL 
 37.18  EDUCATION.] 
 37.19     Each district and cooperative center must report data to 
 37.20  the department of children, families, and learning for all 
 37.21  career and technical education programs as required by the 
 37.22  department. 
 37.23     Sec. 3.  Minnesota Statutes 2002, section 125A.03, is 
 37.24  amended to read: 
 37.25     125A.03 [SPECIAL INSTRUCTION FOR CHILDREN WITH A 
 37.26  DISABILITY.] 
 37.27     (a) As defined in paragraph (b), every district must 
 37.28  provide special instruction and services, either within the 
 37.29  district or in another district, for all children with a 
 37.30  disability who are residents of the district and who are 
 37.31  disabled as set forth in section 125A.02.  For purposes of state 
 37.32  and federal special education laws, the phrase "special 
 37.33  instruction and services" in the state education code means a 
 37.34  free and appropriate public education provided to an eligible 
 37.35  child with disabilities and includes special education and 
 37.36  related services defined in the Individuals with Disabilities 
 38.1   Education Act, subpart A, section 300.24.  
 38.2      (b) Notwithstanding any age limits in laws to the contrary, 
 38.3   special instruction and services must be provided from birth 
 38.4   until July 1 after the child with a disability becomes 21 years 
 38.5   old but shall not extend beyond secondary school or its 
 38.6   equivalent, except as provided in section 124D.68, subdivision 
 38.7   2.  Local health, education, and social service agencies must 
 38.8   refer children under age five who are known to need or suspected 
 38.9   of needing special instruction and services to the school 
 38.10  district.  Districts with less than the minimum number of 
 38.11  eligible children with a disability as determined by the 
 38.12  commissioner must cooperate with other districts to maintain a 
 38.13  full range of programs for education and services for children 
 38.14  with a disability.  This section does not alter the compulsory 
 38.15  attendance requirements of section 120A.22. 
 38.16     Sec. 4.  [125A.091] [ALTERNATIVE DISPUTE RESOLUTION AND DUE 
 38.17  PROCESS HEARINGS.] 
 38.18     Subdivision 1.  [DISTRICT OBLIGATION.] A school district 
 38.19  must use the procedures in federal law and state law and rule to 
 38.20  reach decisions about the identification, evaluation, 
 38.21  educational placement, manifestation determination, interim 
 38.22  alternative educational placement, or the provision of a free 
 38.23  appropriate public education to a child with a disability. 
 38.24     Subd. 2.  [PRIOR WRITTEN NOTICE.] A parent must receive 
 38.25  prior written notice a reasonable time before the public agency 
 38.26  proposes or refuses to initiate or change the identification, 
 38.27  evaluation, educational placement, or the provision of a free 
 38.28  appropriate public education to a child with a disability. 
 38.29     Subd. 3.  [CONTENT OF NOTICE.] The notice under subdivision 
 38.30  2 must: 
 38.31     (1) describe the action the district proposes or refuses; 
 38.32     (2) explain why the district proposes or refuses to take 
 38.33  the action; 
 38.34     (3) describe any other option the district considered and 
 38.35  the reason why it rejected the option; 
 38.36     (4) describe each evaluation procedure, test, record, or 
 39.1   report the district used as a basis for the proposed or refused 
 39.2   action; 
 39.3      (5) describe any other factor affecting the proposal or 
 39.4   refusal of the district to take the action; 
 39.5      (6) state that the parent of a child with a disability is 
 39.6   protected by procedural safeguards and, if this notice is not an 
 39.7   initial referral for evaluation, how a parent can get a 
 39.8   description of the procedural safeguards; and 
 39.9      (7) identify where a parent can get help in understanding 
 39.10  this law. 
 39.11     Subd. 4.  [UNDERSTANDABLE NOTICE.] (a) The written notice 
 39.12  under subdivision 2 must be understandable to the general public 
 39.13  and available in the parent's native language or by another 
 39.14  communication form, unless it is clearly not feasible to do so. 
 39.15     (b) If the parent's native language or other communication 
 39.16  form is not written, the district must take steps to ensure that:
 39.17     (1) the notice is translated orally or by other means to 
 39.18  the parent in the parent's native language or other 
 39.19  communication form; 
 39.20     (2) the parent understands the notice; and 
 39.21     (3) written evidence indicates the requirements in 
 39.22  subdivision 2 are met. 
 39.23     Subd. 5.  [INITIAL ACTION; PARENT CONSENT.] The district 
 39.24  must not proceed with the initial evaluation of a child, the 
 39.25  initial placement of a child in a special education program, or 
 39.26  the initial provision of special education services for a child 
 39.27  without the prior written consent of the child's parent.  A 
 39.28  hearing officer, after conducting an impartial due process 
 39.29  hearing initiated by the district, may override the refusal of a 
 39.30  parent to consent to an initial evaluation or reevaluation. 
 39.31     Subd. 6.  [DISPUTE RESOLUTION PROCESSES GENERALLY.] Parties 
 39.32  are encouraged to resolve disputes over the identification, 
 39.33  evaluation, educational placement, manifestation determination, 
 39.34  interim alternative educational placement, or the provision of a 
 39.35  free appropriate public education to a child with a disability 
 39.36  through conciliation, mediation, facilitated team meetings, or 
 40.1   other alternative process.  All dispute resolution options are 
 40.2   voluntary on the part of the parent and must not be used to deny 
 40.3   or delay the right to a due process hearing.  All dispute 
 40.4   resolution processes under this section are provided at no cost 
 40.5   to the parent. 
 40.6      Subd. 7.  [CONCILIATION CONFERENCE.] A parent must have an 
 40.7   opportunity to meet with appropriate district staff in at least 
 40.8   one conciliation conference if the parent objects to any 
 40.9   proposal of which the parent receives notice under subdivision 2.
 40.10  If the parent refuses district efforts to conciliate the 
 40.11  dispute, the conciliation requirement is satisfied.  Following a 
 40.12  conciliation conference, the district must prepare and provide 
 40.13  to the parent a conciliation conference memorandum that 
 40.14  describes the district's final proposed offer of service by the 
 40.15  district.  This memorandum is admissible in evidence in any 
 40.16  subsequent proceeding. 
 40.17     Subd. 8.  [VOLUNTARY DISPUTE RESOLUTION OPTIONS.] In 
 40.18  addition to offering at least one conciliation conference, a 
 40.19  district must inform a parent of other dispute resolution 
 40.20  processes, including at least mediation and facilitated team 
 40.21  meetings.  The fact that an alternative dispute resolution 
 40.22  process was used is admissible in evidence at any subsequent 
 40.23  proceeding.  State-provided mediators and team meeting 
 40.24  facilitators shall not be subpoenaed to testify at a due process 
 40.25  hearing or civil action under federal special education law, nor 
 40.26  are any records of mediators or state-provided team meeting 
 40.27  facilitators accessible to the parties. 
 40.28     Subd. 9.  [MEDIATION.] Mediation is a dispute resolution 
 40.29  process that involves a neutral party provided by the state to 
 40.30  assist a parent and a district in resolving disputes over the 
 40.31  identification, evaluation, educational placement, manifestation 
 40.32  determination, interim alternative educational placement, or the 
 40.33  provision of a free appropriate public education to a child with 
 40.34  a disability.  A mediation process is available as an informal 
 40.35  alternative to a due process hearing, but must not be used to 
 40.36  deny or postpone the opportunity of a parent or district to 
 41.1   obtain a due process hearing.  Mediation is voluntary for all 
 41.2   parties.  All mediation discussions are confidential and 
 41.3   inadmissible in evidence in any subsequent proceeding, unless 
 41.4   the: 
 41.5      (1) parties expressly agree otherwise; 
 41.6      (2) evidence is otherwise available; or 
 41.7      (3) evidence is offered to prove bias or prejudice of a 
 41.8   witness. 
 41.9      Subd. 10.  [MEDIATED AGREEMENTS.] Mediated agreements are 
 41.10  not admissible unless the parties agree otherwise or a party to 
 41.11  the agreement believes the agreement is not being implemented, 
 41.12  in which case the aggrieved party may enter the agreement into 
 41.13  evidence at a due process hearing.  The parties may request 
 41.14  another mediation to resolve a dispute over implementing the 
 41.15  mediated agreement.  After a due process hearing is requested, a 
 41.16  party may request mediation and the commissioner must provide a 
 41.17  mediator who conducts a mediation session no later than the 
 41.18  third business day after the mediation request is made to the 
 41.19  commissioner. 
 41.20     Subd. 11.  [FACILITATED TEAM MEETING.] A facilitated team 
 41.21  meeting is an IEP, IFSP, or IIIP team meeting led by an 
 41.22  impartial state-provided facilitator to promote effective 
 41.23  communication and assist a team in developing an individualized 
 41.24  education plan. 
 41.25     Subd. 12.  [IMPARTIAL DUE PROCESS HEARING.] (a) A parent or 
 41.26  a district is entitled to an impartial due process hearing 
 41.27  conducted by the state when a dispute arises over the 
 41.28  identification, evaluation, educational placement, manifestation 
 41.29  determination, interim alternative educational placement, or the 
 41.30  provision of a free appropriate public education to a child with 
 41.31  a disability.  The hearing must be held in the district 
 41.32  responsible for ensuring that a free appropriate public 
 41.33  education is provided according to state and federal law.  The 
 41.34  proceedings must be recorded and preserved, at state expense, 
 41.35  pending ultimate disposition of the action. 
 41.36     (b) The due process hearing must be conducted according to 
 42.1   the rules of the commissioner and federal law. 
 42.2      Subd. 13.  [HEARING OFFICER QUALIFICATIONS.] The 
 42.3   commissioner must appoint an individual who is qualified under 
 42.4   this subdivision to serve as a hearing officer.  The hearing 
 42.5   officer must: 
 42.6      (1) be knowledgeable and impartial; 
 42.7      (2) have no personal interest in or specific involvement 
 42.8   with the student who is a party to the hearing; 
 42.9      (3) not have been employed as an administrator by the 
 42.10  district that is a party to the hearing; 
 42.11     (4) not have been involved in selecting the district 
 42.12  administrator who is a party to the hearing; 
 42.13     (5) have no personal, economic, or professional interest in 
 42.14  the outcome of the hearing other than properly administering 
 42.15  federal and state laws, rules, and policies; 
 42.16     (6) have no substantial involvement in developing state or 
 42.17  local policies or procedures challenged in the hearing; 
 42.18     (7) not be a current employee or board member of a 
 42.19  Minnesota public school district, education district, 
 42.20  intermediate unit or regional education agency, or the 
 42.21  department if the department is the service provider; and 
 42.22     (8) not be a current employee or board member of a 
 42.23  disability advocacy organization or group. 
 42.24     Subd. 14.  [REQUEST FOR HEARING.] A request for a due 
 42.25  process hearing must: 
 42.26     (1) be in writing; 
 42.27     (2) describe the nature of the issue about providing 
 42.28  special education services to the student including facts 
 42.29  relating to the issue; and 
 42.30     (3) state, to the extent known, the relief sought. 
 42.31     Any school district administrator receiving a request for a 
 42.32  due process hearing must immediately forward the request to the 
 42.33  commissioner.  Within two business days of receiving a request 
 42.34  for a due process hearing, the commissioner must appoint a 
 42.35  hearing officer.  The commissioner must not deny a request for 
 42.36  hearing because the request is incomplete.  A party may 
 43.1   disqualify a hearing officer only by affirmatively showing 
 43.2   prejudice or bias to the commissioner, or to the chief 
 43.3   administrative law judge if the hearing officer is an 
 43.4   administrative law judge.  If a party affirmatively shows 
 43.5   prejudice against a hearing officer, the commissioner must 
 43.6   assign another hearing officer to hear the matter. 
 43.7      Subd. 15.  [PREHEARING CONFERENCE.] A prehearing conference 
 43.8   must be held within five business days of the date the 
 43.9   commissioner appoints the hearing officer.  The hearing officer 
 43.10  must initiate the prehearing conference, which may be conducted 
 43.11  in person, at a location within the district, or by telephone. 
 43.12  The hearing officer must create a written verbatim record of the 
 43.13  prehearing conference, which is available to either party upon 
 43.14  request.  At the prehearing conference, the hearing officer must:
 43.15     (1) identify the questions that must be answered to resolve 
 43.16  the dispute and eliminate claims and complaints that are without 
 43.17  merit; 
 43.18     (2) set a scheduling order for the hearing and additional 
 43.19  prehearing activities; 
 43.20     (3) determine if the hearing can be disposed of without an 
 43.21  evidentiary hearing and, if so, establish the schedule and 
 43.22  procedure for doing so; and 
 43.23     (4) establish the management, control, and location of the 
 43.24  hearing to ensure its fair, efficient, and effective disposition.
 43.25     Subd. 16.  [BURDEN OF PROOF.] The burden of proof at a due 
 43.26  process hearing is on the district to demonstrate, by a 
 43.27  preponderance of the evidence, that it is complying with the law 
 43.28  and offered or provided a free appropriate public education to 
 43.29  the child in the least restrictive environment.  If the district 
 43.30  has not offered or provided a free appropriate public education 
 43.31  in the least restrictive environment and the parent wants the 
 43.32  district to pay for a private placement, the burden of proof is 
 43.33  on the parent to demonstrate, by a preponderance of the 
 43.34  evidence, that the private placement is appropriate. 
 43.35     Subd. 17.  [ADMISSIBLE EVIDENCE.] The hearing officer may 
 43.36  admit all evidence that possesses probative value, including 
 44.1   hearsay, if it is the type of evidence on which reasonable, 
 44.2   prudent persons are accustomed to rely in conducting their 
 44.3   serious affairs.  The hearing officer must give effect to the 
 44.4   rules of privilege recognized by law and exclude evidence that 
 44.5   is incompetent, irrelevant, immaterial, or unduly repetitious. 
 44.6      Subd. 18.  [HEARING OFFICER AUTHORITY.] (a) A hearing 
 44.7   officer must limit an impartial due process hearing to the time 
 44.8   sufficient for each party to present its case.  
 44.9      (b) A hearing officer must establish and maintain control 
 44.10  and manage the hearing.  This authority includes, but is not 
 44.11  limited to: 
 44.12     (1) requiring attorneys representing parties at hearing, 
 44.13  after notice and an opportunity to be heard, to pay court 
 44.14  reporting and hearing officer costs, or fines payable to the 
 44.15  state, for failing to:  (i) obey scheduling or prehearing 
 44.16  orders, (ii) appear, (iii) be prepared, or (iv) participate in 
 44.17  the hearing process in good faith; 
 44.18     (2) administering oaths and affirmations; 
 44.19     (3) issuing subpoenas; 
 44.20     (4) determining the responsible and providing districts and 
 44.21  joining those districts, if not already notified, in the 
 44.22  proceedings; 
 44.23     (5) making decisions involving identification, evaluation, 
 44.24  educational placement, manifestation determination, interim 
 44.25  alternative educational placement, or the provision of a free 
 44.26  appropriate public education to a child with a disability; and 
 44.27     (6) ordering an independent educational evaluation of a 
 44.28  child at district expense. 
 44.29     Subd. 19.  [EXPEDITED DUE PROCESS HEARINGS.] A parent has 
 44.30  the right to an expedited due process hearing when there is a 
 44.31  dispute over a manifestation determination or a proposed or 
 44.32  actual placement in an interim alternative educational setting.  
 44.33  A district has the right to an expedited due process hearing 
 44.34  when proposing an interim alternative educational setting or 
 44.35  seeking to maintain placement in an interim alternative 
 44.36  educational setting.  A hearing officer must issue an expedited 
 45.1   due process hearing decision within ten calendar days of the 
 45.2   request for a hearing.  A hearing officer may extend an 
 45.3   expedited due process hearing up to five additional calendar 
 45.4   days.  All policies in this section apply to expedited due 
 45.5   process hearings to the extent they do not conflict with federal 
 45.6   law. 
 45.7      Subd. 20.  [HEARING OFFICER'S DECISION; TIME PERIOD.] (a) 
 45.8   The hearing officer must render a decision within 45 calendar 
 45.9   days of the date on which the commissioner receives the hearing 
 45.10  request.  A hearing officer is encouraged to accelerate the time 
 45.11  line to 30 days for a child under the age of three whose needs 
 45.12  change rapidly and who requires quick resolution of a dispute.  
 45.13  A hearing officer may not extend the time beyond the 45-day 
 45.14  period unless requested by either party for good cause shown on 
 45.15  the record.  Extensions of time must not exceed a total of 30 
 45.16  calendar days unless both parties and the hearing officer agree, 
 45.17  or time is needed to complete an independent educational 
 45.18  evaluation.  Good cause includes, but is not limited to, the 
 45.19  time required for mediation or other settlement discussions, 
 45.20  independent educational evaluation, complexity and volume of 
 45.21  issues, or finding or changing counsel. 
 45.22     (b) The hearing officer's decision must: 
 45.23     (1) be in writing; 
 45.24     (2) state the controlling and material facts upon which the 
 45.25  decision is made in order to apprise the reader of the basis and 
 45.26  reason for the decision; and 
 45.27     (3) be based on local standards, state statute, the rules 
 45.28  of the commissioner, and federal law. 
 45.29     Subd. 21.  [COMPENSATORY EDUCATIONAL SERVICES.] The hearing 
 45.30  officer may require the resident or responsible district to 
 45.31  provide compensatory educational services to the child if the 
 45.32  hearing officer finds that the district has not offered or made 
 45.33  available to the child a free appropriate public education in 
 45.34  the least restrictive environment and the child has suffered a 
 45.35  loss of educational benefit.  Such services take the form of 
 45.36  direct and indirect special education and related services 
 46.1   designed to address any loss of educational benefit that may 
 46.2   have occurred.  The hearing officer's finding must be based on a 
 46.3   present determination of whether the child has suffered a loss 
 46.4   of educational benefit. 
 46.5      Subd. 22.  [CHILD'S EDUCATIONAL PLACEMENT DURING A DUE 
 46.6   PROCESS HEARING.] Until a due process hearing under this section 
 46.7   is completed or the district and the parent agree otherwise, the 
 46.8   child must remain in the child's current educational placement 
 46.9   and must not be denied initial admission to school.  Until a 
 46.10  proceeding challenging an interim alternative educational 
 46.11  placement is completed, the child must remain in the interim 
 46.12  alternative educational setting until the decision of the 
 46.13  hearing officer or until the expiration of the 45 days permitted 
 46.14  for an interim alternative educational setting, whichever occurs 
 46.15  first, unless the parent and district agree otherwise. 
 46.16     Subd. 23.  [IMPLEMENTATION OF HEARING OFFICER ORDER.] (a) 
 46.17  That portion of a hearing officer's decision granting relief 
 46.18  requested by the parent must be implemented upon issuance. 
 46.19     (b) Except as provided under paragraph (a) or the district 
 46.20  and parent agree otherwise, following a hearing officer's 
 46.21  decision granting relief requested by the district, the child 
 46.22  must remain in the current educational placement until the time 
 46.23  to request judicial review under subdivision 23 expires or, if 
 46.24  judicial review is requested, at the time the Minnesota court of 
 46.25  appeals or the federal district court issues its decision, 
 46.26  whichever is later.  
 46.27     Subd. 24.  [REVIEW OF HEARING OFFICER DECISIONS.] The 
 46.28  parent or district may seek review of the hearing officer's 
 46.29  decision in the Minnesota court of appeals or in the federal 
 46.30  district court, consistent with federal law.  A party must 
 46.31  appeal to the Minnesota court of appeals within 60 days of 
 46.32  receiving the hearing officer's decision. 
 46.33     Subd. 25.  [ENFORCEMENT OF ORDERS.] The commissioner must 
 46.34  monitor final hearing officer decisions and ensure enforcement 
 46.35  of hearing officer orders. 
 46.36     Subd. 26.  [HEARING OFFICER AND PERSONS CONDUCTING 
 47.1   ALTERNATIVE DISPUTE RESOLUTION ARE STATE EMPLOYEES.] A hearing 
 47.2   officer or person conducting alternative dispute resolution 
 47.3   under this section is an employee of the state under section 
 47.4   3.732 for purposes of section 3.736 only. 
 47.5      Subd. 27.  [HEARING OFFICER TRAINING.] A hearing officer 
 47.6   must participate in training and follow procedures established 
 47.7   by the commissioner.  
 47.8      Subd. 28.  [DISTRICT LIABILITY.] A district is not liable 
 47.9   for harmless technical violations of this section or rules 
 47.10  implementing this section if the school district can demonstrate 
 47.11  on a case-by-case basis that the violations did not harm a 
 47.12  student's educational progress or a parent's or guardian's right 
 47.13  to notice, participation, or due process. 
 47.14     Sec. 5.  [DEPARTMENT RESPONSIBILITY.] 
 47.15     By January 1, 2004, the commissioner must adopt rules that: 
 47.16     (1) establish criteria for selecting hearing officers, the 
 47.17  standards of conduct to which a hearing officer must adhere, and 
 47.18  a process to evaluate the hearing system; 
 47.19     (2) ensure that appropriately trained and knowledgeable 
 47.20  persons conduct due process hearings in compliance with federal 
 47.21  law; and 
 47.22     (3) create standards for expedited due process hearings 
 47.23  under federal law. 
 47.24     By March 1, 2004, the commissioner must develop and make 
 47.25  available a notice for participants in state-provided dispute 
 47.26  resolution processes that informs participants of their rights 
 47.27  concerning dispute resolution. 
 47.28     Sec. 6.  [IMPACT OF WAIVING SPECIFIC SPECIAL EDUCATION 
 47.29  REQUIREMENTS THAT EXCEED FEDERAL LAW; TWO-YEAR PILOT PROJECT.] 
 47.30     Subdivision 1.  [ESTABLISHMENT; GOAL.] A two-year pilot 
 47.31  project is established to permit independent school district No. 
 47.32  535, Rochester, and up to three other geographically diverse 
 47.33  school districts or cooperative of districts, or both, selected 
 47.34  by the commissioner of children, families, and learning to 
 47.35  determine the impact, if any, of waiving specific special 
 47.36  education requirements listed in subdivision 3 on the quality 
 48.1   and cost effectiveness of the instructional services and 
 48.2   educational outcomes provided to eligible students in the 
 48.3   participating district. 
 48.4      Subd. 2.  [ELIGIBILITY; APPLICATIONS.] The commissioner 
 48.5   must transmit information about the pilot project and make 
 48.6   application forms available to interested school districts. 
 48.7   Applications must be submitted to the commissioner by July 1, 
 48.8   2003.  An applicant must identify the specific special education 
 48.9   requirements listed in subdivision 3 for which the applicant 
 48.10  seeks a waiver and indicate how the applicant proposes to modify 
 48.11  the activities and procedures affected by the waiver.  The 
 48.12  commissioner must approve the applications by August 1, 2003. 
 48.13     Subd. 3.  [WAIVERS.] The following state special education 
 48.14  requirements are waived for the 2003-2004 and 2004-2005 school 
 48.15  years for independent school district No. 535, Rochester, and 
 48.16  the other school districts participating in this pilot project: 
 48.17     (1) Minnesota Statutes, section 125A.56, governing 
 48.18  prereferral interventions; 
 48.19     (2) Minnesota Statutes, section 125A.08, governing 
 48.20  transitional services; 
 48.21     (3) Minnesota Statutes, section 125A.22, governing 
 48.22  community transition interagency committees; and 
 48.23     (4) Minnesota Statutes, section 125A.023, governing 
 48.24  coordinated interagency services, but only for eligible children 
 48.25  with disabilities age six or older. 
 48.26     Subd. 4.  [STUDENTS' RIGHTS.] Eligible students enrolled in 
 48.27  a district participating in this pilot project remain entitled 
 48.28  to the procedural protections provided under federal law in any 
 48.29  matter that affects the students' identification, evaluation, 
 48.30  and placement or change in placement, or protections provided 
 48.31  under state law in dismissal proceedings that may result in 
 48.32  students' suspension, exclusion, or expulsion.  Participating 
 48.33  school districts must ensure the protections of students' civil 
 48.34  rights, provide equal educational opportunities, and prohibit 
 48.35  discrimination.  Failure to comply with this subdivision will at 
 48.36  least cause a district to become ineligible to participate in 
 49.1   the pilot project. 
 49.2      Subd. 5.  [TECHNICAL ASSISTANCE.] The commissioner must 
 49.3   provide assistance to participating districts, upon request, 
 49.4   including assistance in developing and implementing a valid and 
 49.5   uniform procedure under subdivision 6 to evaluate districts' 
 49.6   experience. 
 49.7      Subd. 6.  [EVALUATION; REPORT.] All participating school 
 49.8   districts must evaluate the impact, if any, of waiving specific 
 49.9   special education requirements listed in subdivision 3 on the 
 49.10  quality and cost effectiveness of the instructional services and 
 49.11  educational outcomes provided to eligible students in the 
 49.12  participating district.  Districts must focus the evaluation on 
 49.13  the overall efficacy of modifying the activities and procedures 
 49.14  affected by the waiver.  The evaluation must include a mechanism 
 49.15  for documenting parents' response to the pilot project.  
 49.16  Participating districts must submit to the commissioner a 
 49.17  progress report by September 1, 2004, and a final report by 
 49.18  November 1, 2005.  The commissioner must compile and present the 
 49.19  results of the reports to the legislature by February 1, 2006, 
 49.20  and recommend appropriate amendments to the statutory 
 49.21  requirement listed in subdivision 3. 
 49.22     <b>[EFFECTIVE DATE.]</b> This section is effective the day 
 49.23  following final enactment. 
 49.24     Sec. 7.  [REPEALER.] 
 49.25     Minnesota Statutes 2002, sections 15.014, subdivision 3; 
 49.26  124D.65, subdivision 4; 125A.09; and 239.004, are repealed. 
 49.27                             ARTICLE 4 
 49.28    EDUCATION REFORM; FACILITIES AND TECHNOLOGY; FUND TRANSFERS 
 49.29     Section 1.  Minnesota Statutes 2002, section 122A.413, is 
 49.30  amended to read: 
 49.31     122A.413 [EDUCATIONAL IMPROVEMENT PLAN.] 
 49.32     Subdivision 1.  [QUALIFYING PLAN.] A district may develop 
 49.33  an educational improvement plan for the purpose of qualifying 
 49.34  for alternative teacher compensation principled pay practices 
 49.35  aid under sections 122A.414 and 122A.415 section 122A.4142.  The 
 49.36  plan must include measures for improving school district, school 
 50.1   site, teacher, and individual student performance.  
 50.2      Subd. 2.  [PLAN COMPONENTS.] The educational improvement 
 50.3   plan must be approved by the school board and have at least 
 50.4   these elements: 
 50.5      (1) assessment and evaluation tools to measure student 
 50.6   performance and progress; 
 50.7      (2) performance goals and benchmarks for improvement; 
 50.8      (3) measures of student attendance and completion rates; 
 50.9      (4) a rigorous professional development system, consistent 
 50.10  with section 122A.60, that is aligned with educational 
 50.11  improvement, designed to achieve teaching quality improvement, 
 50.12  and consistent with clearly defined research-based standards; 
 50.13     (5) measures of student, family, and community involvement 
 50.14  and satisfaction; 
 50.15     (6) a data system about students and their academic 
 50.16  progress that provides parents and the public with 
 50.17  understandable information; and 
 50.18     (7) a teacher induction and mentoring program for 
 50.19  probationary teachers that provides continuous learning and 
 50.20  sustained teacher support.  The process for developing the plan 
 50.21  must involve district teachers; and 
 50.22     (8) substantial teacher participation in developing the 
 50.23  plan, including teachers selected by the exclusive 
 50.24  representative of the teachers. 
 50.25     Subd. 3.  [SCHOOL SITE ACCOUNTABILITY.] A district that 
 50.26  develops a plan under subdivisions 1 and 2 must ensure that each 
 50.27  school site develops a board-approved educational improvement 
 50.28  plan that is aligned with the district educational improvement 
 50.29  plan under subdivision 2 and developed with teacher 
 50.30  participation consistent with subdivision 2, clause (8).  While 
 50.31  a site plan must be consistent with the district educational 
 50.32  improvement plan, it may establish performance goals and 
 50.33  benchmarks that meet or exceed those of the district.  The 
 50.34  process for developing the plan must involve site teachers.  
 50.35     <b>[EFFECTIVE DATE.]</b> This section is effective for fiscal year 
 50.36  2005 and thereafter. 
 51.1      Sec. 2.  [122A.4142] [PRINCIPLED PAY PRACTICES FOR 
 51.2   TEACHERS.] 
 51.3      Subdivision 1.  [PRINCIPLED PAY PRACTICES SYSTEM.] A school 
 51.4   district and the exclusive representative of the teachers may 
 51.5   adopt, by agreement, principled pay practices under subdivision 
 51.6   2 to provide incentives to attract and retain high-quality 
 51.7   teachers, encourage high-quality teachers to accept difficult 
 51.8   assignments, encourage teachers to improve their knowledge and 
 51.9   skills, and support teachers' roles in improving students' 
 51.10  educational achievement. 
 51.11     Subd. 2.  [ELIGIBILITY FOR PRINCIPLED PAY PRACTICES 
 51.12  AID.] To be eligible for principled pay practices aid, a school 
 51.13  district must submit to the department: 
 51.14     (a) A districtwide or site-based educational improvement 
 51.15  plan as described in section 122A.413. 
 51.16     (b) An executed collective bargaining agreement that 
 51.17  contains at least the following elements: 
 51.18     (1) a description of the conditions or actions necessary 
 51.19  for career advancement and additional compensation; 
 51.20     (2) compensation provisions that base at least 60 percent 
 51.21  of any increase in compensation on performance and not on years 
 51.22  of service or the attainment of additional education or 
 51.23  training; 
 51.24     (3) career advancement options for teachers retaining 
 51.25  primary roles in student instruction and for other members of 
 51.26  the bargaining unit; 
 51.27     (4) incentives for teachers' continuous improvement in 
 51.28  content knowledge, pedagogy, and use of best practices; 
 51.29     (5) an objective evaluation program, including classroom or 
 51.30  performance observation, that is aligned with the district's or 
 51.31  site's educational improvement plan, and is a component of 
 51.32  determining performance; 
 51.33     (6) provisions preventing any teacher's compensation from 
 51.34  being reduced as a result of implementing principled pay 
 51.35  practices; 
 51.36     (7) provisions enabling any teacher in the district if the 
 52.1   principled pay practices are applied districtwide, or at a site, 
 52.2   if the practices apply only to a site, to participate in the 
 52.3   principled pay practices without limitations by quota or other 
 52.4   restrictions; 
 52.5      (8) provisions encouraging collaboration among teachers 
 52.6   rather than competition; and 
 52.7      (9) provisions for participation by all teachers in a 
 52.8   district, all teachers at a site, or at least 25 percent of the 
 52.9   teachers in a district. 
 52.10     (c) An agreement may contain different compensation 
 52.11  provisions for separate classifications of employees. 
 52.12     Subd. 3.  [COMMISSIONER APPROVAL.] (a) Before concluding a 
 52.13  collective bargaining agreement, a district may submit a 
 52.14  proposed agreement and educational improvement plan for review, 
 52.15  comment, and preliminary approval by the commissioner.  If the 
 52.16  plan and agreement are executed in the same form as 
 52.17  preliminarily approved by the commissioner, the plan and 
 52.18  agreement must be approved without further review. 
 52.19     (b) The application to the commissioner must contain a 
 52.20  formally adopted collective bargaining agreement, memorandum of 
 52.21  understanding, or other binding agreement that implements 
 52.22  principled pay practices consistent with this section. 
 52.23     (c) The commissioner's approval must be based on the 
 52.24  requirements established in subdivision 2.  If the commissioner 
 52.25  does not approve an application, the notice to the school 
 52.26  district must provide details regarding the commissioner's 
 52.27  reason for rejecting the application.  
 52.28     (d) A school district that intends to apply for principled 
 52.29  pay practices aid for the first time must notify the 
 52.30  commissioner in writing by November 1 prior to the academic year 
 52.31  for which they intend to seek aid.  The commissioner must 
 52.32  approve initial applications for school districts qualifying 
 52.33  under subdivision 4, paragraph (b), clause (1), by January 15 of 
 52.34  each year. 
 52.35     Subd. 4.  [AID AMOUNT.] (a) A school district that meets 
 52.36  the conditions of this section, as approved by the commissioner, 
 53.1   is eligible for principled pay practices aid.  
 53.2      (b) Principled pay practices aid for a qualifying school 
 53.3   district, site, or portion of a district or school site is as 
 53.4   follows: 
 53.5      (1) for a school district in which the school board and the 
 53.6   exclusive representative of the teachers agree to place all 
 53.7   teachers in the district or at the site in the principled pay 
 53.8   practices system, aid equals $80 times the district's or the 
 53.9   site's number of pupils enrolled on October 1 of the previous 
 53.10  fiscal year; or 
 53.11     (2) for a district in which the school board and the 
 53.12  exclusive representative of the teachers agree that at least 25 
 53.13  percent of the district's licensed teachers will be paid under 
 53.14  the principled pay practices system, aid equals $80 times the 
 53.15  percentage of participating teachers times the district's number 
 53.16  of pupils enrolled as of October 1 of the previous fiscal year.  
 53.17     Subd. 5.  [PERCENTAGE OF TEACHERS.] For purposes of 
 53.18  subdivision 4, the percentage of teachers participating in the 
 53.19  principled pay practices system equals the ratio of the number 
 53.20  of licensed teachers who are working at least 60 percent of a 
 53.21  full-time teacher's hours and agree to participate in the 
 53.22  principled pay practices system to the total number of licensed 
 53.23  teachers who are working at least 60 percent of a full-time 
 53.24  teacher's hours.  
 53.25     Subd. 6.  [AID TIMING.] Districts or sites with approved 
 53.26  applications must receive principled pay practices aid for each 
 53.27  school year that the district or site participates in the 
 53.28  program.  
 53.29     <b>[EFFECTIVE DATE.]</b> This section is effective for fiscal year 
 53.30  2005 and thereafter. 
 53.31     Sec. 3.  [122A.4143] [CLOSED CONTRACT.] 
 53.32     A district and the exclusive representative of the teachers 
 53.33  may agree jointly to reopen a collective bargaining agreement in 
 53.34  order to enter into a principled pay practices system consistent 
 53.35  with section 122A.4142 and an educational improvement plan under 
 53.36  section 122A.413. 
 54.1      Sec. 4.  [122A.4144] [DISTRICTS RECEIVING ALTERNATIVE 
 54.2   TEACHER COMPENSATION AID.] 
 54.3      Districts that qualified for alternative teacher 
 54.4   compensation aid under section 122A.415 shall be eligible for 
 54.5   principled pay practices aid provided that they retain the 
 54.6   system previously approved by the commissioner through June 30, 
 54.7   2005.  These districts must not receive an aid reduction, based 
 54.8   on the available appropriation, until fiscal year 2006.  In 
 54.9   order to receive aid after June 30, 2005, these districts must 
 54.10  submit an application to the commissioner under section 
 54.11  122A.4142. 
 54.12     Sec. 5.  Minnesota Statutes 2002, section 123B.57, 
 54.13  subdivision 2, is amended to read: 
 54.14     Subd. 2.  [CONTENTS OF PROGRAM.] A district must adopt a 
 54.15  health and safety program.  The program must include plans, 
 54.16  where applicable, for hazardous substance removal, fire and life 
 54.17  safety code repairs, regulated facility and equipment 
 54.18  violations, and health, safety, and environmental management, 
 54.19  including indoor air quality management.  
 54.20     (a) A hazardous substance plan must contain provisions for 
 54.21  the removal or encapsulation of asbestos from school buildings 
 54.22  or property, asbestos-related repairs, cleanup and disposal of 
 54.23  polychlorinated biphenyls found in school buildings or property, 
 54.24  and cleanup, removal, disposal, and repairs related to storing 
 54.25  heating fuel or transportation fuels such as alcohol, gasoline, 
 54.26  fuel, oil, and special fuel, as defined in section 296A.01.  If 
 54.27  a district has already developed a plan for the removal or 
 54.28  encapsulation of asbestos as required by the federal Asbestos 
 54.29  Hazard Emergency Response Act of 1986, the district may use a 
 54.30  summary of that plan, which includes a description and schedule 
 54.31  of response actions, for purposes of this section.  The plan 
 54.32  must also contain provisions to make modifications to existing 
 54.33  facilities and equipment necessary to limit personal exposure to 
 54.34  hazardous substances, as regulated by the federal Occupational 
 54.35  Safety and Health Administration under Code of Federal 
 54.36  Regulations, title 29, part 1910, subpart Z; or is determined by 
 55.1   the commissioner to present a significant risk to district staff 
 55.2   or student health and safety as a result of foreseeable use, 
 55.3   handling, accidental spill, exposure, or contamination. 
 55.4      (b) A fire and life safety plan must contain a description 
 55.5   of the current fire and life safety code violations, a plan for 
 55.6   the removal or repair of the fire and life safety hazard, and a 
 55.7   description of safety preparation and awareness procedures to be 
 55.8   followed until the hazard is fully corrected. 
 55.9      (c) A facilities and equipment violation plan must contain 
 55.10  provisions to correct health and safety hazards as provided in 
 55.11  department of labor and industry standards pursuant to section 
 55.12  182.655.  
 55.13     (d) A health, safety, and environmental management plan 
 55.14  must contain a description of training, record keeping, hazard 
 55.15  assessment, and program management as defined in section 123B.56.
 55.16     (e) A plan to test for and mitigate radon produced hazards. 
 55.17     (f) A plan to monitor and improve indoor air quality. 
 55.18     (g) A plan to review the department of administration's and 
 55.19  the department of commerce's B3 project guidelines established 
 55.20  under Laws 2001, chapter 212, article 1, sections 2 and 3, and, 
 55.21  when cost-effective, include appropriate modifications as part 
 55.22  of the project authorized under this section. 
 55.23     Sec. 6.  Minnesota Statutes 2002, section 123B.59, 
 55.24  subdivision 2, is amended to read: 
 55.25     Subd. 2.  [TEN-YEAR PLAN.] (a) A qualifying district must 
 55.26  have a ten-year facility plan approved by the commissioner that 
 55.27  includes an inventory of projects and costs that would be 
 55.28  eligible for: 
 55.29     (1) health and safety revenue; 
 55.30     (2) disabled access levy; and 
 55.31     (3) deferred capital expenditures and maintenance projects 
 55.32  necessary to prevent further erosion of facilities. 
 55.33     (b) The school district must: 
 55.34     (1) annually update the plan; 
 55.35     (2) biennially submit a facility maintenance plan; and 
 55.36     (3) indicate whether the district will issue bonds to 
 56.1   finance the plan or levy for the costs. 
 56.2      (c) The school district must review the department of 
 56.3   administration's and the department of commerce's B3 project 
 56.4   guidelines established under Laws 2001, chapter 212, article 1, 
 56.5   sections 2 and 3, and, when cost-effective, include appropriate 
 56.6   modifications as part of the project authorized under this 
 56.7   section. 
 56.8      <b>[EFFECTIVE DATE.]</b> This section is effective for revenue for 
 56.9   fiscal year 2005. 
 56.10     Sec. 7.  Minnesota Statutes 2002, section 123B.62, is 
 56.11  amended to read: 
 56.12     123B.62 [BONDS FOR CERTAIN CAPITAL FACILITIES.] 
 56.13     (a) In addition to other bonding authority, with approval 
 56.14  of the commissioner, a district may issue general obligation 
 56.15  bonds for certain capital projects under this section.  The 
 56.16  bonds must be used only to make capital improvements including: 
 56.17     (1) under section 126C.10, subdivision 14, total operating 
 56.18  capital revenue uses specified in clauses (4), (6), (7), (8), 
 56.19  (9), and (10); 
 56.20     (2) the cost of energy modifications, including, when 
 56.21  cost-effective, compliance with the department of 
 56.22  administration's and the department of commerce's B3 project 
 56.23  guidelines established under Laws 2001, chapter 212, article 1, 
 56.24  sections 2 and 3; 
 56.25     (3) improving handicap accessibility to school buildings; 
 56.26  and 
 56.27     (4) bringing school buildings into compliance with life and 
 56.28  safety codes and fire codes.  
 56.29     (b) Before a district issues bonds under this subdivision, 
 56.30  it must publish notice of the intended projects, the amount of 
 56.31  the bond issue, and the total amount of district indebtedness.  
 56.32     (c) A bond issue tentatively authorized by the board under 
 56.33  this subdivision becomes finally authorized unless a petition 
 56.34  signed by more than 15 percent of the registered voters of the 
 56.35  district is filed with the school board within 30 days of the 
 56.36  board's adoption of a resolution stating the board's intention 
 57.1   to issue bonds.  The percentage is to be determined with 
 57.2   reference to the number of registered voters in the district on 
 57.3   the last day before the petition is filed with the board.  The 
 57.4   petition must call for a referendum on the question of whether 
 57.5   to issue the bonds for the projects under this section.  The 
 57.6   approval of 50 percent plus one of those voting on the question 
 57.7   is required to pass a referendum authorized by this section. 
 57.8      (d) The bonds must be paid off within ten years of 
 57.9   issuance.  The bonds must be issued in compliance with chapter 
 57.10  475, except as otherwise provided in this section.  A tax levy 
 57.11  must be made for the payment of principal and interest on the 
 57.12  bonds in accordance with section 475.61.  The sum of the tax 
 57.13  levies under this section and section 123B.61 for each year must 
 57.14  not exceed the limit specified in section 123B.61.  The levy for 
 57.15  each year must be reduced as provided in section 123B.61.  A 
 57.16  district using an excess amount in the debt redemption fund to 
 57.17  retire the bonds shall report the amount used for this purpose 
 57.18  to the commissioner by July 15 of the following fiscal year.  A 
 57.19  district having an outstanding capital loan under section 
 57.20  126C.69 or an outstanding debt service loan under section 
 57.21  126C.68 must not use an excess amount in the debt redemption 
 57.22  fund to retire the bonds. 
