1.1 	A bill for an act
1.2 	relating to education; early childhood through grade 12 education; forecast 
1.3 	adjustments; English learners; appropriating money; amending Minnesota 
1.4 	Statutes 2012, sections 13.43, subdivision 16; 119A.50, subdivision 3; 120B.12; 
1.5 	122A.06, subdivision 4; 122A.14, subdivisions 2, 3; 122A.18, subdivisions 2a, 
1.6 	4; 122A.19; 122A.413, subdivision 2; 122A.414, subdivision 2; 122A.415, 
1.7 	subdivision 1; 122A.60, subdivisions 1a, 2, 3; 122A.68, subdivision 3; 122A.74; 
1.8 	123A.05, subdivision 2; 123A.06, subdivision 2; 123A.485; 123A.64; 123B.04, 
1.9 	subdivision 4; 123B.147, subdivision 3; 123B.71, subdivisions 8, 9; 124D.09, 
1.10 	subdivisions 9, 13; 124D.111, by adding subdivisions; 124D.13, subdivisions 
1.11 	2, 4, 9, 13, by adding subdivisions; 124D.135, subdivisions 1, 3; 124D.15, 
1.12 	subdivision 3; 124D.49, subdivision 3; 124D.52, as amended; 124D.522; 
1.13 	124D.531, subdivision 3; 124D.59, subdivision 2, by adding a subdivision; 
1.14 	124D.895; 124D.8955; 125A.08; 126C.10, subdivisions 25, 26, 28; 127A.45, 
1.15 	subdivision 2; 129C.10, subdivision 3, by adding a subdivision; 298.28, 
1.16 	subdivision 7a, as added; Minnesota Statutes 2013 Supplement, sections 
1.17 	120B.11; 120B.115; 120B.125; 120B.35, subdivision 3; 120B.36, subdivision 
1.18 	1; 122A.09, subdivision 4; 122A.18, subdivision 2; 122A.40, subdivision 8; 
1.19 	122A.41, subdivision 5; 123B.53, subdivision 1; 123B.75, subdivision 5; 
1.20 	124D.11, subdivision 1; 124D.111, subdivision 1; 124D.165, subdivisions 3, 4, 
1.21 	5; 124D.531, subdivision 1; 124D.65, subdivision 5; 124D.862, subdivisions 
1.22 	1, 2; 125A.11, subdivision 1; 125A.76, subdivisions 1, 2a, 2b, 2c; 125A.79, 
1.23 	subdivisions 1, 5, 8; 126C.05, subdivision 15; 126C.10, subdivisions 2a, 2d, 13a, 
1.24 	24, 31; 126C.17, subdivisions 6, 7b, 9, 9a; 126C.40, subdivision 1; 126C.44; 
1.25 	126C.48, subdivision 8; 127A.47, subdivision 7; 127A.70, subdivision 2; Laws 
1.26 	2013, chapter 116, article 1, section 58, subdivisions 2, 3, 4, 5, 6, 7, 11; article 3, 
1.27 	section 37, subdivisions 3, 4, 5, 6, 8, 15, 20; article 4, section 9, subdivision 2; 
1.28 	article 5, section 31, subdivisions 2, 3, 4, 5, 8; article 6, section 12, subdivisions 
1.29 	2, 3, 4, 6; article 7, section 21, subdivisions 2, 3, 4, 6, 7, 9; article 8, section 5, 
1.30 	subdivisions 2, 4, 8, 9, 10, 11, 14; article 9, section 2; proposing coding for new 
1.31 	law in Minnesota Statutes, chapters 123A; 129C; repealing Minnesota Statutes 
1.32 	2012, sections 122A.19, subdivision 3; 123B.71, subdivision 1.
1.33 	BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:

2.1 	ARTICLE 1
2.2 	EARLY CHILDHOOD THROUGH GRADE 12 EDUCATION

2.3 	Section 1. Minnesota Statutes 2012, section 13.43, subdivision 16, is amended to read:
2.4 		Subd. 16.School district or charter school disclosure of violence or inappropriate 
2.5 	sexual contact. The superintendent of a school district or the superintendent's designee, 
2.6 	or a person having administrative control of a charter school, must release to a requesting 
2.7 	school district or charter school private personnel data on a current or former employee 
2.8 	related to acts of violence toward or sexual contact with a student, if:
2.9 	(1) an investigation conducted by or on behalf of the school district or law 
2.10 	enforcement affirmed the allegations in writing prior to release and the investigation 
2.11 	resulted in the resignation of the subject of the data; or
2.12 	(2) the employee resigned while a complaint or charge involving the allegations was 
2.13 	pending and the allegations involved acts of sexual contact with a student.
2.14 	Data that are released under this subdivision must not include data on the student.

2.15 	Sec. 2. Minnesota Statutes 2012, section 122A.415, subdivision 1, is amended to read:
2.16 		Subdivision 1.Revenue amount. (a) A school district, intermediate school district, 
2.17 	school site, or charter school that meets the conditions of section 122A.414 and submits an 
2.18 	application approved by the commissioner is eligible for alternative teacher compensation 
2.19 	revenue.
2.20 	(b) For school district and intermediate school district applications, the commissioner 
2.21 	must consider only those applications to participate that are submitted jointly by a 
2.22 	district and the exclusive representative of the teachers. The application must contain an 
2.23 	alternative teacher professional pay system agreement that:
2.24 	(1) implements an alternative teacher professional pay system consistent with 
2.25 	section 122A.414; and
2.26 	(2) is negotiated and adopted according to the Public Employment Labor Relations 
2.27 	Act under chapter 179A, except that notwithstanding section 179A.20, subdivision 3, a 
2.28 	district may enter into a contract for a term of two or four years.
2.29 	Alternative teacher compensation revenue for a qualifying school district or site in 
2.30 	which the school board and the exclusive representative of the teachers agree to place 
2.31 	teachers in the district or at the site on the alternative teacher professional pay system 
2.32 	equals $260 times the number of pupils enrolled at the district or site on October 1 of 
2.33 	the previous fiscal year. Alternative teacher compensation revenue for a qualifying 
3.1 	intermediate school district must be calculated under section 126C.10, subdivision 34
3.2 	 subdivision 4, paragraphs (a) and (b).
3.3 	(c) For a newly combined or consolidated district, the revenue shall be computed 
3.4 	using the sum of pupils enrolled on October 1 of the previous year in the districts entering 
3.5 	into the combination or consolidation. The commissioner may adjust the revenue computed 
3.6 	for a site using prior year data to reflect changes attributable to school closings, school 
3.7 	openings, or grade level reconfigurations between the prior year and the current year.
3.8 	(d) The revenue is available only to school districts, intermediate school districts, 
3.9 	school sites, and charter schools that fully implement an alternative teacher professional 
3.10 	pay system by October 1 of the current school year.

3.11 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2015 
3.12 	and later.

3.13 	Sec. 3. Minnesota Statutes 2012, section 123A.05, subdivision 2, is amended to read:
3.14 		Subd. 2.Reserve revenue. Each district that is a member of an area learning center 
3.15 	or alternative learning program must reserve revenue in an amount equal to the sum of 
3.16 	(1) at least between 90 and 100 percent of the district average general education revenue 
3.17 	per adjusted pupil unit minus an amount equal to the product of the formula allowance 
3.18 	according to section 126C.10, subdivision 2, times .0485 .0466, calculated without 
3.19 	basic skills revenue and transportation sparsity revenue, times the number of pupil units 
3.20 	attending an area learning center or alternative learning program under this section, plus 
3.21 	(2) the amount of basic skills revenue generated by pupils attending the area learning 
3.22 	center or alternative learning program. The amount of reserved revenue under this 
3.23 	subdivision may only be spent on program costs associated with the area learning center 
3.24 	or alternative learning program.

3.25 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2015 
3.26 	and later.

