<a id="pl.1.3"></a><var>1.3</var>graduation requirements; providing for digital learning; amending Minnesota <br/>
<a id="pl.1.4"></a><var>1.4</var>Statutes 2010, sections 120B.024; 122A.18, by adding a subdivision; 122A.60, <br/>
<a id="pl.1.5"></a><var>1.5</var>subdivisions 1a, 3; 124D.095, subdivisions 2, 4, 7; 126C.15, subdivision 1.<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.024, is amended to read:<br/>
<a id="pl.1.8"></a><var>1.8</var><b>120B.024 GRADUATION REQUIREMENTS; COURSE CREDITS.</b><br/>
<a id="pl.1.9"></a><var>1.9</var>    (a) Students beginning 9th grade in the 2004-2005 school year and later must <br/>
<a id="pl.1.10"></a><var>1.10</var>successfully complete the following high school level course credits for graduation:<br/>
<a id="pl.1.11"></a><var>1.11</var>    (1) four credits of language arts;<br/>
<a id="pl.1.12"></a><var>1.12</var>    (2) three credits of mathematics, encompassing at least algebra, geometry, statistics, <br/>
<a id="pl.1.13"></a><var>1.13</var>and probability sufficient to satisfy the academic standard;<br/>
<a id="pl.1.14"></a><var>1.14</var>    (3) three credits of science, including at least one credit in biology;<br/>
<a id="pl.1.15"></a><var>1.15</var>    (4) three and one-half credits of social studies, encompassing at least United <br/>
<a id="pl.1.16"></a><var>1.16</var>States history, geography, government and citizenship, world history, and economics or <br/>
<a id="pl.1.17"></a><var>1.17</var>three credits of social studies encompassing at least United States history, geography, <br/>
<a id="pl.1.18"></a><var>1.18</var>government and citizenship, and world history, and one-half credit of economics taught in <br/>
<a id="pl.1.19"></a><var>1.19</var>a school's social studies, agriculture education, or business department;<br/>
<a id="pl.1.20"></a><var>1.20</var>    (5) one credit in the arts; and<br/>
<a id="pl.1.21"></a><var>1.21</var>    (6) a minimum of seven elective course credits.<br/>
<a id="pl.1.22"></a><var>1.22</var>    A course credit is equivalent to a student successfully completing an academic <br/>
<a id="pl.1.23"></a><var>1.23</var>year of study or a student mastering the applicable subject matter, as determined by the <br/>
<a id="pl.1.24"></a><var>1.24</var>local school district.<br/>
<a id="pl.2.1"></a><var>2.1</var>    (b) High school students must successfully complete at least one course credit under <br/>
<a id="pl.2.2"></a><var>2.2</var>paragraph (a) that includes digital learning as defined in section 124D.095 to graduate. <br/>
<a id="pl.2.3"></a><var>2.3</var>Where appropriate, a school district may comply with this requirement by adopting a <br/>
<a id="pl.2.4"></a><var>2.4</var>comparable, locally established alternate plan to accommodate an eligible student with <br/>
<a id="pl.2.5"></a><var>2.5</var>disabilities or an English-language learner enrolled in school for three school years or less.<br/>
<a id="pl.2.6"></a><var>2.6</var>(c) An agriculture science course may fulfill a science credit requirement in addition <br/>
<a id="pl.2.7"></a><var>2.7</var>to the specified science credits in biology and chemistry or physics under paragraph (a), <br/>
<a id="pl.2.8"></a><var>2.8</var>clause (3).<br/>
<a id="pl.2.9"></a><var>2.9</var>    (c) (d) A career and technical education course may fulfill a science, mathematics, or <br/>
<a id="pl.2.10"></a><var>2.10</var>arts credit requirement in addition to the specified science, mathematics, or arts credits <br/>
<a id="pl.2.11"></a><var>2.11</var>under paragraph (a), clause (2), (3), or (5).<br/>
<a id="pl.2.12"></a><var>2.12</var><b>EFFECTIVE DATE.</b>This section is effective for all students entering grade 9 in <br/>
<a id="pl.2.13"></a><var>2.13</var>the 2013-2014 school year and later.<br/>
<br/>