 57.23     (e) Notwithstanding paragraph (d), bonds issued by a 
 57.24  district within the first five years following voter approval of 
 57.25  a combination according to section 123A.37, subdivision 2, must 
 57.26  be paid off within 20 years of issuance.  All the other 
 57.27  provisions and limitation of paragraph (d) apply. 
 57.28     Sec. 8.  Minnesota Statutes 2002, section 123B.71, 
 57.29  subdivision 4, is amended to read: 
 57.30     Subd. 4.  [PLAN SUBMITTAL.] For a project for which 
 57.31  consultation is required under subdivision 1, the commissioner, 
 57.32  after the consultation required in subdivision 1, may require a 
 57.33  school district to submit preliminary and final plans for 
 57.34  approval.  The commissioner shall approve or disapprove the 
 57.35  plans within 90 days after submission. 
 57.36     Final plans shall meet all applicable state laws, rules, 
 58.1   and codes concerning public buildings, including sections 16B.59 
 58.2   to 16B.73, and, when cost-effective, the department of 
 58.3   administration's and the department of commerce's B3 project 
 58.4   guidelines established under Laws 2001, chapter 212, article 1, 
 58.5   sections 2 and 3.  
 58.6      Sec. 9.  Minnesota Statutes 2002, section 123B.71, 
 58.7   subdivision 9, is amended to read: 
 58.8      Subd. 9.  [INFORMATION REQUIRED.] A school board proposing 
 58.9   to construct a facility described in subdivision 8 shall submit 
 58.10  to the commissioner a proposal containing information including 
 58.11  at least the following: 
 58.12     (1) the geographic area and population to be served, 
 58.13  preschool through grade 12 student enrollments for the past five 
 58.14  years, and student enrollment projections for the next five 
 58.15  years; 
 58.16     (2) a list of existing facilities by year constructed, 
 58.17  their uses, and an assessment of the extent to which alternate 
 58.18  facilities are available within the school district boundaries 
 58.19  and in adjacent school districts; 
 58.20     (3) a list of the specific deficiencies of the facility 
 58.21  that demonstrate the need for a new or renovated facility to be 
 58.22  provided, and a list of the specific benefits that the new or 
 58.23  renovated facility will provide to the students, teachers, and 
 58.24  community users served by the facility; 
 58.25     (4) the relationship of the project to any priorities 
 58.26  established by the school district, educational cooperatives 
 58.27  that provide support services, or other public bodies in the 
 58.28  service area; 
 58.29     (5) a specification of how the project will increase 
 58.30  community use of the facility and whether and how the project 
 58.31  will increase collaboration with other governmental or nonprofit 
 58.32  entities; 
 58.33     (6) a description of the project, including the 
 58.34  specification of site and outdoor space acreage and square 
 58.35  footage allocations for classrooms, laboratories, and support 
 58.36  spaces; estimated expenditures for the major portions of the 
 59.1   project; and the dates the project will begin and be completed; 
 59.2      (7) a specification of the source of financing the project; 
 59.3   the scheduled date for a bond issue or school board action; a 
 59.4   schedule of payments, including debt service equalization aid; 
 59.5   and the effect of a bond issue on local property taxes by the 
 59.6   property class and valuation; 
 59.7      (8) an analysis of how the proposed new or remodeled 
 59.8   facility will affect school district operational or 
 59.9   administrative staffing costs, and how the district's operating 
 59.10  budget will cover any increased operational or administrative 
 59.11  staffing costs; 
 59.12     (9) a description of the consultation with local or state 
 59.13  road and transportation officials on school site access and 
 59.14  safety issues, and the ways that the project will address those 
 59.15  issues; 
 59.16     (10) a description of how indoor air quality issues have 
 59.17  been considered and a certification that the architects and 
 59.18  engineers designing the facility will have professional 
 59.19  liability insurance; 
 59.20     (11) as required under section 123B.72, for buildings 
 59.21  coming into service after July 1, 2002, a certification that the 
 59.22  plans and designs for the extensively renovated or new 
 59.23  facility's heating, ventilation, and air conditioning systems 
 59.24  will meet or exceed code standards; will provide for the 
 59.25  monitoring of outdoor airflow and total airflow of ventilation 
 59.26  systems; and will provide an indoor air quality filtration 
 59.27  system that meets ASHRAE standard 52.1; 
 59.28     (12) a specification of any desegregation requirements that 
 59.29  cannot be met by any other reasonable means; and 
 59.30     (13) a specification, if applicable, of how the facility 
 59.31  will utilize environmentally sustainable school facility design 
 59.32  concepts and, when cost-effective, comply with the department of 
 59.33  administration's and the department of commerce's B3 project 
 59.34  guidelines established under Laws 2001, chapter 212, article 1, 
 59.35  sections 2 and 3. 
 59.36     Sec. 10.  [125B.22] [EDUCATION TELECOMMUNICATIONS FUND.] 
 60.1      Subdivision 1.  [FUND ESTABLISHED.] An education 
 60.2   telecommunications fund is established as an account in the 
 60.3   state treasury.  Earnings, such as interest, dividends, and any 
 60.4   other earnings arising from fund assets, must be credited to the 
 60.5   account. 
 60.6      Subd. 2.  [ACCESS FEE.] A surcharge of 25 cents per month 
 60.7   will be added to end-user bills by communications providers for 
 60.8   each customer wireline or wireless access line for voice or data 
 60.9   telecommunications services. 
 60.10     Fees imposed under this subdivision shall be collected in a 
 60.11  manner identical to other fees collected under section 403.11, 
 60.12  subdivision 1.  Revenue, including the interest and penalties, 
 60.13  derived from the fee imposed under this subdivision shall be 
 60.14  deposited in the education telecommunications fund account. 
 60.15     Subd. 3.  [LEARNING NETWORK.] Commencing in fiscal year 
 60.16  2004, the account shall fund the kindergarten through grade 12 
 60.17  schools and public library portions of the learning network of 
 60.18  Minnesota formerly funded through the department of children, 
 60.19  families, and learning.  Eligible expenditures shall include 
 60.20  telecommunication access fees, wide-area network maintenance and 
 60.21  support costs, nonrecurring installation costs, and other costs 
 60.22  as defined by the Minnesota education telecommunications council.
 60.23     Subd. 4.  [MINNESOTA EDUCATION TELECOMMUNICATIONS COUNCIL 
 60.24  (METC).] The Minnesota education telecommunications council 
 60.25  (METC) has oversight responsibility for the operation of the 
 60.26  network, and must develop a funding plan consistent with the 
 60.27  regional distribution method recommended by the 2002 permanent 
 60.28  funding report.  The METC must also establish standards for 
 60.29  interoperability and minimum bandwidth. 
 60.30     Subd. 5.  [E-RATES.] All kindergarten through grade 12 
 60.31  schools and public libraries receiving telecommunications funds 
 60.32  from the state of Minnesota must apply for e-rate discounts 
 60.33  through the appropriate region or cluster.  Regions and clusters 
 60.34  denied e-rate discounts will be fully funded through the 
 60.35  education telecommunications fund account.  Funds approved 
 60.36  through the e-rate appeals process are deposited to the account. 
 61.1      Subd. 6.  [FISCAL AGENT.] The department of children, 
 61.2   families, and learning is the fiscal agent for funding programs 
 61.3   under this section and is not authorized to, nor responsible 
 61.4   for, the management or operation of those programs. 
 61.5      Subd. 7.  [ADMINISTRATION.] Not more than $200,000 each 
 61.6   fiscal year may be expended from the account for paying the 
 61.7   expenses of the department of children, families, and learning 
 61.8   in administering this section. 
 61.9      Subd. 8.  [APPROPRIATION.] Money in the account is 
 61.10  appropriated to the commissioner of children, families, and 
 61.11  learning for the purposes of this section.  Money in the account 
 61.12  is carried forward. 
 61.13     Subd. 9.  [EXPIRATION.] This section expires June 30, 2009. 
 61.14     Sec. 11.  [APPROPRIATIONS.] 
 61.15     Subdivision 1.  [DEPARTMENT OF CHILDREN, FAMILIES, AND 
 61.16  LEARNING.] The sums indicated in this section are appropriated 
 61.17  from the general fund to the department of children, families, 
 61.18  and learning for the fiscal years designated.  
 61.19     Subd. 2.  [PRINCIPLED PAY PRACTICES AID.] For principled 
 61.20  pay practices aid under Minnesota Statutes, section 122A.4142: 
 61.21       $ 3,700,000    .....     2004
 61.22       $42,300,000    .....     2005 
 61.23     The 2004 appropriation is for districts receiving 
 61.24  alternative teacher compensation aid in 2003.  
 61.25     If the appropriation is insufficient to pay the aid amount 
 61.26  to all qualifying districts, the commissioner must prorate the 
 61.27  aid among the districts participating in the principled pay 
 61.28  practices program. 
 61.29     The base amount for this program shall be $29,500,000 in 
 61.30  each fiscal year 2006 and 2007. 
 61.31     Sec. 12.  [REPEALER.] 
 61.32     Minnesota Statutes 2002, sections 122A.414 and 122A.415, 
 61.33  are repealed. 
 61.34     <b>[EFFECTIVE DATE.]</b> This section is effective for fiscal year 
 61.35  2005 and thereafter. 
 61.36                             ARTICLE 5 
 62.1                 FAMILY AND EARLY CHILDHOOD EDUCATION 
 62.2      Section 1.  Minnesota Statutes 2002, section 121A.21, is 
 62.3   amended to read: 
 62.4      121A.21 [SCHOOL HEALTH SERVICES.] 
 62.5      (a) Every school board must provide services to promote the 
 62.6   health of its pupils. 
 62.7      (b) The board of a district with 1,000 pupils or more in 
 62.8   average daily membership in early childhood family education, 
 62.9   preschool handicapped, elementary, and secondary programs must 
 62.10  comply with the requirements of this paragraph.  It may use one 
 62.11  or a combination of the following methods: 
 62.12     (1) employ personnel, including at least one full-time 
 62.13  equivalent licensed school nurse or continue to employ a 
 62.14  registered nurse not yet certified as a public health nurse as 
 62.15  defined in section 145A.02, subdivision 18, who is enrolled in a 
 62.16  program that would lead to certification within four years of 
 62.17  August 1, 1988; 
 62.18     (2) contract with a public or private health organization 
 62.19  or another public agency for personnel during the regular school 
 62.20  year, determined appropriate by the board, who are currently 
 62.21  licensed under chapter 148 and who are certified public health 
 62.22  nurses; or 
 62.23     (3) enter into another arrangement approved by the 
 62.24  commissioner.  
 62.25     Sec. 2.  Minnesota Statutes 2002, section 124D.13, 
 62.26  subdivision 4, is amended to read: 
 62.27     Subd. 4.  [HOME VISITING PROGRAM.] (a) The commissioner A 
 62.28  district that levies for home visiting under section 124D.135, 
 62.29  subdivision 6, shall use this revenue to include as part of the 
 62.30  early childhood family education programs a parent education 
 62.31  component to prevent child abuse and neglect.  This parent 
 62.32  education component must include: 
 62.33     (1) expanding statewide the home visiting component of the 
 62.34  early childhood family education programs; 
 62.35     (2) training parent educators, child educators, community 
 62.36  outreach workers, and home visitors in the dynamics of child 
 63.1   abuse and neglect and positive parenting and discipline 
 63.2   practices; and 
 63.3      (3) developing and disseminating education and public 
 63.4   information materials that promote positive parenting skills and 
 63.5   prevent child abuse and neglect. 
 63.6      (b) The parent education component must: 
 63.7      (1) offer to isolated or at-risk families home visiting 
 63.8   parent education services that at least address parenting 
 63.9   skills, a child's development and stages of growth, 
 63.10  communication skills, managing stress, problem-solving skills, 
 63.11  positive child discipline practices, methods of improving 
 63.12  parent-child interactions and enhancing self-esteem, using 
 63.13  community support services and other resources, and encouraging 
 63.14  parents to have fun with and enjoy their children; 
 63.15     (2) develop a that is designed to reach isolated or at-risk 
 63.16  families. 
 63.17     The home visiting program must: 
 63.18     (1) use an established risk assessment tool to determine 
 63.19  the family's level of risk; 
 63.20     (3) (2) establish clear objectives and protocols for home 
 63.21  visits; 
 63.22     (4) determine the frequency and duration of home visits 
 63.23  based on a risk-need assessment of the client, with home visits 
 63.24  beginning in the second trimester of pregnancy and continuing, 
 63.25  based on client need, until a child is six years old; 
 63.26     (5) (3) encourage families to make a transition from home 
 63.27  visits to site-based parenting programs to build a family 
 63.28  support network and reduce the effects of isolation; 
 63.29     (6) develop and distribute education materials on 
 63.30  preventing child abuse and neglect that may be used in home 
 63.31  visiting programs and parent education classes and distributed 
 63.32  to the public; 
 63.33     (7) initially provide at least 40 hours of training and 
 63.34  thereafter ongoing training for parent educators, child 
 63.35  educators, community outreach workers, and home visitors that 
 63.36  covers the dynamics of child abuse and neglect, domestic 
 64.1   violence and victimization within family systems, signs of abuse 
 64.2   or other indications that a child may be at risk of being abused 
 64.3   or neglected, what child abuse and neglect are, how to properly 
 64.4   report cases of child abuse and neglect, respect for cultural 
 64.5   preferences in child rearing, what community resources, social 
 64.6   service agencies, and family support activities and programs are 
 64.7   available, child development and growth, parenting skills, 
 64.8   positive child discipline practices, identifying stress factors 
 64.9   and techniques for reducing stress, home visiting techniques, 
 64.10  and risk assessment measures; 
 64.11     (8) (4) provide program services that are community-based, 
 64.12  accessible, and culturally relevant; and 
 64.13     (9) (5) foster collaboration among existing agencies and 
 64.14  community-based organizations that serve young children and 
 64.15  their families. 
 64.16     (c) Home visitors should reflect the demographic 
 64.17  composition of the community the home visitor is serving to the 
 64.18  extent possible.  
 64.19     Sec. 3.  Minnesota Statutes 2002, section 124D.13, 
 64.20  subdivision 8, is amended to read: 
 64.21     Subd. 8.  [COORDINATION.] (a) A district is encouraged to 
 64.22  coordinate the program with its special education and vocational 
 64.23  education programs and with related services provided by other 
 64.24  governmental agencies and nonprofit agencies must describe 
 64.25  strategies to coordinate and maximize public and private 
 64.26  community resources and reduce duplication of services. 
 64.27     (b) A district is encouraged to coordinate adult basic 
 64.28  education programs provided to parents and early childhood 
 64.29  family education programs provided to children to accomplish the 
 64.30  goals of section 124D.895. 
 64.31     Sec. 4.  Minnesota Statutes 2002, section 124D.15, 
 64.32  subdivision 7, is amended to read: 
 64.33     Subd. 7.  [ADVISORY COUNCIL.] Each school readiness program 
 64.34  must have an advisory council composed of members of existing 
 64.35  early education-related boards, parents of participating 
 64.36  children, child care providers, culturally specific service 
 65.1   organizations, local resource and referral agencies, local early 
 65.2   intervention committees, and representatives of early childhood 
 65.3   service providers.  The council must advise the board in 
 65.4   creating and administering the program and must monitor the 
 65.5   progress of the program.  The council must ensure that children 
 65.6   at greatest risk receive appropriate services.  If the board is 
 65.7   unable to appoint to the advisory council members of existing 
 65.8   early education-related boards, it must appoint parents of 
 65.9   children enrolled in the program who represent the racial, 
 65.10  cultural, and economic diversity of the district and 
 65.11  representatives of early childhood service providers as 
 65.12  representatives to an existing advisory council. 
 65.13     Sec. 5.  Minnesota Statutes 2002, section 124D.16, 
 65.14  subdivision 1, is amended to read: 
 65.15     Subdivision 1.  [PROGRAM REVIEW AND APPROVAL.] A school 
 65.16  district shall biennially by May 1 submit to the commissioners 
 65.17  of children, families, and learning and health the program plan 
 65.18  required under this subdivision.  As determined by the 
 65.19  commissioners, one-half of the districts shall first submit the 
 65.20  plan by May 1 of the 2000-2001 school year and one-half of the 
 65.21  districts shall first submit the plan by May 1 of the 2001-2002 
 65.22  school year.  The program plan must include: 
 65.23     (1) a description of the services to be provided; 
 65.24     (2) a plan to ensure children at greatest risk receive 
 65.25  appropriate services; 
 65.26     (3) a description of procedures and methods to be used 
 65.27  strategies to coordinate and maximize public and private 
 65.28  community resources to maximize use of existing community 
 65.29  resources, including school districts, health care facilities, 
 65.30  government agencies, neighborhood organizations, and other 
 65.31  resources knowledgeable in early childhood development, to 
 65.32  coordinate school readiness with existing community-based 
 65.33  programs and service providers to foster collaboration among 
 65.34  agencies and other community-based programs that provide 
 65.35  flexible, family-focused services to families with young 
 65.36  children, and to facilitate the transition to kindergarten.  
 66.1   These existing programs and providers include child care 
 66.2   programs, child care resource and referral programs, early 
 66.3   childhood family education, Head Start, local interagency early 
 66.4   intervention committees, special education services, early 
 66.5   childhood screening, and other education services and programs 
 66.6   to the extent possible.  The district must describe a method to 
 66.7   share information, responsibility, and accountability among 
 66.8   service and program providers; 
 66.9      (4) comments about the district's proposed program by the 
 66.10  advisory council required by section 124D.15, subdivision 7; and 
 66.11     (5) agreements with all participating service providers.  
 66.12     Each commissioner may review and comment on the program, 
 66.13  and make recommendations to the commissioner of children, 
 66.14  families, and learning, within 30 90 days of receiving the plan. 
 66.15     Sec. 6.  Minnesota Statutes 2002, section 125A.023, 
 66.16  subdivision 3, is amended to read: 
 66.17     Subd. 3.  [DEFINITIONS.] For purposes of this section and 
 66.18  section 125A.027, the following terms have the meanings given 
 66.19  them: 
 66.20     (a) "Health plan" means: 
 66.21     (1) a health plan under section 62Q.01, subdivision 3; 
 66.22     (2) a county-based purchasing plan under section 256B.692; 
 66.23     (3) a self-insured health plan established by a local 
 66.24  government under section 471.617; or 
 66.25     (4) self-insured health coverage provided by the state to 
 66.26  its employees or retirees. 
 66.27     (b) For purposes of this section, "health plan company" 
 66.28  means an entity that issues a health plan as defined in 
 66.29  paragraph (a). 
 66.30     (c) "Individual interagency intervention plan" means a 
 66.31  standardized written plan describing those programs or services 
 66.32  and the accompanying funding sources available to eligible 
 66.33  children with disabilities. 
 66.34     (d) "Interagency intervention service system" means a 
 66.35  system that coordinates services and programs required in state 
 66.36  and federal law to meet the needs of eligible children with 
 67.1   disabilities ages three to 21, including: 
 67.2      (1) services provided under the following programs or 
 67.3   initiatives administered by state or local agencies: 
 67.4      (i) the maternal and child health program under title V of 
 67.5   the Social Security Act, United States Code, title 42, sections 
 67.6   701 to 709; 
 67.7      (ii) the Individuals with Disabilities Education Act under 
 67.8   United States Code, title 20, chapter 33, subchapter II, 
 67.9   sections 1411 to 1420; 
 67.10     (iii) medical assistance under the Social Security Act, 
 67.11  United States Code, title 42, chapter 7, subchapter XIX, section 
 67.12  1396, et seq.; 
 67.13     (iv) the Developmental Disabilities Assistance and Bill of 
 67.14  Rights Act, United States Code, title 42, chapter 75, subchapter 
 67.15  II, sections 6021 to 6030, Part B; 
 67.16     (v) the Head Start Act, United States Code, title 42, 
 67.17  chapter 105, subchapter II, sections 9831 to 9852; 
 67.18     (vi) rehabilitation services provided under chapter 268A; 
 67.19     (vii) Juvenile Court Act services provided under sections 
 67.20  260.011 to 260.91; 260B.001 to 260B.446; and 260C.001 to 
 67.21  260C.451; 
 67.22     (viii) the children's mental health collaboratives under 
 67.23  section 245.493; 
 67.24     (ix) the family service collaboratives under section 
 67.25  124D.23; 
 67.26     (x) the family community support plan under section 
 67.27  245.4881, subdivision 4; 
 67.28     (xi) the MinnesotaCare program under chapter 256L; 
 67.29     (xii) the community health services grants under chapter 
 67.30  145; 
 67.31     (xiii) the Community Social Services Act funding under the 
 67.32  Social Security Act, United States Code, title 42, sections 1397 
 67.33  to 1397f; and 
 67.34     (xiv) the community transition interagency committees under 
 67.35  section 125A.22; 
 67.36     (xv) the child care assistance program under chapter 119B; 
 68.1   and 
 68.2      (xvi) services offered through the child care resource and 
 68.3   referral programs under chapter 119B; 
 68.4      (2) services provided under a health plan in conformity 
 68.5   with an individual family service plan or an individual 
 68.6   education plan; and 
 68.7      (3) additional appropriate services that local agencies and 
 68.8   counties provide on an individual need basis upon determining 
 68.9   eligibility and receiving a request from the interagency early 
 68.10  intervention committee and the child's parent. 
 68.11     (e) "Children with disabilities" has the meaning given in 
 68.12  section 125A.02. 
 68.13     (f) A "standardized written plan" means those individual 
 68.14  services or programs available through the interagency 
 68.15  intervention service system to an eligible child other than the 
 68.16  services or programs described in the child's individual 
 68.17  education plan or the child's individual family service plan. 
 68.18     Sec. 7.  Minnesota Statutes 2002, section 125A.28, is 
 68.19  amended to read: 
 68.20     125A.28 [STATE INTERAGENCY COORDINATING COUNCIL.] 
 68.21     An interagency coordinating council of at least 17, but not 
 68.22  more than 25 members is established, in compliance with Public 
 68.23  Law Number 102-119, section 682.  The members must be appointed 
 68.24  by the governor.  Council members must elect the council chair.  
 68.25  The representative of the commissioner may not serve as the 
 68.26  chair.  The council must be composed of at least five parents, 
 68.27  including persons of color, of children with disabilities under 
 68.28  age 12, including at least three parents of a child with a 
 68.29  disability under age seven, five representatives of public or 
 68.30  private providers of services for children with disabilities 
 68.31  under age five, including a special education director, county 
 68.32  social service director, local Head Start director, and a 
 68.33  community health services or public health nursing 
 68.34  administrator, one member of the senate, one member of the house 
 68.35  of representatives, one representative of teacher preparation 
 68.36  programs in early childhood-special education or other 
 69.1   preparation programs in early childhood intervention, at least 
 69.2   one representative of advocacy organizations for children with 
 69.3   disabilities under age five, one physician who cares for young 
 69.4   children with special health care needs, one representative each 
 69.5   from the commissioners of commerce, children, families, and 
 69.6   learning, health, human services, a representative from the 
 69.7   state agency responsible for child care, and a representative 
 69.8   from Indian health services or a tribal council.  Section 
 69.9   15.059, subdivisions 2 to 5, apply to the council.  The council 
 69.10  must meet at least quarterly.  
 69.11     The council must address methods of implementing the state 
 69.12  policy of developing and implementing comprehensive, 
 69.13  coordinated, multidisciplinary interagency programs of early 
 69.14  intervention services for children with disabilities and their 
 69.15  families. 
 69.16     The duties of the council include recommending policies to 
 69.17  ensure a comprehensive and coordinated system of all state and 
 69.18  local agency services for children under age five with 
 69.19  disabilities and their families.  The policies must address how 
 69.20  to incorporate each agency's services into a unified state and 
 69.21  local system of multidisciplinary assessment practices, 
 69.22  individual intervention plans, comprehensive systems to find 
 69.23  children in need of services, methods to improve public 
 69.24  awareness, and assistance in determining the role of interagency 
 69.25  early intervention committees.  
 69.26     By September 1, the council must recommend to the governor 
 69.27  and the commissioners of children, families, and learning, 
 69.28  health, human services, commerce, and economic security policies 
 69.29  for a comprehensive and coordinated system. 
 69.30     Notwithstanding any other law to the contrary, the state 
 69.31  interagency coordinating council expires on June 30, 2003 2005.  
 69.32     Sec. 8.  Minnesota Statutes 2002, section 125A.30, is 
 69.33  amended to read: 
 69.34     125A.30 [INTERAGENCY EARLY INTERVENTION COMMITTEES.] 
 69.35     (a) A school district, group of districts, or special 
 69.36  education cooperative, in cooperation with the health and human 
 70.1   service agencies located in the county or counties in which the 
 70.2   district or cooperative is located, must establish an 
 70.3   interagency early intervention committee for children with 
 70.4   disabilities under age five and their families under this 
 70.5   section, and for children with disabilities ages three to 22 
 70.6   consistent with the requirements under sections 125A.023 and 
 70.7   125A.027.  Committees must include representatives of local and 
 70.8   regional health, education, and county human service agencies, 
 70.9   county boards, school boards, early childhood family education 
 70.10  programs, Head Start, parents of young children with 
 70.11  disabilities under age 12, child care resource and referral 
 70.12  agencies, school readiness programs, current service providers, 
 70.13  and may also include representatives from other private or 
 70.14  public agencies and school nurses.  The committee must elect a 
 70.15  chair from among its members and must meet at least quarterly. 
 70.16     (b) The committee must develop and implement interagency 
 70.17  policies and procedures concerning the following ongoing duties: 
 70.18     (1) develop public awareness systems designed to inform 
 70.19  potential recipient families of available programs and services; 
 70.20     (2) implement interagency child find systems designed to 
 70.21  actively seek out, identify, and refer infants and young 
 70.22  children with, or at risk of, disabilities and their families; 
 70.23     (3) establish and evaluate the identification, referral, 
 70.24  child and family assessment systems, procedural safeguard 
 70.25  process, and community learning systems to recommend, where 
 70.26  necessary, alterations and improvements; 
 70.27     (4) assure the development of individualized family service 
 70.28  plans for all eligible infants and toddlers with disabilities 
 70.29  from birth through age two, and their families, and individual 
 70.30  education plans and individual service plans when necessary to 
 70.31  appropriately serve children with disabilities, age three and 
 70.32  older, and their families and recommend assignment of financial 
 70.33  responsibilities to the appropriate agencies; 
 70.34     (5) encourage agencies to develop individual family service 
 70.35  plans for children with disabilities, age three and older; 
 70.36     (6) implement a process for assuring that services involve 
 71.1   cooperating agencies at all steps leading to individualized 
 71.2   programs; 
 71.3      (7) facilitate the development of a transitional plan if a 
 71.4   service provider is not recommended to continue to provide 
 71.5   services; 
 71.6      (8) identify the current services and funding being 
 71.7   provided within the community for children with disabilities 
 71.8   under age five and their families; 
 71.9      (9) develop a plan for the allocation and expenditure of 
 71.10  additional state and federal early intervention funds under 
 71.11  United States Code, title 20, section 1471 et seq.  (Part H, 
 71.12  Public Law Number 102-119) and United States Code, title 20, 
 71.13  section 631, et seq. (Chapter I, Public Law Number 89-313); and 
 71.14     (10) develop a policy that is consistent with section 
 71.15  13.05, subdivision 9, and federal law to enable a member of an 
 71.16  interagency early intervention committee to allow another member 
 71.17  access to data classified as not public. 
 71.18     (c) The local committee shall also: 
 71.19     (1) participate in needs assessments and program planning 
 71.20  activities conducted by local social service, health and 
 71.21  education agencies for young children with disabilities and 
 71.22  their families; and 
 71.23     (2) review and comment on the early intervention section of 
 71.24  the total special education system for the district, the county 
 71.25  social service plan, the section or sections of the community 
 71.26  health services plan that address needs of and service 
 71.27  activities targeted to children with special health care 
 71.28  needs, the section on children with special needs in the county 
 71.29  child care fund plan, sections in Head Start plans on 
 71.30  coordinated planning and services for children with special 
 71.31  needs, any relevant portions of early childhood education plans, 
 71.32  such as early childhood family education or school readiness, or 
 71.33  other applicable coordinated school and community plans for 
 71.34  early childhood programs and services, and the section of the 
 71.35  maternal and child health special project grants that address 
 71.36  needs of and service activities targeted to children with 
 72.1   chronic illness and disabilities. 
 72.2      Sec. 9.  [REPEALER.] 
 72.3      Minnesota Statutes 2002, sections 119A.08; 119A.51; 
 72.4   125A.47; and 144.401, subdivision 5, are repealed. 
 72.5                              ARTICLE 6
 72.6                            STATE AGENCIES
 72.7      Section 1.  [RULES FOR SUPPLEMENTAL SERVICE PROVIDERS.] 
 72.8      The commissioner of children, families, and learning may 
 72.9   adopt rules under Minnesota Statutes, section 14.388, 
 72.10  establishing criteria for identifying, annually reviewing, and 
 72.11  formally listing eligible supplemental education service 
 72.12  providers throughout Minnesota, consistent with applicable 
 72.13  federal requirements and Minnesota's application for 
 72.14  supplemental education service providers under title 1, part A, 
 72.15  of the No Child Left Behind Act. 
 72.16     <b>[EFFECTIVE DATE.]</b> This section is effective the day 
 72.17  following final enactment and applies to supplemental education 
 72.18  service providers delivering supplemental English or math 
 72.19  services to eligible students in the 2003-2004 school year and 
 72.20  later. 
 72.21                             ARTICLE 7
 72.22      REPEAL OF PROFILE OF LEARNING; STATEWIDE ACCOUNTABILITY 
 72.23     Section 1.  [120B.001] [REPEALING PROFILE OF LEARNING 
 72.24  STATUTES AND RULES.] 
 72.25     Notwithstanding sections 120B.02, 120B.30, 120B.31, and 
 72.26  120B.35, or other law to the contrary, the commissioner of 
 72.27  children, families, and learning must not implement the profile 
 72.28  of learning portion of the state's results-oriented graduation 
 72.29  rule. 
 72.30     <b>[EFFECTIVE DATE.]</b> This section is effective the day 
 72.31  following final enactment and applies to the 2003-2004 school 
 72.32  year and later. 
 72.33     Sec. 2.  [120B.0012] [STANDARDS AND TIMELINE ESTABLISHED.] 
 72.34     (a) The commissioner, consistent with the requirements of 
 72.35  this section and sections 120B.0013 and 120B.0014, must adopt 
 72.36  statewide rules using the expedited rulemaking process under 
 73.1   section 14.389 that establish a set of educational standards.  
 73.2   After the rules authorized under this paragraph are initially 
 73.3   adopted, the commissioner may not amend or repeal these rules 
 73.4   nor adopt new rules on the same topic without specific 
 73.5   legislative authorization.  These standards must be implemented 
 73.6   for all students beginning in the 2003-2004 school year. 
 73.7      (b) The following learning areas are required for statewide 
 73.8   accountability: 
 73.9      (1) read, listen, and view; 
 73.10     (2) write and speak; 
 73.11     (3) mathematical concepts and applications; 
 73.12     (4) scientific concepts and applications; 
 73.13     (5) social sciences, including history, geography, 
 73.14  economics, and civics; and 
 73.15     (6) arts and literature. 
 73.16  The standards apply to all public school students, except the 
 73.17  very few students with extreme cognitive or physical impairments 
 73.18  for whom an individualized education plan team has determined 
 73.19  that the required standards are inappropriate.  An 
 73.20  individualized education plan team that makes this determination 
 73.21  must establish alternative standards. 
 73.22     <b>[EFFECTIVE DATE.]</b> This section is effective the day 
 73.23  following final enactment. 
 73.24     Sec. 3.  [120B.0013] [REQUIRED AND OPTIONAL STANDARDS.] 
 73.25     (a) Minnesota's high educational standards encompass the 
 73.26  six content areas required for statewide accountability in 
 73.27  section 120B.0012, paragraph (b). 
 73.28     (b) For purposes of complying with applicable federal law, 
 73.29  the commissioner shall establish grade level benchmarks in at 
 73.30  least the reading, mathematics, and science learning areas. 
 73.31     (c) A district may adopt state standards or establish its 
 73.32  own standards in foreign language, career and technical 
 73.33  education, and physical education. 
 73.34     (d) The state standards must be supplemented by grade level 
 73.35  benchmarks, curriculum framework, and test specification 
 73.36  documents useful to state and local decision makers charged with 
 74.1   determining appropriate curriculum, staff development 
 74.2   activities, and assessment programs. 
 74.3      (e) If a statewide assessment is not provided, a classroom 
 74.4   assessment determined by the classroom teacher or the local 
 74.5   school board must be used to assess if a student has met a 
 74.6   standard. 
 74.7      <b>[EFFECTIVE DATE.]</b> This section is effective the day 
 74.8   following final enactment. 
 74.9      Sec. 4.  [120B.0014] [STATEWIDE AND LOCAL ASSESSMENTS; 
 74.10  RESULTS.] 
 74.11     (a) The commissioner must develop assessments for all of 
 74.12  the required learning areas using state-constructed tests that 
 74.13  are developed from and aligned with the standards, are designed 
 74.14  to monitor student growth toward and achievement of those 
 74.15  standards, consistent with section 120B.35, and satisfy 
 74.16  applicable federal law.  At a minimum, the commissioner must 
 74.17  require: 
 74.18     (1) annual reading and mathematics assessments in grades 3 
 74.19  through 8 and in one high school grade for the 2005-2006 school 
 74.20  year and later; and 
 74.21     (2) annual science assessments in one grade in the grades 3 
 74.22  through 5 span, the grades 6 through 9 span, and the grades 10 
 74.23  through 12 span for the 2006-2007 school year and later. 
 74.24     (b) The assessments must: 
 74.25     (1) provide timely, useful, and understandable information 
 74.26  for and about the performance of individual students, schools, 
 74.27  school districts, and the state, consistent with sections 
 74.28  120B.36 and 120B.364, and expect that educators use the 
 74.29  information, and other information, to plan instruction for the 
 74.30  next school year and to develop school improvement plans, 
 74.31  including plans required under applicable federal law; 
 74.32     (2) include a growth scale useful under sections 120B.30, 
 74.33  120B.31, 120B.35, and 120B.36, for analyzing value-added and 
 74.34  student-level growth over time; 
 74.35     (3) include state and national percentile ranks in 
 74.36  information reported to students and parents under section 
 75.1   120B.364; and 
 75.2      (4) determine whether students have met the state's basic 
 75.3   skills requirements in reading and mathematics. 
 75.4      (c) Consistent with applicable federal law and sections 
 75.5   120B.30, subdivision 1, paragraph (d), clause (1), and 120B.36, 
 75.6   subdivision 6, clauses (2) and (3), the commissioner must 
 75.7   include alternative assessments for the very few students with 
 75.8   disabilities for whom statewide assessments are inappropriate 
 75.9   and for students with limited English proficiency. 
 75.10     (d) Schools, school districts, and charter schools must 
 75.11  administer statewide assessments under this section that use 
 75.12  student performance to evaluate student progress in achieving 
 75.13  high standards in all of the required learning areas as the 
 75.14  assessments become available.  If state assessment is not 
 75.15  available, schools, school districts, and charter schools are 
 75.16  responsible for determining if a student has met state 
 75.17  standards.  Schools, school districts, and charter schools may 
 75.18  base grade promotions and the awarding of high school course 
 75.19  credits on students' success in achieving high standards. 
 75.20     <b>[EFFECTIVE DATE.]</b> This section is effective the day 
 75.21  following final enactment. 
 75.22     Sec. 5.  Minnesota Statutes 2002, section 120B.02, is 
 75.23  amended to read: 
 75.24     120B.02 [RESULTS-ORIENTED GRADUATION RULE; BASIC SKILLS 
 75.25  REQUIREMENTS; PROFILE OF LEARNING.] 
 75.26     (a) The legislature is committed to establishing a 
 75.27  rigorous, results-oriented graduation rule for Minnesota's 
 75.28  public school students.  To that end, the commissioner shall use 
 75.29  its rulemaking authority under section 127A.05, subdivision 4, 
 75.30  to adopt in rule a statewide, results-oriented graduation rule 
 75.31  to be implemented starting with students beginning ninth grade 
 75.32  in the 1996-1997 school year.  The commissioner shall not 
 75.33  prescribe in rule or otherwise the delivery system, classroom 
 75.34  assessments, or form of instruction that school sites must use 
 75.35  to meet the requirements contained in this rule.  For purposes 
 75.36  of this chapter, a school site is a separate facility, or a 
 76.1   separate program within a facility that a local school board 
 76.2   recognizes as a school site for funding purposes.  
 76.3      (b) To successfully accomplish paragraph (a), the 
 76.4   commissioner shall set in rule high academic standards for all 
 76.5   students.  The standards must contain the foundational skills in 
 76.6   the three core curricular areas of reading, writing, and 
 76.7   mathematics while meeting requirements for high school 
 76.8   graduation.  The standards must also provide an opportunity for 
 76.9   students to excel by meeting higher academic standards through a 
 76.10  profile of learning that uses curricular requirements to allow 
 76.11  students to expand their knowledge and skills beyond the 
 76.12  foundational skills.  All commissioner actions regarding the 
 76.13  rule must be premised on the following:  
 76.14     (1) the rule is intended to raise academic expectations for 
 76.15  students, teachers, and schools; 
 76.16     (2) any state action regarding the rule must evidence 
 76.17  consideration of school district autonomy; and 
 76.18     (3) the department of children, families, and learning, 
 76.19  with the assistance of school districts, must make available 
 76.20  information about all state initiatives related to the rule to 
 76.21  students and parents, teachers, and the general public in a 
 76.22  timely format that is appropriate, comprehensive, and readily 
 76.23  understandable. 
 76.24     (c) For purposes of adopting the rule, the commissioner, in 
 76.25  consultation with the department, recognized psychometric 
 76.26  experts in assessment, and other interested and knowledgeable 
 76.27  educators, using the most current version of professional 
 76.28  standards for educational testing, shall evaluate the 
 76.29  alternative approaches to assessment.  
 76.30     (d) The content of the graduation rule must differentiate 
 76.31  between include minimum competencies reflected in the basic 
 76.32  requirements assessment and rigorous profile of learning 
 76.33  standards.  When fully implemented, the requirements for high 
 76.34  school graduation in Minnesota must include both basic 
 76.35  requirements and the required profile of learning.  The profile 
 76.36  of learning must measure student performance using 
 77.1   performance-based assessments compiled over time that integrate 
 77.2   higher academic standards, higher order thinking skills, and 
 77.3   application of knowledge from a variety of content areas.  The 
 77.4   profile of learning shall include a broad range of academic 
 77.5   experience and accomplishment necessary to achieve the goal of 
 77.6   preparing students to function effectively as purposeful 
 77.7   thinkers, effective communicators, self-directed learners, 
 77.8   productive group participants, and responsible 
 77.9   citizens coursework requirements that meet state required 
 77.10  standards established by a local school board.  School districts 
 77.11  shall certify whether students meet state standards using local 
 77.12  assessments, including student portfolios, if a statewide 
 77.13  assessment is not available.  
 77.14     (e) The profile of learning contains the following learning 
 77.15  areas: 
 77.16     (1) read, listen, and view; 
 77.17     (2) write and speak; 
 77.18     (3) arts and literature; 
 77.19     (4) mathematical concepts and applications; 
 77.20     (5) inquiry and research; 
 77.21     (6) scientific concepts and applications; 
 77.22     (7) social studies; 
 77.23     (8) physical education and lifetime fitness; 
 77.24     (9) economics and business; 
 77.25     (10) world languages; and 
 77.26     (11) technical and vocational education. 
 77.27     (f) The commissioner shall periodically review and report 
 77.28  on the assessment process and student achievement with the 
 77.29  expectation of raising the standards and expanding high school 
 77.30  graduation requirements. 
 77.31     (g) Beginning August 31, 2000, the commissioner must 
 77.32  publish, including in electronic format for the Internet, a 
 77.33  report, by school site, area learning center, and charter 
 77.34  school, of: 
 77.35     (1) the required preparatory content standards; 
 77.36     (2) the high school content standards required for 
 78.1   graduation; and 
 78.2      (3) the number of student waivers the district, area 
 78.3   learning center, or charter school approves under section 
 78.4   120B.031, subdivisions 4, 5, and 6, based on information each 
 78.5   district, area learning center, and charter school provides. 
 78.6      (h) School districts must integrate required and elective 
 78.7   content standards in the scope and sequence of the district 
 78.8   curriculum.  
 78.9      (i) (f) School districts are not required to adopt specific 
 78.10  provisions of the Goals 2000 and the federal School-to-Work 
 78.11  programs. 
 78.12     <b>[EFFECTIVE DATE.]</b> This section is effective the day 
 78.13  following final enactment. 
 78.14     Sec. 6.  Minnesota Statutes 2002, section 120B.30, 
 78.15  subdivision 1, is amended to read: 
 78.16     Subdivision 1.  [STATEWIDE TESTING.] (a) The commissioner, 
 78.17  with advice from experts with appropriate technical 
 78.18  qualifications and experience and stakeholders consistent with 
 78.19  sections 120B.0014 and 120B.36, shall include in the 
 78.20  comprehensive assessment system, for each grade level to be 
 78.21  tested, a test, which shall be state-constructed tests developed 
 78.22  from and aligned with the state's graduation standards under 
 78.23  section 120B.0012 and administered annually to all students 
 78.24  in the third, fifth, seventh, and eighth grades 3 through 8 and 
 78.25  at the high school level.  A state-developed test in subjects 
 78.26  other than writing, developed after the 2002-2003 school year, 
 78.27  must include both constructed response and multiple choice 
 78.28  questions for students to show their ability to apply the 
 78.29  appropriate concepts and knowledge.  The commissioner shall 
 78.30  establish one or more months during which schools shall 
 78.31  administer the tests to students each school year.  Only 
 78.32  Minnesota basic skills tests in reading, mathematics, and 
 78.33  writing shall fulfill students' basic skills testing 
 78.34  requirements for a passing state notation.  The passing scores 
 78.35  of the state tests in reading and mathematics are the equivalent 
 78.36  of:  
 79.1      (1) 70 percent correct for students entering grade 9 in 
 79.2   1996; and 
 79.3      (2) 75 percent correct for students entering grade 9 in 
 79.4   1997 and thereafter, as based on the first uniform test 
 79.5   administration of February 1998.  