3.27 	Sec. 4. [123A.482] JOINT POWERS COOPERATIVE FACILITY.
3.28 		Subdivision 1.Schools may be jointly operated. Two or more school districts may 
3.29 	agree to jointly operate a secondary facility. The districts may choose to operate the 
3.30 	facility according to a joint powers agreement under section 123A.78 or 471.59.
3.31 		Subd. 2.Expanded program offerings. A jointly operated secondary program 
3.32 	seeking funding under section 123A.485 must demonstrate to the commissioner's 
3.33 	satisfaction that the jointly operated program provides enhanced learning opportunities and 
4.1 	broader curriculum offerings to the students attending that program. The commissioner 
4.2 	must approve or disapprove a cooperative secondary program within 60 days of receipt of 
4.3 	an application.
4.4 		Subd. 2a.Teachers. Notwithstanding section 122A.40, a district agreeing to 
4.5 	jointly operate a secondary facility under this section may not terminate or place on an 
4.6 	unrequested leave of absence a tenured classroom teacher for 24 months following the 
4.7 	execution of the joint powers agreement under this section. A district is not required to fill 
4.8 	positions made vacant by retirement or normal attrition during the 24 months following 
4.9 	the agreement to jointly operate a secondary facility under this section.
4.10 		Subd. 2b.Transfer of employees. An employee transferred between members of a 
4.11 	joint powers agreement under this section is not required to serve a statutory or contractual 
4.12 	probationary period. The employee shall receive credit on the receiving district's salary 
4.13 	schedule for the employee's educational attainment and years of continuous service in 
4.14 	the sending district, or shall receive a comparable salary, whichever is greater. The 
4.15 	employee shall receive credit for accrued sick leave and rights to severance benefits as if 
4.16 	the employee had been employed by the receiving district during the employee's years of 
4.17 	employment in the sending district.
4.18 		Subd. 3.Revenue. An approved program that is jointly operated under this section 
4.19 	is eligible for aid under section 123A.485 and qualifies for a facilities grant under sections 
4.20 	123A.44 to 123A.446.
4.21 		Subd. 4.Duty to maintain elementary and secondary schools met. A school 
4.22 	district operating a joint facility under this section meets the requirements of section 
4.23 	123A.64.
4.24 		Subd. 5.Estimated market value limit exclusion. Bonds for a cooperative facility 
4.25 	operated under this section issued by a member school district are not subject to the net 
4.26 	debt limit under section 475.53, subdivision 4. 
4.27 		Subd. 6.Allocation of levy authority for joint facility. For purposes of determining 
4.28 	each member district's school levy, a jointly operated secondary program may allocate 
4.29 	program costs to each member district according to the joint powers agreement and each 
4.30 	member district may include those costs in its tax levy. The joint powers agreement may 
4.31 	choose to allocate costs on any basis adopted as part of the joint powers agreement.
4.32 		Subd. 7.Effect of consolidation. The joint powers agreement may allow member 
4.33 	school districts that choose to consolidate to continue to certify levies separately based on 
4.34 	each component district's characteristics.
4.35 		Subd. 8.Bonds. A joint powers district formed under this section may issue bonds 
4.36 	according to section 123A.78 or its member districts may issue bonds individually after 
5.1 	complying with this subdivision. The joint powers board must submit the project for 
5.2 	review and comment under section 123B.71. The joint powers board must hold a hearing 
5.3 	on the proposal. If the bonds are not issued under section 123A.78, each member district 
5.4 	of the joint powers district must submit the question of authorizing borrowing of funds for 
5.5 	the project to the voters of the district at a special election. The question submitted shall 
5.6 	state the total amount of funding needed from that district. The member district may issue 
5.7 	the bonds according to chapter 475 and certify the levy required by section 475.61 only if 
5.8 	a majority of those voting on the question in that district vote in the affirmative and only 
5.9 	after the board has adopted a resolution pledging the full faith and credit of that unit. The 
5.10 	resolution must irrevocably commit that unit to pay an agreed-upon share of any debt levy 
5.11 	shortages that, together with other funds available, would allow the member school board 
5.12 	to pay the principal and interest on the obligations. The clerk of the joint powers board 
5.13 	must certify the vote of any bond elections to the commissioner. Bonds issued under this 
5.14 	section first qualify for debt service equalization aid in fiscal year 2018.
5.15 		Subd. 9.Election. A district entering into a joint powers agreement under this 
5.16 	section may conduct a referendum seeking approval for a new facility. This election may 
5.17 	be held separately or at the same time as a bond election under subdivision 8. If the 
5.18 	election is held at the same time, the questions may be asked separately or as a conjunctive 
5.19 	question. The question must be approved by a majority of those voting on the question. 
5.20 	If asked separately and the question fails, a district may not proceed with the sale of 
5.21 	bonds according to subdivision 8.