<a id="bill.0.2.0"></a><a id="pl.2.14"></a><var>2.14</var>    Sec. 2. Minnesota Statutes 2010, section 122A.18, is amended by adding a subdivision <br/>
<a id="pl.2.15"></a><var>2.15</var>to read:<br/>
<a id="pl.2.16"></a><var>2.16</var>    Subd. 3a. <b>Technology strategies.</b> All colleges and universities approved by the <br/>
<a id="pl.2.17"></a><var>2.17</var>Board of Teaching to prepare persons for classroom teacher licensure must include in their <br/>
<a id="pl.2.18"></a><var>2.18</var>teacher preparation programs the knowledge and skills teacher candidates need to deliver <br/>
<a id="pl.2.19"></a><var>2.19</var>digital and blended learning and curriculum and engage students with technology.<br/>
<a id="pl.2.20"></a><var>2.20</var><b>EFFECTIVE DATE.</b>This section is effective for candidates entering a teacher <br/>
<a id="pl.2.21"></a><var>2.21</var>preparation program after June 30, 2014.<br/>
<br/>
<a id="bill.0.3.0"></a><a id="pl.2.22"></a><var>2.22</var>    Sec. 3. Minnesota Statutes 2010, section 122A.60, subdivision 1a, is amended to read:<br/>
<a id="pl.2.23"></a><var>2.23</var>    Subd. 1a. <b>Effective staff development activities.</b> (a) Staff development activities <br/>
<a id="pl.2.24"></a><var>2.24</var>must:<br/>
<a id="pl.2.25"></a><var>2.25</var>(1) focus on the school classroom and research-based strategies that improve student <br/>
<a id="pl.2.26"></a><var>2.26</var>learning;<br/>
<a id="pl.2.27"></a><var>2.27</var>(2) provide opportunities for teachers to practice and improve their instructional <br/>
<a id="pl.2.28"></a><var>2.28</var>skills over time;<br/>
<a id="pl.2.29"></a><var>2.29</var>(3) provide opportunities for teachers to use student data as part of their daily work <br/>
<a id="pl.2.30"></a><var>2.30</var>to increase student achievement;<br/>
<a id="pl.2.31"></a><var>2.31</var>(4) enhance teacher content knowledge and instructional skills to accommodate <br/>
<a id="pl.2.32"></a><var>2.32</var>the delivery of digital and blended learning and curriculum and engage students with <br/>
<a id="pl.2.33"></a><var>2.33</var>technology;<br/>
<a id="pl.3.1"></a><var>3.1</var>(5) align with state and local academic standards;<br/>
<a id="pl.3.2"></a><var>3.2</var>(6) provide opportunities to build professional relationships, foster collaboration <br/>
<a id="pl.3.3"></a><var>3.3</var>among principals and staff who provide instruction, and provide opportunities for <br/>
<a id="pl.3.4"></a><var>3.4</var>teacher-to-teacher mentoring; and<br/>
<a id="pl.3.5"></a><var>3.5</var>(7) align with the plan of the district or site for an alternative teacher professional <br/>
<a id="pl.3.6"></a><var>3.6</var>pay system.<br/>
<a id="pl.3.7"></a><var>3.7</var>Staff development activities may include curriculum development and curriculum training <br/>
<a id="pl.3.8"></a><var>3.8</var>programs, and activities that provide teachers and other members of site-based teams <br/>
<a id="pl.3.9"></a><var>3.9</var>training to enhance team performance. The school district also may implement other <br/>
<a id="pl.3.10"></a><var>3.10</var>staff development activities required by law and activities associated with professional <br/>
<a id="pl.3.11"></a><var>3.11</var>teacher compensation models.<br/>
<a id="pl.3.12"></a><var>3.12</var>(b) Release time provided for teachers to supervise students on field trips and school <br/>
<a id="pl.3.13"></a><var>3.13</var>activities, or independent tasks not associated with enhancing the teacher's knowledge <br/>
<a id="pl.3.14"></a><var>3.14</var>and instructional skills, such as preparing report cards, calculating grades, or organizing <br/>
<a id="pl.3.15"></a><var>3.15</var>classroom materials, may not be counted as staff development time that is financed with <br/>
<a id="pl.3.16"></a><var>3.16</var>staff development reserved revenue under section 