 79.6      (b) The third, fifth, and seventh through eighth grade and 
 79.7   high school level test results shall be available to districts 
 79.8   for diagnostic purposes affecting student learning and district 
 79.9   instruction and curriculum, and for establishing educational 
 79.10  accountability.  The score of statewide tests taken in grades 9 
 79.11  through 12 must be recorded on the student's transcript.  The 
 79.12  commissioner must disseminate to the public the third, fifth, 
 79.13  and seventh grade test results upon receiving those results. 
 79.14     (c) In addition, at the high school level, districts shall 
 79.15  assess student performance in all required learning areas and 
 79.16  selected required standards within each area of the profile of 
 79.17  learning.  The testing instruments, State tests must be 
 79.18  constructed and aligned with the state standards.  The testing 
 79.19  process, and the order of administration shall be determined by 
 79.20  the commissioner.  The statewide results shall be aggregated at 
 79.21  the site and district level, consistent with section 120B.0014.  
 79.22     (d) The commissioner shall report school site and school 
 79.23  district student academic achievement levels of the current and 
 79.24  two immediately preceding school years.  The report shall 
 79.25  include students' unweighted mean test scores in each tested 
 79.26  subject, the unweighted mean test scores of only those students 
 79.27  enrolled in the school by October 1 of the current school year, 
 79.28  and the unweighted test scores of all students except those 
 79.29  students receiving limited English proficiency instruction.  The 
 79.30  report also shall record separately, in proximity to the 
 79.31  reported performance levels, the percentage of students of each 
 79.32  gender and the percentages of students who are eligible to 
 79.33  receive a free or reduced price school meal, demonstrate limited 
 79.34  English proficiency, are identified as migrant students, are a 
 79.35  member of a major ethnic or racial population, or are eligible 
 79.36  to receive special education services. 
 80.1      (e) In addition to the testing and reporting requirements 
 80.2   under paragraphs (a), (b), (c), and (d) sections 120B.36 and 
 80.3   120B.364, the commissioner shall include the following 
 80.4   components in the statewide public reporting system: 
 80.5      (1) uniform statewide testing of all third, fifth, seventh, 
 80.6   eighth, and post-eighth grade students in grades 3 through 8 and 
 80.7   at the high school level that provides exemptions, only with 
 80.8   parent or guardian approval, for those very few students for 
 80.9   whom the student's individual education plan team under sections 
 80.10  125A.05 and 125A.06, determines that the student is incapable of 
 80.11  taking a statewide test, or for a limited English proficiency 
 80.12  student under section 124D.59, subdivision 2, if the student has 
 80.13  been in the United States for fewer than 12 months and for whom 
 80.14  special language barriers exist, such as the student's native 
 80.15  language does not have a written form or the district does not 
 80.16  have access to appropriate interpreter services for the 
 80.17  student's native language three years; 
 80.18     (2) educational indicators that can be aggregated and 
 80.19  compared across school districts and across time on a statewide 
 80.20  basis, including average daily attendance, high school 
 80.21  graduation rates, and high school drop-out rates by age and 
 80.22  grade level; 
 80.23     (3) students' scores on the American College Test; and 
 80.24     (4) state results from participation in the National 
 80.25  Assessment of Educational Progress so that the state can 
 80.26  benchmark its performance against the nation and other states, 
 80.27  and, where possible, against other countries, and contribute to 
 80.28  the national effort to monitor achievement. 
 80.29     (f) (e) Districts must report exemptions under paragraph 
 80.30  (e) (d), clause (1), to the commissioner consistent with a 
 80.31  format provided by the commissioner. 
 80.32     <b>[EFFECTIVE DATE.]</b> This section is effective the day 
 80.33  following final enactment and applies to the 2005-2006 school 
 80.34  year and later.  
 80.35     Sec. 7.  [120B.36] [SCHOOL ACCOUNTABILITY.] 
 80.36     Subdivision 1.  [SCHOOL PERFORMANCE MEASURES.] (a) The 
 81.1   commissioner, consistent with the requirements under this 
 81.2   section and sections 120B.361, 120B.362, 120B.363, and 120B.364, 
 81.3   must adopt statewide rules under chapter 14 that establish 
 81.4   school and district accountability measures.  The commissioner 
 81.5   must make available for public review a statement of the need 
 81.6   for and reasonableness of each rule consistent with section 
 81.7   14.131.  After the rules authorized under this paragraph are 
 81.8   initially adopted, the commissioner may not amend or repeal 
 81.9   these rules nor adopt new rules on the same topic without 
 81.10  specific legislative authorization. 
 81.11     (b) The commissioner must use at least the following seven 
 81.12  indicators to measure schools' performance: 
 81.13     (1) statewide assessment scores in mathematics, reading, 
 81.14  and science; 
 81.15     (2) student attendance rates; 
 81.16     (3) high school student graduation rates; 
 81.17     (4) the English proficiency of limited English proficiency 
 81.18  students; 
 81.19     (5) an index of attainment for special education students 
 81.20  taking an alternative assessment; 
 81.21     (6) teacher quality indicators; and 
 81.22     (7) school safety measures. 
 81.23     (c) The commissioner must use the indicators under 
 81.24  paragraph (b), and the definition of adequate yearly progress 
 81.25  under section 120B.35, and this section to designate public 
 81.26  schools as "superior," "excellent," "meets expectations," "under 
 81.27  review," or "low-performing" under section 120B.361.  Only those 
 81.28  schools that satisfy the definition of adequate yearly progress 
 81.29  can be designated as "superior," "excellent," or "meets 
 81.30  expectations." 
 81.31     Subd. 2.  [LOW-PERFORMING SCHOOLS AND DISTRICTS.] (a) 
 81.32  Schools and districts that fail to demonstrate adequate yearly 
 81.33  progress for two consecutive school years are designated as 
 81.34  "low-performing" schools or districts.  Schools and districts 
 81.35  fail to make adequate yearly progress for two consecutive school 
 81.36  years if: 
 82.1      (1) the school or district as a whole fails to make 
 82.2   adequate yearly progress for two consecutive school years; or 
 82.3      (2) an identified student subgroup within the school or 
 82.4   district fails to make adequate yearly progress for two 
 82.5   consecutive school years, where subgroups are defined by limited 
 82.6   English proficiency status, special education status, ethnicity, 
 82.7   and eligibility for free or reduced price lunch. 
 82.8      (b) A school or district designated as low-performing must 
 82.9   meet its adequate yearly progress target for two consecutive 
 82.10  school years before the designation is removed.  A school or 
 82.11  district that meets its adequate yearly progress target for one 
 82.12  year after its designation as low-performing remains subject to 
 82.13  the sanctions then in effect but receives no added sanctions. 
 82.14     Subd. 3.  [STUDENT PARTICIPATION REQUIREMENTS.] Schools 
 82.15  with 40 or more students must satisfy the participation 
 82.16  requirement under this subdivision to demonstrate adequate 
 82.17  yearly progress.  A school must administer statewide assessments 
 82.18  in mathematics, reading, and science to at least 95 percent of 
 82.19  its students enrolled on the day of testing.  Schools must count 
 82.20  as absent from testing those students who: 
 82.21     (1) are absent and do not make up the test; or 
 82.22     (2) withdraw from testing at the request of the student's 
 82.23  parent or guardian. 
 82.24     A student who is absent from the testing and the test 
 82.25  makeup and has a verifiable medical excuse for the testing and 
 82.26  test makeup is not counted as an absent student. 
 82.27     Subd. 4.  [ADEQUATE YEARLY PROGRESS COMPONENTS FOR 
 82.28  ELEMENTARY AND INTERMEDIATE SCHOOLS.] (a) Elementary and 
 82.29  intermediate schools with 20 or more students enrolled for at 
 82.30  least one month during the school year must use attendance rates 
 82.31  to demonstrate adequate yearly progress.  Elementary and 
 82.32  intermediate schools with 20 or more students tested must use 
 82.33  statewide assessment scores in mathematics, reading, and science 
 82.34  to demonstrate adequate yearly progress. 
 82.35     (b) To demonstrate adequate yearly progress using 
 82.36  attendance rates, an elementary and intermediate school must: 
 83.1      (1) have a 95 percent average daily attendance rate for the 
 83.2   previous school year; or 
 83.3      (2) using the 2002-2003 school year as its base year, 
 83.4   demonstrate an annual increase in the average daily attendance 
 83.5   rate so that, if the improvement continues at the same rate, the 
 83.6   school has a 95 percent average daily attendance rate by the 
 83.7   2013-2014 school year. 
 83.8      (c) To demonstrate adequate yearly progress using students' 
 83.9   statewide assessment scores in mathematics, reading, and 
 83.10  science, an elementary and intermediate school must meet the 
 83.11  annual measurable objective for the school and for every 
 83.12  identified student subgroup of 20 or more tested students within 
 83.13  the school, based upon the school's proficiency index calculated 
 83.14  under subdivision 7. 
 83.15     (d) The commissioner must: 
 83.16     (1) set schools' measurable objective consistent with 
 83.17  applicable federal law; 
 83.18     (2) incorporate federal "safe harbor" provisions in all 
 83.19  adequate yearly progress determinations that are based upon 
 83.20  students' statewide achievement test scores; and 
 83.21     (3) apply confidence intervals to prevent erroneous 
 83.22  "low-performing" designations that are due to a small student 
 83.23  population within a school or within an identified student 
 83.24  subgroup. 
 83.25     Subd. 5.  [ADEQUATE YEARLY PROGRESS COMPONENTS FOR HIGH 
 83.26  SCHOOLS.] (a) High schools with 20 or more students terminating 
 83.27  their education by graduating during the current school year or 
 83.28  dropping out during the previous four school years under 
 83.29  paragraph (b) must use graduation rates to demonstrate adequate 
 83.30  yearly progress.  High schools with 20 or more students tested 
 83.31  must use statewide assessment scores in mathematics, reading, 
 83.32  and science to demonstrate adequate yearly progress. 
 83.33     (b) To demonstrate adequate yearly progress using 
 83.34  graduation rates, a high school must: 
 83.35     (1) have an 80 percent graduation rate for the previous 
 83.36  school year; or 
 84.1      (2) using the 2002-2003 school year as its base year, 
 84.2   demonstrate an annual increase in the graduation rate so that, 
 84.3   if improvement continues at the same rate, the school has an 80 
 84.4   percent graduation rate by the 2013-2014 school year. 
 84.5   A school's graduation rate is based on the number of students 
 84.6   terminating their education by graduating or dropping out during 
 84.7   the four-year period over which the graduation rate is computed 
 84.8   using the quasi-cohort method of the National Center on 
 84.9   Education Statistics. 
 84.10     (c) To demonstrate adequate yearly progress using students' 
 84.11  statewide reading and mathematics assessment scores, a high 
 84.12  school must meet the annual measurable objective for the school 
 84.13  and for every identified student subgroup of 20 or more tested 
 84.14  students within the school based upon the school's proficiency 
 84.15  index calculated under subdivision 7. 
 84.16     (d) The commissioner must: 
 84.17     (1) set schools' measurable objective consistent with 
 84.18  applicable federal law; 
 84.19     (2) incorporate federal "safe harbor" provisions in all 
 84.20  adequate yearly progress determinations that are based upon 
 84.21  students' statewide assessment scores in mathematics and 
 84.22  reading; and 
 84.23     (3) apply confidence intervals to prevent erroneous 
 84.24  "low-performing" designations that are due to a small student 
 84.25  population within a school or within an identified student 
 84.26  subgroup. 
 84.27     Subd. 6.  [PERFORMANCES THAT DETERMINE ADEQUATE YEARLY 
 84.28  PROGRESS.] For purposes of the proficiency index of a school or 
 84.29  district, adequate yearly progress is determined based on the 
 84.30  performances of: 
 84.31     (1) those students enrolled in the school or district for 
 84.32  at least one school year, including those students with 
 84.33  disabilities taking a standard or accommodated form of the 
 84.34  statewide assessment, and limited English proficiency students 
 84.35  taking a standard or accommodated form of the statewide 
 84.36  assessment; 
 85.1      (2) the very few students under sections 120B.0012, 
 85.2   paragraph (b), and 120B.30, subdivision 1, paragraph (e), clause 
 85.3   (1), who take an alternative assessment are included in the 
 85.4   accountability system using a separate special education 
 85.5   attainment index; and 
 85.6      (3) those students under section 120B.30, subdivision 1, 
 85.7   paragraph (d), clause (1), who take the Minnesota test of 
 85.8   emerging academic English are included in the accountability 
 85.9   system using a separate limited English proficiency attainment 
 85.10  index. 
 85.11     Subd. 7.  [PROFICIENCY INDEX CALCULATION.] The proficiency 
 85.12  index of a school or district equals: 
 85.13     (1) 100 times the number of students scoring at or above 
 85.14  level IIb; plus 
 85.15     (2) 50 times the number of students scoring in level IIa; 
 85.16  divided by 
 85.17     (3) the total number of students tested. 
 85.18     Consistent with applicable federal law, the proficiency 
 85.19  index reaches 100 only if all students in the school or district 
 85.20  score at or above level IIb by the 2013-2014 school year. 
 85.21     <b>[EFFECTIVE DATE.]</b> This section is effective the day 
 85.22  following final enactment and applies to the 2005-2006 school 
 85.23  year and later. 
 85.24     Sec. 8.  [120B.361] [SCHOOL AND DISTRICT DESIGNATIONS.] 
 85.25     Subdivision 1.  [UNDER REVIEW; LOW-PERFORMING.] A school or 
 85.26  district that fails to meet its adequate yearly progress targets 
 85.27  for one school year is designated "under review."  A school or 
 85.28  district that fails to meet its adequate yearly progress targets 
 85.29  for two consecutive school years is designated "low-performing." 
 85.30     Subd. 2.  [MEETS EXPECTATIONS.] A school or district is 
 85.31  designated as "meets expectations" if it: 
 85.32     (1) does not qualify for a "superior" or "excellent" 
 85.33  designation; 
 85.34     (2) met its adequate yearly progress targets for each of 
 85.35  the last two school years; or 
 85.36     (3) met its adequate yearly progress targets one school 
 86.1   year after being designated "under review." 
 86.2      Subd. 3.  [EXCELLENT DESIGNATION.] (a) A school or district 
 86.3   is designated "excellent" if it meets its adequate yearly 
 86.4   progress target for two consecutive school years and satisfies 
 86.5   the criteria described in paragraphs (b) to (f). 
 86.6      (b) All students enrolled at least one school year taking 
 86.7   the regular or an accommodated form of statewide assessments: 
 86.8      (1) received average reading and mathematics scores above 
 86.9   1500; 
 86.10     (2) showed a mean score improvement rate in reading and 
 86.11  mathematics that brings students' scores to 1500 within five 
 86.12  school years; or 
 86.13     (3) showed average reading and mathematics scores exceeding 
 86.14  the estimated state average for schools with similar student 
 86.15  populations based on the combined percent of tested students who 
 86.16  are either eligible for a free or reduced price lunch, have an 
 86.17  individualized education plan, or have limited English 
 86.18  proficiency. 
 86.19     After two years of statewide annual testing in grades 3 
 86.20  through 8, elementary schools must be designated "excellent" 
 86.21  based on value-added, grade-to-grade gains in student 
 86.22  achievement, consistent with section 120B.35, and not based on 
 86.23  comparisons of schools with similar student populations under 
 86.24  clause (3). 
 86.25     (c) The school has at least a 95 percent average daily 
 86.26  attendance rate or improved its average daily attendance rate in 
 86.27  each of the last two consecutive school years so that, if 
 86.28  improvement continues at the same rate, it has a 95 percent 
 86.29  average daily attendance rate within five school years. 
 86.30     (d) A high school has at least a 90 percent graduation rate 
 86.31  or improved its graduation rate in each of the last two 
 86.32  consecutive school years so that, if improvement continues at 
 86.33  the same rate, it has a 90 percent graduation rate within five 
 86.34  school years. 
 86.35     (e) All teachers teaching English, mathematics, science, 
 86.36  social sciences, arts and literature, and foreign languages must 
 87.1   satisfy the definition of qualified teacher under section 
 87.2   122A.16. 
 87.3      (f) The school is a safe and drug-free school and not 
 87.4   designated a persistently dangerous school under section 
 87.5   120B.362. 
 87.6      (g) An excellent school or district deserves public 
 87.7   recognition and onetime financial awards that allow the school 
 87.8   or district to improve facilities and increase capacity to serve 
 87.9   students through intradistrict transfers or open enrollment 
 87.10  under section 124D.03. 
 87.11     Subd. 4.  [SUPERIOR DESIGNATION.] (a) A school or district 
 87.12  is designated "superior" if it meets all the qualifications for 
 87.13  an "excellent" designation under subdivision 3 and evidences 
 87.14  best practices in curriculum, instruction, assessment, 
 87.15  professional development, parent and community involvement, 
 87.16  leadership, governance, and use of resources that are useful to 
 87.17  other schools or districts seeking to improve performance.  
 87.18  Evidence of a superior school or district may include the number 
 87.19  of students residing either outside the school attendance area 
 87.20  or the school district who seek to enroll in the school or 
 87.21  district. 
 87.22     (b) A superior school or district deserves public 
 87.23  recognition and onetime financial awards that allow the school 
 87.24  or district to improve facilities and increase capacity to serve 
 87.25  students through intradistrict transfers or open enrollment 
 87.26  under section 124D.03. 
 87.27     Subd. 5.  [APPEALS.] A school or district may appeal in 
 87.28  writing a designation under this section to the accountability 
 87.29  advisory council under section 120B.365 within 30 days of 
 87.30  receiving the designation.  The accountability advisory council 
 87.31  must advise the commissioner regarding the appeal.  The 
 87.32  commissioner's decision to uphold or deny an appeal is final.  
 87.33     <b>[EFFECTIVE DATE.]</b> This section is effective the day 
 87.34  following final enactment and applies to the 2005-2006 school 
 87.35  year and later.  
 87.36     Sec. 9.  [120B.362] [PERSISTENTLY DANGEROUS SCHOOLS.] 
 88.1      Subdivision 1.  [DEFINITION.] A public school is a 
 88.2   persistently dangerous school if, during two of the three 
 88.3   previous school years: 
 88.4      (1) a student attending the school was disciplined under 
 88.5   section 121A.44 for bringing to school a firearm as defined in 
 88.6   United States Code, title 18, section 921; and 
 88.7      (2) the number of students disciplined under the Pupil Fair 
 88.8   Dismissal Act, sections 121A.40 to 121A.56, for offenses 
 88.9   committed on school grounds under subdivision 2 exceeds the 
 88.10  number of total annual incidents under subdivision 3. 
 88.11     Subd. 2.  [DANGEROUS OFFENSES.] Offenses that must be 
 88.12  counted for purposes of defining a persistently dangerous school 
 88.13  include: 
 88.14     (1) possessing a dangerous weapon as defined in United 
 88.15  States Code, title 18, section 930, paragraph (g)(2); 
 88.16     (2) possessing or using a controlled substance under 
 88.17  section 152.01, subdivisions 4 and 9, and consistent with 
 88.18  applicable federal law; 
 88.19     (3) selling or soliciting the sale of a controlled 
 88.20  substance under section 152.01, subdivisions 4 and 9, and 
 88.21  consistent with applicable federal law; and 
 88.22     (4) committing third degree assault under section 609.223, 
 88.23  subdivision 1, or criminal sexual conduct under sections 609.342 
 88.24  to 609.3452. 
 88.25     Subd. 3.  [TOTAL ANNUAL INCIDENTS.] A designation as a 
 88.26  persistently dangerous school requires that the total annual 
 88.27  number of offenses listed under subdivision 2 exceeds three 
 88.28  incidents in a school with fewer than 300 enrolled students or 
 88.29  one incident for every 100 students or fraction of 100 students 
 88.30  in a school with 300 or more enrolled students. 
 88.31     Subd. 4.  [DANGEROUS INCIDENT.] (a) The commissioner must 
 88.32  review by January of each year the data from the three previous 
 88.33  school years that are included in the dangerous weapons reports 
 88.34  under section 121A.06.  The commissioner must: 
 88.35     (1) base the initial "persistently dangerous school" 
 88.36  designations on these data; 
 89.1      (2) use the October 1 child count under section 120A.24 to 
 89.2   establish student enrollment levels; and 
 89.3      (3) provide preliminary notice of a "persistently dangerous 
 89.4   school" designation to schools and districts in February of each 
 89.5   year. 
 89.6      (b) A district may appeal a "persistently dangerous school" 
 89.7   designation under subdivision 5.  If the commissioner upholds 
 89.8   the appeal, the commissioner must notify the affected school and 
 89.9   district by June 1 that the "persistently dangerous school" 
 89.10  designation does not apply.  If the commissioner denies the 
 89.11  appeal, the commissioner must notify the affected school and 
 89.12  district by June that the "persistently dangerous school" 
 89.13  designation applies. 
 89.14     Subd. 5.  [APPEAL OF DESIGNATION.] A school district may 
 89.15  submit to the accountability advisory council under section 
 89.16  120B.365 a written appeal of a persistently dangerous school 
 89.17  designation within 30 days of receiving the designation.  The 
 89.18  appeal must show that the conditions under subdivisions 1 and 2 
 89.19  did not exist in two of the three previous school years.  The 
 89.20  accountability advisory council must advise the commissioner 
 89.21  regarding the appeal.  The commissioner's decision to uphold or 
 89.22  deny an appeal is final. 
 89.23     <b>[EFFECTIVE DATE.]</b> Subdivisions 1 to 4 are effective 
 89.24  immediately and apply to the 2005-2006 school year and later.  
 89.25  Subdivision 5 is effective immediately and applies to the 
 89.26  2005-2006 school year through the 2013-2014 school year. 
 89.27     Sec. 10.  [120B.363] [TEACHER QUALITY.] 
 89.28     Subdivision 1.  [CLASSROOM TEACHERS.] All teachers teaching 
 89.29  reading, writing, mathematics, science, social sciences, and 
 89.30  arts and literature must satisfy the definition of qualified 
 89.31  teacher under section 122A.16. 
 89.32     Subd. 2.  [PARAPROFESSIONALS.] (a) All paraprofessionals 
 89.33  working in public schools, except those who provide only 
 89.34  parental involvement or translation services, must have at least 
 89.35  a high school diploma or a GED. 
 89.36     (b) Paraprofessionals who provide instructional services 
 90.1   must demonstrate their teaching qualifications to meet rigorous 
 90.2   standards by: 
 90.3      (1) passing a formal state assessment; 
 90.4      (2) completing at least two years of postsecondary study 
 90.5   related to their area of instruction; or 
 90.6      (3) obtaining at least an associate's degree related to 
 90.7   their area of instruction. 
 90.8      (c) Paraprofessionals hired by a school district after 
 90.9   January 30, 2002, must satisfy the requirements of paragraphs 
 90.10  (a) and (b) immediately upon employment.  Paraprofessionals 
 90.11  hired by a school district before January 30, 2002, must satisfy 
 90.12  the requirements of paragraphs (a) and (b) by January 8, 2006. 
 90.13     Subd. 3.  [BOARD OF TEACHING REVIEW OF PRAXIS.] The board 
 90.14  of teaching must compare Minnesota's current passing criteria 
 90.15  and scores for the Praxis test against those of other states.  
 90.16  If the board finds that one or more of Minnesota's passing 
 90.17  scores is below the scores of at least 25 other states, the 
 90.18  board must submit a written report by January 3, 2004, to the 
 90.19  commissioner and the education committees of the legislature 
 90.20  explaining Minnesota's low passing scores.  
 90.21     <b>[EFFECTIVE DATE.]</b> This section is effective immediately.  
 90.22  To the extent the federal government allows, the commissioner 
 90.23  may waive for up to six months the teaching qualifications under 
 90.24  subdivision 2, paragraph (b), applicable to a paraprofessional 
 90.25  hired after January 30, 2002. 
 90.26     Sec. 11.  [120B.364] [REPORT CARDS.] 
 90.27     Subdivision 1.  [SCHOOL REPORTS.] (a) All public schools 
 90.28  annually must have an electronic or printed report available 
 90.29  upon request to parents and the public.  The report must include 
 90.30  at least the following schoolwide information: 
 90.31     (1) a mean score and the percent of students by grade and 
 90.32  subject scoring at or above the state's expected level of 
 90.33  performance on statewide tests, and disaggregated by subgroups 
 90.34  with ten or more students where subgroups are defined by gender, 
 90.35  migrant status, limited English proficiency status, special 
 90.36  education status, ethnicity, and eligibility for free or reduced 
 91.1   price lunch; 
 91.2      (2) the number and percent of students tested who scored 
 91.3   within each of the state's proficiency levels in the school as a 
 91.4   whole and in each subgroup with ten or more students; 
 91.5      (3) the percent of students tested in the school as a whole 
 91.6   and in each subgroup with ten or more students; 
 91.7      (4) two-year trend data in the mean and percent of students 
 91.8   tested by grade and subject who meet or exceed the state's 
 91.9   expectation for achievement; 
 91.10     (5) after two years of statewide annual testing in grades 3 
 91.11  through 8 and one grade in high school, the school average 
 91.12  value-added, grade-to-grade gains in student achievement, 
 91.13  consistent with section 120B.35 and this section, and the 
 91.14  percent of students predicted to meet proficiency levels under 
 91.15  high school graduation or higher education readiness standards, 
 91.16  or other standards the commissioner designates for reporting 
 91.17  gain scores; 
 91.18     (6) the number and percent of teachers teaching in core 
 91.19  academic areas who are certified in that particular core 
 91.20  academic area of instruction and the number and percent of 
 91.21  teachers holding emergency credentials who are teaching in core 
 91.22  academic areas; 
 91.23     (7) the average attendance rate by grade; and 
 91.24     (8) for high schools with ten or more students terminating 
 91.25  by graduating or dropping out of school under the quasi-cohort 
 91.26  formula under section 120B.36, subdivision 5, paragraph (b), the 
 91.27  average graduation rate by grade. 
 91.28     (b) To permit comparisons, the report also must show, 
 91.29  alongside the schoolwide means and percents, the same categories 
 91.30  showing statewide and districtwide means and percents.  If the 
 91.31  school is designated low-performing or unsafe, the report must 
 91.32  name the school and show the designation, the sanctions imposed 
 91.33  on the school as a result of the designation, and the actions 
 91.34  taken to improve the school's performance.  If the school is 
 91.35  designated excellent or superior, the report must name the 
 91.36  school, show the designation, and describe the achievements and 
 92.1   exemplary practices on which the designation is based. 
 92.2      (c) The commissioner must post on the department Web site 
 92.3   the school information reported under this subdivision.  A 
 92.4   school with a printed report must make copies of the report 
 92.5   available to public libraries under chapter 134 that are located 
 92.6   within the district in which the school is located.  A school 
 92.7   must consider the extent of parent and public access to 
 92.8   electronic media when deciding the form in which to publish the 
 92.9   report. 
 92.10     Subd. 2.  [DISTRICT REPORTS.] (a) All school districts 
 92.11  annually must have an electronic or printed report available 
 92.12  upon request to parents and the public.  The report must include 
 92.13  at least the following districtwide information: 
 92.14     (1) a mean score and the percent of students by grade and 
 92.15  subject scoring at or above the state's expected level of 
 92.16  performance on statewide tests, and disaggregated by subgroups 
 92.17  with ten or more students where subgroups are defined by gender, 
 92.18  migrant status, limited English proficiency status, special 
 92.19  education status, ethnicity, and eligibility for free or reduced 
 92.20  price lunch; 
 92.21     (2) the number and percent of students tested who scored 
 92.22  within each of the state's proficiency levels; 
 92.23     (3) the percent of students tested in the district as a 
 92.24  whole and in each subgroup with ten or more students; 
 92.25     (4) two-year trend data in the mean and percent of students 
 92.26  tested by grade and subject who meet or exceed the state's 
 92.27  expectation for achievement; 
 92.28     (5) after two years of statewide annual testing in grades 3 
 92.29  through 8 and one grade in high school, the district average 
 92.30  value-added, grade-to-grade gains in student achievement, 
 92.31  consistent with section 120B.35 and this section, and the 
 92.32  percent of students predicted to meet proficiency levels under 
 92.33  high school graduation or higher education readiness standards, 
 92.34  or other standards the commissioner designates for reporting 
 92.35  gain scores; 
 92.36     (6) the number and percent of teachers teaching in core 
 93.1   academic areas who are certified in that particular core 
 93.2   academic area of instruction and the number and percent of 
 93.3   teachers holding emergency credentials who are teaching in core 
 93.4   academic areas of English, mathematics, science, social 
 93.5   sciences, arts and literature, and foreign languages; 
 93.6      (7) the average attendance rate by grade; and 
 93.7      (8) for high schools with ten or more students terminating 
 93.8   by graduating or dropping out of school under the quasi-cohort 
 93.9   formula under section 120B.36, subdivision 5, paragraph (b), the 
 93.10  average graduation rate by grade. 
 93.11     (b) To permit comparisons, the report also must show, 
 93.12  alongside the districtwide means and percents, the same 
 93.13  categories showing statewide means and percents.  If a school 
 93.14  within the district is designated low-performing or unsafe, the 
 93.15  report must name the school and show the designation by school, 
 93.16  the sanctions imposed on the school as a result of the 
 93.17  designation, and the actions taken to improve the school's 
 93.18  performance.  If a school within the district is designated 
 93.19  excellent or superior, the report must name the school, show the 
 93.20  designation by school, and describe the achievements and 
 93.21  exemplary practices on which the designation is based. 
 93.22     (c) The commissioner must post on the department Web site 
 93.23  the district information reported under this subdivision.  A 
 93.24  district with a printed report must make copies of the report 
 93.25  available to public libraries under chapter 134 that are located 
 93.26  within the district.  A district must consider the extent of 
 93.27  parent and public access to electronic media when deciding the 
 93.28  form in which to publish the report. 
 93.29     Subd. 3.  [DETERMINING WHERE A STUDENT IS ENROLLED FOR 
 93.30  ACCOUNTABILITY PURPOSES.] (a) For purposes of establishing 
 93.31  accountability, a student is enrolled in the district or charter 
 93.32  school that, under the UFARS system, receives payments directly 
 93.33  from the state for costs related to educating that student, 
 93.34  except under paragraph (e).  A school or district that contracts 
 93.35  with another school, district, area learning center, or 
 93.36  alternative learning program to provide education services to a 
 94.1   student who initially enrolls in the contracting school or 
 94.2   district, remains accountable for that student. 
 94.3      (b) A school under this section is any public school 
 94.4   assigned a unique identification number under the UFARS system. 
 94.5      (c) An area learning center under this section is any 
 94.6   public school type 41 to 49 under the UFARS system. 
 94.7      (d) A student participating in an alternative learning 
 94.8   program that is located within a larger school is enrolled in 
 94.9   the larger school, except if the student is participating in an 
 94.10  alternative learning program located in an area learning center 
 94.11  under paragraph (c). 
 94.12     (e) A student is enrolled in the district or charter school 
 94.13  that provides educational services to the student if a court 
 94.14  orders a student transfer under chapter 260B.  
 94.15     <b>[EFFECTIVE DATE.]</b> This section is effective immediately. 
 94.16     Sec. 12.  [120B.365] [ACCOUNTABILITY ADVISORY COUNCIL.] 
 94.17     Subdivision 1.  [ESTABLISHMENT.] An accountability advisory 
 94.18  council is established under section 15.059.  The advisory 
 94.19  council is composed of nine members appointed by the 
 94.20  commissioner from throughout the state with interest and 
 94.21  experience in education, and must include educators, parents and 
 94.22  members of the public, and the business community.  No council 
 94.23  member shall be engaged in any activity where a conflict of 
 94.24  interest may arise.  Council members annually must elect a 
 94.25  council chair from among the council members and no council 
 94.26  member may serve more than two consecutive years as council 
 94.27  chair. 
 94.28     Subd. 2.  [DUTIES.] The council shall: 
 94.29     (1) hear appeals of school and district designations under 
 94.30  sections 120B.361 and 120B.362; 
 94.31     (2) identify schools and districts eligible for an 
 94.32  "excellent" or "superior" designation, consistent with the 
 94.33  requirements under section 123B.61, subdivisions 3 and 4; and 
 94.34     (3) make recommendations to the commissioner regarding 
 94.35  those designations.  The commissioner's decision regarding a 
 94.36  designation is final. 
 95.1      Subd. 3.  [ANNUAL REPORT; RECOMMENDATIONS.] The council 
 95.2   annually by March 1 must submit to the committees of the 
 95.3   legislature having jurisdiction over kindergarten through grade 
 95.4   12 education policy and budget issues a report that summarizes 
 95.5   the grounds on which schools and school districts submitted 
 95.6   appeals to the council, the council's recommendations to the 
 95.7   commissioner regarding the appeals, and the commissioner's 
 95.8   decision.  The report also must list the schools and school 
 95.9   districts eligible for an "excellent" or "superior" designation, 
 95.10  the council's recommendations regarding the designations and the 
 95.11  commissioner's decision.  The report must state the basis for 
 95.12  designating a particular school or district as "excellent" or 
 95.13  "superior."  The council may use the content of the reports to 
 95.14  recommend to the commissioner changes in the state's educational 
 95.15  accountability system.  The commissioner, in consultation with 
 95.16  the council, must compile and make available in print or 
 95.17  electronic media on a biannual basis a list of best practices 
 95.18  culled from schools and districts designated as "excellent" or 
 95.19  "superior."  The commissioner must assist the council upon 
 95.20  request. 
 95.21     Subd. 4.  [EXPIRATION.] Notwithstanding section 15.059, 
 95.22  subdivision 5, the council expires on June 30, 2014. 
 95.23     <b>[EFFECTIVE DATE.]</b> This section is effective immediately and 
 95.24  applies to the 2005-2006 school year and later. 
 95.25     Sec. 13.  [REPEALER.] 
 95.26     (a) Minnesota Statutes 2002, section 120B.031, is repealed. 
 95.27     (b) Minnesota Rules, parts 3501.0300; 3501.0310; 3501.0320; 
 95.28  3501.0330; 3501.0340; 3501.0350; 3501.0370; 3501.0380; 
 95.29  3501.0390; 3501.0400; 3501.0410; 3501.0420; 3501.0440; 
 95.30  3501.0441; 3501.0442; 3501.0443; 3501.0444; 3501.0445; 
 95.31  3501.0446; 3501.0447; 3501.0448; 3501.0449; 3501.0450; 
 95.32  3501.0460; 3501.0461; 3501.0462; 3501.0463; 3501.0464; 
 95.33  3501.0465; 3501.0466; 3501.0467; 3501.0468; and 3501.0469, are 
 95.34  repealed. 
 95.35     <b>[EFFECTIVE DATE.]</b> This section is effective for the 
 95.36  2003-2004 school year and thereafter. 
 96.1                              ARTICLE 8
 96.2                        COMMISSIONER'S DUTIES
 96.3      Section 1.  [MINNESOTA'S HIGH EDUCATIONAL STANDARDS.] 
 96.4      The standards adopted by the commissioner under article 7, 
 96.5   section 2, paragraph (a), must be identical to the standards 
 96.6   contained in articles 9 to 18 of this act.  
 96.7      Sec. 2.  [RECOMMENDATIONS ON HIGH EDUCATIONAL STANDARDS.] 
 96.8      (a) The commissioner of children, families, and learning, 
 96.9   after consulting with stakeholders under paragraph (b), must 
 96.10  provide written recommendations to the committees of the 
 96.11  legislature having jurisdiction over kindergarten through grade 
 96.12  12 education policy and budget issues by February 1, 2004, that 
 96.13  indicate: 
 96.14     (1) a plan to have Minnesota teachers grade constructed 
 96.15  response questions; 
 96.16     (2) what cut-scores on high school reading and mathematics 
 96.17  assessments indicate that remedial instruction in the state's 
 96.18  two-year higher education institutions is unneeded; 
 96.19     (3) what modifications or improvements to the statewide 
 96.20  assessments, standards, and benchmarks in the areas of 
 96.21  mathematics, science, reading, and writing are needed to reduce 
 96.22  remedial instruction in the state's higher education 
 96.23  institutions within two years of high school graduation; 
 96.24     (4) the extent to which successful district programs 
 96.25  developed under the profile of learning may be incorporated into 
 96.26  state standards developed under this act; 
 96.27     (5) how best to integrate content with application, 
 96.28  critical reasoning, and higher-order thinking into standards 
 96.29  developed under this act; 
 96.30     (6) how to effectively assist teachers in formulating 
 96.31  curriculum for classroom instruction consistent with standards 
 96.32  developed under this act; 
 96.33     (7) how to modify the state assessments and the scoring 
 96.34  procedures so that the tests are returned to districts within 
 96.35  four weeks of the test administration, have the tests fulfill 
 96.36  district diagnostic requirements and the state testing 
 97.1   requirements, and have the tests include both short answer and 
 97.2   multiple choice answers; 
 97.3      (8) how to incorporate economics content standards in 
 97.4   article 9 of this act into the social sciences learning area; 
 97.5   and 
 97.6      (9) a plan to develop statewide tests for the social 
 97.7   sciences learning area in the subject areas of American history, 
 97.8   geography, civics, and economics, not including personal finance.
 97.9      (b) The commissioner must consult with at least the 
 97.10  following stakeholders when developing recommendations under 
 97.11  paragraph (a): 
 97.12     (1) parents of school-age children and members of the 
 97.13  public throughout the state; 
 97.14     (2) teachers throughout the state currently licensed and 
 97.15  providing instruction in one of the six learning areas under 
 97.16  Minnesota Statutes, section 120B.0013, and elementary and 
 97.17  secondary school administrators throughout the state currently 
 97.18  administrating a school site; 
 97.19     (3) currently serving members of local school boards and 
 97.20  charter school boards throughout the state; 
 97.21     (4) faculty at Minnesota's postsecondary institutions 
 97.22  providing instruction related to one of the six learning areas; 
 97.23     (5) representatives of Minnesota's business community; and 
 97.24     (6) national associations of teachers for the six required 
 97.25  learning areas. 
 97.26     <b>[EFFECTIVE DATE.]</b> This section is effective the day 
 97.27  following final enactment. 
 97.28     Sec. 3.  [LEGISLATIVE APPROVAL OF PROPOSED RULES 
 97.29  ESTABLISHING STANDARDS AND EDUCATIONAL ACCOUNTABILITY; INTERIM 
 97.30  STANDARDS.] 
 97.31     To fulfill the obligation of the legislature to pursue 
 97.32  educational excellence for all Minnesota citizens and provide 
 97.33  educational accountability, the commissioner of children, 
 97.34  families, and learning must present to the committees of the 
 97.35  legislature charged with oversight of kindergarten through grade 
 97.36  12 education policy and kindergarten through grade 12 education 
 98.1   funding all proposed rules and all proposed amendments to or 
 98.2   repeals of existing rules under Minnesota Statutes, sections 
 98.3   120B.0012 and 120B.36.  The commissioner may not adopt new rules 
 98.4   or amend or repeal existing rules under Minnesota Statutes, 
 98.5   sections 120B.0012 and 120B.36, without specific legislative 
 98.6   authorization. 
 98.7      <b>[EFFECTIVE DATE.]</b> This section is effective the day 
 98.8   following final enactment. 
 98.9      Sec. 4.  [8TH GRADE TESTS.] 
 98.10     The commissioner shall develop a methodology for using 
 98.11  portions of the tests in the subject areas of reading and 
 98.12  mathematics for grade 8 students that meet the accountability 
 98.13  requirements that are required by federal law and provide the 
 98.14  opportunity for students to demonstrate that they have met the 
 98.15  state basic skills high school graduation requirement.  The 
 98.16  commissioner shall also develop procedures for students who do 
 98.17  not initially meet the state basic skills requirement through 
 98.18  their scores on the basic skills portions of the test by either 
 98.19  allowing those students in future years to retake the grade 8 
 98.20  state tests or by taking a different test that covers basic 
 98.21  content. 
 98.22     Sec. 5.  [STANDARDS; KEY UNDERSTANDINGS.] 
 98.23     If necessary, the commissioner may refer to the key 
 98.24  understandings developed as part of a revision of the profile of 
 98.25  learning by the mid-continent regional educational laboratory in 
 98.26  order to provide grade-level banding for the state standards 
 98.27  adopted under this act. 
 98.28                             ARTICLE 9
 98.29             REQUIRED:  READING, VIEWING, AND LISTENING
 98.30     Section 1.  [READING, VIEWING, AND LISTENING - PRIMARY.] 
 98.31     Subdivision 1.  [PURPOSE.] Understand that written and 
 98.32  spoken words connect to ideas purposefully and that the 
 98.33  individual must be an active participant in order to comprehend 
 98.34  essential ideas. 