5.22 	EFFECTIVE DATE. This section is effective the day following final enactment.

5.23 	Sec. 5. Minnesota Statutes 2012, section 123A.485, is amended to read:
5.24 	123A.485 CONSOLIDATION TRANSITION REVENUE AID.
5.25 		Subdivision 1.Eligibility and use. A district that operates a cooperative facility 
5.26 	under section 123A.482 or that has been reorganized after June 30, 1994, under section 
5.27 	123A.48 is eligible for consolidation transition revenue. Revenue is equal to the sum of
5.28 	 aid under subdivision 2 and levy under subdivision 3. Consolidation transition revenue
5.29 	 aid may only be used according to this section. Revenue must be used for the following 
5.30 	purposes and may be distributed among these purposes at the discretion of the district or 
5.31 	the governing board of the cooperative facility:
5.32 	(1) to offer early retirement incentives as provided by section 123A.48, subdivision 
5.33 	23;
5.34 	(2) to reduce operating debt as defined in section 123B.82;
6.1 	(3) to enhance learning opportunities for students in the reorganized district; and
6.2 	(4) to repay building debt; or
6.3 	(5) for other costs incurred in the reorganization.
6.4 	Revenue received and utilized under clause (3) or (4) (5) may be expended for 
6.5 	operating, facilities, and/or equipment.
6.6 		Subd. 2.Aid. (a) Consolidation transition aid is equal to $200 $300 times the 
6.7 	number of resident adjusted pupil units in the newly created cooperative facility under 
6.8 	section 123A.482 or the consolidated district in the year of consolidation and $100 times 
6.9 	the number of resident pupil units in the first year following the year of consolidation
6.10 	 under section 123A.48. The number of pupil units used to calculate aidin either year 
6.11 	shall not exceed 1,000 for districts consolidating July 1, 1994, and 1,500 for districts 
6.12 	consolidating July 1, 1995, and thereafter A district may receive aid under this section for 
6.13 	not more than five years except as provided in subdivision 4.
6.14 	(b) If the total appropriation for consolidation transition aid for any fiscal year, plus 
6.15 	any amount transferred under section 127A.41, subdivision 8, is insufficient to pay all 
6.16 	districts the full amount of aid earned, the department must first pay the districts in the first 
6.17 	year following the year of consolidation the full amount of aid earned and distribute any 
6.18 	remaining funds to the newly created districts in the first year of consolidation.
6.19 		Subd. 3.Levy. If the aid available in subdivision 2 is insufficient to cover the costs 
6.20 	of the district under section 123A.48, subdivision 23, the district may levy the difference 
6.21 	over a period of time not to exceed three years.
6.22 		Subd. 4.New districts. If a district enters into a cooperative secondary facilities 
6.23 	program or consolidates with another district that has received aid under section 123A.39, 
6.24 	subdivision 3, or 123A.485 for a combination or consolidation taking effect within 
6.25 	six years of the effective date of the new consolidation or the start of the cooperative 
6.26 	secondary facilities program, only the pupil units in the district or districts not previously
6.27 	 cooperating or reorganized must be counted for aid purposes under subdivision 2. If 
6.28 	two or more districts consolidate and all districts received aid under subdivision 2 for a 
6.29 	consolidation taking effect within six years of the effective date of the new consolidation, 
6.30 	only one quarter of the pupil units in the newly created district must be used to determine 
6.31 	aid under subdivision 2.