         <statute_ref>122A.61</statute_ref>.<br/>
<a id="pl.3.17"></a><var>3.17</var><b>EFFECTIVE DATE.</b>This section is effective the day following final enactment.<br/>
<br/>
<a id="bill.0.4.0"></a><a id="pl.3.18"></a><var>3.18</var>    Sec. 4. Minnesota Statutes 2010, section 122A.60, subdivision 3, is amended to read:<br/>
<a id="pl.3.19"></a><var>3.19</var>    Subd. 3. <b>Staff development outcomes.</b> The advisory staff development committee <br/>
<a id="pl.3.20"></a><var>3.20</var>must adopt a staff development plan for improving student achievement. The plan must <br/>
<a id="pl.3.21"></a><var>3.21</var>be consistent with education outcomes that the school board determines. The plan <br/>
<a id="pl.3.22"></a><var>3.22</var>must include ongoing staff development activities that contribute toward continuous <br/>
<a id="pl.3.23"></a><var>3.23</var>improvement in achievement of the following goals:<br/>
<a id="pl.3.24"></a><var>3.24</var>(1) improve student achievement of state and local education standards in all areas <br/>
<a id="pl.3.25"></a><var>3.25</var>of the curriculum by using best practices methods;<br/>
<a id="pl.3.26"></a><var>3.26</var>(2) effectively meet the needs of a diverse student population, including at-risk <br/>
<a id="pl.3.27"></a><var>3.27</var>children, children with disabilities, and gifted children, within the regular classroom <br/>
<a id="pl.3.28"></a><var>3.28</var>and other settings;<br/>
<a id="pl.3.29"></a><var>3.29</var>(3) provide an inclusive curriculum for a racially, ethnically, and culturally diverse <br/>
<a id="pl.3.30"></a><var>3.30</var>student population that is consistent with the state education diversity rule and the district's <br/>
<a id="pl.3.31"></a><var>3.31</var>education diversity plan;<br/>
<a id="pl.3.32"></a><var>3.32</var>(4) improve staff collaboration and develop mentoring and peer coaching programs <br/>
<a id="pl.3.33"></a><var>3.33</var>for teachers new to the school or district;<br/>
<a id="pl.4.1"></a><var>4.1</var>(5) effectively teach and model violence prevention policy and curriculum that <br/>
<a id="pl.4.2"></a><var>4.2</var>address early intervention alternatives, issues of harassment, and teach nonviolent <br/>
<a id="pl.4.3"></a><var>4.3</var>alternatives for conflict resolution; and<br/>
<a id="pl.4.4"></a><var>4.4</var>(6) effectively deliver digital and blended learning and curriculum and engage <br/>
<a id="pl.4.5"></a><var>4.5</var>students with technology; and<br/>
<a id="pl.4.6"></a><var>4.6</var>(7) provide teachers and other members of site-based management teams with <br/>
<a id="pl.4.7"></a><var>4.7</var>appropriate management and financial management skills.<br/>
<a id="pl.4.8"></a><var>4.8</var><b>EFFECTIVE DATE.</b>This section is effective the day following final enactment.<br/>
<br/>
<a id="bill.0.5.0"></a><a id="pl.4.9"></a><var>4.9</var>    Sec. 5. Minnesota Statutes 2010, section 124D.095, subdivision 2, is amended to read:<br/>
<a id="pl.4.10"></a><var>4.10</var>    Subd. 2. <b>Definitions.</b> For purposes of this section, the following terms have the <br/>
<a id="pl.4.11"></a><var>4.11</var>meanings given them.<br/>
<a id="pl.4.12"></a><var>4.12</var>    (a) "Digital learning" is learning facilitated by technology that offers students an <br/>
<a id="pl.4.13"></a><var>4.13</var>element of control over the time, place, path, or pace of their learning.<br/>
<a id="pl.4.14"></a><var>4.14</var>(b) "Blended learning" is a form of digital learning that occurs when: a student <br/>
<a id="pl.4.15"></a><var>4.15</var>learns part time in a supervised physical setting and part time through digital delivery of <br/>
<a id="pl.4.16"></a><var>4.16</var>instruction; or a student learns in a supervised physical setting where technology is used as <br/>