 98.35     Subd. 2.  [PART A.] A student shall demonstrate an 
 98.36  understanding of: 
 99.1      (1) grade-appropriate sight words and listening vocabulary, 
 99.2   including synonyms and antonyms; 
 99.3      (2) the print conventions of English; 
 99.4      (3) the various purposes for reading, viewing, and 
 99.5   listening (for example, for pleasure) to gain or evaluate 
 99.6   information, or to apply knowledge; 
 99.7      (4) characters, setting, and sequence of events in fiction 
 99.8   selections; 
 99.9      (5) topic, main idea, and supporting details in nonfiction 
 99.10  selections; and 
 99.11     (6) reading, viewing, and listening to literary and 
 99.12  nonfiction selections from a variety of genres (for example, 
 99.13  folk tale, poetry, drama, realistic fiction, fantasy, 
 99.14  information books, or biography). 
 99.15     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 99.16  to: 
 99.17     (1) make sense of words and comprehend meaning in 
 99.18  grade-appropriate fiction and nonfiction selections by: 
 99.19     (i) decoding words (for example, through the use of letter 
 99.20  sounds, blends, diagraphs, diphthongs, and word structures); and 
 99.21     (ii) integrating cueing systems, including graphophonic, 
 99.22  structure, and meaning; 
 99.23     (2) interact with grade-appropriate fiction and nonfiction 
 99.24  selections during the reading, viewing, and listening process by:
 99.25     (i) setting a purpose; 
 99.26     (ii) activating prior knowledge; 
 99.27     (iii) previewing the selection; 
 99.28     (iv) monitoring and using self-correction strategies (for 
 99.29  example, rereading, noticing miscues, searching for cues, and 
 99.30  asking for help); 
 99.31     (v) reflecting on the meaning of and responding to text; 
 99.32     (vi) reading aloud fluently, with expression and accuracy; 
 99.33  and 
 99.34     (vii) reading silently; 
 99.35     (3) understand and interpret fiction and/or nonfiction by: 
 99.36     (i) making and supporting inferences; and 
100.1      (ii) using information from illustrations, charts, graphs, 
100.2   and oral and media presentations to enhance comprehension; 
100.3      (4) critically read, view, and listen to grade-appropriate 
100.4   fiction and nonfiction selections by: 
100.5      (i) comparing and contrasting elements (for example, 
100.6   characters, settings, ideas, or actions) of one or more 
100.7   selections; and 
100.8      (ii) formulating questions pertaining to a selection that 
100.9   was read, viewed, or heard; and 
100.10     (5) apply information in grade-appropriate nonfiction 
100.11  selections by using multiple-step instructions to perform an 
100.12  action. 
100.13     Sec. 2.  [READING, VIEWING, AND LISTENING - INTERMEDIATE.] 
100.14     Subdivision 1.  [PURPOSE.] Go beyond the literal meaning of 
100.15  the selection and begin to show more sophisticated 
100.16  comprehension, including making inferences, analyzing, reacting 
100.17  to, and evaluating fiction and nonfiction selections. 
100.18     Subd. 2.  [PART A.] A student shall demonstrate an 
100.19  understanding of: 
100.20     (1) grade-appropriate word study, including: 
100.21     (i) sight words; and 
100.22     (ii) reading and listening vocabulary (for example, 
100.23  synonyms, antonyms, homophones, and multiple meaning words); 
100.24     (2) text features (for example, chapter titles and 
100.25  captions); 
100.26     (3) the various purposes for reading, viewing, and 
100.27  listening (for example, for pleasure) to gain or evaluate 
100.28  information, or to apply knowledge; 
100.29     (4) the organizational structure of story plots (for 
100.30  example, main problem, conflict, and resolution in fiction); 
100.31     (5) the organizational structure of grade-appropriate 
100.32  nonfiction selections, including: 
100.33     (i) topic, main idea, and details; and 
100.34     (ii) compare and contrast, cause and effect, logical, and 
100.35  sequential order; 
100.36     (6) various genres (for example, fairy tale, mythology, 
101.1   folk tale, poetry, fable, fantasy, historical fiction, realistic 
101.2   fiction, biography, and autobiography); and 
101.3      (7) literary devices used in literary selections (for 
101.4   example, personification, alliteration, onomatopoeia, simile, 
101.5   metaphor, and imagery). 
101.6      Subd. 3.  [PART B.] A student shall demonstrate the ability 
101.7   to: 
101.8      (1) make sense of words and comprehend meaning in 
101.9   grade-appropriate fiction and nonfiction selections by: 
101.10     (i) decoding words (for example, through the use of vowel 
101.11  patterns, complex word families, syllabication, root words, and 
101.12  affixes); and 
101.13     (ii) using word structure and context; 
101.14     (2) interact with grade-appropriate fiction and nonfiction 
101.15  selections during the reading, viewing, and listening process by:
101.16     (i) setting a purpose; 
101.17     (ii) activating prior knowledge; 
101.18     (iii) previewing the selection; 
101.19     (iv) using specific strategies to clear up confusing parts 
101.20  of the text (for example, pausing, rereading, viewing or 
101.21  listening to a selection again, consulting another source, 
101.22  representing information as a mental picture, drawing upon 
101.23  background information, and asking for help); 
101.24     (v) reading, viewing, and listening to literary and 
101.25  nonfiction selections from a variety of genres and then 
101.26  reflecting on the meaning of and responding to the selection; 
101.27  and 
101.28     (vi) reading narrative and expository text aloud with 
101.29  developmentally appropriate fluency, accuracy, pacing, 
101.30  intonation, and expression; 
101.31     (3) understand and interpret fiction and/or nonfiction by: 
101.32     (i) summarizing print and nonprint selections; 
101.33     (ii) making inferences and drawing conclusions that are 
101.34  supported with information from the selections; and 
101.35     (iii) using information from illustrations, charts, graphs, 
101.36  maps, media, and oral presentations to enhance comprehension; 
102.1      (4) critically read, view, and listen to grade-appropriate 
102.2   fiction and/or nonfiction selections by: 
102.3      (i) comparing and contrasting information on the same topic 
102.4   from different sources; 
102.5      (ii) distinguishing fact from opinion; 
102.6      (iii) identifying author's purpose; and 
102.7      (iv) formulating questions pertaining to a selection that 
102.8   was read, heard, or viewed; and 
102.9      (5) apply information in grade-appropriate nonfiction 
102.10  selections by using multiple-step instructions to perform an 
102.11  action. 
102.12     Sec. 3.  [READING, VIEWING, AND LISTENING TO COMPLEX 
102.13  INFORMATION - MIDDLE SCHOOL.] 
102.14     Subdivision 1.  [PURPOSE.] Make the transition to adult 
102.15  reading, listening, and viewing by gaining confidence with more 
102.16  difficult and complex fiction, nonfiction, and technical 
102.17  selections. 
102.18     Subd. 2.  [PART A.] A student shall demonstrate an 
102.19  understanding of: 
102.20     (1) grade-appropriate word knowledge in order to read, 
102.21  view, or listen to a selection, including general, specific, and 
102.22  technical vocabulary; 
102.23     (2) text features intended to enhance comprehension in 
102.24  print (for example, bold-faced headings, italics, margin notes, 
102.25  color, introductions, and conclusions); 
102.26     (3) the various purposes for reading, viewing, and 
102.27  listening (for example, for pleasure) to gain or evaluate 
102.28  information, or to apply knowledge; 
102.29     (4) criteria for evaluation of fiction (for example, plot 
102.30  and character development, literary merit, thematic development, 
102.31  and use of language); 
102.32     (5) figurative language, literary devices, and imagery in 
102.33  fiction and nonfiction selections; 
102.34     (6) various literary and nonfiction genres (for example, 
102.35  short stories, novels, poetry, drama, editorials, or essays); 
102.36     (7) determining the patterns of organization in fiction 
103.1   (for example, genre); nonfiction (for example, compare and 
103.2   contrast, cause and effect, topical, and chronological); and 
103.3   technical selections; and 
103.4      (8) source evaluation, author's qualifications, bias, and 
103.5   evidence in nonfiction. 
103.6      Subd. 3.  [PART B.] A student shall demonstrate the ability 
103.7   to: 
103.8      (1) make sense of words in order to comprehend meaning in 
103.9   grade-appropriate fiction and nonfiction selections by: 
103.10     (i) using context clues; derivations (for example, roots, 
103.11  prefixes, and suffixes); and word origins; and 
103.12     (ii) interpreting figurative language, literary devices, 
103.13  and imagery in fiction; 
103.14     (2) interact with grade-appropriate fiction and nonfiction 
103.15  selections during the reading, viewing, and listening process by:
103.16     (i) setting a purpose, activating prior knowledge, and 
103.17  previewing selections; 
103.18     (ii) monitoring and clarifying understanding of selections; 
103.19     (iii) adjusting rate based on purpose and difficulty in 
103.20  text; and 
103.21     (iv) identifying transitional words in print and nonprint 
103.22  selections; 
103.23     (3) comprehend and interpret grade-appropriate fiction, 
103.24  nonfiction, and technical selections by: 
103.25     (i) paraphrasing events, ideas, or steps in sequence; 
103.26     (ii) recognizing and analyzing genres; 
103.27     (iii) interpreting ideas not explicitly stated (for 
103.28  example, main idea and conclusions); 
103.29     (iv) drawing conclusions and making predictions by using 
103.30  information or clues in the selection and by using prior 
103.31  knowledge, and interpreting presentations of data in selections; 
103.32  and 
103.33     (v) organizing information to show the hierarchy of ideas 
103.34  within selections (for example, through plot lines, timelines, 
103.35  flow charts, and task-specific graphic organizers); and 
103.36     (4) evaluate elements of fiction in grade-appropriate 
104.1   selections according to preestablished criteria while reading, 
104.2   viewing, and listening to a variety of genres (for example, 
104.3   short story, drama, mythology, folk tales, novels, and fantasy) 
104.4   by: 
104.5      (i) describing characters and events, interpreting social 
104.6   practices, connecting selections with other selections or 
104.7   related experiences, critiquing, or judging; 
104.8      (ii) reflecting on the meaning of and responding to 
104.9   selections; and 
104.10     (iii) identifying tone, character development, plot, 
104.11  imagery, literary merit, thematic development, and use of 
104.12  language; 
104.13     (5) critically read, view, and listen to grade-appropriate 
104.14  nonfiction or technical selections by: 
104.15     (i) contrasting information on the same topic from 
104.16  different types of sources; 
104.17     (ii) identifying and contrasting information from both 
104.18  informative and persuasive selections on the same topic; 
104.19     (iii) recognizing stereotyping; 
104.20     (iv) identifying source documentation, author, and evidence 
104.21  in a selection; 
104.22     (v) distinguishing fact from opinion in mixed statements; 
104.23     (vi) recognizing persuasion in print and nonprint 
104.24  selections; 
104.25     (vii) identifying author's purpose and point of view when 
104.26  given more than one selection on the same topic; and 
104.27     (viii) formulating questions pertaining to a selection that 
104.28  was read, viewed, or listened to; and 
104.29     (6) apply information in grade-appropriate nonfiction and 
104.30  technical selections by: 
104.31     (i) following step-by-step directions using appropriate 
104.32  tools and procedures; and 
104.33     (ii) identifying information in a selection that is needed 
104.34  to complete a task or make a decision. 
104.35     Sec. 4.  [TECHNICAL INFORMATION - HIGH SCHOOL.] 
104.36     Subdivision 1.  [PURPOSE.] Interpret, analyze, apply, and 
105.1   evaluate information presented in nonfiction and technical 
105.2   selections. 
105.3      Subd. 2.  [PART A.] A student shall demonstrate an 
105.4   understanding of: 
105.5      (1) grade-appropriate word knowledge in order to read, 
105.6   view, and listen to nonfiction and technical selections, 
105.7   including, but not limited to, general, specific, and technical 
105.8   vocabulary; 
105.9      (2) features intended to enhance comprehension in print and 
105.10  nonprint selections; 
105.11     (3) the various purposes for reading, viewing, and 
105.12  listening to nonfiction and technical selections (for example, 
105.13  for pleasure) to gain or evaluate information, or to apply 
105.14  knowledge; 
105.15     (4) transitional and organizing words in print and nonprint 
105.16  selections; 
105.17     (5) patterns of organization in persuasive nonfiction; 
105.18     (6) various nonfiction and technical genres (for example, 
105.19  editorials, letters to the editor, contemporary essays, primary 
105.20  sources, taped interviews, films, documentaries, or satire); and 
105.21  pamphlets, how-to selections, directions, or manuals; 
105.22     (7) figurative language, imagery, and literary devices 
105.23  while reading, viewing, and listening to nonfiction selections; 
105.24     (8) critical evaluation of source, including internal and 
105.25  external authority, bias, evidence, purpose, and audience; and 
105.26     (9) the logic of reasoning in nonfiction selections. 
105.27     Subd. 3.  [PART B.] The student shall demonstrate the 
105.28  ability to: 
105.29     (1) make sense of words and improve comprehension in 
105.30  grade-appropriate selections by: 
105.31     (i) using strategies, including context clues and 
105.32  derivation to acquire grade-appropriate vocabulary; and 
105.33     (ii) interpreting figurative language and imagery in 
105.34  nonfiction selections, including symbolism, tone, irony, and 
105.35  satire; 
105.36     (2) interact with grade-appropriate nonfiction and 
106.1   technical selections by: 
106.2      (i) setting a purpose, activating prior knowledge, and 
106.3   previewing selections; 
106.4      (ii) monitoring and clarifying understanding of selections; 
106.5      (iii) adjusting rate based on purpose and difficulty in 
106.6   text; and 
106.7      (iv) identifying transitional words in print and nonprint 
106.8   selections; 
106.9      (3) comprehend and interpret grade-appropriate nonfiction 
106.10  and technical selections by: 
106.11     (i) restating and summarizing important ideas, events, and 
106.12  steps from oral presentations, video, film, or computer data 
106.13  manuals (for example, by taking notes, creating structural 
106.14  organizers, participating in discussions, or creating an 
106.15  abstract, precis, or synopsis); 
106.16     (ii) drawing conclusions and making predictions from 
106.17  multiple selections on the same topic; 
106.18     (iii) interpreting presentations of data in connection with 
106.19  other information in selections; 
106.20     (iv) differentiating persuasive patterns of organization 
106.21  (for example, problem-solution, thesis-evidence, 
106.22  opinion-reason); and 
106.23     (v) organizing information to clearly show the hierarchy of 
106.24  ideas within a selection; 
106.25     (4) critically read, view, and listen to grade-appropriate 
106.26  nonfiction and technical selections by: 
106.27     (i) determining whether the evidence given is appropriate, 
106.28  adequate, and accurate; 
106.29     (ii) evaluating the credibility and reliability of the 
106.30  source; 
106.31     (iii) evaluating bias and logic of reasoning; 
106.32     (iv) interpreting persuasive print and nonprint selections; 
106.33     (v) evaluating author's point of view, intended audience, 
106.34  and authority; 
106.35     (vi) formulating critical, evaluative questions relevant to 
106.36  a selection; and 
107.1      (vii) evaluating how the type of communication shapes or 
107.2   limits the information; and 
107.3      (5) apply information in grade-appropriate nonfiction and 
107.4   technical selections by: 
107.5      (i) following step-by-step directions, using appropriate 
107.6   tools and procedures, to build or assemble, maintain or repair, 
107.7   analyze a situation, or create a design; 
107.8      (ii) selecting relevant information from electronic media, 
107.9   print and nonprint sources, and visual presentations in order to 
107.10  determine a course of action; and 
107.11     (iii) selecting relevant information from electronic media, 
107.12  print and nonprint sources, and visual presentations in order to 
107.13  complete an application. 
107.14                             ARTICLE 10
107.15                  REQUIRED:  WRITING AND SPEAKING
107.16     Section 1.  [WRITING - PRIMARY.] 
107.17     Subdivision 1.  [PURPOSE.] Write effectively for a variety 
107.18  of purposes and audiences. 
107.19     Subd. 2.  [PART A.] A student shall demonstrate an 
107.20  understanding of the writing process and characteristics of 
107.21  effective writing by: 
107.22     (1) using prewriting strategies (for example, retelling 
107.23  ideas); drawing pictures and webs to generate ideas; or 
107.24  discussing ideas with peers; 
107.25     (2) drafting and revising written work using strategies 
107.26  that include rereading, rearranging words and sentences; varying 
107.27  beginnings of sentences and sentence types; adding descriptive 
107.28  words and details; and organizing for a beginning, middle, and 
107.29  end sequence; 
107.30     (3) editing and publishing written work using strategies 
107.31  that include editing and proofreading for spelling, 
107.32  capitalization, punctuation, grammar, and sentence formation at 
107.33  a developmentally appropriate level; and sharing or presenting 
107.34  finished products; 
107.35     (4) adapting writing for a variety of audiences and 
107.36  purposes by creating, for example, picture books; letters; 
108.1   poems; or responses to literature; and 
108.2      (5) evaluating own and others' writing by, for example, 
108.3   asking questions and commenting about writings; recognizing 
108.4   conventions and other characteristics of effective writing in 
108.5   own and others' work at a developmentally appropriate level; or 
108.6   helping others apply conventions and other characteristics of 
108.7   effective writing. 
108.8      Subd. 3.  [PART B.] A student shall demonstrate the ability 
108.9   to write for a variety of purposes in a selection of forms 
108.10  employing developmentally appropriate conventions by: 
108.11     (1) composing a how-to piece that includes directions with 
108.12  accurately sequenced multiple steps; task-specific vocabulary; 
108.13  illustrations or other visuals; and an incorporated listing of 
108.14  necessary materials; 
108.15     (2) composing a narrative based on personal experience, 
108.16  observation, or imagination that includes details, descriptions, 
108.17  and examples to create images; and accurately sequenced ideas or 
108.18  events; and 
108.19     (3) composing a report describing and giving information 
108.20  about a person, object, or a situation that includes a main 
108.21  idea; supporting facts or details; and a conclusion. 
108.22     Sec. 2.  [SPEAKING - PRIMARY.] 
108.23     Subdivision 1.  [PURPOSE.] Speak effectively for a variety 
108.24  of purposes. 
108.25     Subd. 2.  [PART A.] A student shall demonstrate an 
108.26  understanding of strategies for effective speaking and 
108.27  interpersonal communication in developmentally appropriate ways 
108.28  by: 
108.29     (1) recognizing and following rules of respectful 
108.30  conversation; 
108.31     (2) making contributions in class and in group discussions; 
108.32     (3) adapting voice level, phrasing, intonation, and 
108.33  vocabulary for different speaking situations and audiences (for 
108.34  example, peers, small groups, or large groups); 
108.35     (4) asking and responding to questions; and 
108.36     (5) reciting and responding to stories and poems. 
109.1      Subd. 3.  [PART B.] A student shall demonstrate the ability 
109.2   to speak in a variety of situations by: 
109.3      (1) giving an informative presentation that includes 
109.4   examples to explain the main idea and responses to questions 
109.5   from the audience; and 
109.6      (2) giving a brief narrative presentation based on 
109.7   experience or imagination that includes a context for the 
109.8   narrative, details, and appropriately sequenced events. 
109.9      Sec. 3.  [WRITING - INTERMEDIATE.] 
109.10     Subdivision 1.  [PURPOSE.] Write effectively for a variety 
109.11  of purposes and audiences. 
109.12     Subd. 2.  [PART A.] A student shall demonstrate an 
109.13  understanding of the writing process and characteristics of 
109.14  effective writing by: 
109.15     (1) using prewriting strategies (for example, graphic 
109.16  organizers, informal interviews, notes, or organizing material 
109.17  according to type and purpose of writing); 
109.18     (2) drafting and revising of written work using strategies 
109.19  that include elaborating on a central idea by using specific 
109.20  facts and details; developing multiple paragraphs connected by 
109.21  transitional words and devices; employing dialogue, description, 
109.22  exposition, and reflection when appropriate; and varying 
109.23  sentence type and length; 
109.24     (3) editing and publishing written work using strategies 
109.25  that include editing and proofreading for spelling, 
109.26  capitalization, punctuation, grammar, and paragraphing at a 
109.27  developmentally appropriate level; incorporating photos, 
109.28  illustrations, charts, or graphs when needed; and using 
109.29  appropriate available technology to edit and publish work; 
109.30     (4) adapting writing for a variety of audiences and 
109.31  purposes by creating, for example, biographies; stories; writing 
109.32  to demonstrate learning in various content areas; or learning 
109.33  logs or journals; and 
109.34     (5) evaluating own and others' writing by, for example, 
109.35  determining best features of a piece of writing; asking for 
109.36  feedback during writing process; responding to others' writing; 
110.1   or using preset criteria to judge quality of pieces of writing. 
110.2      Subd. 3.  [PART B.] A student shall demonstrate the ability 
110.3   to write for a variety of purposes in a selection of forms 
110.4   employing developmentally appropriate conventions by: 
110.5      (1) composing a piece using a problem-solution organization 
110.6   that includes explaining a problem or conflict using details and 
110.7   evidence; and presenting a possible solution or resolution to 
110.8   the problem or conflict using details and evidence; 
110.9      (2) composing a description of a real or imagined person, 
110.10  place, object, incident, or process that includes a clear 
110.11  organizational structure; and details and descriptive words that 
110.12  create images; 
110.13     (3) composing a narrative based on direct experience, 
110.14  observation, or imagination that includes a flow of action with 
110.15  a beginning, middle, and end; a description of setting and 
110.16  character using details; and dialogue when appropriate; and 
110.17     (4) composing an expository piece that includes an 
110.18  explanation of or an assertion about a topic starting with a 
110.19  main idea, facts, details, and examples to develop the topic; 
110.20  and a conclusion. 
110.21     Sec. 4.  [SPEAKING - INTERMEDIATE.] 
110.22     Subdivision 1.  [PURPOSE.] Speak effectively for a variety 
110.23  of purposes. 
110.24     Subd. 2.  [PART A.] A student shall demonstrate an 
110.25  understanding of strategies of effective speaking and 
110.26  interpersonal communication in developmentally appropriate ways 
110.27  by: 
110.28     (1) respecting individual differences; 
110.29     (2) using a variety of verbal and nonverbal communication 
110.30  skills in formal and informal speaking situations; 
110.31     (3) contributing to class and group discussions; 
110.32     (4) conveying a clear main point when speaking formally; 
110.33     (5) asking and responding to questions and comments; 
110.34     (6) responding to fiction and nonfiction selections; and 
110.35     (7) adapting voice level, phrasing, intonation, and 
110.36  vocabulary for different speaking situations and audiences. 
111.1      Subd. 3.  [PART B.] A student shall demonstrate the ability 
111.2   to speak in a variety of situations by: 
111.3      (1) planning and carrying out an event in a small group 
111.4   that includes constructing and implementing a group work plan; 
111.5   showing respect and empathy in a variety of cooperative group 
111.6   roles; and obtaining, organizing, and sharing materials; and 
111.7      (2) preparing and presenting a demonstration that includes 
111.8   a description of a step-by-step procedure; use of visuals to 
111.9   illustrate ideas; use effective delivery techniques; and 
111.10  responses to questions from the audience. 
111.11     Sec. 5.  [WRITING - MIDDLE.] 
111.12     Subdivision 1.  [PURPOSE.] Write effectively for a variety 
111.13  of purposes and audiences. 
111.14     Subd. 2.  [PART A.] A student shall demonstrate an 
111.15  understanding of the writing process and characteristics of 
111.16  effective writing by: 
111.17     (1) using prewriting strategies (for example, making plans 
111.18  or outlines that consider audience and purpose); building 
111.19  background knowledge; using writing models; freewriting; or 
111.20  generating criteria for quality writing; 
111.21     (2) drafting and revising written work using strategies 
111.22  that include using an organizational scheme; using transitional 
111.23  devices between ideas and paragraphs, including sensory details 
111.24  and figurative language when needed; elaborating on a main idea 
111.25  by using specific facts and details; and revising for word 
111.26  choice, sentence fluency, and voice; 
111.27     (3) editing and publishing written work using strategies 
111.28  that include editing and proofreading for spelling, punctuation, 
111.29  grammar, and paragraphing at a developmentally appropriate 
111.30  level; and using appropriate available technology to edit and 
111.31  publish written work; 
111.32     (4) adapting writing for a variety of audiences and 
111.33  purposes by creating, for example, autobiographies; dramas; 
111.34  on-demand writing for tests and other projects; and 
111.35  investigative reports; and 
111.36     (5) evaluating own and others' writing by, for example, 
112.1   applying criteria generated by self and others; self-reflecting 
112.2   on strengths and weaknesses as a writer; or responding to 
112.3   others' writing. 
112.4      Subd. 3.  [PART B.] A student shall demonstrate the ability 
112.5   to write for a variety of purposes in a selection of forms 
112.6   employing developmentally appropriate conventions by: 
112.7      (1) composing technical writing or directions that include 
112.8   formatting to support the text using, for example, 
112.9   illustrations, diagrams, charts, technical drawings, bullets, 
112.10  numbers, or outlines; a glossary of technical terms used in the 
112.11  text; and word choice and voice appropriate for intended 
112.12  audience; 
112.13     (2) composing a narrative that includes a description of 
112.14  events from direct experience, observation, research, or 
112.15  imagination; relevant detail and figurative language to create 
112.16  an image of setting, character, events, and ideas; dialogue when 
112.17  appropriate; and a logical sequence of events or ideas; 
112.18     (3) composing an expository piece that gives an explanation 
112.19  of or makes an assertion about a topic starting with a main 
112.20  idea; develops the topic with facts, details, and examples; and 
112.21  provides a conclusion; and 
112.22     (4) composing an idea or opinion piece that summarizes the 
112.23  central facts and opinions surrounding an issue with examples 
112.24  from more than one source; describes the impact of the issue on 
112.25  events or situations; and selects and defends a position based 
112.26  on information and reasoning. 
112.27     Sec. 6.  [SPEAKING - MIDDLE.] 
112.28     Subdivision 1.  [PURPOSE.] Speak effectively for a variety 
112.29  of purposes. 
112.30     Subd. 2.  [PART A.] A student shall demonstrate an 
112.31  understanding of strategies for effective speaking by: 
112.32     (1) participating in a variety of roles in group 
112.33  discussions and activities; 
112.34     (2) using appropriate verbal and nonverbal skills for oral 
112.35  presentations; 
112.36     (3) conveying and maintaining a clear main point in 
113.1   presentations and discussions; 
113.2      (4) asking relevant questions to seek elaboration and 
113.3   clarification of ideas; and 
113.4      (5) adapting speaking style, format, and vocabulary to 
113.5   effectively communicate for a variety of situations and 
113.6   audiences. 
113.7      Subd. 3.  [PART B.] A student shall demonstrate the ability 
113.8   to speak in a variety of situations by: 
113.9      (1) working with a small group of people to respond to a 
113.10  problem, settle a dispute, or create and carry out a plan of 
113.11  action for a selected issue that includes interacting and 
113.12  communicating appropriately with individuals of different 
113.13  genders, cultures, and points of view; adjusting communication 
113.14  on the basis of verbal and nonverbal feedback; and expressing 
113.15  tone and using vocabulary appropriate for a given situation or 
113.16  audience; and 
113.17     (2) presenting an idea, opinion, or narrative that includes 
113.18  selected information and supporting materials and visuals to 
113.19  support the message when appropriate; appropriate verbal and 
113.20  nonverbal strategies to communicate the message; reasons and 
113.21  examples to support the main point of the presentation; and 
113.22  adjusting communication on the basis of verbal and nonverbal 
113.23  feedback. 
113.24     Sec. 7.  [WRITING - HIGH SCHOOL.] 
113.25     Subdivision 1.  [PURPOSE.] Write effectively for a variety 
113.26  of purposes and audiences. 
113.27     Subd. 2.  [PART A.] A student shall demonstrate an 
113.28  understanding of the writing process and characteristics of 
113.29  effective writing by: 
113.30     (1) using prewriting strategies (for example, making 
113.31  writing plans or outlines that consider audience and purpose); 
113.32  employing a variety of techniques to generate ideas; or 
113.33  generating criteria for quality writing; 
113.34     (2) drafting and revising written work using strategies 
113.35  that include rethinking content and organization; checking 
113.36  accuracy and idea development; and analyzing and revising for 
114.1   voice that is engaging and appropriate for audience and purpose; 
114.2      (3) editing and publishing written work using strategies 
114.3   that include editing and proofreading for accuracy of 
114.4   conventions of language and usage; refining selected pieces to 
114.5   share with general or specific audiences; and using appropriate 
114.6   available technology to compose, edit, present, or publish 
114.7   written work; 
114.8      (4) adapting writing for a variety of audiences and 
114.9   purposes by creating, for example, expositions that analyze, 
114.10  synthesize, and organize information from primary and secondary 
114.11  sources; reflective compositions; personal and business 
114.12  correspondence; or writing for various media (print, Internet, 
114.13  television, radio); and 
114.14     (5) evaluating own and others' writing by, for example, 
114.15  determining strengths and weaknesses as a writer based on a body 
114.16  of written work; using formal and self-designed sets of criteria 
114.17  to evaluate own and others' writing; responding productively to 
114.18  reviews of own work; or using self-assessment techniques to set 
114.19  and achieve goals as a writer. 
114.20     Subd. 3.  [PART B.] A student shall demonstrate the ability 
114.21  to write for a variety of purposes in a selection of forms 
114.22  employing appropriate conventions of language and usage by: 
114.23     (1) composing a piece that describes, narrates, or explains 
114.24  observations of human events or situations; 
114.25     (2) composing a piece that analyzes patterns or 
114.26  relationships of ideas, topics, or themes; 
114.27     (3) composing a piece that constructs support for a 
114.28  position, argument, plan, or idea; and 
114.29     (4) composing a piece that evaluates an idea, topic, or 
114.30  theme based on expressed criteria. 
114.31     Sec. 8.  [TECHNICAL WRITING - HIGH SCHOOL.] 
114.32     Subdivision 1.  [PURPOSE.] Write effectively for a variety 
114.33  of technical purposes and audiences. 
114.34     Subd. 2.  [PART A.] A student shall demonstrate an 
114.35  understanding of the writing process and characteristics of 
114.36  effective technical writing by: 
115.1      (1) using prewriting strategies (for example, making 
115.2   writing plans or outlines that consider audience, purpose, and 
115.3   options for format); employing a variety of techniques to 
115.4   generate ideas; or identifying criteria for quality technical 
115.5   writing; 
115.6      (2) drafting and revising written work using strategies 
115.7   that include drafting and revising for clarity and accuracy of 
115.8   content; incorporating detailed examples or illustrations when 
115.9   needed; organizing text and selecting vocabulary appropriate to 
115.10  topic and audience; and writing and reworking for precise 
115.11  language that meets the reader's needs, including warnings or 
115.12  cautions as necessary to help the reader prevent errors; 
115.13     (3) editing and publishing written work using strategies 
115.14  that include editing and proofreading for accuracy of 
115.15  conventions of language and usage; and using appropriate 
115.16  available technology to compose, edit, present, or publish 
115.17  written work; 
115.18     (4) adapting writing for a variety of audiences and 
115.19  purposes by creating, for example, expositions that analyze, 
115.20  synthesize, and organize information from primary and secondary 
115.21  sources; and 
115.22     (5) evaluating own and others' writing by, for example, 
115.23  using formal and self-designed sets of criteria to evaluate own 
115.24  and others' writing; checking accuracy of technical writings 
115.25  with expert readers or sample documents; or using 
115.26  self-assessment techniques to set and achieve goals as a writer. 
115.27     Subd. 3.  [PART B.] A student shall demonstrate the ability 
115.28  to write for a variety of technical purposes in a selection of 
115.29  forms employing appropriate conventions of language and usage by:
115.30     (1) composing a set of directions describing how to 
115.31  complete, engage in, or operate a complex process, procedure, or 
115.32  device; 
115.33     (2) composing descriptive materials about a product, place, 
115.34  organization, or system; 
115.35     (3) composing a report, proposal, or application 
115.36  incorporating a body of technical knowledge and suggesting a 
116.1   course of action; and 
116.2      (4) composing a series of technical correspondences 
116.3   explaining or analyzing complex processes, situations, or 
116.4   devices. 
116.5      Sec. 9.  [PUBLIC SPEAKING - HIGH SCHOOL.] 
116.6      Subdivision 1.  [PURPOSE.] Speak effectively for a variety 
116.7   of purposes. 
116.8      Subd. 2.  [PART A.] A student shall demonstrate an 
116.9   understanding of strategies for effective public speaking by: 
116.10     (1) determining the intent of the message; 
116.11     (2) using a variety of planning procedures and 
116.12  organizational structures; 
116.13     (3) adjusting style, message, and delivery as appropriate 
116.14  for particular purposes and audiences; 
116.15     (4) using appropriate visuals, technology, or other 
116.16  equipment; 
116.17     (5) using a variety of verbal and nonverbal delivery 
116.18  techniques; 
116.19     (6) adjusting presentation based on verbal and nonverbal 
116.20  feedback; and 
116.21     (7) using criteria to evaluate own and others' 
116.22  effectiveness in presentations. 
116.23     Subd. 3.  [PART B.] The student shall demonstrate the 
116.24  ability to speak in a variety of situations, including: 
116.25     (1) constructing and delivering an informative 
116.26  presentation; and 
116.27     (2) constructing and delivering a persuasive presentation. 
116.28     Sec. 10.  [INTERPERSONAL COMMUNICATION - HIGH SCHOOL; 
116.29  OPTIONAL.] 
116.30     Subdivision 1.  [PURPOSE.] Communicate effectively in a 
116.31  variety of interpersonal situations. 
116.32     Subd. 2.  [PART A.] A student shall demonstrate an 
116.33  understanding of strategies for effective interpersonal 
116.34  communication by: 
116.35     (1) showing respect and empathy for individual differences 
116.36  and feelings by adjusting verbal and nonverbal language as 
117.1   needed; 
117.2      (2) using appropriate language conventions in varied 
117.3   interpersonal situations; 
117.4      (3) using problem-solving skills of conciliation, 
117.5   mediation, or negotiation to improve communication; 
117.6      (4) utilizing active listening and feedback in group 
117.7   activities; and 
117.8      (5) using criteria to evaluate own and others' 
117.9   effectiveness in group discussions and other interpersonal 
117.10  contexts. 
117.11     Subd. 3.  [PART B.] A student shall demonstrate an ability 
117.12  to communicate in a variety of interpersonal situations, 
117.13  including: 
117.14     (1) playing an active role in a group activity leading to a 
117.15  presentation on a selected topic using available technology when 
117.16  appropriate; and 
117.17     (2) playing an active role in a group planning and 
117.18  implementing an event or an ongoing program using available 
117.19  technology when appropriate. 
117.20                             ARTICLE 11 
117.21         REQUIRED:  MATHEMATICAL CONCEPTS AND APPLICATIONS 
117.22     Section 1.  [SHAPE, SPACE, AND MEASUREMENT - PRIMARY.] 
117.23     Subdivision 1.  [PURPOSE.] Explore three-dimensional 
117.24  objects and later, their two-dimensional faces, with a focus on 
117.25  developing shape, location, and measurement concepts. 
117.26     Subd. 2.  [PART A.] A student shall demonstrate an 
117.27  understanding of: 
117.28     (1)  [SHAPE AND SPACE.] 
117.29     (i) patterns as either repeating or growing; 
117.30     (ii) two-dimensional shapes as the images or footprints of 
117.31  three-dimensional shapes; and 
117.32     (iii) names and attributes of different shapes; and 
117.33     (2)  [MEASUREMENT.] 
117.34     (i) measurement as the number of repetitions of a single 
117.35  unit; and 
117.36     (ii) measurement attributes of length, volume, weight, 
118.1   area, and time. 
118.2      Subd. 3.  [PART B.] A student shall demonstrate the ability 
118.3   to: 
118.4      (1)  [SHAPE AND SPACE.] 
118.5      (i) describe, represent, and extend existing visual 
118.6   patterns, and create new patterns; 
118.7      (ii) recognize shapes in real-world contexts; 
118.8      (iii) sort and classify shapes by their familiar 
118.9   attributes; 
118.10     (iv) model familiar two- and three-dimensional shapes by 
118.11  building or drawing them; 
118.12     (v) recognize and create shapes that have symmetry; and 
118.13     (vi) describe and compare the location or position of 
118.14  objects using common terms; and 
118.15     (2)  [MEASUREMENT.] 
118.16     (i) predict what happens to an object as a result of 
118.17  flipping, sliding, and turning; 
118.18     (ii) use measurement to order a group of objects; 
118.19     (iii) use nonstandard units and later, standard whole 
118.20  units, to measure familiar objects; and 
118.21     (iv) develop measurement benchmarks for making comparisons 
118.22  and estimates. 
118.23     Sec. 2.  [NUMBER SENSE - PRIMARY.] 
118.24     Subdivision 1.  [PURPOSE.] Use whole number concepts, 
118.25  relationships, and operations to represent information, solve 
118.26  problems, and justify reasoning. 
118.27     Subd. 2.  [PART A.] A student shall demonstrate an 
118.28  understanding of: 
118.29     (1) multiple models of place value and the base-ten number 
118.30  system; 
118.31     (2) relative position and magnitude of whole numbers; 
118.32     (3) various approaches to addition and subtraction of whole 
118.33  numbers and the relationship between the two operations; and 
118.34     (4) situations that suggest multiplication and division 
118.35  (for example, equal groupings of objects and sharing equally). 
118.36     Subd. 3.  [PART B.] A student shall demonstrate the ability 
119.1   to: 
119.2      (1) represent and use whole numbers in flexible ways, 
119.3   including composing and decomposing tens, hundreds, and 
119.4   thousands; 
119.5      (2) develop and use strategies for whole-number 
119.6   computations, with a focus on addition and subtraction; 
119.7      (3) develop and use strategies for estimating, comparing, 
119.8   and ordering whole numbers; 
119.9      (4) use a variety of methods and tools to compute, 
119.10  including objects, mental computation, estimation, paper and 
119.11  pencil, and calculators; 
119.12     (5) use whole numbers to identify, describe, and predict 
119.13  both repeating and growing patterns; 
119.14     (6) organize and represent data using concrete objects, 
119.15  pictures, and graphs; and 
119.16     (7) represent commonly used fractions, including 
119.17  one-fourth, one-third, and one-half. 
119.18     Sec. 3.  [SHAPE, SPACE, AND MEASUREMENT - INTERMEDIATE.] 
119.19     Subdivision 1.  [PURPOSE.] Investigate, visualize, and 
119.20  classify two- and three-dimensional shapes and their attributes 
119.21  with a focus on developing geometric vocabulary and applying 
119.22  standard units of measure. 
119.23     Subd. 2.  [PART A.] A student will demonstrate an 
119.24  understanding of: 
119.25     (1)  [SHAPE AND SPACE.] Geometric attributes and 
119.26  properties, including parallel, perpendicular, vertices, edges, 
119.27  faces, length, area, and congruency; and 
119.28     (2)  [MEASUREMENT.] 
119.29     (i) standard units in the metric and customary systems; and 
119.30     (ii) geometric vocabulary used to describe location, 
119.31  movement, and direction. 
119.32     Subd. 3.  [PART B.] A student will demonstrate the ability 
119.33  to: 
119.34     (1)  [SHAPE AND SPACE.] 
119.35     (i) use mathematical language to explain the structure of a 
119.36  geometric pattern; 
120.1      (ii) translate between a three-dimensional object and its 
120.2   two-dimensional representation; 
120.3      (iii) classify two- and three-dimensional shapes according 
120.4   to their properties and develop definitions of classes of shapes 
120.5   (for example, triangles and pyramids); and 
120.6      (iv) reason about the results of transforming shapes, 
120.7   including flipping, sliding, and turning; and 
120.8      (2)  [MEASUREMENT.] 
120.9      (i) use maps or graphs to determine distances and efficient 
120.10  routes; 
120.11     (ii) estimate measurements by using appropriate units and 
120.12  comparisons to known objects or quantities; 
120.13     (iii) measure attributes of familiar objects using 
120.14  appropriate metric and customary whole and partial units; and 
120.15     (iv) select and apply appropriate standard units and tools 
120.16  to measure length, area, volume, weight, elapsed time, 
120.17  temperature, and the size of angles. 
120.18     Sec. 4.  [NUMBER SENSE - INTERMEDIATE.] 
120.19     Subdivision 1.  [PURPOSE.] Use numbers, language, and 
120.20  symbols to represent information, solve problems, and justify 
120.21  reasoning. 
120.22     Subd. 2.  [PART A.] A student shall demonstrate an 
120.23  understanding of: 
120.24     (1) the place-value structure of the base-ten number 
120.25  system; 
120.26     (2) various meanings of and approaches to multiplication 
120.27  and division of whole numbers; 
120.28     (3) the effects of multiplying and dividing whole numbers; 
120.29  and 
120.30     (4) fractions as parts of unit wholes, as parts of a 
120.31  collection, as locations on number lines, and as divisions of 
120.32  whole numbers. 
120.33     Subd. 3.  [PART B.] A student shall demonstrate the ability 
120.34  to: 
120.35     (1) represent, order, and compare whole numbers and 
120.36  decimals; 
121.1      (2) fluently add, subtract, multiply, and divide whole 
121.2   numbers; 
121.3      (3) develop and use strategies to estimate the results of 
121.4   whole number computations and to judge the reasonableness of 
121.5   such results; 
121.6      (4) select and use appropriate methods and tools for 
121.7   computing with whole numbers from among mental computation, 
121.8   estimation, calculators, and paper and pencil according to the 
121.9   context and nature of the problem; 
121.10     (5) model problem situations with objects and use 
121.11  representations, including tables, graphs, and equations to draw 
121.12  conclusions; 
121.13     (6) describe and extend patterns, make generalizations, and 
121.14  draw conclusions about them; and 
121.15     (7) solve a variety of single- and multiple-step problems 
121.16  using number relationships and properties, number patterns, and 
121.17  computation and estimation strategies. 
121.18     Sec. 5.  [CHANCE AND DATA - INTERMEDIATE.] 
121.19     Subdivision 1.  [PURPOSE.] Describe and compare the 
121.20  likelihood of events, and collect, organize, and represent data 
121.21  to answer questions. 