6.32 	EFFECTIVE DATE. This section is effective for state aid for fiscal year 2017 
6.33 	and later.

7.1 	Sec. 6. Minnesota Statutes 2012, section 123A.64, is amended to read:
7.2 	123A.64 DUTY TO MAINTAIN ELEMENTARY AND SECONDARY 
7.3 	SCHOOLS.
7.4 	Each district must maintain classified elementary and secondary schools, grades 1 
7.5 	through 12, unless the district is exempt according to section 123A.61 or 123A.62, has 
7.6 	made an agreement with another district or districts as provided in sections 123A.30, 
7.7 	123A.32, or sections 123A.35 to 123A.43, or 123A.17, subdivision 7, or has received a 
7.8 	grant under sections 123A.441 to 123A.446, or has formed a cooperative under section 
7.9 	123A.482. A district that has an agreement according to sections 123A.35 to 123A.43 or 
7.10 	123A.32 must operate a school with the number of grades required by those sections. A 
7.11 	district that has an agreement according to section 123A.30 or 123A.17, subdivision 7, or 
7.12 	has received a grant under sections 123A.441 to 123A.446 must operate a school for the 
7.13 	grades not included in the agreement, but not fewer than three grades.

7.14 	Sec. 7. Minnesota Statutes 2013 Supplement, section 123B.53, subdivision 1, is 
7.15 	amended to read:
7.16 		Subdivision 1.Definitions. (a) For purposes of this section, the eligible debt service 
7.17 	revenue of a district is defined as follows:
7.18 	(1) the amount needed to produce between five and six percent in excess of the 
7.19 	amount needed to meet when due the principal and interest payments on the obligations 
7.20 	of the district for eligible projects according to subdivision 2, including the amounts 
7.21 	necessary for repayment of energy loans according to section 216C.37 or sections 298.292
7.22 	to 298.298, debt service loans and capital loans, lease purchase payments under section 
7.23 	126C.40, subdivision 2, alternative facilities levies under section 123B.59, subdivision 
7.24 	5, paragraph (a), minus
7.25 	(2) the amount of debt service excess levy reduction for that school year calculated 
7.26 	according to the procedure established by the commissioner.
7.27 	(b) The obligations in this paragraph are excluded from eligible debt service revenue:
7.28 	(1) obligations under section 123B.61;
7.29 	(2) the part of debt service principal and interest paid from the taconite environmental 
7.30 	protection fund or Douglas J. Johnson economic protection trust, excluding both the 
7.31 	portion of taconite payments from the Iron Range school consolidation and cooperatively 
7.32 	operated school account under section 298.28, subdivision 7a, and any payments made 
7.33 	from the Douglas J. Johnson economic protection trust fund under section 298.292, 
7.34 	subdivision 2, clause (6);
8.1 	(3) obligations issued under Laws 1991, chapter 265, article 5, section 18, as 
8.2 	amended by Laws 1992, chapter 499, article 5, section 24; and
8.3 	(4) obligations under section 123B.62.
8.4 	(c) For purposes of this section, if a preexisting school district reorganized under 
8.5 	sections 123A.35 to 123A.43, 123A.46, and 123A.48 is solely responsible for retirement 
8.6 	of the preexisting district's bonded indebtedness, capital loans or debt service loans, debt 
8.7 	service equalization aid must be computed separately for each of the preexisting districts.
8.8 	(d) For purposes of this section, the adjusted net tax capacity determined according 
8.9 	to sections 127A.48 and 273.1325 shall be adjusted to include the tax capacity of property 
8.10 	generally exempted from ad valorem taxes under section 272.02, subdivision 64.