<a id="pl.4.17"></a><var>4.17</var>a primary method to deliver instruction.<br/>
<a id="pl.4.18"></a><var>4.18</var>(c) "Online learning" is an interactive course or program that delivers instruction <br/>
<a id="pl.4.19"></a><var>4.19</var>from a teacher to a student by computer; is combined with other traditional delivery <br/>
<a id="pl.4.20"></a><var>4.20</var>methods that include frequent student assessment and may include actual teacher contact <br/>
<a id="pl.4.21"></a><var>4.21</var>time; and meets or exceeds state academic standards a form of digital learning delivered <br/>
<a id="pl.4.22"></a><var>4.22</var>by an approved online learning provider under paragraph (d).<br/>
<a id="pl.4.23"></a><var>4.23</var>    (b) (d) "Online learning provider" is a school district, an intermediate school district, <br/>
<a id="pl.4.24"></a><var>4.24</var>an organization of two or more school districts operating under a joint powers agreement, <br/>
<a id="pl.4.25"></a><var>4.25</var>or a charter school located in Minnesota that provides online learning to students and is <br/>
<a id="pl.4.26"></a><var>4.26</var>approved by the department to provide online learning courses.<br/>
<a id="pl.4.27"></a><var>4.27</var>    (c) (e) "Student" is a Minnesota resident enrolled in a school under section 
         <statute_ref>120A.22, <br/>
<a id="pl.4.28"></a><var>4.28</var>subdivision 4
         </statute_ref>, in kindergarten through grade 12.<br/>
<a id="pl.4.29"></a><var>4.29</var>    (d) (f) "Online learning student" is a student enrolled in an online learning course or <br/>
<a id="pl.4.30"></a><var>4.30</var>program delivered by an online learning provider under paragraph (b) (d).<br/>
<a id="pl.4.31"></a><var>4.31</var>    (e) (g) "Enrolling district" means the school district or charter school in which <br/>
<a id="pl.4.32"></a><var>4.32</var>a student is enrolled under section 
         <statute_ref>120A.22, subdivision 4</statute_ref>, for purposes of compulsory <br/>
<a id="pl.4.33"></a><var>4.33</var>attendance.<br/>
<a id="pl.4.34"></a><var>4.34</var>    (f) (h) "Supplemental online learning" means an online learning course taken in <br/>
<a id="pl.4.35"></a><var>4.35</var>place of a course period during the regular school day at a local district school.<br/>
<a id="pl.5.1"></a><var>5.1</var>    (g) (i) "Full-time online learning provider" means an enrolling school authorized by <br/>
<a id="pl.5.2"></a><var>5.2</var>the department to deliver comprehensive public education at any or all of the elementary, <br/>
<a id="pl.5.3"></a><var>5.3</var>middle, or high school levels.<br/>
<a id="pl.5.4"></a><var>5.4</var>(h) (j) "Online learning course syllabus" is a written document that an online <br/>
<a id="pl.5.5"></a><var>5.5</var>learning provider transmits to the enrolling district using a format prescribed by the <br/>
<a id="pl.5.6"></a><var>5.6</var>commissioner to identify the state academic standards embedded in an online course, <br/>
<a id="pl.5.7"></a><var>5.7</var>the course content outline, required course assessments, expectations for actual teacher <br/>
<a id="pl.5.8"></a><var>5.8</var>contact time and other student-to-teacher communications, and the academic support <br/>
<a id="pl.5.9"></a><var>5.9</var>available to the online learning student.<br/>
<a id="pl.5.10"></a><var>5.10</var><b>EFFECTIVE DATE.</b>This section is effective the day following final enactment.<br/>
<br/>
<a id="bill.0.6.0"></a><a id="pl.5.11"></a><var>5.11</var>    Sec. 6. Minnesota Statutes 2010, section 124D.095, subdivision 4, is amended to read:<br/>
<a id="pl.5.12"></a><var>5.12</var>    Subd. 4. <b>Online learning parameters.</b> (a) An online learning student must receive <br/>