121.22     Subd. 2.  [PART A.] A student shall demonstrate an 
121.23  understanding of: 
121.24     (1)  [DATA.] Measures of center, focusing on the median; 
121.25  and 
121.26     (2)  [CHANCE.] 
121.27     (i) data representations, including line plots, bar graphs, 
121.28  and line graphs; and 
121.29     (ii) terms used to convey that some events are certain to 
121.30  occur, others are certain not to occur, and others may or may 
121.31  not occur. 
121.32     Subd. 3.  [PART B.] A student shall demonstrate the ability 
121.33  to: 
121.34     (1)  [DATA.] 
121.35     (i) design an investigation to address a question; 
121.36     (ii) collect data using observations, surveys, and 
122.1   experiments; 
122.2      (iii) organize and represent data using tables and graphs; 
122.3      (iv) propose and justify conclusions and predictions based 
122.4   on data; 
122.5      (v) describe the shape and important features of a set or 
122.6   data, and compare related data sets with an emphasis on how the 
122.7   data are distributed; and 
122.8      (vi) compare different representations of the same data and 
122.9   evaluate how well each representation shows important aspects of 
122.10  data; and 
122.11     (2)  [CHANCE.] 
122.12     (i) determine the degree of likelihood of an event using 
122.13  terminology (for example, certain, likely, equally likely, 
122.14  unlikely, and impossible); and 
122.15     (ii) predict the probability of an outcome of a simple 
122.16  experiment and test the prediction. 
122.17     Sec. 6.  [SHAPE, SPACE, AND MEASUREMENT - MIDDLE SCHOOL.] 
122.18     Subdivision 1.  [PURPOSE.] Use concepts of shape and 
122.19  measurement as analytical tools by developing definitions, 
122.20  testing conjectures, and applying measurement and proportional 
122.21  reasoning skills. 
122.22     Subd. 2.  [PART A.] A student shall demonstrate an 
122.23  understanding of: 
122.24     (1)  [SHAPE AND SPACE.] 
122.25     (i) basic concepts of coordinate systems; and 
122.26     (ii) precise mathematical names and properties of two- and 
122.27  three-dimensional shapes; and 
122.28     (2)  [MEASUREMENT.] The relationships among units and 
122.29  conversion from one measurement unit to another within the same 
122.30  system. 
122.31     Subd. 3.  [PART B.] A student shall demonstrate the ability 
122.32  to: 
122.33     (1)  [SHAPE AND SPACE.] 
122.34     (i) precisely describe, classify, and understand 
122.35  relationships among types of two- and three-dimensional objects 
122.36  using their defining properties (for example, angle size, number 
123.1   of sides or vertices, parallel faces, and congruent sides); 
123.2      (ii) describe the shape, size, position, and orientation of 
123.3   geometric figures under informal transformations, including 
123.4   flips, turns, slides, and scaling; 
123.5      (iii) analyze and describe shapes, symmetries, and tilings 
123.6   in art forms from various cultures; 
123.7      (iv) apply geometric concepts and relationships to test 
123.8   conjectures and solve problems involving congruence, similarity, 
123.9   the Pythagorean Theorem, and coordinate systems; and 
123.10     (v) use visual tools (for example, networks or vertex-edge 
123.11  graphs) to model and solve problems; and 
123.12     (2)  [MEASUREMENT.] 
123.13     (i) understand, select, and use units of appropriate size 
123.14  and type to measure angles, perimeter, area, surface area, and 
123.15  volume; 
123.16     (ii) select and apply techniques and tools to accurately 
123.17  find length, area, surface area, volume, and angle measures to 
123.18  appropriate levels of precision; 
123.19     (iii) develop and use formulas to determine the 
123.20  circumference of circles and the area of triangles, 
123.21  quadrilaterals, and circles; and 
123.22     (iv) apply a scale factor to the linear dimensions of a 
123.23  shape and describe the resulting changes to the shape's angles, 
123.24  perimeter, area, and volume. 
123.25     Sec. 7.  [NUMBER SENSE - MIDDLE SCHOOL.] 
123.26     Subdivision 1.  [PURPOSE.] Use rational number concepts, 
123.27  relationships, and computational methods to represent 
123.28  information, solve problems, and justify reasoning. 
123.29     Subd. 2.  [PART A.] A student shall demonstrate an 
123.30  understanding of: 
123.31     (1) number concepts, including place value, prime and 
123.32  composite numbers, and multiples and factors; 
123.33     (2) ways of representing fractions, decimals, percents, and 
123.34  integers; 
123.35     (3) the meaning and effects of arithmetic operations with 
123.36  fractions, decimals, and integers; 
124.1      (4) exponential, scientific, and calculator notation to 
124.2   represent large and small numbers; and 
124.3      (5) the inverse relationships of addition and subtraction, 
124.4   multiplication and division, and squaring and finding square 
124.5   roots. 
124.6      Subd. 3.  [PART B.] A student shall demonstrate the ability 
124.7   to: 
124.8      (1) compare and order fractions, decimals, percents, and 
124.9   integers, and translate among equivalent representations of 
124.10  numbers; 
124.11     (2) fluently add, subtract, and multiply using fractions, 
124.12  decimals, and integers; 
124.13     (3) use the inverse relationships of addition and 
124.14  subtraction, multiplication and division, and squaring and 
124.15  finding square roots to simplify computations, and solve 
124.16  problems; 
124.17     (4) solve a variety of problems by representing rational 
124.18  numbers efficiently, selecting and using appropriate operations 
124.19  and methods to estimate or compute, and generating and 
124.20  describing more than one solution method; 
124.21     (5) use factors, multiples, prime factorization, and 
124.22  relatively prime numbers to solve problems; and 
124.23     (6) apply proportional reasoning to solve a variety of 
124.24  problems using rates, ratios, proportions, and percents.  
124.25     Sec. 8.  [CHANCE AND DATA - MIDDLE LEVEL.] 
124.26     Subdivision 1.  [PURPOSE.] Use rational numbers to quantify 
124.27  probabilities and use data analysis to answer questions and make 
124.28  predictions. 
124.29     Subd. 2.  [PART A.] A student shall demonstrate an 
124.30  understanding of: 
124.31     (1)  [DATA.] 
124.32     (i) measures of center, focusing on the mean; 
124.33     (ii) measures of spread, focusing on the interquartile 
124.34  range; and 
124.35     (iii) graphs of data, including histograms, stem-and-leaf 
124.36  plots, box plots, scatterplots, and circle graphs; and 
125.1      (2)  [CHANCE.] 
125.2      (i) probability terminology, including randomness, event, 
125.3   sample space, and outcome; and 
125.4      (ii) how the likelihood of an event can be expressed using 
125.5   a number from zero to one. 
125.6      Subd. 3.  [PART B.] A student shall demonstrate the ability 
125.7   to: 
125.8      (1)  [DATA.] 
125.9      (i) formulate a question, design a study, and collect data 
125.10  to answer the question; 
125.11     (ii) select, create, and use appropriate graphical 
125.12  representations of data; 
125.13     (iii) find, use, and interpret measures of center and 
125.14  spread; 
125.15     (iv) identify trends in data collected over time and 
125.16  differences across various populations; and 
125.17     (v) summarize or critique data investigations done by 
125.18  others; and 
125.19     (2)  [CHANCE.] 
125.20     (i) use strategies to determine the outcome of a chance 
125.21  event, including organized lists, tree diagrams, and area 
125.22  models; 
125.23     (ii) conduct a probability experiment to simulate a real 
125.24  life issue involving uncertainty; and 
125.25     (iii) use the results of a probability simulation to make a 
125.26  prediction, recommendation, or decision. 
125.27     Sec. 9.  [ALGEBRA - MIDDLE SCHOOL.] 
125.28     Subdivision 1.  [PURPOSE.] Analyze mathematical patterns, 
125.29  relationships, and functions to model and solve problems. 
125.30     Subd. 2.  [PART B.] A student shall demonstrate an 
125.31  understanding of: 
125.32     (1) patterns, relations, and functions; 
125.33     (2) how verbal descriptions, tables, graphs, and equations 
125.34  can be used to describe patterns of change in real-world 
125.35  situations; 
125.36     (3) the similarities and differences between the properties 
126.1   of linear and nonlinear functions; and 
126.2      (4) equivalent forms for simple algebraic expressions. 
126.3      Subd. 3.  [PART B.] A student shall demonstrate the ability 
126.4   to: 
126.5      (1) recognize, analyze, and generalize patterns and build 
126.6   mathematical models to make decisions or formulate predictions; 
126.7      (2) predict patterns of change in real-world situations 
126.8   using verbal descriptions, tables, graphs, and equations; 
126.9      (3) classify linear, exponential, and quadratic functions 
126.10  and contrast their properties using tables, graphs, and 
126.11  equations; 
126.12     (4) recognize relationships between symbolic expressions 
126.13  and graphs of lines, paying particular attention to the meaning 
126.14  of intercept and slope; 
126.15     (5) generate equivalent forms for simple algebraic 
126.16  expressions and solve multiple step linear equations; and 
126.17     (6) use graphing calculator technology to determine 
126.18  solutions to linear, exponential, and quadratic equations. 
126.19     Sec. 10.  [SHAPE, SPACE, AND MEASUREMENT - HIGH SCHOOL.] 
126.20     Subdivision 1.  [PURPOSE.] Develop capacity to reason about 
126.21  space, shape, and measurement in increasingly abstract ways. 
126.22     Subd. 2.  [PART A.] A student shall demonstrate an 
126.23  understanding of: 
126.24     (1)  [SHAPE AND SPACE.] 
126.25     (i) reflections, rotations, translations, and scaling of 
126.26  two-dimensional figures; and 
126.27     (ii) congruence and similarity; and 
126.28     (2)  [MEASUREMENT.] 
126.29     (i) perimeter, area, surface area, and volume; and 
126.30     (ii) distance on a coordinate plane. 
126.31     Subd. 3.  [PART B.] A student shall demonstrate the ability 
126.32  to: 
126.33     (1)  [SHAPE AND SPACE.] 
126.34     (i) use visualization, spatial reasoning, and geometric 
126.35  modeling to solve problems; 
126.36     (ii) construct and model two- and three-dimensional figures 
127.1   from various points of view using appropriate tools and 
127.2   technologies (for example, ruler, protractor, interactive 
127.3   geometric software, isometric drawing paper, and computer-aided 
127.4   design); 
127.5      (iii) analyze characteristics of shape, size, and space as 
127.6   used in art, architecture, design, or nature; 
127.7      (iv) use geometric models to represent and explain 
127.8   numerical relationships or measurement problems; 
127.9      (v) investigate conjectures and solve problems involving 
127.10  two- and three-dimensional objects represented with Cartesian 
127.11  coordinates; and 
127.12     (vi) make and test conjectures, and solve problems 
127.13  involving the congruence and similarity of two-dimensional 
127.14  figures; and 
127.15     (2)  [MEASUREMENT.] 
127.16     (i) analyze precision, accuracy, and approximate error in 
127.17  measurement situations; and 
127.18     (ii) generalize a scale factor to the dimensions of a shape 
127.19  and describe the resulting changes to the shape's perimeter, 
127.20  area, surface area, and volume. 
127.21     Sec. 11.  [CHANCE AND DATA - HIGH SCHOOL.] 
127.22     Subdivision 1.  [PURPOSE.] Apply concepts of chance and 
127.23  data analysis to make critical judgments, predictions, or 
127.24  decisions. 
127.25     Subd. 2.  [PART A.] A student shall demonstrate an 
127.26  understanding of: 
127.27     (1)  [DATA.] 
127.28     (i) differences among various kinds of statistical studies 
127.29  and which inferences can legitimately be drawn from each; 
127.30     (ii) the difference between correlation and causation; and 
127.31     (iii) characteristics of a well-designed study, including 
127.32  the role of randomization, appropriateness of data analysis, and 
127.33  validity of conclusions; and 
127.34     (2)  [CHANCE.] 
127.35     (i) how to compute the probability of a compound event; 
127.36     (ii) concepts of conditional probability and independent 
128.1   events; and 
128.2      (iii) concepts of sample space and probability distribution 
128.3   for simple cases. 
128.4      Subd. 3.  [PART B.] A student shall demonstrate the ability 
128.5   to: 
128.6      (1)  [DATA.] 
128.7      (i) independently formulate a question, design a study, 
128.8   collect data, and report results and conclusions using 
128.9   technology, data displays, and statistical measures; 
128.10     (ii) evaluate a published report containing data by 
128.11  examining the design of the study, the appropriateness of data 
128.12  analysis, and the validity of conclusions; 
128.13     (iii) display bivariate data using a scatterplot and 
128.14  describe the shape of the data; and 
128.15     (iv) analyze data by applying tools to find the line or 
128.16  curve of best fit and appropriate summary statistics (for 
128.17  example, correlation coefficient or regression equation) to make 
128.18  decisions; and 
128.19     (2)  [CHANCE.] 
128.20     (i) compute the probability of a compound event using both 
128.21  theoretical and experimental probability; 
128.22     (ii) compute and interpret the expected value of a random 
128.23  variable in simple cases; 
128.24     (iii) use sample spaces and probability distributions to 
128.25  determine the probability of events in simple cases; and 
128.26     (iv) use simulations to construct empirical probability 
128.27  distributions. 
128.28     Sec. 12.  [ALGEBRA - HIGH SCHOOL.] 
128.29     Subdivision 1.  [PURPOSE.] Represent and analyze 
128.30  quantitative situations using classes of functions, rates of 
128.31  change, and algebraic symbols and processes. 
128.32     Subd. 2.  [PART A.] A student shall demonstrate an 
128.33  understanding of: 
128.34     (1) relations and functions; 
128.35     (2) properties of classes of functions, including 
128.36  exponential, polynomial, and periodic functions; and 
129.1      (3) equivalent forms of expressions, equations, 
129.2   inequalities, and relations. 
129.3      Subd. 3.  [PART B.] A student shall demonstrate the ability 
129.4   to: 
129.5      (1) approximate and interpret rates of change from 
129.6   graphical and numerical data; 
129.7      (2) analyze functions of two variables by investigating 
129.8   rates of change, intercepts, zeros, and asymptotes; 
129.9      (3) identify essential quantitative relationships in a 
129.10  situation and determine the class or classes of functions that 
129.11  might model the relationships; 
129.12     (4) represent and explain mathematical relationships with 
129.13  graphs, tables, spreadsheets, and equations, using both 
129.14  technology and paper and pencil; 
129.15     (5) fluently use multiple representations of a given 
129.16  mathematical relationship; 
129.17     (6) use matrices to represent data and solve systems of 
129.18  equations; 
129.19     (7) generalize patterns and build mathematical models to 
129.20  describe and analyze real situations, including linear, 
129.21  exponential, and periodic; and 
129.22     (8) solve equations, inequalities, and systems of equations 
129.23  with fluency (mentally or with paper and pencil in simple cases 
129.24  and using technology in all cases) and justify the solutions. 
129.25     Sec. 13.  [DISCRETE MATHEMATICS - HIGH SCHOOL; OPTIONAL.] 
129.26     Subdivision 1.  [PURPOSE.] Use discrete structures to 
129.27  represent, model, and interpret physical, social, and 
129.28  mathematical phenomena. 
129.29     Subd. 2.  [PART A.] A student shall demonstrate an 
129.30  understanding of counting techniques, including the 
129.31  multiplication principle, permutations, and combinations. 
129.32     Subd. 3.  [PART B.] A student shall demonstrate the ability 
129.33  to: 
129.34     (1) investigate and apply systematic counting techniques, 
129.35  set relationships, and principles of logic to represent, 
129.36  analyze, and solve problems; 
130.1      (2) use charts, vertex-edge graphs, and matrices to model 
130.2   and solve problems and draw reasonable conclusions about the 
130.3   situation being modeled; 
130.4      (3) explore, develop, and analyze algorithmic thinking to 
130.5   accomplish a task or solve a problem; 
130.6      (4) use symbolic expressions, including iterative and 
130.7   recursive forms to represent relationships arising from various 
130.8   contexts; and 
130.9      (5) how to generalize patterns using explicitly and 
130.10  recursively defined functions. 
130.11     Sec. 14.  [TECHNICAL APPLICATIONS - HIGH SCHOOL; OPTIONAL.] 
130.12     Subdivision 1.  [PURPOSE.] Apply mathematics to solve 
130.13  technical problems. 
130.14     Subd. 2.  [PART A.] A student shall demonstrate an 
130.15  understanding of: 
130.16     (1) computational technologies; 
130.17     (2) scientific and exponential notation used in complex 
130.18  systems; 
130.19     (3) trigonometric applications appropriate to technical 
130.20  situations; and 
130.21     (4) fundamental geometric constructions or calculations 
130.22  used in drafting or construction. 
130.23     Subd. 3.  [PART B.] A student shall demonstrate the ability 
130.24  to: 
130.25     (1) use complex measurement equipment for several systems; 
130.26     (2) convert between measuring systems; 
130.27     (3) measure to scale; 
130.28     (4) calculate quantities using algebraic formulas; 
130.29     (5) read and interpret information in complex graphs, 
130.30  tables, and charts; 
130.31     (6) create a set of plans to design or modify a complex 
130.32  structure, product, or system by researching background 
130.33  information, calculating mathematical specifications, and 
130.34  developing a materials list that matches mathematical 
130.35  specifications; 
130.36     (7) construct a complex structure, product, or model to 
131.1   mathematical specifications; and 
131.2      (8) analyze an existing complex structure, product, or 
131.3   system for purposes of maintenance, repair, troubleshooting, or 
131.4   optimizing function. 
131.5                              ARTICLE 12
131.6           REQUIRED:  SCIENTIFIC CONCEPTS AND APPLICATIONS
131.7      Section 1.  [DIRECT SCIENCE EXPERIENCE - PRIMARY.] 
131.8      Subdivision 1.  [PURPOSE.] Engage students in active 
131.9   science experiences that promote understanding of basic science 
131.10  concepts and processes in order to develop a foundation for 
131.11  science literacy. 
131.12     Subd. 2.  [PART A.] A student shall demonstrate an 
131.13  understanding of: 
131.14     (1) observable characteristics of organisms; 
131.15     (2) basic needs of organisms and how they are met; 
131.16     (3) responses of organisms to changes in the environment; 
131.17     (4) observable properties of objects, including size, 
131.18  weight, shape, and temperature; 
131.19     (5) patterns that occur in nature, including objects in the 
131.20  sky, weather, growth, and seasonal change; 
131.21     (6) how the environment is impacted by the personal use of 
131.22  materials, energy, and water; and 
131.23     (7) the nature of science, including: 
131.24     (i) performing experiments; 
131.25     (ii) supporting ideas with personal observations; and 
131.26     (iii) understanding that all kinds of people around the 
131.27  world do science. 
131.28     Subd. 3.  [PART B.] A student shall demonstrate the ability 
131.29  to: 
131.30     (1) engage in teacher-guided inquiry using the primary 
131.31  inquiry standard; 
131.32     (2) practice safety in science, including washing hands 
131.33  after participating in a science experiment, wearing goggles 
131.34  when appropriate, following directions related to science 
131.35  safety, not tasting substances or materials used in science 
131.36  activities or experiments, and practicing safe and humane care 
132.1   of animals; and 
132.2      (3) use simple technology, including hand lenses, simple 
132.3   balances, and other basic measurement tools to extend their 
132.4   exploration and observation of objects and organisms. 
132.5      Sec. 2.  [LIVING AND NONLIVING SYSTEMS - INTERMEDIATE.] 
132.6      Subdivision 1.  [PURPOSE.] Investigating living and 
132.7   nonliving systems in order to make sense of the world and build 
132.8   a stronger foundation for science literacy. 
132.9      Subd. 2.  [PART A.] A student shall demonstrate an 
132.10  understanding of: 
132.11     (1) basic structures and functions of the human body, 
132.12  including the skeletal system, the circulatory system, and the 
132.13  digestive system; 
132.14     (2) all living organisms survival characteristics that help 
132.15  them thrive in their existing environment; 
132.16     (3) cycles in: 
132.17     (i) living systems, including life cycles; 
132.18     (ii) earth systems, including the water cycle, seasons, and 
132.19  weathering; and 
132.20     (iii) environmental systems, including energy flow and 
132.21  material cycles (for example, in food webs and recycling); 
132.22     (4) patterns in: 
132.23     (i) living systems, including the grouping of plants and 
132.24  animals based on their observable characteristics; 
132.25     (ii) earth systems, including features of the earth's 
132.26  surface, weather, and the earth's relationship to the sun and 
132.27  moon; 
132.28     (iii) physical systems, including the grouping of materials 
132.29  based on their properties, including floating and sinking, 
132.30  solids and liquids, and change in the properties of materials 
132.31  caused by heating and cooling; and 
132.32     (iv) environmental systems, including populations and the 
132.33  physical environment; 
132.34     (5) forces that cause changes in speed or direction of 
132.35  motion; 
132.36     (6) the impact of human behavior and technology use on the 
133.1   environment; and 
133.2      (7) the nature of science, including: 
133.3      (i) the role of experimentation and evidence in developing 
133.4   scientific ideas; and 
133.5      (ii) the role men and women with diverse perspectives play 
133.6   in the development of scientific knowledge. 
133.7      Subd. 3.  [PART B.] A student shall demonstrate the ability 
133.8   to: 
133.9      (1) plan and conduct a scientific inquiry with some 
133.10  assistance or scripting using the intermediate inquiry standard; 
133.11     (2) create or use a model to explain how parts of a system 
133.12  interact; 
133.13     (3) communicate the relationship between variable and 
133.14  experimental results; 
133.15     (4) use simple technology to complete an inquiry, including 
133.16  the use of magnifying equipment, mechanical balances, and 
133.17  thermometers; and 
133.18     (5) follow appropriate safety behavior as directed in the 
133.19  use of goggles, heat sources, electricity, glass, and chemicals 
133.20  and biological materials. 
133.21     Sec. 3.  [PHYSICAL SYSTEMS - MIDDLE LEVEL.] 
133.22     Subdivision 1.  [PURPOSE.] Develop understanding of the 
133.23  cause and effect relationships in everyday observations of 
133.24  materials, motion, and other energy forms. 
133.25     Subd. 2.  [PART A.] A student shall demonstrate an 
133.26  understanding of: 
133.27     (1) properties of materials that are independent of the 
133.28  size of the sample, including, but not limited to, density, 
133.29  solubility, and electrical conductivity; 
133.30     (2) physical and chemical changes, including those 
133.31  resulting from heating and simple chemical reactions; 
133.32     (3) the idea that in chemical reactions the total amount of 
133.33  mass does not change; 
133.34     (4) forces and motion, including speed, acceleration, and 
133.35  laws of motion; 
133.36     (5) transfer of energy, including motion, heat, light, and 
134.1   electricity; and 
134.2      (6) the history and nature of science, including: 
134.3      (i) the idea that scientific ideas are tentative, 
134.4   reproducible, and subject to change; 
134.5      (ii) that it is normal for scientists to question the 
134.6   interpretation of data; 
134.7      (iii) that questioning, response to criticism, and open 
134.8   communication are important to the process of science; and 
134.9      (iv) that the body of science knowledge has been built by 
134.10  individuals from many cultures and beliefs. 
134.11     Subd. 3.  [PART B.] A student shall demonstrate the ability 
134.12  to: 
134.13     (1) independently formulate questions based on prior 
134.14  observations and evidence to provide answers through scientific 
134.15  investigations; 
134.16     (2) design and conduct, with minimal assistance, a 
134.17  scientific investigation (for example, an experiment or a field 
134.18  study); 
134.19     (3) choose appropriate scientific technology to gather and 
134.20  analyze data and evidence; 
134.21     (4) use mathematical representations or two- and 
134.22  three-dimensional models to interpret and communicate data and 
134.23  evidence; 
134.24     (5) use their own and other students' evidence collected by 
134.25  valid scientific investigations to develop descriptions, 
134.26  explanations, predictions, and models; 
134.27     (6) describe how evidence and established science ideas do 
134.28  or do not support a claim made in public media (for example, 
134.29  advertisements and reports of scientific studies); and 
134.30     (7) use appropriate safety equipment and follow safety 
134.31  procedures, including: 
134.32     (i) using goggles when working with glass, chemicals, heat, 
134.33  and projectiles; 
134.34     (ii) disposing of materials properly; 
134.35     (iii) following established laboratory rules; and 
134.36     (iv) operating safety equipment provided in the laboratory 
135.1   or field. 
135.2      Sec. 4.  [LIVING SYSTEMS - MIDDLE LEVEL.] 
135.3      Subdivision 1.  [PURPOSE.] Identify and analyze 
135.4   interactions and interdependence of living systems. 
135.5      Subd. 2.  [PART A.] A student shall demonstrate an 
135.6   understanding of: 
135.7      (1) the relationship among groups of organisms, including: 
135.8      (i) animals, including humans; 
135.9      (ii) plants; and 
135.10     (iii) micro-organisms; 
135.11     (2) cell structure and function (for example, the cell as a 
135.12  building block and the cell's role in reproduction); 
135.13     (3) diversity and adaptation, including: 
135.14     (i) how natural selection accounts for the diversity of 
135.15  species; and 
135.16     (ii) how changes in environmental conditions can affect the 
135.17  survival of individual organisms and entire species; 
135.18     (4) populations and ecosystems, including: 
135.19     (i) that an ecosystem includes all populations living 
135.20  together and their interactions with physical factors; 
135.21     (ii) how populations are categorized by the function they 
135.22  serve in an ecosystem; 
135.23     (iii) the importance of sunlight as the major source of 
135.24  energy for an ecosystem; and 
135.25     (iv) that the number of organisms that an ecosystem can 
135.26  support depends on adequate biotic and abiotic resources; 
135.27     (5) behavior and regulation, including: 
135.28     (i) how organisms maintain a stable life cycle in a 
135.29  constantly changing external environment; 
135.30     (ii) how regulation of an organism's internal environment 
135.31  involves sensing and changing; and 
135.32     (iii) how an organism's behavior evolves through adaptation 
135.33  to its environment; 
135.34     (6) reproduction and heredity, including: 
135.35     (i) how some organisms reproduce sexually and some 
135.36  asexually; and 
136.1      (ii) how hereditary information is contained in the genes 
136.2   and is passed from one generation to another; 
136.3      (7) the dynamic effect of humans interacting with the 
136.4   environment; and 
136.5      (8) the history and nature of science, including: 
136.6      (i) the idea that scientific ideas are tentative, 
136.7   reproducible, and subject to change; 
136.8      (ii) that it is normal for scientists to question the 
136.9   interpretation of data; 
136.10     (iii) that questioning, response to criticism, and open 
136.11  communication are important to the process of science; and 
136.12     (iv) that the body of science knowledge has been built by 
136.13  individuals from many cultures and beliefs. 
136.14     Subd. 3.  [PART B.] A student shall demonstrate the ability 
136.15  to: 
136.16     (1) independently formulate questions based on prior 
136.17  observations and evidence and to provide answers through 
136.18  scientific investigations; 
136.19     (2) design and conduct, with minimal assistance, a 
136.20  scientific investigation (for example, an experiment or a field 
136.21  study); 
136.22     (3) choose appropriate scientific technology to gather and 
136.23  analyze data and evidence (for example, microscopes, probes, 
136.24  computers, and thermometers) to measure liquids, air, and soil; 
136.25     (4) use mathematical representations or two- and 
136.26  three-dimensional models to interpret and communicate data and 
136.27  evidence; 
136.28     (5) use their own and other students' evidence collected by 
136.29  valid scientific investigations to develop descriptions, 
136.30  explanations, predictions, and models; 
136.31     (6) describe how evidence and established science ideas do 
136.32  or do not support a claim made in public media (for example, 
136.33  advertisements and reports of scientific studies); and 
136.34     (7) use appropriate safety equipment and follow safety 
136.35  procedures, including: 
136.36     (i) using goggles when working with glass, chemicals, heat, 
137.1   and projectiles; 
137.2      (ii) disposing of materials properly; 
137.3      (iii) following established laboratory rules; and 
137.4      (iv) operating safety equipment provided in the laboratory 
137.5   or field. 
137.6      Sec. 5.  [EARTH SYSTEMS - MIDDLE LEVEL.] 
137.7      Subdivision 1.  [PURPOSE.] Students will utilize concepts 
137.8   and investigations to evaluate interactions of earth and space 
137.9   systems and how they impact the earth and its human life. 
137.10     Subd. 2.  [PART A.] A student shall demonstrate an 
137.11  understanding of: 
137.12     (1) the structures and processes of earth systems, 
137.13  including: 
137.14     (i) plate tectonics and earth layers occurring in the 
137.15  geosphere; 
137.16     (ii) the water cycle, erosion, and water bodies in the 
137.17  hydrosphere; and 
137.18     (iii) weather and climate as a function of the atmosphere; 
137.19     (2) concepts of change and constancy in the earth's 
137.20  history, including evidence found in rocks, landforms, and 
137.21  fossils; 
137.22     (3) scientific theories of the earth's origin and 
137.23  evolution, including: 
137.24     (i) formation from a nebular cloud of dust; 
137.25     (ii) methods of estimating geologic time; and 
137.26     (iii) interactions among the solid earth, the oceans, the 
137.27  atmosphere, and organisms; 
137.28     (4) the relative positions and motion of objects in the 
137.29  solar system, including: 
137.30     (i) planetary motion; 
137.31     (ii) moon phases and tides; 
137.32     (iii) seasons; and 
137.33     (iv) eclipses; 
137.34     (5) the structure and evolution of the universe, including: 
137.35     (i) galaxies; 
137.36     (ii) stars; and 
138.1      (iii) time and distance relationships; and 
138.2      (6) the history and nature of science, including: 
138.3      (i) the idea that scientific ideas are tentative and 
138.4   subject to change; 
138.5      (ii) that it is normal for scientists to question the 
138.6   interpretation of data; 
138.7      (iii) that questioning, response to criticism, and open 
138.8   communication are important to the process of science; and 
138.9      (iv) that the body of science knowledge has been built by 
138.10  individuals from many cultures and beliefs. 
138.11     Subd. 3.  [PART B.] A student shall demonstrate the ability 
138.12  to: 
138.13     (1) independently formulate questions based on prior 
138.14  observations and evidence and to provide answers through 
138.15  scientific investigations; 
138.16     (2) design and conduct, with minimal assistance, a 
138.17  scientific investigation (for example, an experiment or a field 
138.18  study); 
138.19     (3) choose appropriate scientific technology to gather and 
138.20  analyze data and evidence (for example, microscopes, probes, 
138.21  computers, and thermometers) to measure liquids, air, and soil; 
138.22     (4) use mathematical representations or two- and 
138.23  three-dimensional models to interpret and communicate data and 
138.24  evidence; 
138.25     (5) use their own and other students' evidence collected by 
138.26  valid scientific investigations to develop descriptions, 
138.27  explanations, predictions, and models; 
138.28     (6) describe how evidence and established science ideas do 
138.29  or do not support a claim made in public media (for example, 
138.30  advertisements and reports of scientific studies); and 
138.31     (7) use appropriate safety equipment and follow safety 
138.32  procedures, including: 
138.33     (i) using goggles when working with glass, chemicals, heat, 
138.34  and projectiles; 
138.35     (ii) disposing of materials properly; and 
138.36     (iii) following established laboratory rules and operating 
139.1   safety equipment provided in the laboratory or field. 
139.2      Sec. 6.  [BIOLOGY - HIGH SCHOOL LEVEL.] 
139.3      Subdivision 1.  [PURPOSE.] Investigate living systems at a 
139.4   molecular level. 
139.5      Subd. 2.  [PART A.] A student shall demonstrate 
139.6   understanding of: 
139.7      (1) mechanisms of heredity, including: 
139.8      (i) how new genes have a wide variety of effects; 
139.9      (ii) how sorting and recombining genes result in a wide 
139.10  variety of possibilities in offspring; 
139.11     (iii) how information is passed from parent to offspring 
139.12  through coding in DNA; 
139.13     (iv) that gene mutations can be caused by such things as 
139.14  radiation and chemicals (for example, ingested and inhaled 
139.15  drugs); and 
139.16     (v) how cell differentiation provides organisms with 
139.17  tissues, organs, and systems; 
139.18     (2) biological evolution, including: 
139.19     (i) that the earth's present day range of species developed 
139.20  from preexisting species; 
139.21     (ii) how mechanisms for evolution are provided through 
139.22  natural selection; 
139.23     (iii) that natural selection gives rise to cells' and 
139.24  organisms' behaviors and to cell and organisms that are able to 
139.25  survive in particular environments; and 
139.26     (iv) that the theory of natural selection provides a 
139.27  scientific explanation for the history of life on earth; 
139.28     (3) interdependence between organisms and environments, 
139.29  including: 
139.30     (i) how ecosystems can be reasonably stable over hundreds 
139.31  or thousands of years; 
139.32     (ii) that ecosystems always change when climate changes or 
139.33  when one or more new species appear as a result of migration or 
139.34  local evolution; and 
139.35     (iii) human activities can, deliberately or inadvertently, 
139.36  alter the equilibrium of an ecosystem; 
140.1      (4) flow of matter and energy, including how the amount of 
140.2   life any environment can support is limited by the available 
140.3   energy, water, oxygen, minerals, and by the ability of 
140.4   ecosystems to recycle the residue of dead organic material; 
140.5      (5) behavior of cells and organisms, including: 
140.6      (i) how nervous systems in multicellular animals generate 
140.7   behavior; 
140.8      (ii) how behavioral responses to internal changes and 
140.9   external stimuli occur in organisms; and 
140.10     (iii) how behavioral responses can be either innate or 
140.11  learned and have evolved to ensure reproductive success; 
140.12     (6) the historical significance of a major scientific or 
140.13  technological advance in biological systems, including 
140.14  contributions of individuals with diverse perspectives; and 
140.15     (7) the nature of science, including: 
140.16     (i) how historical and current scientific concepts and 
140.17  knowledge guide scientific inquiries; 
140.18     (ii) that scientific inquiries are performed to test ideas 
140.19  and predictions and to learn about the natural world; 
140.20     (iii) how the use of various technologies influences 
140.21  investigations; 
140.22     (iv) the essential role of mathematics in scientific 
140.23  inquiry; 
140.24     (v) how science knowledge based on evidence adheres to 
140.25  established scientific criteria; and 
140.26     (vi) the traditions that govern the conduct of scientists. 
140.27     Subd. 3.  [PART B.] A student shall demonstrate the ability 
140.28  to: 
140.29     (1) design and conduct a scientific investigation using one 
140.30  of the following high school inquiry standards: 
140.31     (i) research process; or 
140.32     (ii) issue analysis; or 
140.33     (iii) field study; or 
140.34     (iv) case study; 
140.35     (2) apply technology (for example, the use of sensors and 
140.36  probes, microscopes, environmental sampling tools, analysis with 
141.1   spreadsheets, computer simulations to solve problems, 
141.2   computerized electron microscope images, and invention of 
141.3   equipment or tools); and 
141.4      (3) practice science safely, including: 
141.5      (i) using equipment properly and following other standard 
141.6   laboratory procedures; 
141.7      (ii) identifying safety hazards and risk factors of 
141.8   technological equipment being used; 
141.9      (iii) using proper methods of disposing of chemicals and 
141.10  biological materials; and 
141.11     (iv) knowing emergency procedures and the location of 
141.12  safety equipment. 
141.13     Sec. 7.  [CONCEPTS IN CHEMISTRY - HIGH SCHOOL.] 
141.14     Subdivision 1.  [PURPOSE.] Develop scientific literacy 
141.15  through understanding concepts, theories, and principles in 
141.16  chemistry by analysis and investigation. 
141.17     Subd. 2.  [PART A.] A student shall demonstrate an 
141.18  understanding of: 
141.19     (1) atomic structure, including: 
141.20     (i) structure of atoms; 
141.21     (ii) properties of isotopes; and 
141.22     (iii) radioactive processes; 
141.23     (2) structure and properties of matter, including: 
141.24     (i) knowledge of elements; 
141.25     (ii) measurement of basic properties of matter (for 
141.26  example, thermal expansion, electrical conductivity, crystal 
141.27  structure, and solubility); 
141.28     (iii) patterns in the periodic table; 
141.29     (iv) the role of electrons in all types of bonding; and 
141.30     (v) formation and properties of inorganic and organic 
141.31  substances (for example, polymers and large molecules essential 
141.32  to life); 
141.33     (3) chemical reactions, including: 
141.34     (i) evidence of chemical reactions; 
141.35     (ii) energy changes in chemical system; 
141.36     (iii) determining the factors that affect the rate of a 
142.1   reaction; and 
142.2      (iv) common chemical reactions that occur in kitchens, 
142.3   living systems, and the environment; 
142.4      (4) the history of science, including the historical 
142.5   significance of a major scientific or technological advance in 
142.6   chemistry and the importance of multiple contributions by 
142.7   individuals with diverse perspectives; and 
142.8      (5) the nature of science, including: 
142.9      (i) how historical and current scientific concepts and 
142.10  knowledge guide scientific inquiries; 
142.11     (ii) that scientific inquiries are performed to test ideas 
142.12  and predictions and to learn about the natural world; 
142.13     (iii) how the use of various technologies influences the 
142.14  investigations; 
142.15     (iv) the essential rule of mathematics in scientific 
142.16  inquiry; 
142.17     (v) how science knowledge based on evidence adheres to 
142.18  established scientific criteria; and 
142.19     (vi) that traditions govern the conduct of scientists. 
142.20     Subd. 3.  [PART B.] A student shall demonstrate the ability 
142.21  to: 
142.22     (1) design and conduct a scientific investigation using one 
142.23  of the following high school inquiry standards: 
142.24     (i) research process; or 
142.25     (ii) issue analysis; or 
142.26     (iii) field study; or 
142.27     (iv) case study; 
142.28     (2) apply technology (for example, the use of sensors and 
142.29  probes) analysis with spreadsheets, development of computer 
142.30  simulations to solve problems, and creation or invention of 
142.31  equipment and tools; and 
142.32     (3) practice science safely, including: 
142.33     (i) using equipment properly and following other standard 
142.34  laboratory procedures; 
142.35     (ii) identifying safety hazards and risk factors of 
142.36  technological equipment being used; 
143.1      (iii) using proper methods of disposing of chemicals and 
143.2   materials; and 
143.3      (iv) knowing emergency procedures and the location and use 
143.4   of safety equipment. 
143.5      Sec. 8.  [EARTH AND SPACE SYSTEMS - HIGH SCHOOL LEVEL.] 
143.6      Subdivision 1.  [PURPOSE.] Investigate and analyze earth 
143.7   and space systems through application of concepts, theories, and 
143.8   principles. 
143.9      Subd. 2.  [PART A.] A student shall demonstrate an 
143.10  understanding of: 
143.11     (1) energy in the earth system, including internal and 
143.12  external sources of energy and the transfer of energy; 
143.13     (2) interaction of forces and energy, including, but not 
143.14  limited to, fault systems, movement of earth materials, and star 
143.15  systems; 
143.16     (3) geochemical processes and cycles, including movement 
143.17  and sinking of elements and the physical and chemical changes 
143.18  caused by this movement; 
143.19     (4) theory of origins and evolution of the universe, 
143.20  including "big bang," gravitational attraction of matter, and 
143.21  nuclear reactions in stars to produce elements; 
143.22     (5) potential environmental problems related to earth and 
143.23  space systems; 
143.24     (6) the history of science, including the historical 
143.25  significance of a major scientific or technological advance in 
143.26  earth and space systems and the importance of multiple 
143.27  contributions by individuals with diverse perspectives; and 
143.28     (7) the nature of science, including: 
143.29     (i) how historical and current scientific concepts and 
143.30  knowledge guide scientific inquiries; 
143.31     (ii) that scientific inquiries are performed to test 
143.32  predictions, verify ideas, and to learn about the natural world; 
143.33     (iii) how the use of various technologies influences the 
143.34  investigations; 
143.35     (iv) the essential role of mathematics in scientific 
143.36  inquiry; 
144.1      (v) how science knowledge based on evidence adheres to 
144.2   established scientific criteria; and 
144.3      (vi) that traditions govern the conduct of scientists. 
144.4      Subd. 3.  [PART B.] A student shall demonstrate the ability 
144.5   to: 
144.6      (1) design and conduct a scientific investigation using one 
144.7   of the following high school inquiry standards: 
144.8      (i) research process; or 
144.9      (ii) issue analysis; or 
144.10     (iii) field study; or 
144.11     (iv) case study; 
144.12     (2) apply appropriate learning and analysis technologies 
144.13  (for example, sensors and probes, graphing calculators, 
144.14  spreadsheets, computer simulations, field sampling equipment, 
144.15  and downlinks from real-time databases); and 
144.16     (3) practice science safely, including: 
144.17     (i) using equipment properly and following other standard 
144.18  laboratory procedures; 
144.19     (ii) identifying safety hazards and risk factors of 
144.20  technological equipment being used; and 
144.21     (iii) using proper methods of disposing of chemicals and 
144.22  materials and knowing emergency procedures and the location and 
144.23  use of safety equipment. 
144.24     Sec. 9.  [CONCEPTS IN PHYSICS - HIGH SCHOOL.] 
144.25     Subdivision 1.  [PURPOSE.] Investigate and develop an 
144.26  understanding of the makeup, structure, and function of the 
144.27  physical world. 