8.11 	Sec. 8. Minnesota Statutes 2012, section 123B.71, subdivision 8, is amended to read:
8.12 		Subd. 8.Review and comment. A school district, a special education cooperative, 
8.13 	or a cooperative unit of government, as defined in section 123A.24, subdivision 2, must not 
8.14 	initiate an installment contract for purchase or a lease agreement, hold a referendum for 
8.15 	bonds, nor solicit bids for new construction, expansion, or remodeling of an educational 
8.16 	facility that requires an expenditure in excess of $500,000 per school site if it has a capital 
8.17 	loan outstanding, or $1,400,000 $2,000,000 per school site if it does not have a capital 
8.18 	loan outstanding, prior to review and comment by the commissioner. The commissioner 
8.19 	may exempt A facility addition, maintenance project, or remodeling project funded only 
8.20 	with general education aid and levy revenue, deferred maintenance revenue, alternative 
8.21 	facilities bonding and levy program revenue, lease levy proceeds, capital facilities bond 
8.22 	proceeds, or health and safety revenue is exempt from this provision after reviewing a 
8.23 	written request from a school district describing the scope of work. A capital project under 
8.24 	section 123B.63 addressing only technology is exempt from this provision if the district 
8.25 	submits a school board resolution stating that funds approved by the voters will be used 
8.26 	only as authorized in section 126C.10, subdivision 14. A school board shall not separate 
8.27 	portions of a single project into components to avoid the requirements of this subdivision.

8.28 	Sec. 9. Minnesota Statutes 2012, section 123B.71, subdivision 9, is amended to read:
8.29 		Subd. 9.Information required. A school board proposing to construct, expand, 
8.30 	or remodel a facility described in that requires a review and comment under subdivision 
8.31 	8 shall submit to the commissioner a proposal containing information including at least 
8.32 	the following:
9.1 	(1) the geographic area and population to be served, preschool through grade 12 
9.2 	student enrollments for the past five years, and student enrollment projections for the 
9.3 	next five years;
9.4 	(2) a list of existing facilities by year constructed, their uses, and an assessment of 
9.5 	the extent to which alternate facilities are available within the school district boundaries 
9.6 	and in adjacent school districts;
9.7 	(3) a list of the specific deficiencies of the facility that demonstrate the need for a 
9.8 	new or renovated facility to be provided, the process used to determine the deficiencies, a 
9.9 	list of those deficiencies that will and will not be addressed by the proposed project, and a 
9.10 	list of the specific benefits that the new or renovated facility will provide to the students, 
9.11 	teachers, and community users served by the facility;
9.12 	(4) the relationship of the project to any priorities established by the school district, 
9.13 	educational cooperatives that provide support services, or other public bodies in the 
9.14 	service area;
9.15 	(5) a description of the pedestrian, bicycle, and transit connections between the 
9.16 	school and nearby residential areas that make it easier for children, teachers, and parents 
9.17 	to get to the school by walking, bicycling, and taking transit;
9.18 	(6) a specification of how the project maximizes the opportunity for cooperative use 
9.19 	of existing park, recreation, and other public facilities and whether and how the project 
9.20 	will increase collaboration with other governmental or nonprofit entities;
9.21 	(7) (4) a description of the project, including the specification of site and outdoor 
9.22 	space acreage and square footage allocations for classrooms, laboratories, and support 
9.23 	spaces; estimated expenditures for the major portions of the project; and the dates the 
9.24 	project will begin and be completed;
9.25 	(8) (5) a specification of the source of financing the project, including applicable 
9.26 	statutory citations; the scheduled date for a bond issue or school board action; a schedule 
9.27 	of payments, including debt service equalization aid; and the effect of a bond issue on 
9.28 	local property taxes by the property class and valuation;
9.29 	(9) an analysis of how the proposed new or remodeled facility will affect school 
9.30 	district operational or administrative staffing costs, and how the district's operating budget 
9.31 	will cover any increased operational or administrative staffing costs;
9.32 	(10) a description of the consultation with local or state transportation officials 
9.33 	on multimodal school site access and safety issues, and the ways that the project will 
9.34 	address those issues;
10.1 	(11) a description of how indoor air quality issues have been considered and a 
10.2 	certification that the architects and engineers designing the facility will have professional 
10.3 	liability insurance;
10.4 	(12) as required under section 123B.72, for buildings coming into service after July 1, 
10.5 	2002, a certification that the plans and designs for the extensively renovated or new facility's 
10.6 	heating, ventilation, and air conditioning systems will meet or exceed code standards; will 
10.7 	provide for the monitoring of outdoor airflow and total airflow of ventilation systems; and 
10.8 	will provide an indoor air quality filtration system that meets ASHRAE standard 52.1;
10.9 	(13) a specification of any desegregation requirements that cannot be met by any 
10.10 	other reasonable means;
10.11 	(14) a specification of how the facility will utilize environmentally sustainable 
10.12 	school facility design concepts;
10.13 	(15) a description of how the architects and engineers have considered the American 
10.14 	National Standards Institute Acoustical Performance Criteria, Design Requirements 
10.15 	and Guidelines for Schools of the maximum background noise level and reverberation 
10.16 	times; and
10.17 	(16) any existing information from the relevant local unit of government about the 
10.18 	cumulative costs to provide infrastructure to serve the school, such as utilities, sewer, 
10.19 	roads, and sidewalks.
10.20 	(6) confirmations of the district and contracted professionals that the project is 
10.21 	planned and will be executed to consider and comply with the following:
10.22 	(i) uniform municipal contracting law under section 471.345;
10.23 	(ii) sustainable design;
10.24 	(iii) school facility commissioning under section 123B.72 requiring certification that 
10.25 	plans and designs for an extensively renovated or new facility's heating, ventilation, and 
10.26 	air conditioning systems will meet or exceed current code standards; and will provide an 
10.27 	air quality filtration system that meets ASHRAE standard 52.1;
10.28 	(iv) American National Standards Institute Acoustical Performance Criteria, Design 
10.29 	Requirements and Guidelines for Schools of the maximum background noise level and 
10.30 	reverberation times;
10.31 	(v) State Fire Code;
10.32 	(vi) applicable building code under chapter 326B;
10.33 	(vii) consultation with appropriate governmental units regarding utilities, roads, 
10.34 	sewers, sidewalks, retention ponds, school bus and automobile traffic, and safe access 
10.35 	for walkers and bicyclists.