<a id="pl.5.13"></a><var>5.13</var>academic credit for completing the requirements of an online learning course or program. <br/>
<a id="pl.5.14"></a><var>5.14</var>Secondary credits granted to an online learning student count toward the graduation <br/>
<a id="pl.5.15"></a><var>5.15</var>and credit requirements of the enrolling district. The enrolling district must apply the <br/>
<a id="pl.5.16"></a><var>5.16</var>same graduation requirements to all students, including online learning students, and <br/>
<a id="pl.5.17"></a><var>5.17</var>must continue to provide nonacademic services to online learning students. If a student <br/>
<a id="pl.5.18"></a><var>5.18</var>completes an online learning course or program that meets or exceeds a graduation <br/>
<a id="pl.5.19"></a><var>5.19</var>standard or the grade progression requirement at the enrolling district, that standard or <br/>
<a id="pl.5.20"></a><var>5.20</var>requirement is met. The enrolling district must use the same criteria for accepting online <br/>
<a id="pl.5.21"></a><var>5.21</var>learning credits or courses as it does for accepting credits or courses for transfer students <br/>
<a id="pl.5.22"></a><var>5.22</var>under section 
         <statute_ref>124D.03, subdivision 9</statute_ref>. The enrolling district may reduce the course <br/>
<a id="pl.5.23"></a><var>5.23</var>schedule of an online learning student in proportion to the number of online learning <br/>
<a id="pl.5.24"></a><var>5.24</var>courses the student takes from an online learning provider that is not the enrolling district.<br/>
<a id="pl.5.25"></a><var>5.25</var>    (b) An online learning student may:<br/>
<a id="pl.5.26"></a><var>5.26</var>    (1) enroll in supplemental online learning courses equal to a maximum of 50 percent <br/>
<a id="pl.5.27"></a><var>5.27</var>of the student's full schedule of courses per term during a single school year and the <br/>
<a id="pl.5.28"></a><var>5.28</var>student may exceed the supplemental online learning registration limit if the enrolling <br/>
<a id="pl.5.29"></a><var>5.29</var>district permits supplemental online learning enrollment above the limit, or if the enrolling <br/>
<a id="pl.5.30"></a><var>5.30</var>district and the online learning provider agree to the instructional services;<br/>
<a id="pl.5.31"></a><var>5.31</var>    (2) complete course work at a grade level that is different from the student's current <br/>
<a id="pl.5.32"></a><var>5.32</var>grade level; and<br/>
<a id="pl.5.33"></a><var>5.33</var>    (3) enroll in additional courses with the online learning provider under a separate <br/>
<a id="pl.5.34"></a><var>5.34</var>agreement that includes terms for paying any tuition or course fees.<br/>
<a id="pl.6.1"></a><var>6.1</var>    (c) An online learning student has the same access to the computer hardware and <br/>
<a id="pl.6.2"></a><var>6.2</var>education software available in a school as all other students in the enrolling district. An <br/>
<a id="pl.6.3"></a><var>6.3</var>online learning provider must assist an online learning student whose family qualifies <br/>
<a id="pl.6.4"></a><var>6.4</var>for the education tax credit under section 
         <statute_ref>290.0674</statute_ref> to acquire computer hardware and <br/>
<a id="pl.6.5"></a><var>6.5</var>educational software for online learning purposes.<br/>
<a id="pl.6.6"></a><var>6.6</var>    (d) An enrolling district may offer online digital learning to its enrolled students. <br/>
<a id="pl.6.7"></a><var>6.7</var>Such online digital learning does not generate online learning funds under this section. <br/>
<a id="pl.6.8"></a><var>6.8</var>An enrolling district that offers online digital learning only to its enrolled students is not <br/>
<a id="pl.6.9"></a><var>6.9</var>subject to the reporting requirements or review criteria under subdivision 7, unless the <br/>