144.28     Subd. 2.  [PART A.] A student shall demonstrate 
144.29  understanding of: 
144.30     (1) how forces can produce a variety of types of motions; 
144.31     (2) how the concepts of conservation of energy, momentum, 
144.32  and charge are used to analyze events and solve problems; 
144.33     (3) wave motion, including sound, light, and other 
144.34  electromagnetic waves; 
144.35     (4) electricity, magnetism, and electromagnetism; 
144.36     (5) the development of ideas in modern physics, including 
145.1   atomic and nuclear physics, relativity, quantum physics, and 
145.2   fundamental particles; 
145.3      (6) the history of science, including the historical 
145.4   significance of a major scientific or technological advance in 
145.5   physics and the importance of multiple contributions by 
145.6   individuals with diverse perspectives; and 
145.7      (7) the nature of science, including: 
145.8      (i) how historical and current scientific concepts and 
145.9   knowledge guide scientific inquiries; 
145.10     (ii) that scientific inquiries are performed to test 
145.11  predictions, verify ideas, and to learn about the natural world; 
145.12     (iii) how the use of various technologies influences the 
145.13  investigations; 
145.14     (iv) the essential role of mathematics in scientific 
145.15  inquiry; 
145.16     (v) how science knowledge based on evidence adheres to 
145.17  established scientific criteria; and 
145.18     (vi) that traditions govern the conduct of scientists. 
145.19     Subd. 3.  [PART B.] A student shall demonstrate the ability 
145.20  to: 
145.21     (1) design and conduct a scientific investigation using one 
145.22  of the following high school inquiry standards: 
145.23     (i) research process; or 
145.24     (ii) issue analysis; or 
145.25     (iii) field study; or 
145.26     (iv) case study; 
145.27     (2) apply appropriate learning and analysis technologies 
145.28  (for example, sensors and probes, analysis with spreadsheets, 
145.29  computer simulations, and invention of equipment, tools, or 
145.30  circuits); and 
145.31     (3) practice science safely, including: 
145.32     (i) using equipment properly and following other standard 
145.33  laboratory procedures; 
145.34     (ii) identifying safety hazards and risk factors of 
145.35  technological equipment being used; and 
145.36     (iii) using proper methods of disposing of chemicals or 
146.1   materials and knowing emergency procedures and the location and 
146.2   use of safety equipment. 
146.3      Sec. 10.  [ENVIRONMENTAL SYSTEMS - HIGH SCHOOL LEVEL.] 
146.4      Subdivision 1.  [PURPOSE.] Evaluate a local or regional 
146.5   environmental issue, select a solution, and prepare a plan to 
146.6   carry out the solution. 
146.7      Subd. 2.  [PART A.] A student shall have an understanding 
146.8   of: 
146.9      (1) environmental systems representing the interaction of 
146.10  natural and social systems; 
146.11     (2) local, regional, or global environmental issues (for 
146.12  example, personal and community health, population growth, 
146.13  natural resources, environmental quality, and natural and human 
146.14  induced hazards); 
146.15     (3) science concepts associated with environmental issues, 
146.16  including: 
146.17     (i) processes that shape the earth (for example, forces 
146.18  that change the surface of the earth, energy flow, and material 
146.19  cycles in earth systems); and 
146.20     (ii) characteristics and processes of living systems (for 
146.21  example, organisms, populations and communities, heredity and 
146.22  evolution, systems and connections, the flow of energy, and the 
146.23  cycling of matter); 
146.24     (4) types of social systems that interact with natural 
146.25  systems (for example, economic, political, and technological); 
146.26     (5) the historical significance of a major scientific or 
146.27  technological advance in environmental systems and the 
146.28  importance of multiple contributions by individuals with diverse 
146.29  perspectives; and 
146.30     (6) the nature of science in environmental systems, 
146.31  including: 
146.32     (i) how historical and current understanding of natural 
146.33  systems guide environmental decision making; 
146.34     (ii) that research and inquiries are performed to test 
146.35  ideas, verify ideas, and make predictions about changes in 
146.36  environmental systems; 
147.1      (iii) how progress in science and technology are affected 
147.2   by social issues and challenges; 
147.3      (iv) how environmental decisions involve assessment of 
147.4   alternatives, risks, costs, and benefits; and 
147.5      (v) the traditions that govern the conduct of researchers. 
147.6      Subd. 3.  [PART B.] A student shall demonstrate the ability 
147.7   to: 
147.8      (1) identify components of an existing local or regional 
147.9   environmental issue, including: 
147.10     (i) scientific concepts related to or embedded in the 
147.11  issue; and 
147.12     (ii) social systems involved in the issue; 
147.13     (2) conduct a science-based investigation of a local or 
147.14  regional environmental issue using the issue analysis standard 
147.15  from inquiry and research learning area; 
147.16     (3) develop and give rationale for a personal action plan 
147.17  designed to promote a specified solution; 
147.18     (4) apply appropriate learning and analysis technologies 
147.19  (for example, sensors and probes, graphing calculators, 
147.20  spreadsheets, computer simulations and models, field sampling 
147.21  equipment, and downlinks from real-time databases); and 
147.22     (5) practice science safely, including: 
147.23     (i) using equipment properly and following standard 
147.24  laboratory and field procedures; 
147.25     (ii) identifying safety hazards and risk factors of 
147.26  technological equipment being used; 
147.27     (iii) using proper methods for disposing of chemicals, 
147.28  field waste, and used materials; and 
147.29     (iv) knowing emergency procedures and the location and use 
147.30  of safety equipment. 
147.31     Sec. 11.  [REQUIRED SCIENCE STANDARDS FOR GRADUATION.] 
147.32     High school students must complete standards from at least 
147.33  two of the science areas in sections 6 to 10 of this article. 
147.34                             ARTICLE 13
147.35                     REQUIRED:  SOCIAL SCIENCES
147.36     Section 1.  [FAMILY, SCHOOL, AND COMMUNITY - PRIMARY.] 
148.1      Subdivision 1.  [PURPOSE.] Understand the interaction of 
148.2   the individual, family, school, community, and place. 
148.3      Subd. 2.  [PART A.] A student shall demonstrate an 
148.4   understanding of: 
148.5      (1) how individuals and groups responsibly meet wants and 
148.6   needs when resources (for example, food, shelter, and clothing) 
148.7   are scarce; 
148.8      (2) how citizens responsibly make choices by considering 
148.9   the needs of the individual, home, school, and community; 
148.10     (3) the location of the local community and country in 
148.11  relation to larger geographic area; 
148.12     (4) the location of major geographic features of the 
148.13  earth's surface; 
148.14     (5) the physical features of communities (for example, 
148.15  climate, vegetation, land forms, or bodies of water); 
148.16     (6) human features of communities (for example, population 
148.17  distribution, settlement patterns, or cultural diversity); 
148.18     (7) the reason for location of communities or features of 
148.19  communities; 
148.20     (8) the ethnic and national backgrounds of various 
148.21  community members; and 
148.22     (9) how different individuals respond differently to the 
148.23  same event. 
148.24     Subd. 3.  [PART B.] A student shall demonstrate the ability 
148.25  to: 
148.26     (1) explain how the student's home region has changed over 
148.27  time; 
148.28     (2) create a timeline of personal history using simple 
148.29  historical research based on primary sources (for example, 
148.30  photos, personal artifacts, or family interviews); 
148.31     (3) create maps, including mental maps that show an 
148.32  understanding of the relative location of the community in 
148.33  relation to larger geographic areas; and 
148.34     (4) identify, investigate, discuss, and plan, based on 
148.35  wants and needs, how to improve the school, community, or 
148.36  environment. 
149.1      Sec. 2.  [HISTORICAL EVENTS - INTERMEDIATE.] 
149.2      Subdivision 1.  [PURPOSE.] Understand that historical 
149.3   events are influenced by multiple factors, including the 
149.4   contributions of key people; the influence of technology; and 
149.5   conflict, cooperation, and interdependence among people. 
149.6      Subd. 2.  [PART A.] A student shall demonstrate an 
149.7   understanding of: 
149.8      (1) the multiple causes and effects of an historical event 
149.9   (for example, the causes of the American Revolution and the 
149.10  results of the conflict); 
149.11     (2) how technology influences historical change (for 
149.12  example, the influence of railroads on the growth of the United 
149.13  States, the changes in sailing ships that allowed European 
149.14  exploration, or the development of irrigation systems in ancient 
149.15  cultures); 
149.16     (3) the contribution of individuals to historical events 
149.17  (for example, the signers of the Declaration of Independence or 
149.18  modern civil rights leaders); and 
149.19     (4) conflict, cooperation, and interdependence among 
149.20  individuals, groups, and nations through time (for example, the 
149.21  relationship between American Indians and Europeans in the early 
149.22  colonial period). 
149.23     Subd. 3.  [PART B.] A student shall demonstrate the ability 
149.24  to: 
149.25     (1) create a brief historical narrative from the point of 
149.26  view of a community member by gathering primary and secondary 
149.27  historical information through interviews, photos, or other 
149.28  sources; and 
149.29     (2) construct, read, and interpret timelines of key people 
149.30  and events from a variety of time periods. 
149.31     Sec. 3.  [GEOGRAPHY AND CITIZENSHIP - INTERMEDIATE.] 
149.32     Subdivision 1.  [PURPOSE.] Understand the role of citizens 
149.33  in their own communities and the interaction of people, places, 
149.34  and regions. 
149.35     Subd. 2.  [PART A.] A student shall demonstrate an 
149.36  understanding of: 
150.1      (1) location and physical characteristics (for example, 
150.2   climate or natural resources) of the United States and selected 
150.3   world regions; 
150.4      (2) human characteristics (for example, cultural, economic, 
150.5   political) or technological characteristics of United States and 
150.6   selected world regions; 
150.7      (3) interactions of people in the United States and 
150.8   selected world regions; 
150.9      (4) how local resources and products are moved throughout 
150.10  the world; 
150.11     (5) how people of different regions and cultures interact 
150.12  with the environment; 
150.13     (6) geographic origins of groups in the local community; 
150.14  and 
150.15     (7) local community needs (for example, laws, rights, and 
150.16  responsibilities), resource needs, or health and safety issues. 
150.17     Subd. 3.  [PART B.] A student shall demonstrate the ability 
150.18  to: 
150.19     (1) interpret and use information from maps and graphic 
150.20  representations; 
150.21     (2) read a variety of different kinds of maps; 
150.22     (3) create maps, including mental maps, showing the 
150.23  relative location of the community to the nation and the world; 
150.24     (4) compare ways people of different cultures and regions 
150.25  interact with the physical environment; 
150.26     (5) discuss, develop, participate in, and evaluate an 
150.27  activity that contributes to the improvement of the community; 
150.28  and 
150.29     (6) describe ways to promote the values and principles of 
150.30  American democracy. 
150.31     Sec. 4.  [CURRENT ISSUE ANALYSIS - MIDDLE.] 
150.32     Subdivision 1.  [PURPOSE.] Defend a position concerning a 
150.33  current event or issue. 
150.34     Subd. 2.  [PART A.] A student shall demonstrate an 
150.35  understanding of: 
150.36     (1) the history, facts, controversy, values, beliefs, and 
151.1   emotions surrounding a current event or issue; 
151.2      (2) the range of positions and opinions surrounding a 
151.3   current event or issue; and 
151.4      (3) the responsibility of citizens involved in the event or 
151.5   issue. 
151.6      Subd. 3.  [PART B.] A student shall demonstrate the ability 
151.7   to: 
151.8      (1) summarize in an oral, written, or role-play form the 
151.9   central facts and opinions surrounding an issue; 
151.10     (2) describe the impact of the issue on current or future 
151.11  events; and 
151.12     (3) select and defend a position based on information and 
151.13  reasoning. 
151.14     Sec. 5.  [GEOGRAPHY AND CULTURE - MIDDLE.] 
151.15     Subdivision 1.  [PURPOSE.] Understand how events, the 
151.16  interactions of people, the development of culture, and economic 
151.17  development are influenced by physical and human geography. 
151.18     Subd. 2.  [PART A.] A student shall demonstrate an 
151.19  understanding of: 
151.20     (1) how regions of the world are defined in terms of 
151.21  location, natural resources, people and cultures, and physical 
151.22  features; 
151.23     (2) the physical and cultural characteristics of selected 
151.24  regions; 
151.25     (3) how regions and global systems are interconnected and 
151.26  interdependent; 
151.27     (4) the economic development of regions (for example, the 
151.28  use of resources), the development of technology, or an increase 
151.29  in trade; and 
151.30     (5) the impact of human and physical geography on current 
151.31  or historical issues that involve particular regions. 
151.32     Subd. 3.  [PART B.] A student shall demonstrate an ability 
151.33  to: 
151.34     (1) construct and interpret maps, including mental maps, 
151.35  and other graphic representations that show the location of 
151.36  regions and the change of regions over time; 
152.1      (2) construct and interpret maps, including mental maps, 
152.2   and other graphic representations that show the interaction of 
152.3   regions through the movement of people, ideas, or resources; and 
152.4      (3) compare differences and similarities between world 
152.5   regions in, for example, their forms of government, topography, 
152.6   resource use, or ethnicity. 
152.7      Sec. 6.  [HISTORY AND CITIZENSHIP - MIDDLE LEVEL.] 
152.8      Subdivision 1.  [PURPOSE.] Understand the role of 
152.9   individuals and groups in influencing historical events. 
152.10     Subd. 2.  [PART A.] A student shall demonstrate an 
152.11  understanding of: 
152.12     (1) the origin and influences of diverse ideas and beliefs 
152.13  in history (for example, the competing interests that lead to 
152.14  the formation of the Bill of Rights); 
152.15     (2) the facts, sequences, and patterns within a historical 
152.16  period (for example, colonization patterns and the response of 
152.17  the American Indians); 
152.18     (3) themes of change (for example, significant immigration 
152.19  periods in United States history and their impact on society); 
152.20     (4) a continuum of change in a local community or 
152.21  institution; 
152.22     (5) the role of individuals and groups in influencing 
152.23  change through political processes, legal processes, or other 
152.24  means; and 
152.25     (6) how people become citizens and how citizens contribute 
152.26  to a changing community through participation. 
152.27     Subd. 3.  [PART B.] A student shall demonstrate the ability 
152.28  to: 
152.29     (1) create an historical narrative, based on primary and 
152.30  secondary sources, that draws conclusions about historical 
152.31  events and participants and shows an understanding of 
152.32  chronology; 
152.33     (2) construct and interpret thematic or multitiered 
152.34  timelines to compare eras or to compare different ideas or 
152.35  places within the same era; and 
152.36     (3) use civic dialogue and an actual or simulated political 
153.1   process to examine issues involving rights, roles, and 
153.2   responsibilities. 
153.3      Sec. 7.  [THEMES OF UNITED STATES HISTORY - HIGH SCHOOL.] 
153.4      Subdivision 1.  [PURPOSE.] Understand the development of 
153.5   United States history through the study of foundational 
153.6   documents, historical themes, historical eras, and diverse 
153.7   perspectives. 
153.8      Subd. 2.  [PART A.] A student shall demonstrate an 
153.9   understanding of: 
153.10     (1) the historical influence of foundational primary 
153.11  documents, including the Declaration of Independence and the 
153.12  United States Constitution; 
153.13     (2) cultural, political, social, scientific, or economic 
153.14  themes related to key people, events, and concepts in historical 
153.15  eras of the United States (for example, the convergence of 
153.16  people, Civil War and Reconstruction, the Great Depression, or 
153.17  contemporary United States); and 
153.18     (3) how diverse ideas or beliefs have influenced different 
153.19  eras of United States history, including tribal sovereignty and 
153.20  the relationship between American Indian tribal governments and 
153.21  federal and state government in earlier eras or in recent times. 
153.22     Subd. 3.  [PART B.] A student shall demonstrate the ability 
153.23  to: 
153.24     (1) formulate historical questions and defend historical 
153.25  positions using evidence from primary and secondary sources 
153.26  representing a variety of perspectives; 
153.27     (2) analyze historical issues and evaluate the impact of 
153.28  historical decisions; and 
153.29     (3) think chronologically (for example, through developing 
153.30  historical narrative or through constructing and interpreting 
153.31  thematic and multitiered timelines). 
153.32     Sec. 8.  [UNITED STATES CITIZENSHIP - HIGH SCHOOL.] 
153.33     Subdivision 1.  [PURPOSE.] Understands the foundations, 
153.34  rights, and responsibilities of United States citizenship. 
153.35     Subd. 2.  [PART A.] A student shall demonstrate an 
153.36  understanding of: 
154.1      (1) the foundations, rights, and responsibilities of United 
154.2   States citizenship; 
154.3      (2) how the United States Constitution and other 
154.4   foundational documents embody the principles and ideals of a 
154.5   democratic republic; 
154.6      (3) the rights and responsibilities of citizens, 
154.7   noncitizens, and dual citizens; 
154.8      (4) the formal and informal structures of government, 
154.9   including how interest groups exercise power; and 
154.10     (5) how citizens affect local, national, and foreign policy.
154.11     Subd. 3.  [PART B.] A student shall demonstrate the ability 
154.12  to: 
154.13     (1) use research and civic dialogue to examine issues 
154.14  involving rights, roles, and the status of individuals in 
154.15  relation to the general welfare of society; and 
154.16     (2) observe, analyze, and interact with an actual or 
154.17  simulated governmental process. 
154.18     Sec. 9.  [DIVERSE PERSPECTIVES - HIGH SCHOOL.] 
154.19     Subdivision 1.  [PURPOSE.] Evaluate events and actions from 
154.20  diverse United States and world perspectives. 
154.21     Subd. 2.  [PART A.] A student shall demonstrate an 
154.22  understanding of: 
154.23     (1) how race, culture, gender, and disability may influence 
154.24  beliefs, actions, and world view; 
154.25     (2) how the same data can be interpreted differently 
154.26  depending upon perspectives, goals, attitudes, personal history, 
154.27  culture, or other factors; 
154.28     (3) issues, topics, or concepts around which disagreement 
154.29  or ambiguity exist; and 
154.30     (4) two or more alternative points of view for one issue, 
154.31  topic, event, or concept around which disagreement or ambiguity 
154.32  exists. 
154.33     Subd. 3.  [PART B.] A student shall demonstrate the ability 
154.34  to: 
154.35     (1) describe, explain, and compare points of view 
154.36  concerning an issue, including the reasons for alternative 
155.1   points of view; 
155.2      (2) evaluate events and actions from diverse United States 
155.3   and world perspectives; and 
155.4      (3) analyze how interpretation is affected by omitting 
155.5   viewpoints. 
155.6      Sec. 10.  [HUMAN GEOGRAPHY - HIGH SCHOOL.] 
155.7      Subdivision 1.  [PURPOSE.] Understand how people interact 
155.8   with the environment, how people of different regions interact 
155.9   with each other, and how conflict or change results from these 
155.10  interactions. 
155.11     Subd. 2.  [PART A.] A student shall demonstrate an 
155.12  understanding of: 
155.13     (1) the location of major places, regions, and geographic 
155.14  features on the surface of the earth; 
155.15     (2) the physical processes that shape patterns on the 
155.16  earth's surface; 
155.17     (3) the physical and cultural characteristics of places and 
155.18  regions; 
155.19     (4) how the environment is modified by and modifies human 
155.20  activity; 
155.21     (5) how changing relationships between humans and the 
155.22  physical environment influences the characteristics of places; 
155.23     (6) how places, regions, and global systems are 
155.24  interconnected through the movement of people, ideas, resources, 
155.25  and other cultural characteristics; and 
155.26     (7) how changes in the patterns of human interaction result 
155.27  in changes in the cultural landscape. 
155.28     Subd. 3.  [PART B.] A student shall demonstrate the ability 
155.29  to: 
155.30     (1) interpret and communicate geographic information 
155.31  through maps and other graphic tools and geographic information 
155.32  systems; 
155.33     (2) predict changes or trends in physical or cultural 
155.34  landscape based on changes in spatial patterns or other 
155.35  geographic information; and 
155.36     (3) use a geographic perspective in the analysis of a 
156.1   dispute over land use, resource utilization, or political 
156.2   control of territory. 
156.3      Sec. 11.  [INSTITUTIONS AND TRADITIONS IN SOCIETY - HIGH 
156.4   SCHOOL.] 
156.5      Subdivision 1.  [PURPOSE.] Understand the interaction and 
156.6   development of individuals, groups, and institutions. 
156.7      Subd. 2.  [PART A.] A student shall demonstrate an 
156.8   understanding of: 
156.9      (1) institutions (for example, family, religion, 
156.10  educational, economic, or political institutions) and the 
156.11  traditions of those institutions; 
156.12     (2) societal concepts that influence the interaction among 
156.13  individuals, groups, and society; 
156.14     (3) how societal concepts and institutions develop and 
156.15  change over time; 
156.16     (4) how cultural diversity affects conflict and cohesion 
156.17  within and across groups and institutions; and 
156.18     (5) tensions between individuality and conformity and the 
156.19  groups that influence the tensions (for example, family, peer 
156.20  groups, or the media). 
156.21     Subd. 3.  [PART B.] A student shall demonstrate the ability 
156.22  to: 
156.23     (1) use observation, surveys, sampling, or other research 
156.24  to analyze how roles, status, and societal class affect 
156.25  interaction in groups and institutions; and 
156.26     (2) analyze how institutions affect continuity and change. 
156.27     Sec. 12.  [COMMUNITY INTERACTION - HIGH SCHOOL.] 
156.28     Subdivision 1.  [PURPOSE.] Understand the relationships 
156.29  between organizations and the communities they serve through 
156.30  direct service or experience. 
156.31     Subd. 2.  [PART A.] A student shall demonstrate an 
156.32  understanding of: 
156.33     (1) the types of organizations that serve the community and 
156.34  the types of assistance they offer; 
156.35     (2) how organizations assess community needs; and 
156.36     (3) how individuals can work to improve the community. 
157.1      Subd. 3.  [PART B.] A student shall demonstrate the ability 
157.2   to: 
157.3      (1) conduct a needs assessment to determine the impact of 
157.4   an issue, event, or service on the community; and 
157.5      (2) suggest, apply, and evaluate strategies designed to 
157.6   improve the community through direct service or other authentic 
157.7   experience. 
157.8      Sec. 13.  [WORLD HISTORY AND CULTURES - HIGH SCHOOL.] 
157.9      Subdivision 1.  [PURPOSE.] Understand historical 
157.10  developments that gave rise to human societies. 
157.11     Subd. 2.  [PART A.] A student shall demonstrate an 
157.12  understanding of: 
157.13     (1) processes that influence the formation of human 
157.14  societies (for example, the development of agriculture or the 
157.15  development of institutions); 
157.16     (2) characteristics of emerging and spreading civilizations 
157.17  (for example, increased influence through trade or conquest); 
157.18     (3) processes of change within societies, including reform 
157.19  and revolution; 
157.20     (4) causes and effects of political, social, or cultural 
157.21  exchanges and encounters (for example, the contact between 
157.22  Mesoamerican civilizations and the Spanish); 
157.23     (5) patterns of global transformations and the rise of an 
157.24  interdependent world; and 
157.25     (6) unifying themes across historical eras or across world 
157.26  regions in the same era. 
157.27     Subd. 3.  [PART B.] A student shall demonstrate the ability 
157.28  to: 
157.29     (1) formulate a historical question about an event, issue, 
157.30  era, region, or culture; 
157.31     (2) evaluate a historical question for research 
157.32  feasibility; 
157.33     (3) gather information from secondary sources and original 
157.34  primary or translated sources; and 
157.35     (4) present research findings, including conclusions about 
157.36  the historical question, bias and perspective in sources, 
158.1   limitations of the investigation because of time or distance 
158.2   from sources, and possible questions for further research. 
158.3                              ARTICLE 14
158.4                    REQUIRED:  ARTS AND LITERATURE
158.5      Section 1.  [ARTISTIC EXPRESSION - PRIMARY.] 
158.6      Subdivision 1.  [PURPOSE.] Use artistic processes to 
158.7   create, perform, and interpret art works in at least three of 
158.8   the following arts areas. 
158.9      Subd. 2.  [PART A.] A student shall demonstrate an 
158.10  understanding of: 
158.11     (1)  [DANCE.] 
158.12     (i) the elements of dance, including action, space, time, 
158.13  and energy; and 
158.14     (ii) characteristics of dance from a variety of cultures 
158.15  and historical times; 
158.16     (2)  [MUSIC.] 
158.17     (i) the elements of music, including melody, rhythm, 
158.18  harmony, dynamics, tone color, texture, and form; and 
158.19     (ii) characteristics of music from a variety of cultures 
158.20  and historical times; 
158.21     (3)  [THEATER.] 
158.22     (i) the elements of theater, including plot, theme, 
158.23  character, language, sound, and spectacle; and 
158.24     (ii) characteristics of theater from a variety of cultures 
158.25  and historical times; or 
158.26     (4)  [VISUAL ARTS.] 
158.27     (i) the elements of visual art, including color, line, 
158.28  shape, form, texture, and space; and 
158.29     (ii) characteristics of visual art from a variety of 
158.30  cultures and historical times. 
158.31     Subd. 3.  [PART B.] A student shall demonstrate the ability 
158.32  to: 
158.33     (1)  [DANCE.] 
158.34     (i) use basic movement skills in musical or rhythmic 
158.35  contexts; and 
158.36     (ii) create and perform sequences of movement with a 
159.1   beginning, middle, and end to communicate a story, life 
159.2   experience, theme, or idea; 
159.3      (2)  [MUSIC.] 
159.4      (i) sing a varied repertoire of songs in a group; 
159.5      (ii) improvise and compose on classroom instruments to 
159.6   communicate an idea; 
159.7      (iii) play simple rhythms and melodies on classroom 
159.8   instruments; and 
159.9      (iv) read and write music using a system of notation; 
159.10     (3)  [THEATER.] 
159.11     (i) use movement, sound, and language to create images and 
159.12  express ideas; 
159.13     (ii) create characterizations of animals, objects, or 
159.14  shapes; and 
159.15     (iii) communicate a story and character using voice, 
159.16  movement, costume, and props; or 
159.17     (4)  [VISUAL ARTS.] 
159.18     (i) use the tools, basic skills, and techniques of at least 
159.19  three different mediums; and 
159.20     (ii) create original works of art to communicate ideas. 
159.21     Sec. 2.  [ARTISTIC EXPRESSION - INTERMEDIATE.] 
159.22     Subdivision 1.  [PURPOSE.] Use artistic processes to 
159.23  create, perform, and interpret art works in at least three of 
159.24  the following arts areas. 
159.25     Subd. 2.  [PART A.] A student shall demonstrate an 
159.26  understanding of: 
159.27     (1)  [DANCE.] 
159.28     (i) components of dance: 
159.29     (A) elements, including action, space, time and energy; 
159.30     (B) principles of choreography (for example, repetition, 
159.31  pattern, or unity); and 
159.32     (C) vocabulary; 
159.33     (ii) cultural and historical forms or traditions of dance; 
159.34  and 
159.35     (iii) how dance elements are similar to and different from 
159.36  the elements of other arts areas (for example, music, theater, 
160.1   or visual arts); 
160.2      (2)  [MUSIC.] 
160.3      (i) components of music: 
160.4      (A) elements, including melody, rhythm, harmony, dynamics, 
160.5   tone color, texture, and form; and 
160.6      (B) vocabulary; 
160.7      (ii) cultural and historical forms or traditions of music; 
160.8   and 
160.9      (iii) how musical elements are similar to and different 
160.10  from the elements of other arts areas (for example, dance, 
160.11  theater, or visual arts); 
160.12     (3)  [THEATER.] 
160.13     (i) components of theater: 
160.14     (A) elements, including plot, theme, character, language, 
160.15  sound, and spectacle; 
160.16     (B) forms (for example, tragedy, comedy, farce, or 
160.17  melodrama); and 
160.18     (C) vocabulary; 
160.19     (ii) cultural and historical forms or traditions of 
160.20  theater; and 
160.21     (iii) how theater elements are similar to and different 
160.22  from the elements of other arts areas (for example, dance, 
160.23  music, or visual arts); or 
160.24     (4)  [VISUAL ARTS.] 
160.25     (i) components of visual arts: 
160.26     (A) elements, including color, line, shape, form, texture, 
160.27  and space; 
160.28     (B) principles (for example, repetition, contrast, or 
160.29  balance); and 
160.30     (C) vocabulary; 
160.31     (ii) cultural and historical forms or traditions of visual 
160.32  arts; and 
160.33     (iii) how visual arts elements are similar to and different 
160.34  from the elements of other arts areas (for example, dance, 
160.35  music, or theater). 
160.36     Subd. 3.  [PART B.] A student shall demonstrate the ability 
161.1   to: 
161.2      (1)  [DANCE.] 
161.3      (i) perform characteristic movements and styles of dance 
161.4   from more than one form or tradition; 
161.5      (ii) create movement sequences with or without music; and 
161.6      (iii) generate multiple responses to movement ideas; 
161.7      (2)  [MUSIC.] 
161.8      (i) sing or play traditional instruments alone and sing 
161.9   rounds and part songs or play traditional instruments in a 
161.10  group; 
161.11     (ii) improvise and compose rhythms, melodies, and 
161.12  accompaniments using classroom instruments, voice, or both to 
161.13  express a specific musical idea; 
161.14     (iii) perform rhythmic, melodic, and harmonic patterns on 
161.15  classroom instruments; and 
161.16     (iv) read and write music using a system of musical 
161.17  notation; 
161.18     (3)  [THEATER.] 
161.19     (i) create a character based on fiction or life experience 
161.20  using movement, voice, costume, and props; and 
161.21     (ii) create a dramatic performance by interpreting and 
161.22  adapting the plot, characters, and language from an existing 
161.23  piece of literature; or 
161.24     (4)  [VISUAL ARTS.] 
161.25     (i) use elements, principles, skills, and techniques of at 
161.26  least three different mediums; and 
161.27     (ii) create original works of art to express specific 
161.28  artistic ideas. 
161.29     Sec. 3.  [ARTISTIC INTERPRETATION - MIDDLE.] 
161.30     Subdivision 1.  [PURPOSE.] Use artistic processes to 
161.31  analyze and interpret a variety of works in at least three of 
161.32  the following arts areas. 
161.33     Subd. 2.  [PART A.] A student shall demonstrate an 
161.34  understanding of: 
161.35     (1)  [DANCE.] 
161.36     (i) how the components of dance are used to convey meaning: 
162.1      (A) elements, including action, space, time, and energy; 
162.2      (B) principles of choreography (for example, repetition, 
162.3   pattern, or unity); 
162.4      (C) vocabulary; 
162.5      (D) styles (for example, tap, ballet, or modern); and 
162.6      (E) choreographic structures (for example, theme and 
162.7   variation); 
162.8      (ii) the connection between a work in dance, its purpose, 
162.9   and its cultural and historical contexts; and 
162.10     (iii) how the principles and vocabulary of dance are 
162.11  similar to and different from other arts areas (for example, 
162.12  music, theater, or visual art); 
162.13     (2)  [MUSIC.] 
162.14     (i) how the components of music are used to convey meaning: 
162.15     (A) elements, including melody, rhythm, harmony, dynamics, 
162.16  tone color, texture, and form; 
162.17     (B) vocabulary; 
162.18     (C) styles (for example, blues, jazz, or opera); and 
162.19     (D) structures (for example, ABA); 
162.20     (ii) the connection between a work of music, its purpose, 
162.21  and its cultural and historical contexts; and 
162.22     (iii) how the vocabulary of music is similar to and 
162.23  different from other arts areas (for example, dance, theater, or 
162.24  visual arts); 
162.25     (3)  [THEATER.] 
162.26     (i) how the components of theater are used to convey 
162.27  meaning: 
162.28     (A) elements, including plot, theme, character, language, 
162.29  sound, and spectacle; 
162.30     (B) forms (for example, tragedy, comedy, farce, or 
162.31  melodrama); 
162.32     (C) vocabulary; 
162.33     (D) styles (for example, romantic or classical); and 
162.34     (E) structures (for example, chronological or nonlinear); 
162.35     (ii) the connection between a work in theater, its purpose, 
162.36  and its cultural and historical contexts; and 
163.1      (iii) how the forms and vocabulary of theater are similar 
163.2   to and different from other arts areas (for example, dance, 
163.3   music, or visual arts); or 
163.4      (4)  [VISUAL ARTS.] 
163.5      (i) how the components of visual arts are used to convey 
163.6   meaning: 
163.7      (A) elements, including color, line, shape, form, texture, 
163.8   and space; 
163.9      (B) principles (for example, repetition, contrast, or 
163.10  balance); 
163.11     (C) vocabulary; 
163.12     (D) styles (for example, abstract or impressionist); and 
163.13     (E) structures (for example, two dimensional or three 
163.14  dimensional); 
163.15     (ii) the connection between a visual art work, its purpose, 
163.16  and its cultural and historical contexts; and 
163.17     (iii) how the principles and vocabulary of visual art are 
163.18  similar to and different from other arts areas (for example, 
163.19  dance, music, or theater). 
163.20     Subd. 3.  [PART B.] A student shall demonstrate the ability 
163.21  to: 
163.22     (1)  [DANCE.] 
163.23     (i) communicate a personal reaction to performances of 
163.24  original works or interpretations and performances of existing 
163.25  works in dance using the components of dance; and 
163.26     (ii) use criteria to evaluate performances in dance; 
163.27     (2)  [MUSIC.] 
163.28     (i) communicate a personal reaction to performances of 
163.29  original works, compositions, or interpretations and 
163.30  performances of existing music using the components of music; 
163.31  and 
163.32     (ii) use criteria to evaluate musical performances; 
163.33     (3)  [THEATER.] 
163.34     (i) communicate a personal reaction to performances of 
163.35  original works or interpretations and performances of existing 
163.36  works in theater using the components of theater; and 
164.1      (ii) use criteria to evaluate performances in theater; or 
164.2      (4)  [VISUAL ARTS.] 
164.3      (i) communicate a personal reaction to works in visual art 
164.4   using the components of visual art; and 
164.5      (ii) use criteria to evaluate works of visual art. 
164.6      Sec. 4.  [ARTISTIC CREATIVITY AND PERFORMANCE - MIDDLE.] 
164.7      Subdivision 1.  [PURPOSE.] Use artistic processes to create 
164.8   and perform in at least three of the following arts areas. 
164.9      Subd. 2.  [PART A.] A student shall demonstrate an 
164.10  understanding of: 
164.11     (1)  [DANCE.] 
164.12     (i) components of dance: 
164.13     (A) elements, including action, space, time, and energy; 
164.14     (B) principles of choreography (for example, repetition, 
164.15  pattern, or unity); 
164.16     (C) vocabulary; 
164.17     (D) styles (for example, tap, ballet, or modern); and 
164.18     (E) choreographic structures (for example, theme and 
164.19  variation); 
164.20     (ii) technical skills of dance (for example, alignment, 
164.21  locomotor, or nonlocomotor movement skills); and 
164.22     (iii) how audience and occasion affect artistic choices in 
164.23  creating and performing dance; 
164.24     (2)  [MUSIC.] 
164.25     (i) the components of music: 
164.26     (A) elements, including melody, rhythm, harmony, dynamics, 
164.27  tone color, texture, and form; 
164.28     (B) vocabulary; 
164.29     (C) styles (for example, blues, jazz, or opera); and 
164.30     (D) structures (for example, ABA); 
164.31     (ii) technical skills of music (for example, singing or 
164.32  playing instruments); and 
164.33     (iii) how audience and occasion affect artistic choices 
164.34  when composing and performing music; 
164.35     (3)  [THEATER.] 
164.36     (i) the components of theater: 
165.1      (A) elements, including plot, theme, character, language, 
165.2   sound, and spectacle; 
165.3      (B) forms (for example, tragedy, comedy, farce, or 
165.4   melodrama); 
165.5      (C) vocabulary; 
165.6      (D) styles (for example, romantic or classical); and 
165.7      (E) structures (for example, chronological or nonlinear); 
165.8      (ii) technical skills in the theater (for example, scenery 
165.9   or prop design); and 
165.10     (iii) how audience and occasion affect artistic choices in 
165.11  creation and performance in theater; or 
165.12     (4)  [VISUAL ARTS.] 
165.13     (i) the components of visual art: 
165.14     (A) elements, including color, line, shape, form, texture, 
165.15  and space; 
165.16     (B) principles (for example, repetition, contrast, or 
165.17  balance); 
165.18     (C) vocabulary; 
165.19     (D) styles (for example, abstract or impressionist); and 
165.20     (E) structures (for example, two dimensional or three 
165.21  dimensional); 
165.22     (ii) technical skills of visual arts (for example, 
165.23  selecting and using tools and techniques of the medium); and 
165.24     (iii) how audience and occasion affect artistic choices in 
165.25  creation of visual art. 
165.26     Subd. 3.  [PART B.] A student shall demonstrate the ability 
165.27  to: 
165.28     (1)  [DANCE.] 
165.29     (i) use artistic processes to create and perform in a 
165.30  variety of dance contexts; 
165.31     (ii) express and communicate ideas using the components of 
165.32  dance; 
165.33     (iii) use improvisation to generate ideas for artistic 
165.34  expression in dance; 
165.35     (iv) make and explain artistic choices in creating and 
165.36  performing dance; and 
166.1      (v) use feedback to revise both creation and performance of 
166.2   dance; 
166.3      (2)  [MUSIC.] 
166.4      (i) use artistic processes to create and perform in a 
166.5   variety of musical contexts; 
166.6      (ii) express and communicate ideas using the components of 
166.7   music; 
166.8      (iii) use improvisation and composition to generate ideas 
166.9   for artistic expression in music; 
166.10     (iv) make and explain artistic choices in composing and 
166.11  performing music; and 
166.12     (v) use feedback to revise musical creation or performance; 
166.13     (3)  [THEATER.] 
166.14     (i) use artistic processes to create and perform in a 
166.15  variety of theater contexts; 
166.16     (ii) express and communicate ideas using the components of 
166.17  theater; 
166.18     (iii) use improvisation to generate ideas for creating and 
166.19  performing in theater; 
166.20     (iv) make and explain artistic choices in creation and 
166.21  performance; and 
166.22     (v) use feedback to revise creation or performance in 
166.23  theater; or 
166.24     (4)  [VISUAL ARTS.] 
166.25     (i) use artistic processes to create in a variety of visual 
166.26  art contexts; 
166.27     (ii) express and communicate ideas using the components of 
166.28  visual arts; 
166.29     (iii) generate ideas for artistic expression in visual 
166.30  arts; 
166.31     (iv) make and explain artistic choices in creating visual 
166.32  art; and 
166.33     (v) use feedback to revise artistic expression in visual 
166.34  art. 
166.35     Sec. 5.  [ANALYSIS AND INTERPRETATION - HIGH SCHOOL.] 
166.36     Subdivision 1.  [PURPOSE.] Apply artistic process to 
167.1   analyze, interpret, and evaluate art works.  (Must be completed 
167.2   in literature.  This standard may be repeated in dance, media 
167.3   arts, music, theater, or visual arts as an elective.) 
167.4      Subd. 2.  [PART A.] A student shall demonstrate an 
167.5   understanding of: 
167.6      (1)  [DANCE.] 
167.7      (i) how a synthesis of the components of dance is used to 
167.8   define a work in dance: 
167.9      (A) elements, including action, space, time, and energy; 
167.10     (B) principles of choreography (for example, repetition, 
167.11  pattern, or unity); 
167.12     (C) vocabulary; 
167.13     (D) choreographic structures (for example, theme and 
167.14  variation); 
167.15     (E) styles (for example, tap, ballet, or modern); and 
167.16     (F) technical skills (for example, alignment, locomotor, or 
167.17  nonlocomotor movement); 
167.18     (ii) the similarities and differences among the styles and 
167.19  choreographic structures within dance; 
167.20     (iii) how the selection of criteria affects criticism of a 
167.21  dance creation, interpretation, or performance; and 
167.22     (iv) the connections between dance and other disciplines 
167.23  outside the arts (for example, mathematics, science, or 
167.24  history); 
167.25     (2)  [LITERATURE.] 
167.26     (i) how a synthesis of the components of literature is used 
167.27  to define a work of literature: 
167.28     (A) elements, including plot, character, setting, imagery, 
167.29  theme, point of view, and conflict; 
167.30     (B) principles (for example, balance or repetition); 
167.31     (C) vocabulary; 
167.32     (D) structural forms (for example, short story, novella, or 
167.33  prose poem); 
167.34     (E) styles (for example, classical, romantic, or gothic); 
167.35  and 
167.36     (F) technical skills (for example, organization or focus); 
168.1      (ii) the similarities and differences among the structural 
168.2   forms and styles within literature; 
168.3      (iii) how the selection of criteria affects literary 
168.4   criticism; and 
168.5      (iv) the connections between literature and other 
168.6   disciplines outside the arts (for example, mathematics, science, 
168.7   or history); 
168.8      (3)  [MEDIA ARTS.] 
168.9      (i) how a synthesis of the components of media arts is used 
168.10  to define a work in media arts: 
168.11     (A) elements, including image, sound, space, time, motion, 
168.12  and sequence; 
168.13     (B) principles (for example, repetition, unity, or 
168.14  contrast); 
168.15     (C) vocabulary; 
168.16     (D) structures (for example, chronological or spatial); 
168.17     (E) styles (for example, documentary, narrative, or 
168.18  abstract); and 
168.19     (F) technical skills (for example, selection and use of the 
168.20  tools of the medium); 
168.21     (ii) the similarities and differences among the structures 
168.22  and styles within media arts; 
168.23     (iii) how the selection of criteria affects criticism of a 
168.24  work in media arts; and 
168.25     (iv) the connections between media arts and other 
168.26  disciplines outside the arts (for example, mathematics, science, 
168.27  or history); 
168.28     (4)  [MUSIC.] 
168.29     (i) how a synthesis of the components of music is used to 
168.30  define a composition, interpretation, or performance in music: 
168.31     (A) elements, including melody, rhythm, harmony, dynamics, 
168.32  tone color, texture, and form; 
168.33     (B) vocabulary; 
168.34     (C) styles (for example, blues, jazz, or opera); 
168.35     (D) structures (for example, ABA); and 
168.36     (E) technical skills (for example, singing or playing 
169.1   instruments); 
169.2      (ii) the similarities and differences among the structures 
169.3   and styles within music; 
169.4      (iii) how the selection of criteria affects criticism of a 
169.5   musical composition, interpretation, or performance; and 
169.6      (iv) the connections between music and other disciplines 
169.7   outside the arts (for example, mathematics, science, or 
169.8   history); 
169.9      (5)  [THEATER.] 