11.1 	Sec. 10. Minnesota Statutes 2013 Supplement, section 123B.75, subdivision 5, is 
11.2 	amended to read:
11.3 		Subd. 5.Levy recognition.  For fiscal year 2011 2014 and later years, in June of 
11.4 	each year, the school district must recognize as revenue, in the fund for which the levy 
11.5 	was made, the lesser of:
11.6 	(1) the sum of May, June, and July school district tax settlement revenue received in 
11.7 	that calendar year, plus general education aid according to section 126C.13, subdivision 
11.8 	4, received in July and August of that calendar year; or
11.9 	(2) the sum of:
11.10 	(i) the greater of 48.6 percent of the referendum levy certified according to section 
11.11 	126C.17 in the prior calendar year, or 31 percent of the referendum levy certified 
11.12 	according to section 126C.17 in calendar year 2000; plus
11.13 	(ii) the entire amount of the levy certified in the prior calendar year according 
11.14 	to section 124D.4531, 124D.86, subdivision 4, for school districts receiving revenue 
11.15 	under sections 124D.86, subdivision 3, clauses (1), (2), and (3); 124D.862, for Special 
11.16 	School District No. 1, Minneapolis, Independent School District No. 625, St. Paul, and 
11.17 	Independent School District No. 709, Duluth; 126C.41, subdivisions 1, 2, paragraph (a), 
11.18 	and 3, paragraphs (b), (c), and (d); 126C.43, subdivision 2; and 126C.48, subdivision 6; plus
11.19 	(iii) 48.6 percent of the amount of the levy certified in the prior calendar year for the 
11.20 	school district's general and community service funds, plus or minus auditor's adjustments, 
11.21 	that remains after subtracting the referendum levy certified according to section 126C.17 
11.22 	and the amount recognized according to item (ii).