<a id="pl.6.10"></a><var>6.10</var>enrolling district is a full-time online learning provider. A teacher with a Minnesota <br/>
<a id="pl.6.11"></a><var>6.11</var>license must assemble and deliver instruction to enrolled students receiving online <br/>
<a id="pl.6.12"></a><var>6.12</var>learning from an enrolling district. The delivery of instruction occurs when the student <br/>
<a id="pl.6.13"></a><var>6.13</var>interacts with the computer or the teacher and receives ongoing assistance and assessment <br/>
<a id="pl.6.14"></a><var>6.14</var>of learning. The instruction may include curriculum developed by persons other than a <br/>
<a id="pl.6.15"></a><var>6.15</var>teacher holding a Minnesota license.<br/>
<a id="pl.6.16"></a><var>6.16</var>    (e) Both full-time and supplemental online learning providers are subject to the <br/>
<a id="pl.6.17"></a><var>6.17</var>reporting requirements and review criteria under subdivision 7. A teacher holding a <br/>
<a id="pl.6.18"></a><var>6.18</var>Minnesota license must assemble and deliver instruction to online learning students. The <br/>
<a id="pl.6.19"></a><var>6.19</var>delivery of instruction occurs when the student interacts with the computer or the teacher <br/>
<a id="pl.6.20"></a><var>6.20</var>and receives ongoing assistance and assessment of learning. The instruction may include <br/>
<a id="pl.6.21"></a><var>6.21</var>curriculum developed by persons other than a teacher holding a Minnesota license. Unless <br/>
<a id="pl.6.22"></a><var>6.22</var>the commissioner grants a waiver, a teacher providing online learning instruction must not <br/>
<a id="pl.6.23"></a><var>6.23</var>instruct more than 40 students in any one online learning course or program.<br/>
<a id="pl.6.24"></a><var>6.24</var>    (f) To enroll in more than 50 percent of the student's full schedule of courses per term <br/>
<a id="pl.6.25"></a><var>6.25</var>in online learning, the student must qualify to exceed the supplemental online learning <br/>
<a id="pl.6.26"></a><var>6.26</var>registration limit under paragraph (b) or apply to enroll in an approved full-time online <br/>
<a id="pl.6.27"></a><var>6.27</var>learning program, consistent with subdivision 3, paragraph (a). Full-time online learning <br/>
<a id="pl.6.28"></a><var>6.28</var>students may enroll in classes at a local school under a contract for instructional services <br/>
<a id="pl.6.29"></a><var>6.29</var>between the online learning provider and the school district.<br/>
<a id="pl.6.30"></a><var>6.30</var><b>EFFECTIVE DATE.</b>This section is effective the day following final enactment.<br/>
<br/>
<a id="bill.0.7.0"></a><a id="pl.6.31"></a><var>6.31</var>    Sec. 7. Minnesota Statutes 2010, section 124D.095, subdivision 7, is amended to read:<br/>
<a id="pl.6.32"></a><var>6.32</var>    Subd. 7. <b>Department of Education.</b> (a) The department must review and approve <br/>
<a id="pl.6.33"></a><var>6.33</var>or disapprove online learning providers within 90 calendar days of receiving an online <br/>
<a id="pl.6.34"></a><var>6.34</var>learning provider's completed application. The commissioner, using research-based <br/>
<a id="pl.6.35"></a><var>6.35</var>standards of quality for online learning programs, must review all approved online <br/>
<a id="pl.7.1"></a><var>7.1</var>learning providers on a cyclical three-year basis. Approved online learning providers <br/>
<a id="pl.7.2"></a><var>7.2</var>annually must submit program data to, confirm statements of assurances for, and provide <br/>
<a id="pl.7.3"></a><var>7.3</var>program updates including a current course list to the commissioner.<br/>
<a id="pl.7.4"></a><var>7.4</var>(b)  The online learning courses and programs must be rigorous, aligned with state <br/>