169.10     (i) how a synthesis of the components of theater are used 
169.11  to define a work in theater: 
169.12     (A) elements, including plot, theme, character, language, 
169.13  sound, and spectacle; 
169.14     (B) forms (for example, tragedy, comedy, farce, or 
169.15  melodrama); 
169.16     (C) vocabulary; 
169.17     (D) styles (for example, romantic or classical); 
169.18     (E) structures (for example, chronological or nonlinear); 
169.19  and 
169.20     (F) technical skills (for example, scenery or prop design); 
169.21     (ii) the similarities and differences among the structures 
169.22  and styles within theater; 
169.23     (iii) how the selection of criteria affects criticism of a 
169.24  theater creation, interpretation, or performance; and 
169.25     (iv) the connections between theater and other disciplines 
169.26  outside the arts (for example, mathematics, science, or 
169.27  history); and 
169.28     (6)  [VISUAL ARTS.] 
169.29     (i) how a synthesis of the components of visual arts is 
169.30  used to define a work in visual art: 
169.31     (A) elements, including color, line, shape, form, texture, 
169.32  and space; 
169.33     (B) principles (for example, repetition, contrast, or 
169.34  balance); 
169.35     (C) vocabulary; 
169.36     (D) styles (for example, abstract or impressionist); 
170.1      (E) structures (for example, two dimensional or three 
170.2   dimensional); and 
170.3      (F) technical skills (for example, selecting and using 
170.4   tools and techniques of the medium); 
170.5      (ii) the similarities and differences among the structures 
170.6   and styles within visual arts; 
170.7      (iii) how the selection of criteria affects criticism of a 
170.8   work in visual arts; and 
170.9      (iv) the connections between visual arts and other 
170.10  disciplines outside the arts (for example, mathematics, science, 
170.11  or history). 
170.12     Subd. 3.  [PART B.] A student shall demonstrate the ability 
170.13  to: 
170.14     (1)  [DANCE.] 
170.15     (i) select criteria for evaluating the performances of 
170.16  original dances or the interpretations and performances of 
170.17  existing dances; 
170.18     (ii) analyze and interpret dance through its historical, 
170.19  cultural, or social context; 
170.20     (iii) support personal reactions to the performances of 
170.21  original dances or the interpretations and performances of 
170.22  existing dances using the components of dance; and 
170.23     (iv) articulate informed evaluations of performances of 
170.24  original dances or the interpretations and performances of 
170.25  existing dances using selected criteria; 
170.26     (2)  [LITERATURE.] 
170.27     (i) select criteria for evaluating literature; 
170.28     (ii) analyze and interpret literature through its 
170.29  historical, cultural, or social context; 
170.30     (iii) support personal reactions to literature using the 
170.31  components of literature; and 
170.32     (iv) articulate informed evaluations of literature using 
170.33  selected criteria; 
170.34     (3)  [MEDIA ARTS.] 
170.35     (i) select criteria for evaluating works in media arts; 
170.36     (ii) analyze and interpret media art through its 
171.1   historical, cultural, or social context; 
171.2      (iii) support personal reactions to media art works using 
171.3   the components of media arts; and 
171.4      (iv) articulate informed evaluations of media art works 
171.5   using selected criteria; 
171.6      (4)  [MUSIC.] 
171.7      (i) select criteria for evaluating the performances of 
171.8   original compositions or the interpretations and performances of 
171.9   existing compositions; 
171.10     (ii) analyze and interpret music through its historical, 
171.11  cultural, or social context; 
171.12     (iii) support personal reactions to performances of 
171.13  original compositions or the interpretations and performances of 
171.14  existing compositions using the components of music; and 
171.15     (iv) articulate informed evaluations of performances of 
171.16  original compositions or the interpretations and performances of 
171.17  existing compositions using selected criteria; 
171.18     (5)  [THEATER.] 
171.19     (i) select criteria for evaluating performances of original 
171.20  works or the interpretation and performance of existing works in 
171.21  theater; 
171.22     (ii) analyze and interpret theater through its historical, 
171.23  cultural, or social context; 
171.24     (iii) support personal reactions to original works or the 
171.25  interpretation and performance of existing works in theater 
171.26  using the components of theater; and 
171.27     (iv) articulate informed evaluations of original works or 
171.28  the interpretation and performance of existing works in theater 
171.29  using selected criteria; and 
171.30     (6)  [VISUAL ARTS.] 
171.31     (i) select criteria for evaluating visual art works; 
171.32     (ii) analyze and interpret visual art through its 
171.33  historical, cultural, or social context; 
171.34     (iii) support personal reactions to visual art works using 
171.35  the components of visual arts; and 
171.36     (iv) articulate informed evaluations of visual art works 
172.1   using selected criteria. 
172.2      Sec. 6.  [CREATION AND PERFORMANCE - HIGH SCHOOL.] 
172.3      Subdivision 1.  [PURPOSE.] Use artistic processes to create 
172.4   original or perform existing works of art.  (Must be completed 
172.5   in dance, media arts, music, theater, or visual arts.  May be 
172.6   completed in a different art form or in creative writing as an 
172.7   elective.) 
172.8      Subd. 2.  [PART A.] A student shall demonstrate an 
172.9   understanding of: 
172.10     (1)  [CREATIVE WRITING.] 
172.11     (i) the integration of components of creative writing: 
172.12     (A) elements, including plot, character, setting, imagery, 
172.13  theme, point of view, and conflict; 
172.14     (B) principles (for example, balance or repetition); 
172.15     (C) vocabulary; 
172.16     (D) structural forms (for example, short story, novella, or 
172.17  prose poem); 
172.18     (E) styles (for example, classical, romantic, or gothic); 
172.19  and 
172.20     (F) technical skills (for example, organization or focus); 
172.21  and 
172.22     (ii) the cultural, historical, or social contexts that 
172.23  influence the creation of the writing; 
172.24     (2)  [DANCE.] 
172.25     (i) the integration of components of dance: 
172.26     (A) elements, including action, space, time, and energy; 
172.27     (B) principles of choreography (for example, repetition, 
172.28  pattern, or unity); 
172.29     (C) vocabulary; 
172.30     (D) choreographic structures (for example, theme and 
172.31  variation); 
172.32     (E) styles (for example, tap, ballet, or modern); and 
172.33     (F) technical skills (for example, alignment, locomotor, or 
172.34  nonlocomotor movement); and 
172.35     (ii) the cultural, historical, or social contexts that 
172.36  influence the creation, interpretation, or performance of dance 
173.1   works; 
173.2      (3)  [MEDIA ARTS.] 
173.3      (i) the integration of components of media arts: 
173.4      (A) elements, including image, sound, space, time, motion, 
173.5   and sequence; 
173.6      (B) principles (for example, repetition, unity, or 
173.7   contrast); 
173.8      (C) vocabulary; 
173.9      (D) structures (for example, chronological or spatial); 
173.10     (E) styles (for example, documentary, narrative, or 
173.11  abstract); and 
173.12     (F) technical skills (for example, selection and use of the 
173.13  tools of the medium); and 
173.14     (ii) the cultural, historical, or social contexts that 
173.15  influence the creation of media arts; 
173.16     (4)  [MUSIC.] 
173.17     (i) the integration of components of music: 
173.18     (A) elements, including melody, rhythm, harmony, dynamics, 
173.19  tone color, texture, and form; 
173.20     (B) vocabulary; 
173.21     (C) styles (for example, blues, jazz, or opera); 
173.22     (D) structures (for example, ABA); and 
173.23     (E) technical skills (for example, singing or playing 
173.24  instruments); and 
173.25     (ii) the cultural, historical, or social contexts that 
173.26  influence the creation, interpretation, or performance of music; 
173.27     (5)  [THEATER.] 
173.28     (i) the integration of components of theater: 
173.29     (A) elements, including plot, theme, character, language, 
173.30  sound, and spectacle; 
173.31     (B) forms (for example, tragedy, comedy, farce, or 
173.32  melodrama); 
173.33     (C) vocabulary; 
173.34     (D) styles (for example, romantic or classical); 
173.35     (E) structures (for example, chronological or nonlinear); 
173.36  and 
174.1      (F) technical skills (for example, scenery or prop design); 
174.2   and 
174.3      (ii) the cultural, historical, or social contexts that 
174.4   influence creation, interpretation, or performance in theater; 
174.5   and 
174.6      (6)  [VISUAL ARTS.] 
174.7      (i) the integration of components of visual arts: 
174.8      (A) elements, including color, line, shape, form, texture, 
174.9   and space; 
174.10     (B) principles (for example, repetition, contrast, or 
174.11  balance); 
174.12     (C) vocabulary; 
174.13     (D) styles (for example, abstract or impressionist); 
174.14     (E) structures (for example, two dimensional or three 
174.15  dimensional); and 
174.16     (F) technical skills (for example, selecting and using 
174.17  tools and techniques of the medium); and 
174.18     (ii) the cultural, historical, or social contexts that 
174.19  influence creation of visual art. 
174.20     Subd. 3.  [PART B.] A student shall demonstrate the ability 
174.21  to: 
174.22     (1)  [CREATIVE WRITING.] 
174.23     (i) use artistic processes to create a single, complex work 
174.24  or multiple works in creative writing; 
174.25     (ii) generate and clarify artistic intent for writing; 
174.26     (iii) make decisions based on artistic intent; 
174.27     (iv) make choices based on analysis of audience and 
174.28  occasion for writing; and 
174.29     (v) revise writing using multiple sources of critique and 
174.30  feedback; 
174.31     (2)  [DANCE.] 
174.32     (i) use artistic processes to create an original or perform 
174.33  an existing single, complex work or multiple works in dance; 
174.34     (ii) use improvisation to generate original ideas for work 
174.35  in dance; 
174.36     (iii) make decisions based on artistic intent; 
175.1      (iv) make choices based on analysis of audience and 
175.2   occasion for dance; and 
175.3      (v) revise dance using multiple sources of critique and 
175.4   feedback; 
175.5      (3)  [MEDIA ARTS.] 
175.6      (i) use artistic processes to create a single, complex work 
175.7   or multiple works in media arts; 
175.8      (ii) generate and clarify artistic intent for work in media 
175.9   arts; 
175.10     (iii) make decisions based on artistic intent; 
175.11     (iv) make choices based on analysis of audience and 
175.12  occasion for media art work; and 
175.13     (v) revise media art work using multiple sources of 
175.14  critique and feedback; 
175.15     (4)  [MUSIC.] 
175.16     (i) use artistic processes to create an original or perform 
175.17  an existing single, complex work or multiple works in music; 
175.18     (ii) use improvisation to generate original ideas for music 
175.19  composition or performance; 
175.20     (iii) make decisions based on artistic intent; 
175.21     (iv) make choices based on analysis of audience and 
175.22  occasion for music composition, interpretation, or performance; 
175.23  and 
175.24     (v) revise music composition, interpretation, or 
175.25  performance using multiple sources of critique and feedback; 
175.26     (5)  [THEATER.] 
175.27     (i) use artistic processes to create an original or perform 
175.28  an existing single, complex work or multiple works in theater; 
175.29     (ii) use improvisation to generate original ideas for 
175.30  theater work; 
175.31     (iii) make decisions based on artistic intent; 
175.32     (iv) make choices based on analysis of audience and 
175.33  occasion for theater work; and 
175.34     (v) revise original creation or interpretation and 
175.35  performance of existing work in theater using multiple sources 
175.36  of critique and feedback; and 
176.1      (6)  [VISUAL ARTS.] 
176.2      (i) use artistic processes to create a single, complex work 
176.3   or multiple works in visual arts; 
176.4      (ii) generate and clarify artistic intent for work in 
176.5   visual art; 
176.6      (iii) make decisions based on artistic intent; 
176.7      (iv) make choices based on analysis of audience and 
176.8   occasion for work in visual art; and 
176.9      (v) revise visual art work using multiple sources of 
176.10  critique and feedback. 
176.11                             ARTICLE 15
176.12           ECONOMICS, TECHNOLOGY, AND SYSTEMS MANAGEMENT
176.13     Section 1.  [INTRODUCTION TO TECHNOLOGY - PRIMARY.] 
176.14     Subdivision 1.  [PURPOSE.] Exposure to the basic concepts 
176.15  of the technological world. 
176.16     Subd. 2.  [PART A.] A student shall demonstrate an 
176.17  understanding of: 
176.18     (1) technological world: 
176.19     (i) a definition of technology; 
176.20     (ii) the application of a variety of technologies in, for 
176.21  example, buildings, bicycles, or telephones; 
176.22     (iii) differences between natural and human-made worlds; 
176.23     (iv) how needs and wants encourage the development of 
176.24  technology; 
176.25     (v) how technology can supply more than one solution to a 
176.26  problem; and 
176.27     (vi) the interrelationship between basic technological 
176.28  systems and the interdependence of primary parts within a single 
176.29  system (for example, a bicycle is part of a transportation 
176.30  system and is made up of several subsystems such as steering, 
176.31  braking, and power); and 
176.32     (2) computer applications:  appropriate computer technology 
176.33  to access information and produce products. 
176.34     Subd. 3.  [PART B.] A student shall demonstrate the ability 
176.35  to: 
176.36     (1) technological world: 
177.1      (i) document positive and negative effects of the use of a 
177.2   technology from a social and environmental perspective; 
177.3      (ii) develop designs or invent solutions to address human 
177.4   needs and wants; 
177.5      (iii) construct a model of a solution using a design 
177.6   process; 
177.7      (iv) use tools, materials and equipment to explore medical 
177.8   technologies, agricultural and related biotechnologies, energy 
177.9   and power technologies, information and communication 
177.10  technologies, transportation technologies, manufacturing 
177.11  technologies, or construction technologies; and 
177.12     (v) explore and demonstrate how the parts of a specific 
177.13  technological system work; and 
177.14     (2) computer applications: 
177.15     (i) identify and use the basic parts of a computer system; 
177.16     (ii) gather information from electronic sources; and 
177.17     (iii) use software applications to produce products, 
177.18  including text and graphics appropriate for the purpose and 
177.19  audience. 
177.20     Sec. 2.  [TECHNOLOGY SKILLS - INTERMEDIATE.] 
177.21     Subdivision 1.  [PURPOSE.] Explore and apply technologies. 
177.22     Subd. 2.  [PART A.] A student shall demonstrate an 
177.23  understanding of: 
177.24     (1) technological world: 
177.25     (i) core technology concepts, including systems, resources, 
177.26  requirements, and processes; 
177.27     (ii) the interrelationship between systems and subsystems 
177.28  in technology (for example, a television as part of a 
177.29  communication system); 
177.30     (iii) parameters, including costs, materials, safety, and 
177.31  size constraints that must be considered in design; and 
177.32     (iv) the design process, including needs identification, 
177.33  task definition, information-seeking strategies, use of 
177.34  information, synthesis, and evaluation; and 
177.35     (2) computer applications:  appropriate computer technology 
177.36  to access, evaluate, and organize information to complete 
178.1   products. 
178.2      Subd. 3.  [PART B.] A student shall demonstrate the ability 
178.3   to: 
178.4      (1) technological world: 
178.5      (i) investigate and explain how technology has altered 
178.6   peoples' perceptions of the world; 
178.7      (ii) identify connections between human wants and needs and 
178.8   technological developments; 
178.9      (iii) troubleshoot in order to determine why something does 
178.10  not work; 
178.11     (iv) follow step-by-step directions to safely assemble or 
178.12  create a product; 
178.13     (v) correctly select and use tools; 
178.14     (vi) analyze a technical device in order to identify the 
178.15  system and subsystems; 
178.16     (vii) apply the design process to model, test, evaluate, 
178.17  and modify a design solution; and 
178.18     (viii) use multiple technologies to design a solution to a 
178.19  problem in a technology cluster, including medical technologies, 
178.20  agricultural and related biotechnologies, energy and power 
178.21  technologies, information and communication technologies, 
178.22  transportation technologies, manufacturing technologies, or 
178.23  construction technologies; and 
178.24     (2) computer applications: 
178.25     (i) gather, evaluate, and organize information from 
178.26  electronic sources; 
178.27     (ii) use software applications and peripheral devices to 
178.28  complete a project by selecting language, format and graphics, 
178.29  appropriate for the purpose and audience; 
178.30     (iii) select and appropriately use input devices/sources 
178.31  (for example, keyboard, voice recognition software, or 
178.32  electronic tablets to enter data); and 
178.33     (iv) select and appropriately use output devices (for 
178.34  example, monitors, printers, audio out and projectors) to 
178.35  communicate information to an audience. 
178.36     Sec. 3.  [GROUP RESOURCES - MIDDLE.] 
179.1      Subdivision 1.  [PURPOSE.] Manage resources as a team to 
179.2   produce a product or service. 
179.3      Subd. 2.  [PART A.] A student shall demonstrate an 
179.4   understanding of: 
179.5      (1) basic principles of teamwork, including communication 
179.6   skills, conflict resolution, and problem solving; 
179.7      (2) background information concerning the product or 
179.8   service to be produced; 
179.9      (3) basic design principles, technologies, materials, and 
179.10  processing of materials; and 
179.11     (4) how to manage resources as a team to produce a product 
179.12  or service, including human, material, and environmental. 
179.13     Subd. 3.  [PART B.] A student shall demonstrate the ability 
179.14  to: 
179.15     (1) identify a product or service to be produced as a team; 
179.16     (2) recognize and utilize each team member's skills and 
179.17  strengths; 
179.18     (3) create a plan for the design of the product or service 
179.19  and determine the resources and technologies needed to execute, 
179.20  review, and revise the plan based on available resources; 
179.21     (4) produce a model of a proposed product or service; 
179.22     (5) conduct a market survey of a proposed product or 
179.23  service; 
179.24     (6) evaluate and test a proposed product or service to 
179.25  determine the viability of the product (for example, 
179.26  cost-effectiveness of producing the product or service); 
179.27     (7) produce the product or service using appropriate 
179.28  technology; and 
179.29     (8) evaluate the effectiveness of a team in managing human 
179.30  and nonhuman resources. 
179.31     Sec. 4.  [TECHNOLOGY APPLICATIONS - MIDDLE.] 
179.32     Subdivision 1.  [PURPOSE.] Participate in the development 
179.33  or creation of a technological product. 
179.34     Subd. 2.  [PART A.] A student shall demonstrate 
179.35  understanding of: 
179.36     (1) technological world: 
180.1      (i) the usefulness of technology in everyday situations; 
180.2      (ii) core concepts of technology, including systems, 
180.3   resources, requirements, optimization and trade-offs, processes, 
180.4   and controls; 
180.5      (iii) the positive and negative impact of technology on 
180.6   society and the impact society has on the development of 
180.7   technology; 
180.8      (iv) the positive and negative impact that technological 
180.9   development has on the environment and the impact the 
180.10  environment has on the development of technology; 
180.11     (v) the role of design in developing useful products and 
180.12  systems; and 
180.13     (vi) how technology has changed the designed world, 
180.14  including medical technologies, agricultural and related 
180.15  biotechnologies, energy and power technologies, information and 
180.16  communication technologies, transportation technologies, 
180.17  manufacturing technologies, or construction technologies; and 
180.18     (2) computer applications:  identify the types of 
180.19  application software and explain their purpose or use. 
180.20     Subd. 3.  [PART B.] A student shall demonstrate the ability 
180.21  to: 
180.22     (1) technological world: 
180.23     (i) create or adapt a design for a useful product or 
180.24  system; 
180.25     (ii) prepare a design model for testing, evaluation, and 
180.26  modification of a product or system; 
180.27     (iii) identify the criteria, constraints, and resources 
180.28  necessary to produce a product or system; 
180.29     (iv) develop the procedures for producing a product or 
180.30  system, including automation, tooling, safety, and quality 
180.31  controls; 
180.32     (v) produce a product or system using appropriate 
180.33  technologies; 
180.34     (vi) evaluate the impact of the designed product or system 
180.35  on society and the environment; and 
180.36     (vii) identify the interrelationship of the designed 
181.1   product or system to other systems or subsystems; and 
181.2      (2) computer applications: 
181.3      (i) select application software types appropriate for 
181.4   specific tasks; 
181.5      (ii) select and apply the feature of software products (for 
181.6   example, galleries, templates, and macros); and 
181.7      (iii) use software applications, including word processing, 
181.8   multimedia, spreadsheets, and databases to produce products by 
181.9   selecting language, format, and graphics appropriate for the 
181.10  purpose and audience. 
181.11     Sec. 5.  [PERSONAL AND CONSUMER LITERACY - MIDDLE.] 
181.12     Subdivision 1.  [PURPOSE.] Understand the impact of various 
181.13  purchases and effectively manage personal and financial 
181.14  resources. 
181.15     Subd. 2.  [PART A.] A student shall demonstrate an 
181.16  understanding of: 
181.17     (1) the relationship between managing personal and 
181.18  financial resources and meeting goals or solving problems; 
181.19     (2) personal financial and nonfinancial resources, 
181.20  including time, money, energy, and skills; 
181.21     (3) factors that affect consumer decisions, including 
181.22  consumer rights and responsibilities, external influences, and 
181.23  the impact of purchases on household and local communities; and 
181.24     (4) the community and global impact of consumer decisions. 
181.25     Subd. 3.  [PART B.] A student shall demonstrate the ability 
181.26  to: 
181.27     (1) implement a decision-making process in authentic 
181.28  personal and consumer situations to reach a goal or solve a 
181.29  problem, process, including, but not limited to: 
181.30     (i) identifying an issue; 
181.31     (ii) identifying financial and nonfinancial resources 
181.32  relevant to the goal or problem; 
181.33     (iii) generating options or solutions; 
181.34     (iv) identifying consequences of each option or solution; 
181.35     (v) creating an action plan; and 
181.36     (vi) evaluating the plan; 
182.1      (2) examine personal and household spending habits over a 
182.2   period of time; 
182.3      (3) differentiate between wants and needs as they relate to 
182.4   available financial and nonfinancial resources and the impact 
182.5   they have on a total household budget; 
182.6      (4) access information concerning consumer products; 
182.7      (5) evaluate the quality of products or services; 
182.8      (6) describe how purchases affect the environment and local 
182.9   community, including waste disposal, recycling, and limited 
182.10  resources; 
182.11     (7) modify and implement the action plan; and 
182.12     (8) evaluate the effectiveness of the plan. 
182.13     Sec. 6.  [NATURAL AND MANAGED SYSTEMS - HIGH SCHOOL.] 
182.14     Subdivision 1.  [PURPOSE.] Investigate the interaction and 
182.15  interdependence of natural and managed systems. 
182.16     Subd. 2.  [PART A.] A student shall demonstrate an 
182.17  understanding of: 
182.18     (1) natural systems, including human impact on the 
182.19  ecosystems and environmental changes; 
182.20     (2) human managed systems, including micro and macro 
182.21  systems as they relate to bioengineering; 
182.22     (3) resource utilization within a system, including land, 
182.23  capital, and human resources; 
182.24     (4) economic value of local system as it relates to the 
182.25  surrounding systems; and 
182.26     (5) environmental impact of a system as it relates to the 
182.27  local ecosystems. 
182.28     Subd. 3.  [PART B.] A student shall demonstrate the ability 
182.29  to: 
182.30     (1) identify and explain the nature and scope of a natural 
182.31  and managed system; 
182.32     (2) develop a resource management plan involving natural 
182.33  and managed systems; 
182.34     (3) gather and synthesize the data necessary to properly: 
182.35     (i) evaluate the environmental impact of a human managed 
182.36  system; 
183.1      (ii) identify the interactive and interdependent 
183.2   relationship between natural and managed systems; 
183.3      (iii) prepare an environmental impact statement; 
183.4      (iv) analyze economic impact of a plan; and 
183.5      (v) identify alternative actions and relevant historical 
183.6   perspectives; 
183.7      (4) evaluate the interaction and interdependence of natural 
183.8   ecosystems and human managed systems detailing important system 
183.9   characteristic, including biological, physical, and human 
183.10  characteristics; and 
183.11     (5) communicate the resource management plan involving 
183.12  natural and managed systems to a jury of peers by simulating a 
183.13  public hearing and defending an evaluation of the proposed 
183.14  system. 
183.15     Sec. 7.  [PERSONAL AND FAMILY FINANCIAL MANAGEMENT AND 
183.16  INVESTMENT - HIGH SCHOOL.] 
183.17     Subdivision 1.  [PURPOSE.] Apply principles of personal and 
183.18  family resource management through informed decision making and 
183.19  use of appropriate technology. 
183.20     Subd. 2.  [PART A.] A student shall demonstrate an 
183.21  understanding of: 
183.22     (1) how consumer knowledge of the product, product 
183.23  standards, evaluation, and comparisons are combined to create 
183.24  informed consumer buying practices; 
183.25     (2) options, issues, and requirements related to meeting 
183.26  individual and family housing needs; 
183.27     (3) terminology used in private and public agencies, 
183.28  including, but not limited to, banking, investing, insurance, 
183.29  taxes, employment, and unemployment; 
183.30     (4) how financial and nonfinancial resources are managed by 
183.31  an individual or family unit, including budgeting, spending, 
183.32  saving, insurance, and investing; 
183.33     (5) how consumer decisions are affected by external 
183.34  influences (for example, media, peers, and technology); and 
183.35     (6) how individuals and families make informed financial 
183.36  decisions and the impact of those decisions on the local, 
184.1   national, and global economy and environment. 
184.2      Subd. 3.  [PART B.] A student shall demonstrate the ability 
184.3   to: 
184.4      (1) create a plan to make a major purchase by using 
184.5   consumer knowledge, product standards, and comparisons; 
184.6      (2) create and analyze a household budget and explain how 
184.7   financial decisions affect the budget; 
184.8      (3) prepare and explain personal federal and state income 
184.9   tax forms; 
184.10     (4) simulate and explain the process of acquiring housing; 
184.11     (5) apply a decision-making process to compare, contrast, 
184.12  and analyze options for banking, credit, insurance, and 
184.13  investing; 
184.14     (6) determine and apply appropriate technology (for 
184.15  example, financial software, spreadsheets, Web shopping, 
184.16  electronic banking, and Internet tools for investments) to 
184.17  personal and family financial and investment situations; and 
184.18     (7) explain and analyze the interrelated effect of the 
184.19  environmental and economic outcomes that are associated with 
184.20  consumer purchases. 
184.21     Sec. 8.  [BUSINESS MANAGEMENT - HIGH SCHOOL.] 
184.22     Subdivision 1.  [PURPOSE.] Apply the fundamentals of 
184.23  business management through informed decision making. 
184.24     Subd. 2.  [PART A.] A student shall demonstrate an 
184.25  understanding of: 
184.26     (1) business management fundamentals, including planning, 
184.27  organizing, leading/directing, evaluating/controlling, human 
184.28  resources, and communication; 
184.29     (2) management theories and procedures and their 
184.30  applications in the business environment, including banking 
184.31  services and forms of business organization; and 
184.32     (3) financial data in order to make short-term and 
184.33  long-term decisions, including interpreting the data shown on 
184.34  financial statements, risk management, and short-term and 
184.35  long-term financing. 
184.36     Subd. 3.  [PART B.] A student shall demonstrate the ability 
185.1   to: 
185.2      (1) apply personal management skills (for example, resource 
185.3   management, stress management, professional growth and 
185.4   development, communication skills, or relationship building) to 
185.5   function effectively and efficiently in a business environment; 
185.6      (2) evaluate a business code of ethics and identify the 
185.7   source of regulations that have resulted from unethical business 
185.8   practices; 
185.9      (3) analyze human resource functions (for example, 
185.10  recruitment and selection, employee development, employee 
185.11  evaluation, compensation, promotion benefits and incentives, 
185.12  separation and transition, labor relations, or work-related laws)
185.13  and their importance to an organization's successful operation; 
185.14     (4) utilize information and technology tools to conduct 
185.15  business effectively and efficiently (for example, select 
185.16  appropriate technology tools for specific business applications, 
185.17  information management, marketing, organizational or 
185.18  environmental costs, and analyzing the impact of an e-business 
185.19  on profitability); and 
185.20     (5) use service strategies to address customer needs. 
185.21     Sec. 9.  [FINANCIAL SYSTEMS - HIGH SCHOOL.] 
185.22     Subdivision 1.  [PURPOSE.] Analyze and apply financial 
185.23  systems, information, and basic accounting principles. 
185.24     Subd. 2.  [PART A.] A student shall demonstrate an 
185.25  understanding of: 
185.26     (1) basic accounting principles related to the accounting 
185.27  cycle; 
185.28     (2) the accounting process, including assets, liabilities, 
185.29  and owner's equity; 
185.30     (3) financial systems related to accounting, including 
185.31  finance, investment, and real estate; and 
185.32     (4) decision making related to financial systems. 
185.33     Subd. 3.  [PART B.] A student shall demonstrate the ability 
185.34  to: 
185.35     (1) apply generally accepted accounting principles to 
185.36  determine the value of assets, liabilities, and owner's equity; 
186.1      (2) prepare, interpret, and analyze financial statements 
186.2   using manual and computerized systems, including ratio analysis, 
186.3   comparative statements analysis, cost analysis, and trend 
186.4   analysis; 
186.5      (3) apply appropriate accounting principles to payroll, 
186.6   income taxation, managerial systems, and various forms of 
186.7   ownership; 
186.8      (4) create a report based on information obtained from data 
186.9   analysis, including selecting, interpreting and displaying data, 
186.10  and analyzing the effectiveness of past financial actions; and 
186.11     (5) recommend course of action based on conclusions of data 
186.12  analysis using data to drive decision-making strategies. 
186.13     Sec. 10.  [TECHNICAL SYSTEMS - HIGH SCHOOL.] 
186.14     Subdivision 1.  [PURPOSE.] Develop expertise in the design, 
186.15  diagnosis, and operation of technical systems to solve problems 
186.16  and extend human capabilities. 
186.17     Subd. 2.  [PART A.] A student shall demonstrate an 
186.18  understanding of: 
186.19     (1) the nature of technical systems, including the 
186.20  characteristics, scope, and core concepts of technology and the 
186.21  role technology plays within other fields; 
186.22     (2) social, cultural, environmental, economic, and 
186.23  political effects on technology; 
186.24     (3) the impacts of technology on society, culture, 
186.25  environment, economics, and politics; 
186.26     (4) design principles, invention, and innovation; and 
186.27     (5) the engineering systems model, including inputs, 
186.28  processes, outputs, and feedback. 
186.29     Subd. 3.  [PART B.] A student shall demonstrate the ability 
186.30  to: 
186.31     (1) select a specific technology cluster, including medical 
186.32  technologies, agricultural and related biotechnologies, energy 
186.33  and power technologies, information and communication 
186.34  technologies, transportation technologies, manufacturing 
186.35  technologies, or construction technologies and apply the 
186.36  engineering design process to: 
187.1      (i) propose a new or modified technological product, 
187.2   service, or system; 
187.3      (ii) build, test, and evaluate a prototype or model of the 
187.4   technological product, service, or system; 
187.5      (iii) identify the resources, requirements, optimizations 
187.6   and trade-offs, processes, and controls of the chosen 
187.7   technological system; 
187.8      (iv) investigate and analyze the inputs, processes, 
187.9   outputs, and feedback of the specific technological system; and 
187.10     (v) evaluate the relationship between the technological 
187.11  system and the environment and analyze other positive and 
187.12  negative effects of the system; and 
187.13     (2) analyze the relationship of macro and micro 
187.14  technological systems. 
187.15     Sec. 11.  [ECONOMIC SYSTEMS - HIGH SCHOOL.] 
187.16     Subdivision 1.  [PURPOSE.] Understand how individuals, 
187.17  households, businesses, and governments use scarce resources to 
187.18  satisfy unlimited wants and needs. 
187.19     Subd. 2.  [PART A.] A student shall demonstrate an 
187.20  understanding of: 
187.21     (1) the fundamental concepts of economics, including 
187.22  scarcity, opportunity cost, supply and demand, markets, economic 
187.23  growth, fiscal policy, monetary policy, and trade; 
187.24     (2) how individuals, households, businesses, and 
187.25  governments allocate scarce resources to satisfy unlimited wants 
187.26  and needs; 
187.27     (3) global, national, and local economic systems and how 
187.28  they interact; and 
187.29     (4) the impact of government decisions on economic systems. 
187.30     Subd. 3.  [PART B.] A student shall demonstrate the ability 
187.31  to: 
187.32     (1) apply economic concepts to a public issue; 
187.33     (2) analyze how changes in the economy affect individuals, 
187.34  households, business, government, and the environment; and 
187.35     (3) compare how decisions are made in different economic 
187.36  systems regarding what will be produced, how it will be 
188.1   produced, and for whom it will be produced. 
188.2                              ARTICLE 16
188.3     OPTIONAL:  HEALTH, PHYSICAL EDUCATION, AND CAREER AWARENESS
188.4      Section 1.  [PERSONAL HEALTH AND FITNESS - PRIMARY.] 
188.5      Subdivision 1.  [PURPOSE.] Understand and participate in 
188.6   activities that promote personal health, personal fitness, motor 
188.7   skills development, and develop an awareness of self and the 
188.8   world around them. 
188.9      Subd. 2.  [PART A.] A student shall demonstrate an 
188.10  understanding of: 
188.11     (1) health: 
188.12     (i) the relationship between personal behaviors and health 
188.13  promotion and disease prevention; 
188.14     (ii) basic health and personal hygiene practices; 
188.15     (iii) the essential concepts of nutrition and diet; 
188.16     (iv) safety rules and practices in home, school, or 
188.17  community (for example, bus, bicycle, fire, playground, car, or 
188.18  stranger safety); 
188.19     (v) self-awareness and interpersonal relationships; 
188.20     (vi) helpful and harmful substance; and 
188.21     (vii) structures and functions of body systems; 
188.22     (2) physical education and fitness; 
188.23     (i) at least one activity associated with each component of 
188.24  health-related physical fitness (for example, cardiovascular 
188.25  fitness - jogging; muscular strength - push-ups; muscular 
188.26  endurance - curl-ups; and flexibility - stretching); 
188.27     (ii) changes that occur in the body during vigorous 
188.28  physical activity (for example, sweating, increased heart rate, 
188.29  and heavy breathing); and 
188.30     (iii) safety principles in activity situations; and 
188.31     (3) self-awareness; 
188.32     (i) a sense of self and others; 
188.33     (ii) the concept of goal setting, including defining and 
188.34  identifying goals; 
188.35     (iii) how a step-by-step process relates to making choices; 
188.36  and 
189.1      (iv) requirements needed to perform daily tasks. 
189.2      Subd. 3.  [PART B.] A student shall demonstrate the ability 
189.3   to: 
189.4      (1) health: 
189.5      (i) apply a decision-making process to health issues and 
189.6   problems; 
189.7      (ii) practice and maintain good personal hygiene to enhance 
189.8   health; 
189.9      (iii) select foods to maintain good nutrition; 
189.10     (iv) recognize emergencies and respond appropriately; 
189.11     (v) identify and respond to feelings in appropriate ways; 
189.12  and 
189.13     (vi) use refusal skills to enhance health; 
189.14     (2) physical education and fitness: 
189.15     (i) work to improve health-enhancing fitness; 
189.16     (ii) participate in an established fitness program; 
189.17     (iii) use mature locomotor movements (for example, hopping, 
189.18  skipping, galloping, sliding, running, leaping, jumping, or 
189.19  walking); 
189.20     (iv) use nonlocomotor skills (for example, balancing on a 
189.21  variety of body parts, bending, stretching, twisting, swinging, 
189.22  swaying, flexing, or extending); 
189.23     (v) work cooperatively with another to complete an assigned 
189.24  task; 
189.25     (vi) apply rules, procedures, and safety practices with 
189.26  little or no reinforcement; and 
189.27     (vii) combine locomotor, nonlocomotor, and manipulative 
189.28  skills in patterns/sequences; and 
189.29     (3) self-awareness: 
189.30     (i) explore an awareness of one's self, relate 
189.31  appropriately to others, and explore roles in a changing world; 
189.32  and 
189.33     (ii) explore how tasks can be accomplished if broken down 
189.34  into small manageable steps and accomplished one step at a time. 
189.35     Sec. 2.  [PERSONAL HEALTH - INTERMEDIATE.] 
189.36     Subdivision 1.  [PURPOSE.] Use a decision-making model in 
190.1   daily life to promote personal health. 
190.2      Subd. 2.  [PART A.] A student shall demonstrate an 
190.3   understanding of: 
190.4      (1) the signs of abusive and harassing behaviors; 
190.5      (2) the effects of using drugs, alcohol, and tobacco; 
190.6      (3) strategies to prevent the spread of communicable 
190.7   diseases; 
190.8      (4) common safety hazards and their prevention at school, 
190.9   home, or in the community; 
190.10     (5) proper nutrition and healthy eating; 
190.11     (6) interpersonal communication skills (for example, 
190.12  listening skills, refusal skills, "I" messages, and conflict 
190.13  resolution); and 
190.14     (7) basic body systems and growth and development of the 
190.15  human body. 
190.16     Subd. 3.  [PART B.] A student shall demonstrate the ability 
190.17  to: 
190.18     (1) promote healthy behaviors (for example, nutrition, 
190.19  communication skills, community safety, recreation, sleep, and 
190.20  rest); 
190.21     (2) prevent or reduce the risk of unhealthy situations (for 
190.22  example, accidents, diseases, violence, abuse, harassment, 
190.23  drugs, alcohol, and tobacco); 
190.24     (3) analyze and select foods that contribute to a healthy 
190.25  diet; 
190.26     (4) demonstrate what to do in case of illness or injury; 
190.27     (5) analyze issues of safety at school, home, or in the 
190.28  community; and 
190.29     (6) recognize situations in daily life which require 
190.30  healthy decisions and apply a decision-making model. 
190.31     Sec. 3.  [PHYSICAL EDUCATION AND FITNESS - INTERMEDIATE.] 
190.32     Subdivision 1.  [PURPOSE.] Understand and participate in 
190.33  physical activities that develop motor skills and physical 
190.34  fitness. 
190.35     Subd. 2.  [PART A.] A student shall demonstrate an 
190.36  understanding of: 
191.1      (1) components of fitness, including cardiovascular 
191.2   fitness, muscular endurance, muscular strength, and flexibility; 
191.3      (2) components of various physical education activities, 
191.4   including: 
191.5      (i) rules; 
191.6      (ii) skills; 
191.7      (iii) strategies; 
191.8      (iv) etiquette; 
191.9      (v) procedures; and 
191.10     (vi) safety practices; and 
191.11     (3) stages of physical activity, including warm-up, 
191.12  workout, and cooldown. 
191.13     Subd. 3.  [PART B.] A student shall demonstrate the ability 
191.14  to: 
191.15     (1) plan and participate in a fitness program (for example, 
191.16  fitness fever or teacher-facilitated plan); 
191.17     (2) show evidence of health-enhancing physical fitness (for 
191.18  example, activity-level inventory, any state or national fitness 
191.19  assessment, log, or journal); 
191.20     (3) combine mature forms of basic manipulative, locomotor, 
191.21  and nonlocomotor skills in activity situations (for example, 
191.22  dribbles and passes a basketball to a moving receiver); and 
191.23     (4) apply rules, procedures, and etiquette that are safe 
191.24  and effective for specific activity situations. 
191.25     Sec. 4.  [CAREER AWARENESS - INTERMEDIATE.] 
191.26     Subdivision 1.  [PURPOSE.] Create an awareness of a variety 
191.27  of career opportunities.  Explore goal setting and a 
191.28  decision-making process as they relate to future choices. 
191.29     Subd. 2.  [PART A.] A student shall demonstrate an 
191.30  understanding of: 
191.31     (1) career fields and occupations within these fields, 
191.32  including agriculture and natural resources; arts, humanities, 
191.33  and communications; business, management, and administration; 
191.34  engineering, manufacturing, and technologies; health services; 
191.35  and human services; 
191.36     (2) how to define and set short- and long-term goals; 
192.1      (3) the connection between a person's choices and 
192.2   consequences and how they affect the world around them; and 
192.3      (4) the steps of a decision-making process and the 
192.4   importance of setting and achieving goals. 
192.5      Subd. 3.  [PART B.] A student shall demonstrate the ability 
192.6   to: 
192.7      (1) identify areas of personal interests, aptitudes, and 
192.8   abilities; 
192.9      (2) explore how academic achievement and involvement in 
192.10  extra-curricular, leisure, family, and community activities 
192.11  reflect personal interests, aptitudes and abilities, and affect 
192.12  future possibilities; 
192.13     (3) practice social skills and appropriate self-management 
192.14  techniques; 
192.15     (4) explore a variety of traditional and nontraditional 
192.16  careers utilizing community resources; and 
192.17     (5) apply a decision-making process as it relates to goal 
192.18  setting for future possibilities. 
192.19     Sec. 5.  [PERSONAL HEALTH AND NUTRITION - MIDDLE.] 
192.20     Subdivision 1.  [PURPOSE.] Make informed decisions based on 
192.21  valid information to promote personal health and nutrition. 
