<a id="pl.1.3"></a><var>1.3</var>to successfully pursue postsecondary education and employment; amending <br/>
<a id="pl.1.4"></a><var>1.4</var>Minnesota Statutes 2010, section 120B.125; proposing coding for new law in <br/>
<a id="pl.1.5"></a><var>1.5</var>Minnesota Statutes, chapter 121A.<br/>
<a id="pl.1.6"></a><var>1.6</var>BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:<br/>
<br/>
<a id="bill.0.1.0"></a><a id="pl.1.7"></a><var>1.7</var>    Section 1. Minnesota Statutes 2010, section 120B.125, is amended to read:<br/>
<a id="pl.1.8"></a><var>1.8</var><b>120B.125 </b><b>PLANNING FOR STUDENTS' SUCCESSFUL TRANSITION </b><br/>
<a id="pl.1.9"></a><var>1.9</var><b>TO POSTSECONDARY EDUCATION AND EMPLOYMENT; </b><b>INVOLUNTARY </b><br/>
<a id="pl.1.10"></a><var>1.10</var><b>CAREER TRACKING PROHIBITED.</b><br/>
<a id="pl.1.11"></a><var>1.11</var>(a) Consistent with sections 120B.128, 120B.13, 120B.131, 120B.132, 120B.14, <br/>
<a id="pl.1.12"></a><var>1.12</var>120B.15, 125A.08, and other related sections, school districts are strongly encouraged to <br/>
<a id="pl.1.13"></a><var>1.13</var>assist all students by no later than grade 9 to explore their college and career interests and <br/>
<a id="pl.1.14"></a><var>1.14</var>aspirations and develop a plan for a smooth and successful transition to postsecondary <br/>
<a id="pl.1.15"></a><var>1.15</var>education or employment. All students' plans must be designed to:<br/>
<a id="pl.1.16"></a><var>1.16</var>(1) provide a comprehensive academic plan for completing a college and <br/>
<a id="pl.1.17"></a><var>1.17</var>career-ready curriculum premised on meeting state and local academic standards and <br/>
<a id="pl.1.18"></a><var>1.18</var>developing 21st century skills such as team work, collaboration, and good work habits;<br/>
<a id="pl.1.19"></a><var>1.19</var>(2) emphasize academic rigor and high expectations;<br/>
<a id="pl.1.20"></a><var>1.20</var>(3) help students identify personal learning styles that may affect their postsecondary <br/>
<a id="pl.1.21"></a><var>1.21</var>education and employment choices;<br/>
<a id="pl.1.22"></a><var>1.22</var>(4) help students succeed at gaining access to postsecondary education and career <br/>
<a id="pl.1.23"></a><var>1.23</var>options;<br/>
<a id="pl.2.1"></a><var>2.1</var>(5) integrate strong academic content into career-focused courses and integrate <br/>
<a id="pl.2.2"></a><var>2.2</var>relevant career-focused courses into strong academic content;<br/>
<a id="pl.2.3"></a><var>2.3</var>(6) help students and families identify and gain access to appropriate counseling <br/>
<a id="pl.2.4"></a><var>2.4</var>and other supports and assistance that enable students to complete required coursework, <br/>
<a id="pl.2.5"></a><var>2.5</var>prepare for postsecondary education and careers, and obtain information about <br/>
<a id="pl.2.6"></a><var>2.6</var>postsecondary education costs and eligibility for financial aid and scholarship;<br/>
<a id="pl.2.7"></a><var>2.7</var>(7) help students and families identify collaborative partnerships of kindergarten <br/>
<a id="pl.2.8"></a><var>2.8</var>through grade 12 schools, postsecondary institutions, economic development agencies, and <br/>
<a id="pl.2.9"></a><var>2.9</var>employers that support students' transition to postsecondary education and employment <br/>
<a id="pl.2.10"></a><var>2.10</var>and provide students with experiential learning opportunities; and<br/>
<a id="pl.2.11"></a><var>2.11</var>(8) be reviewed and revised at least annually by the student, the student's parent or <br/>
<a id="pl.2.12"></a><var>2.12</var>guardian, and the school or district to ensure that the student's course-taking schedule <br/>
<a id="pl.2.13"></a><var>2.13</var>keeps the student "on track" to meet state and local high school graduation requirements <br/>
<a id="pl.2.14"></a><var>2.14</var>and with a reasonable chance to succeed with employment or postsecondary education <br/>
<a id="pl.2.15"></a><var>2.15</var>without the need to first complete remedial course work.<br/>
<a id="pl.2.16"></a><var>2.16</var>(b) A school district may develop grade-level curricula or provide instruction that <br/>
<a id="pl.2.17"></a><var>2.17</var>introduces students to various careers, but must not require any curriculum, instruction, <br/>
<a id="pl.2.18"></a><var>2.18</var>or employment-related activity that obligates an elementary or secondary student to <br/>
<a id="pl.2.19"></a><var>2.19</var>involuntarily select a career, career interest, employment goals, or related job training.<br/>
<a id="pl.2.20"></a><var>2.20</var>(c) School districts are encouraged to seek and use revenue and in-kind contributions <br/>
<a id="pl.2.21"></a><var>2.21</var>from nonstate sources and to seek administrative cost savings through innovative local <br/>
<a id="pl.2.22"></a><var>2.22</var>funding arrangements, such as the Collaboration Among Rochester Educators (CARE) <br/>
<a id="pl.2.23"></a><var>2.23</var>model for funding postsecondary enrollment options, among other sources, for purposes <br/>
<a id="pl.2.24"></a><var>2.24</var>of implementing this section.<br/>
<a id="pl.2.25"></a><var>2.25</var><b>EFFECTIVE DATE.</b>This section is effective the day following final enactment <br/>
<a id="pl.2.26"></a><var>2.26</var>and applies to students graduating in the 2013-2014 school year and later.<br/>
<br/>
<a id="bill.0.2.0"></a><a id="pl.2.27"></a><var>2.27</var>    Sec. 2. <b>[121A.39] SCHOOL COUNSELORS.</b><br/>
<a id="pl.2.28"></a><var>2.28</var>A school district is strongly encouraged to have an adequate student-to-counselor <br/>
<a id="pl.2.29"></a><var>2.29</var>ratio for its students beginning in the 2015-2016 school year and later.<br/>