<a id="pl.7.5"></a><var>7.5</var>academic standards, and contribute to grade progression in a single subject. The online <br/>
<a id="pl.7.6"></a><var>7.6</var>learning provider, other than a digital learning provider offering digital learning to its <br/>
<a id="pl.7.7"></a><var>7.7</var>enrolled students only under subdivision 4, paragraph (d), must give the commissioner <br/>
<a id="pl.7.8"></a><var>7.8</var>written assurance that: (1) all courses meet state academic standards; and (2) the online <br/>
<a id="pl.7.9"></a><var>7.9</var>learning curriculum, instruction, and assessment, expectations for actual teacher-contact <br/>
<a id="pl.7.10"></a><var>7.10</var>time or other student-to-teacher communication, and academic support meet nationally <br/>
<a id="pl.7.11"></a><var>7.11</var>recognized professional standards and are described as such in an online learning course <br/>
<a id="pl.7.12"></a><var>7.12</var>syllabus that meets the commissioner's requirements. Once an online learning provider <br/>
<a id="pl.7.13"></a><var>7.13</var>is approved under this paragraph, all of its online learning course offerings are eligible <br/>
<a id="pl.7.14"></a><var>7.14</var>for payment under this section unless a course is successfully challenged by an enrolling <br/>
<a id="pl.7.15"></a><var>7.15</var>district or the department under paragraph (b) (c).<br/>
<a id="pl.7.16"></a><var>7.16</var>    (b) (c) An enrolling district may challenge the validity of a course offered by <br/>
<a id="pl.7.17"></a><var>7.17</var>an online learning provider. The department must review such challenges based on the <br/>
<a id="pl.7.18"></a><var>7.18</var>certification procedures under paragraph (a) (b). The department may initiate its own <br/>
<a id="pl.7.19"></a><var>7.19</var>review of the validity of an online learning course offered by an online learning provider.<br/>
<a id="pl.7.20"></a><var>7.20</var>    (c) (d) The department may collect a fee not to exceed $250 for certifying approving <br/>
<a id="pl.7.21"></a><var>7.21</var> online learning providers or $50 per course for reviewing a challenge by an enrolling <br/>
<a id="pl.7.22"></a><var>7.22</var>district.<br/>
<a id="pl.7.23"></a><var>7.23</var>    (d) (e) The department must develop, publish, and maintain a list of approved online <br/>
<a id="pl.7.24"></a><var>7.24</var>learning providers and online learning courses and programs that it has reviewed and <br/>
<a id="pl.7.25"></a><var>7.25</var>certified approved.<br/>
<a id="pl.7.26"></a><var>7.26</var>(f) The department may review a complaint about an online learning provider, or a <br/>
<a id="pl.7.27"></a><var>7.27</var>complaint about a provider based on the provider's response to notice of a violation. If <br/>
<a id="pl.7.28"></a><var>7.28</var>the department determines that an online learning provider violated a law or rule, the <br/>
<a id="pl.7.29"></a><var>7.29</var>department may:<br/>
<a id="pl.7.30"></a><var>7.30</var>(1) create a compliance plan for the provider; or<br/>
<a id="pl.7.31"></a><var>7.31</var>(2) withhold funds from the provider under sections 124D.095, 124D.10, subdivision <br/>
<a id="pl.7.32"></a><var>7.32</var>8, and 127A.42. The department must notify an online learning provider in writing about <br/>
<a id="pl.7.33"></a><var>7.33</var>withholding funds and provide detailed calculations.<br/>
<a id="pl.7.34"></a><var>7.34</var><b>EFFECTIVE DATE.</b>This section is effective the day following final enactment.<br/>
<br/>
<a id="bill.0.8.0"></a><a id="pl.7.35"></a><var>7.35</var>    Sec. 8. Minnesota Statutes 2010, section 126C.15, subdivision 1, is amended to read:<br/>
<a id="pl.8.1"></a><var>8.1</var>    Subdivision 1. <b>Use of revenue.</b> The basic skills revenue under section 
         <statute_ref>126C.10, <br/>
<a id="pl.8.2"></a><var>8.2</var>subdivision 4