192.22     Subd. 2.  [PART A.] A student shall demonstrate an 
192.23  understanding of: 
192.24     (1) the impact of nutrition, including food selection, 
192.25  safety, eating and eating patterns, on health; 
192.26     (2) the consequences of using tobacco, alcohol, and drugs; 
192.27     (3) strategies for preventing accidents; 
192.28     (4) what to do in case of sudden illness or injury; 
192.29     (5) the health-related impact of environmental hazards; 
192.30     (6) signs and symptoms of health problems that affect 
192.31  adolescents physically, socially, and mentally; 
192.32     (7) sexual responsibility and the characteristics of 
192.33  healthy relationships; 
192.34     (8) strategies for preventing: 
192.35     (i) communicable diseases; 
192.36     (ii) HIV and sexually transmitted infections; and 
193.1      (iii) unintended pregnancy; 
193.2      (9) how health is influenced by the interaction of body 
193.3   systems; 
193.4      (10) where valid health information can be located at home, 
193.5   school, or in the community; and 
193.6      (11) the interrelationship of physical, mental, and social 
193.7   health during adolescence. 
193.8      Subd. 3.  [PART B.] A student shall demonstrate the ability 
193.9   to: 
193.10     (1) recognize and respond to abusive or harassing 
193.11  behaviors; 
193.12     (2) apply a decision-making process relative to health 
193.13  issues: 
193.14     (i) in light of personal goals; 
193.15     (ii) analyze internal and external influences on 
193.16  health-related decisions (for example, interests, 
193.17  likes/dislikes, self-esteem, risks, curiosity, 
193.18  communication/media, parents, peers, ethnicity, technology, 
193.19  society, and geography); 
193.20     (iii) consider valid health information and resources; and 
193.21     (iv) consider the impact on health promotion and disease 
193.22  prevention; 
193.23     (3) express needs and communicate effectively to enhance 
193.24  health, including refusal skills, negotiation skills, and 
193.25  conflict resolution skills; 
193.26     (4) use strategies to manage stress; 
193.27     (5) create and implement a nutritional health plan that 
193.28  includes: 
193.29     (i) dietary recommendations with respect to personal needs, 
193.30  including age, gender, and activity level for a specific person; 
193.31  and 
193.32     (ii) menus for a specified period of time; and 
193.33     (6) demonstrate and analyze food preparation and safety 
193.34  skills. 
193.35     Sec. 6.  [PHYSICAL EDUCATION AND FITNESS - MIDDLE.] 
193.36     Subdivision 1.  [PURPOSE.] Understand fitness planning, 
194.1   apply a decision-making process to achieve physical fitness, and 
194.2   participate in physical activities to develop motor skills. 
194.3      Subd. 2.  [PART A.] A student shall demonstrate an 
194.4   understanding of: 
194.5      (1) the benefits of daily participation in physical 
194.6   activities (for example, physical, mental, emotional, and social 
194.7   benefits); 
194.8      (2) the components of fitness planning: 
194.9      (i) assessment, including cardiovascular fitness, muscular 
194.10  endurance, muscular strength, and flexibility; 
194.11     (ii) goal setting; 
194.12     (iii) implementation of FITT strategies, including 
194.13  frequency, intensity, time, and type of activities; 
194.14     (iv) reassessment, including cardiovascular fitness, 
194.15  muscular endurance, muscular strength, and flexibility; 
194.16     (v) analysis of progress; and 
194.17     (vi) evaluation of the proposed plan; 
194.18     (3) critical elements of movement skills (for example, 
194.19  overhand throw, backswing, force phase, follow through); 
194.20     (4) rules, skills, strategies, and etiquette required for 
194.21  three or more of the following: 
194.22     (i) individual activities; 
194.23     (ii) dual activities; 
194.24     (iii) team activities; 
194.25     (iv) dance/rhythmic activities; or 
194.26     (v) outdoor activities; and 
194.27     (5) the benefits and role of rules, procedures, safe 
194.28  practice, ethical behavior, and positive social interaction in 
194.29  physical activity settings. 
194.30     Subd. 3.  [PART B.] A student shall demonstrate the ability 
194.31  to: 
194.32     (1) design and implement a fitness plan (for example, 
194.33  logging, journaling, making diary notes, charts, spreadsheets, 
194.34  or graphs); 
194.35     (2) participate in health-enhancing physical fitness 
194.36  activities, including those that develop and maintain: 
195.1      (i) cardiovascular fitness; 
195.2      (ii) muscular endurance; 
195.3      (iii) muscular strength; and 
195.4      (iv) flexibility; 
195.5      (3) analyze the effectiveness of the plan by comparing the 
195.6   preplan and postplan fitness levels; 
195.7      (4) perform competently in a variety of movements, 
195.8   including three of the following: 
195.9      (i) individual activities; 
195.10     (ii) dual activities; 
195.11     (iii) team activities; 
195.12     (iv) dance/rhythmic activities; or 
195.13     (v) outdoor activities; and 
195.14     (5) reflect on the benefits and role of rules, procedures, 
195.15  safe practice, ethical behavior, and positive social interaction 
195.16  in physical activity settings. 
195.17     Sec. 7.  [CAREER EXPLORATION - MIDDLE.] 
195.18     Subdivision 1.  [PURPOSE.] Explore career options to make 
195.19  informed decisions concerning future possibilities. 
195.20     Subd. 2.  [PART A.] A student shall demonstrate an 
195.21  understanding of: 
195.22     (1) a variety of occupations within career fields and 
195.23  employment trends and career data for those occupations; 
195.24     (2) how interests, attributes, aptitudes, and academic 
195.25  achievement relate to different occupations and careers and how 
195.26  they relate to personal career choices; 
195.27     (3) job readiness skills and their importance in the work 
195.28  place; and 
195.29     (4) career and education options to make informed decisions 
195.30  for future life choices. 
195.31     Subd. 3.  [PART B.] A student shall demonstrate the ability 
195.32  to: 
195.33     (1) determine personal interests, aptitudes, and abilities; 
195.34     (2) research, compare and contrast, and evaluate 
195.35  information on a variety of traditional and nontraditional 
195.36  careers and how they relate to their interests, aptitudes, and 
196.1   abilities; 
196.2      (3) investigate a career through authentic situations (for 
196.3   example, job shadowing, interviewing, volunteering, or community 
196.4   service); 
196.5      (4) apply a decision-making process to career choices based 
196.6   on the relationship among educational options, employment 
196.7   trends, and academic achievement; 
196.8      (5) create a portfolio, including an educational plan, 
196.9   interest inventories, letters of recommendation, and documented 
196.10  experiences; and 
196.11     (6) describe how career choices affect personal, family, 
196.12  and community life. 
196.13     Sec. 8.  [INDIVIDUAL AND COMMUNITY HEALTH - HIGH SCHOOL.] 
196.14     Subdivision 1.  [PURPOSE.] Make informed decisions based on 
196.15  accurate information in order to promote individual and 
196.16  community health. 
196.17     Subd. 2.  [PART A.] A student shall demonstrate an 
196.18  understanding of: 
196.19     (1) Individual behaviors and community health practices 
196.20  that: 
196.21     (i) promote healthful nutrition and dietary practices; 
196.22     (ii) promote physical fitness; 
196.23     (iii) promote mental and emotional health; 
196.24     (iv) prevent tobacco use; 
196.25     (v) prevent drug and alcohol use; 
196.26     (vi) prevent intentional and unintentional injuries; 
196.27     (vii) prevent HIV and sexually transmitted diseases; and 
196.28     (viii) prevent unintentional pregnancies; 
196.29     (2) how to advocate for personal, family, and community 
196.30  health; 
196.31     (3) how to identify health products, services, and 
196.32  information that reduce risks and promote health; and 
196.33     (4) how decisions and health practices in the following 
196.34  areas impact one another:  nutrition, physical fitness, mental 
196.35  and emotional health, tobacco, drug, and alcohol use, 
196.36  intentional and unintentional injuries, HIV and sexually 
197.1   transmitted diseases, and unintentional pregnancies. 
197.2      Subd. 3.  [PART B.] A student shall demonstrate the ability 
197.3   to: 
197.4      (1) assess and identify individual or community health 
197.5   needs; 
197.6      (2) evaluate an individual or community health assessment 
197.7   to develop goals and strategies for health enhancement and risk 
197.8   reduction; 
197.9      (3) implement goals and strategies to improve or maintain 
197.10  individual or community health; 
197.11     (4) evaluate the impact of the goals and strategies on 
197.12  health promotion and disease prevention/risk reduction; 
197.13     (5) evaluate the validity of health information, products, 
197.14  and services, which prevent disease and promote health; 
197.15     (6) analyze how health maintenance and disease prevention 
197.16  decisions are influenced by media, technological advancements, 
197.17  interpersonal communication skills, immediate and long-term risk 
197.18  factors, and culture; 
197.19     (7) evaluate the impact of decisions on individual, family, 
197.20  and community health; 
197.21     (8) apply effective communication/refusal skills as they 
197.22  relate to responsible decision making; and 
197.23     (9) design and conduct an in-depth study of an individual 
197.24  or community health need using one of the following high school 
197.25  inquiry standards: 
197.26     (i) research process; or 
197.27     (ii) issue analysis; or 
197.28     (iii) case study. 
197.29     Sec. 9.  [PHYSICAL EDUCATION AND FITNESS - HIGH SCHOOL.] 
197.30     Subdivision 1.  [PURPOSE.] Understand training and movement 
197.31  principles, apply decision-making processes to develop and 
197.32  implement a plan to achieve fitness, and participate in fitness 
197.33  activities. 
197.34     Subd. 2.  [PART A.] A student shall demonstrate an 
197.35  understanding of: 
197.36     (1) the principles of training necessary to achieve 
198.1   fitness; 
198.2      (2) the critical elements and the biomechanical concepts 
198.3   and principles of movement skills; and 
198.4      (3) the procedures, including safe practices, rules, 
198.5   etiquette, and strategies associated with physical activities. 
198.6      Subd. 3.  [PART B.] A student shall demonstrate the ability 
198.7   to: 
198.8      (1) use a decision-making process to select appropriate 
198.9   physical activities to achieve fitness by designing, 
198.10  implementing, and evaluating a health-enhancing fitness plan, 
198.11  which includes: 
198.12     (i) establishing current levels of cardiovascular fitness, 
198.13  muscular endurance, muscular strength, and flexibility; 
198.14     (ii) setting personal goals for: 
198.15     (A) physical fitness, including cardiovascular fitness, 
198.16  muscular endurance, muscular strength, and flexibility; and 
198.17     (B) health enhancement (for example, stress management, 
198.18  nutrition, and enjoyment); 
198.19     (iii) selecting training strategies using the following 
198.20  principles: 
198.21     (A) FITT principle, including frequency, intensity, time, 
198.22  and types of activities; 
198.23     (B) principle of overload; 
198.24     (C) principle of progression; and 
198.25     (D) principle of specificity; 
198.26     (iv) implementing and monitoring the plan, including 
198.27  logging activities and making adjustments to the plan; 
198.28     (v) reassessing levels of cardiovascular fitness, muscular 
198.29  endurance, muscular strength, and flexibility; and 
198.30     (vi) analyzing and evaluating the effectiveness of the plan 
198.31  in helping to achieve fitness; and 
198.32     (2) proficiently perform skills in: 
198.33     (i) an aerobic activity; 
198.34     (ii) at least two other physical fitness 
198.35  activities/movement forms; and 
198.36     (iii) analyze a movement skill for improved performance 
199.1   using critical skill elements and biomechanical concepts and 
199.2   principles. 
199.3      Sec. 10.  [CAREER INVESTIGATION - HIGH SCHOOL.] 
199.4      Subdivision 1.  [PURPOSE.] Investigate career choices 
199.5   through informed decision making. 
199.6      Subd. 2.  [PART A.] A student shall demonstrate an 
199.7   understanding of: 
199.8      (1) how employment trends, industry standards, career data, 
199.9   academic achievement, and technology affect career choices in 
199.10  relationship to life goals and personal attributes; 
199.11     (2) how appropriate work-based behaviors contribute to job 
199.12  success; and 
199.13     (3) how systems thinking can be used to evaluate and 
199.14  analyze how the workplace affects and interacts with the 
199.15  community and how they, in turn, affect an individual worker. 
199.16     Subd. 3.  [PART B.] A student shall demonstrate the ability 
199.17  to: 
199.18     (1) investigate a specific traditional or nontraditional 
199.19  career choice by analyzing personal interests, abilities, and 
199.20  strengths; 
199.21     (2) investigate a career through research and an authentic 
199.22  experience using multiple resources (for example, internships, 
199.23  mentorship, apprenticeship, job shadowing, interviews, 
199.24  volunteering, or community placement); 
199.25     (3) explore and research a postsecondary program that meets 
199.26  a career preparation goal (for example, postsecondary 
199.27  educational institution visits, military options, on-line 
199.28  searches, career fairs, or college fairs); 
199.29     (4) analyze how a specific career choice affects personal, 
199.30  family, and community life; 
199.31     (5) analyze the implication of the changing workplace on a 
199.32  specific career choice, including future skill development, 
199.33  personal growth, and developments in technology; 
199.34     (6) establish a career action plan incorporating a 
199.35  decision-making process as it relates to career and life goals; 
199.36  and 
200.1      (7) establish and evaluate the contents of a portfolio of 
200.2   job-seeking and placement documents, including a resume, cover 
200.3   letter, letters of recommendation, follow-up letter, and career 
200.4   action plan. 
200.5      Sec. 11.  [OCCUPATIONAL EXPERIENCE - HIGH SCHOOL.] 
200.6      Subdivision 1.  [PURPOSE.] Experience authentic work 
200.7   situations and apply informed decision making to solve problems 
200.8   at the work site. 
200.9      Subd. 2.  [PART A.] A student shall demonstrate an 
200.10  understanding of: 
200.11     (1) current and future employment trends in a selected 
200.12  career field, including projected growth rate, percentage of 
200.13  traditional versus nontraditional employees, and use of new 
200.14  technologies; 
200.15     (2) technical information, skills, and work-based behaviors 
200.16  required for a specific employment opportunity, including 
200.17  academic skills, communication skills, interpersonal skills, 
200.18  personal qualities, and thinking skills; 
200.19     (3) all aspects of an industry, including planning, 
200.20  management, finances, technical and productions skills, 
200.21  principles of technology, labor and community issues, health and 
200.22  safety issues, environmental issues, and personal work habits; 
200.23  and 
200.24     (4) current work-related laws and how they affect the 
200.25  employee, employer, and work environment. 
200.26     Subd. 3.  [PART B.] A student shall demonstrate the ability 
200.27  to: 
200.28     (1) evaluate and analyze personal strengths, experiences, 
200.29  interests, and learning styles and how they relate to career 
200.30  choices; 
200.31     (2) create a portfolio of job-seeking and placement 
200.32  documents, including the application, cover letter, resume, 
200.33  letters of recommendation, interviewing, and follow-up letter; 
200.34     (3) apply job-seeking skills through an authentic hiring 
200.35  process experience; 
200.36     (4) revise, implement, and maintain an educational plan to 
201.1   support career goals; 
201.2      (5) apply a decision-making process to handle challenging 
201.3   situations as they occur at the workplace; 
201.4      (6) analyze and evaluate conflicts and apply 
201.5   problem-solving strategies in work relationships, including 
201.6   employer-employee, coworker, and customer-client situations; 
201.7      (7) identify and evaluate how technology, employee 
201.8   knowledge, and skills contribute to production of a product, 
201.9   service, or process on the job; and 
201.10     (8) evaluate performance and work-based behaviors according 
201.11  to standards and expectations of the employer and personal job 
201.12  goals. 
201.13                             ARTICLE 17
201.14                        INQUIRY AND RESEARCH
201.15     Section 1.  [OBSERVATION AND INVESTIGATION - PRIMARY.] 
201.16     Subdivision 1.  [PURPOSE.] Gather, record, and display 
201.17  information to answer a question. 
201.18     Subd. 2.  [PART A.] A student shall demonstrate an 
201.19  understanding of: 
201.20     (1) categorizing and classifying of information; and 
201.21     (2) methods for recording and displaying information. 
201.22     Subd. 3.  [PART B.] A student shall demonstrate the ability 
201.23  to: 
201.24     (1) gather information from media sources, direct 
201.25  observation, interviews and experiments, or investigation to 
201.26  answer a question; 
201.27     (2) record the gathered information; 
201.28     (3) categorize and classify information; 
201.29     (4) display the gathered information; and 
201.30     (5) explain the answer to the question. 
201.31     Sec. 2.  [OBSERVATION AND INVESTIGATION - INTERMEDIATE.] 
201.32     Subdivision 1.  [PURPOSE.] Gather, record, and display 
201.33  information to answer a question. 
201.34     Subd. 2.  [PART A.] A student shall demonstrate an 
201.35  understanding of: 
201.36     (1) the effect of changing one variable in an investigation 
202.1   or experiment; 
202.2      (2) framing a question; and 
202.3      (3) the difference between primary and secondary sources. 
202.4      Subd. 3.  [PART B.] A student shall demonstrate the ability 
202.5   to: 
202.6      (1) select a topic and frame a question, gather information 
202.7   from media sources, observation, and interviews; 
202.8      (2) select information from print and electronic media; 
202.9      (3) conduct an observation and write a detailed 
202.10  description; 
202.11     (4) conduct an interview with follow-up questions or design 
202.12  and conduct a survey; 
202.13     (5) record and organize information and report findings; 
202.14  and 
202.15     (6) evaluate findings to identify areas for further 
202.16  investigation. 
202.17     Sec. 3.  [DIRECT OBSERVATION - MIDDLE.] 
202.18     Subdivision 1.  [PURPOSE.] Gather, record, and display 
202.19  information to answer a scientific or social science question 
202.20  through direct observation. 
202.21     Subd. 2.  [PART A.] A student shall demonstrate an 
202.22  understanding of methods of primary research techniques, 
202.23  including: 
202.24     (1) observations; 
202.25     (2) interviews; 
202.26     (3) surveys; and 
202.27     (4) questionnaires. 
202.28     Subd. 3.  [PART B.] A student shall demonstrate the ability 
202.29  to: 
202.30     (1) select a topic and frame a question; 
202.31     (2) collect, record, and organize data gathered through 
202.32  primary research techniques; 
202.33     (3) use direct observation to: 
202.34     (i) collect, organize, and record data; and 
202.35     (ii) look for patterns in observable data; and 
202.36     (4) display data in written, oral, visual, or electronic 
203.1   format to: 
203.2      (i) compare findings to other findings on the topic; 
203.3      (ii) relate findings to other situations; 
203.4      (iii) answer a question or present a position using data; 
203.5      (iv) identify areas for further study; and 
203.6      (v) evaluate the question based on findings. 
203.7      Sec. 4.  [SOCIAL SCIENCE PROCESSES - HIGH SCHOOL.] 
203.8      A student shall access sources of social science 
203.9   information and data to: 
203.10     (1) formulate a question about an historical event, issue, 
203.11  or interpretation of a concept; 
203.12     (2) create a plan for collecting and interpreting data; 
203.13     (3) evaluate a research problem for feasibility; 
203.14     (4) gather information through the primary research 
203.15  techniques of observations, interviews, surveys, or experiments; 
203.16  and 
203.17     (5) discuss research findings, including describing issues; 
203.18  describing the findings from a survey of literature; presenting 
203.19  primary data; identifying bias and context of data or findings; 
203.20  examining how the time period and location of data source affect 
203.21  the data; examining limitations of the investigation, research 
203.22  process, or findings; and formulating possibilities for further 
203.23  research. 
203.24     Sec. 5.  [RESEARCH PROCESS - HIGH SCHOOL.] 
203.25     Subdivision 1.  [PURPOSE.] Ask a question and investigate a 
203.26  variety of resources to answer or provide information for a 
203.27  discussion of the question. 
203.28     Subd. 2.  [PART A.] Students will demonstrate an 
203.29  understanding of: 
203.30     (1) primary research techniques, including quantitative and 
203.31  qualitative observations, structured and unstructured 
203.32  interviews, surveys, and questionnaires; 
203.33     (2) secondary sources (for example, reference books, the 
203.34  Internet, textbooks, and biographies); and 
203.35     (3) appropriate methods of data collection. 
203.36     Subd. 3.  [PART B.] Students shall demonstrate the ability 
204.1   to: 
204.2      (1) generate a clearly defined researchable question with 
204.3   subquestions; 
204.4      (2) evaluate the research question for feasibility; 
204.5      (3) create a plan for collecting and interpreting data; 
204.6      (4) gather background information based on a survey of 
204.7   related literature from a variety of sources, including: 
204.8      (i) identifying key issues; and 
204.9      (ii) identifying relevant historical and contextual 
204.10  information; 
204.11     (5) collect, interpret, and evaluate primary data, 
204.12  including: 
204.13     (i) quantitative and qualitative observations; 
204.14     (ii) structured and unstructured interviews; 
204.15     (iii) surveys; and 
204.16     (iv) questionnaires; and 
204.17     (6) communicate research findings through appropriate 
204.18  formats (for example, abstract writing, poster display, or 
204.19  informational video), including: 
204.20     (i) stating the research question; 
204.21     (ii) sharing findings from the survey of literature; 
204.22     (iii) presenting primary data; 
204.23     (iv) interpreting and analyzing information; 
204.24     (v) identifying limitations of the investigation, bias, and 
204.25  context of data and findings; and 
204.26     (vi) describing possibilities for further research. 
204.27     Sec. 6.  [ACCESSING INFORMATION - MIDDLE LEVEL.] 
204.28     Subdivision 1.  [PURPOSE.] Access information to answer a 
204.29  question or support a position. 
204.30     Subd. 2.  [PART A.] A student shall demonstrate an 
204.31  understanding of: 
204.32     (1) methods of recording and organizing information; and 
204.33     (2) synthesizing information from primary and secondary 
204.34  sources. 
204.35     Subd. 3.  [PART B.] A student shall demonstrate the ability 
204.36  to: 
205.1      (1) generate a question to be investigated or a position to 
205.2   be supported; 
205.3      (2) access and use a variety of sources, including 
205.4   electronic media, to answer a question or support a position; 
205.5      (3) determine how to record and organize information; 
205.6      (4) evaluate the relevance of information found in sources; 
205.7   and 
205.8      (5) synthesize information to answer a question or support 
205.9   a position. 
205.10     Sec. 7.  [MATHEMATICS RESEARCH - HIGH SCHOOL.] 
205.11     Subdivision 1.  [PURPOSE.] Gather and analyze information 
205.12  on mathematics topic. 
205.13     Subd. 2.  [PART A.] A student shall demonstrate an 
205.14  understanding of the basic process of making generalizations. 
205.15     Subd. 3.  [PART B.] A student shall demonstrate the ability 
205.16  to design and conduct an investigation of a mathematics topic, 
205.17  including: 
205.18     (1) selecting and refining a topic through research; 
205.19     (2) making generalizations about the topic; 
205.20     (3) documenting insights gained during the investigation; 
205.21     (4) connecting new concepts to familiar mathematical ideas; 
205.22     (5) using mathematical properties to support a conclusion; 
205.23  and 
205.24     (6) communicating findings for an audience outside of 
205.25  mathematics. 
205.26     Sec. 8.  [ISSUE ANALYSIS - HIGH SCHOOL.] 
205.27     Subdivision 1.  [PURPOSE.] Analyze multiple perspectives on 
205.28  an issue and synthesize the findings. 
205.29     Subd. 2.  [PART A.] A student shall demonstrate an 
205.30  understanding of: 
205.31     (1) multiple perspectives of an issue; and 
205.32     (2) possible bias in information gathering. 
205.33     Subd. 3.  [PART B.] A student shall demonstrate the ability 
205.34  to research an issue and evaluate the positions and possible 
205.35  solutions to the issue, including: 
205.36     (1) gathering information on an issue; 
206.1      (2) examining information and the process used in 
206.2   collecting information for bias; 
206.3      (3) identifying points of view, areas of conflict, and 
206.4   points of possible compromise or agreement among groups on the 
206.5   issue; 
206.6      (4) evaluating the positions held, the proposed solutions, 
206.7   and project consequences; 
206.8      (5) identifying motives of groups; and 
206.9      (6) determining feasibility of resolution. 
206.10     Sec. 9.  [RECORDERS OF HISTORY - HIGH SCHOOL.] 
206.11     Subdivision 1.  [PURPOSE.] Understand that history is 
206.12  written from the perspective of the historian. 
206.13     Subd. 2.  [PART A.] The student shall demonstrate an 
206.14  understanding of: 
206.15     (1) perspective and bias as they relate to recording 
206.16  historical events; and 
206.17     (2) how historical accounts may differ based on the 
206.18  availability and use of sources, societal influences on the 
206.19  writer, and the purpose of the account. 
206.20     Subd. 3.  [PART B.] The student shall demonstrate the 
206.21  ability to: 
206.22     (1) analyze two accounts of the same historical event 
206.23  written in different times and explain differences in terms of: 
206.24     (i) availability and use of sources; and 
206.25     (ii) societal influences on the writer and the purpose of 
206.26  the account; and 
206.27     (2) determine the validity of the primary sources used in 
206.28  the writing of an event in history, including factors that 
206.29  influence the recorder of the event. 
206.30     Sec. 10.  [CASE STUDY - HIGH SCHOOL.] 
206.31     Subdivision 1.  [PURPOSE.] Use observation and theory to 
206.32  study natural systems, human interaction, learning, or 
206.33  development. 
206.34     Subd. 2.  [PART A.] A student shall demonstrate an 
206.35  understanding of: 
206.36     (1) theories of human behavior, learning, or development; 
207.1      (2) methods and techniques of primary research, including 
207.2   interviews, observations, surveys, and questionnaires; and 
207.3      (3) legal and ethical issues related to research, including 
207.4   copyright laws, access to property, and the use of human or 
207.5   other subjects. 
207.6      Subd. 3.  [PART B.] A student shall demonstrate the ability 
207.7   to; 
207.8      (1) refine a topic into a clear statement of a research 
207.9   problem with subproblems; 
207.10     (2) create a plan for collecting data, including: 
207.11     (i) evaluating feasibility; and 
207.12     (ii) establishing a process for conducting observations and 
207.13  recording descriptions; 
207.14     (3) gather and analyze data; and 
207.15     (4) communicate findings, including: 
207.16     (i) describing key scenes, people, dialogue, or places from 
207.17  observations; 
207.18     (ii) comparing finding to theories of human interaction, 
207.19  learning, or development; and 
207.20     (iii) identifying implications for further study. 
207.21     Sec. 11.  [RESEARCH AND CREATE A BUSINESS PLAN - HIGH 
207.22  SCHOOL.] 
207.23     Subdivision 1.  [PURPOSE.] A student shall develop and 
207.24  implement a plan to start a business or organization. 
207.25     Subd. 2.  [PART A.] A student shall demonstrate an 
207.26  understanding of: 
207.27     (1) the scientific, economic, marketing, and sales 
207.28  principles relevant to the type of business chosen; 
207.29     (2) the function of a business or organization functions 
207.30  within the larger economic system; and 
207.31     (3) the potential impact of a business or organization on 
207.32  people and communities. 
207.33     Subd. 3.  [PART B.] A student shall demonstrate the ability 
207.34  to: 
207.35     (1) gather and record information, including: 
207.36     (i) researching and tracking markets; 
208.1      (ii) using appropriate technology, including, but not 
208.2   limited to, computers, and telecommunications satellite 
208.3   technology; and 
208.4      (iii) recording the data; 
208.5      (2) develop a business plan, including: 
208.6      (i) conducting a feasibility study; 
208.7      (ii) producing a cost/benefit assessment, including human 
208.8   resources; and 
208.9      (iii) identifying alternative solutions to problems; and 
208.10     (3) implement an actual or simulated business plan, 
208.11  including: 
208.12     (i) communicating information regarding decisions; 
208.13     (ii) applying human relations skills; 
208.14     (iii) applying relevant/useful mechanical and technical 
208.15  skills; 
208.16     (iv) using marketing and sales techniques; 
208.17     (v) integrating economic, marketing, sales, and technical 
208.18  aspects with sound environmental practices; and 
208.19     (vi) analyzing the effectiveness of the plan. 
208.20     Sec. 12.  [HISTORY THROUGH ARTS AND CULTURE - HIGH SCHOOL.] 
208.21     Subdivision 1.  [PURPOSE.] Apply an inquiry process to an 
208.22  art form, theme, or idea to understand historical framework and 
208.23  cultural context. 
208.24     Subd. 2.  [PART A.] A student shall demonstrate an 
208.25  understanding of: 
208.26     (1) the influence of cultural contexts within an art form, 
208.27  theme, or idea; and 
208.28     (2) the concept of historical periods, including, but not 
208.29  limited to, major events, conflicts, and leaders. 
208.30     Subd. 3.  [PART B.] A student shall demonstrate the ability 
208.31  to: 
208.32     (1) gather information to analyze the development of a 
208.33  selected art form, idea, or theme; 
208.34     (2) select, describe, and interpret works of art that 
208.35  represent historical periods and development of the art form, 
208.36  theme, or idea; and 
209.1      (3) analyze and interpret the development in the selected 
209.2   art form, theme, or idea in terms of cultural contexts for each 
209.3   historical period, including, but not limited to, architecture, 
209.4   technology, dominant philosophies, daily life, and social 
209.5   customs. 
209.6      Sec. 13.  [PRODUCT DEVELOPMENT - HIGH SCHOOL.] 
209.7      Subdivision 1.  [PURPOSE.] Research, develop, and/or test a 
209.8   product. 
209.9      Subd. 2.  [PART A.] A student shall demonstrate an 
209.10  understanding of: 
209.11     (1) purpose and methods of market research; 
209.12     (2) characteristics of specific materials and technologies; 
209.13     (3) impact of the use of specific materials and 
209.14  technologies; and 
209.15     (4) materials processing and/or design techniques. 
209.16     Subd. 3.  [PART B.] A student shall demonstrate the ability 
209.17  to create or test a product, including: 
209.18     (1) determining the need and the market using at least two 
209.19  of the following methods:  direct mail survey, telemarketing 
209.20  survey, personal interview, discussion group, panels, sampling, 
209.21  observations, or market analysis; 
209.22     (2) correlating, tabulating, and reporting findings of the 
209.23  research; 
209.24     (3) designing a new or improved product, which meets the 
209.25  need; 
209.26     (4) analyzing the viability of product price, place, and 
209.27  promotion based on research findings; 
209.28     (5) creating the new or improved product; 
209.29     (6) testing and evaluating the product; and 
209.30     (7) assessing the impact of production, use, and eventual 
209.31  disposal of the product on the environment, society, and health, 
209.32  as applicable. 
209.33     Sec. 14.  [FIELD STUDY - HIGH SCHOOL.] 
209.34     Subdivision 1.  [PURPOSE.] Conduct a field study to answer 
209.35  a research question. 
209.36     Subd. 2.  [PART A.] A student shall demonstrate an 
210.1   understanding of: 
210.2      (1) tools and methods used in a field study; 
210.3      (2) impacts of technologies on traditional field studies; 
210.4   and 
210.5      (3) impacts of uncontrolled variables on systems. 
210.6      Subd. 3.  [PART B.] A student shall demonstrate the ability 
210.7   to: 
210.8      (1) independently formulate a question and design a study; 
210.9      (2) collect, analyze, and present quantitative and 
210.10  qualitative data using appropriate technology (for example, 
210.11  video, still cameras, tape recorders, tree borers, trip lines, 
210.12  or global positioning systems); 
210.13     (3) conduct research with key experts or sample documents; 
210.14     (4) take random and/or nonrandom samples under field 
210.15  conditions; 
210.16     (5) access response effects; 
210.17     (6) measure and account for respondent inaccuracy in 
210.18  behavior reports; 
210.19     (7) assess validity and reliability of methods and evaluate 
210.20  credibility of sources; 
210.21     (8) look for pattern and meaning in data; 
210.22     (9) analyze field notes; and 
210.23     (10) communicate research findings. 
210.24                             ARTICLE 18
210.25                          WORLD LANGUAGES
210.26     Section 1.  [WORLD LANGUAGES - PRIMARY.] 
210.27     Subdivision 1.  [PURPOSE.] Gain exposure to a language 
210.28  other than English. 
210.29     Subd. 2.  [PART A.] A student shall demonstrate an 
210.30  understanding of: 
210.31     (1) basic features of the language, including vocabulary, 
210.32  syntax, and grammar necessary for communicating about very 
210.33  familiar topics; 
210.34     (2) some age-appropriate cultural practices and products 
210.35  (for example, gestures, songs, and games); and 
210.36     (3) basic similarities between some written and spoken or 
211.1   signed words of the target language and English. 
211.2      Subd. 3.  [PART B.] A student shall demonstrate the ability 
211.3   to: 
211.4      (1) participate in brief written and oral exchanges or 
211.5   signed conversations with guidance on familiar topics; 
211.6      (2) comprehend basic written and spoken words and phrases 
211.7   or signed words, classifiers, and phrases that are supported by 
211.8   context clues and repetition; and 
211.9      (3) present basic written and oral or signed personal 
211.10  information using very common words and memorized phrases. 
211.11     Sec. 2.  [TECHNICAL LANGUAGE - PRIMARY.] 
211.12     Subdivision 1.  [PART A.] A student shall demonstrate an 
211.13  understanding of: 
211.14     (1) the concept that letters, characters, icons, signs, and 
211.15  symbols represent ideas, quantities, elements, and actions; and 
211.16     (2) the purpose of the message (for example, to perform a 
211.17  computer action, to produce a product, or to describe a person's 
211.18  health). 
211.19     Subd. 2.  [PART B.] A student shall demonstrate the ability 
211.20  to read and explain basic symbolic and technical representations.
211.21     Sec. 3.  [WORLD LANGUAGES - INTERMEDIATE.] 
211.22     Subdivision 1.  [PURPOSE.] Explore and begin to communicate 
211.23  in a language other than English. 
211.24     Subd. 2.  [PART A.] A student shall demonstrate an 
211.25  understanding of: 
211.26     (1) basic features of the language, including vocabulary, 
211.27  syntax, and grammar necessary for communicating about familiar 
211.28  and personal topics; 
211.29     (2) some common, age-appropriate cultural practices, 
211.30  traditions, and expressive products (for example, greetings, 
211.31  songs, stories, and games); and 
211.32     (3) some similarities and differences between the target 
211.33  language and English (for example, commonly occurring cognates 
211.34  and borrowed words, pronunciation, intonation, sentence 
211.35  structure, and alphabet/characters/signs). 
211.36     Subd. 3.  [PART B.] A student shall demonstrate the ability 
212.1   to: 
212.2      (1) participate in written and oral exchanges or signed 
212.3   conversations on familiar and personal topics; 
212.4      (2) comprehend basic written and spoken or signed language 
212.5   about familiar topics and in familiar contexts; 
212.6      (3) present basic written and oral or signed information 
212.7   about familiar topics using memorized and familiar words and 
212.8   simple phrases and sentences; and 
212.9      (4) use culturally appropriate practices (for example, 
212.10  greetings and gestures) in a limited number of familiar 
212.11  situations. 
212.12     Sec. 4.  [TECHNICAL LANGUAGE - INTERMEDIATE.] 
212.13     Subdivision 1.  [PART A.] A student shall demonstrate an 
212.14  understanding of: 
212.15     (1) common letters, characters, icons, signs, and symbols 
212.16  that represent ideas, quantities, elements, and actions; and 
212.17     (2) the audience and purpose of the message. 
212.18     Subd. 2.  [PART B.] A student shall demonstrate the ability 
212.19  to read and apply symbolic and technical representations, with 
212.20  guidance, to perform an action or create a basic product (for 
212.21  example, a group Web page, a plan for constructing a box, a 
212.22  carton, or a toy). 
212.23     Sec. 5.  [WORLD LANGUAGES - MIDDLE.] 
212.24     Subdivision 1.  [PURPOSE.] Communicate in a language other 
212.25  than English on familiar topics in cultural contexts, as 
212.26  appropriate. 
212.27     Subd. 2.  [PART A.] A student shall demonstrate an 
212.28  understanding of: 
212.29     (1) features of the language, including vocabulary, syntax, 
212.30  and grammar necessary for communicating about a variety of 
212.31  common topics; 
212.32     (2) a range of common cultural practices and products (for 
212.33  example, food, clothing, dwellings, music, and artifacts); and 
212.34     (3) similarities and differences between the target 
212.35  language and English, including idioms, sentence structure, 
212.36  cognates, and false cognates. 
213.1      Subd. 3.  [PART B.] A student shall demonstrate the ability 
213.2   to: 
213.3      (1) initiate and respond to written and oral exchanges or 
213.4   signed conversations to express needs, limited options, and 
213.5   experiences using learned material about familiar topics; 
213.6      (2) comprehend written and spoken or signed language 
213.7   relating to daily living and common events in formal and 
213.8   informal situations; 
213.9      (3) create and deliver written and spoken or signed 
213.10  presentations about familiar topics using simple phrases and 
213.11  expressions; and 
213.12     (4) communicate in familiar situations using appropriate 
213.13  cultural practices (for example, formal and informal register, 
213.14  personal space, and manners). 
213.15     Sec. 6.  [TECHNICAL LANGUAGE - MIDDLE.] 
213.16     Subdivision 1.  [PART A.] A student shall demonstrate an 
213.17  understanding of: 
213.18     (1) the basic features and symbols of a technical language; 
213.19  and 
213.20     (2) the audience, purpose, medium, and nature of the 
213.21  message. 
213.22     Subd. 2.  [PART B.] A student shall demonstrate the ability 
213.23  to: 
213.24     (1) read and explain symbolic and technical 
213.25  representations; and 
213.26     (2) create a plan or product using the technical language 
213.27  (for example, a piece of furniture, the floor plan of the 
213.28  student's residence) or html programming for a Web page. 
213.29     Sec. 7.  [NATURE OF LANGUAGE AND CULTURE - HIGH SCHOOL.] 
213.30     Subdivision 1.  [PURPOSE.] Communicate in a language other 
213.31  than English on a variety of topics and understand how language 
213.32  and culture are interconnected. 
213.33     Subd. 2.  [PART A.] A student shall demonstrate an 
213.34  understanding of: 
213.35     (1) features of the target language, including vocabulary, 
213.36  syntax, and grammar necessary for communicating about a variety 
214.1   of topics; 
214.2      (2) culture: 
214.3      (i) common patterns of behavior and practices of typical 
214.4   peers and others in the target culture; and 
214.5      (ii) products and perspectives of the target culture (for 
214.6   example, people of importance, print and nonprint cultural 
214.7   artifacts, and commonly held attitudes and ideas; 
214.8      (3) similarities and differences in the ways languages are 
214.9   written and spoken or signed (for example, writing mechanics, 
214.10  sentence structure, intonation, and word stress); and 
214.11     (4) how language and cultural practices, products, and 
214.12  perspectives are interrelated. 
214.13     Subd. 3.  [PART B.] A student shall demonstrate the ability 
214.14  to: 
214.15     (1) initiate and respond to written and oral exchanges or 
214.16  signed conversations that reflect structural patterns of the 
214.17  language in familiar and practiced situations; 
214.18     (2) comprehend written and spoken or signed language about 
214.19  a variety of familiar topics that reflect cultural practices, 
214.20  products, and perspectives; 
214.21     (3) create and deliver written and spoken or signed 
214.22  presentations about a variety of familiar topics using a range 
214.23  of simple phrases and expressions; and 
214.24     (4) communicate in a variety of familiar situations using 
214.25  appropriate cultural practices (for example, formal and informal 
214.26  register, personal space, and manners). 
214.27     Sec. 8.  [COMMUNICATING IN A LANGUAGE OTHER THAN ENGLISH - 
214.28  HIGH SCHOOL.] 
214.29     Subdivision 1.  [PURPOSE.] Comprehend and communicate in a 
214.30  language other than English on a broad range of topics. 
214.31     Subd. 2.  [PART A.] A student shall demonstrate an 
214.32  understanding of: 
214.33     (1) features of the language, including vocabulary, syntax, 
214.34  and sociolinguistic, lexical, and grammatical systems necessary 
214.35  for communicating about a wide range of personal and general 
214.36  topics; 
215.1      (2) similarities and differences in cultural products, 
215.2   practices, and perspectives between the target culture and the 
215.3   student's own; and 
215.4      (3) similarities and differences between the sound or 
215.5   signed and written systems of the target language and English, 
215.6   including regional and national spoken or signed patterns and 
215.7   familiar genres of written texts (for example, poems, letters, 
215.8   newspapers, and magazine articles). 
215.9      Subd. 3.  [PART B.] A student shall demonstrate the ability 
215.10  to: 
215.11     (1) initiate, sustain, and close written and oral exchanges 
215.12  or signed conversations in a variety of familiar and new 
215.13  situations; 
215.14     (2) comprehend the main idea and supporting details of 
215.15  written and spoken or signed language from a variety of 
215.16  authentic sources that are produced for various audiences and 
215.17  purposes; 
215.18     (3) present or perform both student-created and culturally 
215.19  authentic texts (for example, essays, poetry, plays, stories, 
215.20  songs, and letters); and 
215.21     (4) communicate in formal and informal situations using a 
215.22  wide range of appropriate cultural practices and expressions. 
215.23     Sec. 9.  [COMMUNICATING IN A TECHNICAL LANGUAGE - HIGH 
215.24  SCHOOL.] 
215.25     Subdivision 1.  [PURPOSE.] Comprehend and communicate using 
215.26  a universal technical language. 
215.27     Subd. 2.  [PART A.] A student shall demonstrate an 
215.28  understanding of: 
215.29     (1) the features, symbols, and appropriate applications of 
215.30  a symbolic and technical language; 
215.31     (2) relevant technical vocabulary; and 
215.32     (3) design considerations pertinent to the products or 
215.33  services to be delivered (for example, building codes or Web 
215.34  browser limitations). 
215.35     Subd. 3.  [PART B.] A student shall demonstrate the ability 
215.36  to: 
216.1      (1) read, comprehend, and analyze complex symbolic and 
216.2   technical representations (for example, documents, plans, or 
216.3   drawings); and 
216.4      (2) apply a symbolic and technical language to communicate 
216.5   how to perform a complex action or produce a complex product 
216.6   (for example, a complete set of plans for a single-family 
216.7   residence) or html programming of a complete Web site.