         </statute_ref>, must be reserved and used to meet the educational needs of pupils who <br/>
<a id="pl.8.3"></a><var>8.3</var>enroll under-prepared to learn and whose progress toward meeting state or local content or <br/>
<a id="pl.8.4"></a><var>8.4</var>performance standards is below the level that is appropriate for learners of their age. Any <br/>
<a id="pl.8.5"></a><var>8.5</var>of the following may be provided to meet these learners' needs:<br/>
<a id="pl.8.6"></a><var>8.6</var>(1) direct instructional services under the assurance of mastery program according <br/>
<a id="pl.8.7"></a><var>8.7</var>to section 
         <statute_ref>124D.66</statute_ref>;<br/>
<a id="pl.8.8"></a><var>8.8</var>(2) remedial instruction in reading, language arts, mathematics, other content areas, <br/>
<a id="pl.8.9"></a><var>8.9</var>or study skills to improve the achievement level of these learners;<br/>
<a id="pl.8.10"></a><var>8.10</var>(3) additional teachers and teacher aides to provide more individualized instruction <br/>
<a id="pl.8.11"></a><var>8.11</var>to these learners through individual tutoring, lower instructor-to-learner ratios, or team <br/>
<a id="pl.8.12"></a><var>8.12</var>teaching;<br/>
<a id="pl.8.13"></a><var>8.13</var>(4) a longer school day or week during the regular school year or through a summer <br/>
<a id="pl.8.14"></a><var>8.14</var>program that may be offered directly by the site or under a performance-based contract <br/>
<a id="pl.8.15"></a><var>8.15</var>with a community-based organization;<br/>
<a id="pl.8.16"></a><var>8.16</var>(5) comprehensive and ongoing staff development consistent with district and site <br/>
<a id="pl.8.17"></a><var>8.17</var>plans according to section 
         <statute_ref>122A.60</statute_ref>, for teachers, teacher aides, principals, and other <br/>
<a id="pl.8.18"></a><var>8.18</var>personnel to improve their ability to identify the needs of these learners and provide <br/>
<a id="pl.8.19"></a><var>8.19</var>appropriate remediation, intervention, accommodations, or modifications;<br/>
<a id="pl.8.20"></a><var>8.20</var>(6) instructional materials, digital learning, and technology appropriate for meeting <br/>
<a id="pl.8.21"></a><var>8.21</var>the individual needs of these learners;<br/>
<a id="pl.8.22"></a><var>8.22</var>(7) programs to reduce truancy, encourage completion of high school, enhance <br/>
<a id="pl.8.23"></a><var>8.23</var>self-concept, provide health services, provide nutrition services, provide a safe and secure <br/>
<a id="pl.8.24"></a><var>8.24</var>learning environment, provide coordination for pupils receiving services from other <br/>
<a id="pl.8.25"></a><var>8.25</var>governmental agencies, provide psychological services to determine the level of social, <br/>
<a id="pl.8.26"></a><var>8.26</var>emotional, cognitive, and intellectual development, and provide counseling services, <br/>
<a id="pl.8.27"></a><var>8.27</var>guidance services, and social work services;<br/>
<a id="pl.8.28"></a><var>8.28</var>(8) bilingual programs, bicultural programs, and programs for learners of limited <br/>
<a id="pl.8.29"></a><var>8.29</var>English proficiency;<br/>
<a id="pl.8.30"></a><var>8.30</var>(9) all day kindergarten;<br/>
<a id="pl.8.31"></a><var>8.31</var>(10) extended school day and extended school year programs; and<br/>
<a id="pl.8.32"></a><var>8.32</var>(11) substantial parent involvement in developing and implementing remedial <br/>
<a id="pl.8.33"></a><var>8.33</var>education or intervention plans for a learner, including learning contracts between the <br/>
<a id="pl.8.34"></a><var>8.34</var>school, the learner, and the parent that establish achievement goals and responsibilities of <br/>
<a id="pl.8.35"></a><var>8.35</var>the learner and the learner's parent or guardian.<br/>