11.23 	Sec. 11. Minnesota Statutes 2012, section 124D.09, subdivision 9, is amended to read:
11.24 		Subd. 9.Enrollment priority. A postsecondary institution shall give priority to its 
11.25 	postsecondary students when enrolling 10th, 11th, and 12th grade pupils in its courses. 
11.26 	A postsecondary institution may provide information about its programs to a secondary 
11.27 	school or to a pupil or parent and it may advertise or otherwise recruit or solicit a 
11.28 	secondary pupil to enroll in its programs on educational and programmatic grounds only. 
11.29 	An institution must not enroll secondary pupils, for postsecondary enrollment options 
11.30 	purposes, in remedial, developmental, or other courses that are not college level, except 
11.31 	when a student eligible to participate in the graduation incentives program under section 
11.32 	124D.68 enrolls full-time in a middle or early college program specifically designed to 
11.33 	allow the student to earn dual high school and college credit. In this case, the student shall 
11.34 	receive developmental college credit and not college credit for completing remedial or 
12.1 	developmental courses. Once a pupil has been enrolled in a postsecondary course under 
12.2 	this section, the pupil shall not be displaced by another student.

12.3 	EFFECTIVE DATE. This section is effective July 1, 2014.

12.4 	Sec. 12. Minnesota Statutes 2012, section 124D.09, subdivision 13, is amended to read:
12.5 		Subd. 13.Financial arrangements. For a pupil enrolled in a course under this 
12.6 	section, the department must make payments according to this subdivision for courses that 
12.7 	were taken for secondary credit.
12.8 	The department must not make payments to a school district or postsecondary 
12.9 	institution for a course taken for postsecondary credit only. The department must not 
12.10 	make payments to a postsecondary institution for a course from which a student officially 
12.11 	withdraws during the first 14 days of the quarter or semester or who has been absent from 
12.12 	the postsecondary institution for the first 15 consecutive school days of the quarter or 
12.13 	semester and is not receiving instruction in the home or hospital.
12.14 	A postsecondary institution shall receive the following:
12.15 	(1) for an institution granting quarter credit, the reimbursement per credit hour shall 
12.16 	be an amount equal to 88 percent of the product of the formula allowance minus $415
12.17 	 $425, multiplied by 1.3 1.2, and divided by 45; or
12.18 	(2) for an institution granting semester credit, the reimbursement per credit hour 
12.19 	shall be an amount equal to 88 percent of the product of the general revenue formula 
12.20 	allowance minus $415 $425, multiplied by 1.3 1.2, and divided by 30.
12.21 	The department must pay to each postsecondary institution 100 percent of the 
12.22 	amount in clause (1) or (2) within 30 days of receiving initial enrollment information 
12.23 	each quarter or semester. If changes in enrollment occur during a quarter or semester, 
12.24 	the change shall be reported by the postsecondary institution at the time the enrollment 
12.25 	information for the succeeding quarter or semester is submitted. At any time the 
12.26 	department notifies a postsecondary institution that an overpayment has been made, the 
12.27 	institution shall promptly remit the amount due.

12.28 	Sec. 13. Minnesota Statutes 2013 Supplement, section 124D.11, subdivision 1, is 
12.29 	amended to read:
12.30 		Subdivision 1.General education revenue.  General education revenue must be 
12.31 	paid to a charter school as though it were a district. The general education revenue 
12.32 	for each adjusted pupil unit is the state average general education revenue per pupil 
12.33 	unit, plus the referendum equalization aid allowance in the pupil's district of residence, 
12.34 	minus an amount equal to the product of the formula allowance according to section 
13.1 	126C.10, subdivision 2, times .0466, calculated without declining enrollment revenue, 
13.2 	local optional revenue, basic skills revenue, extended time revenue, pension adjustment 
13.3 	revenue, transition revenue, and transportation sparsity revenue, plus declining enrollment 
13.4 	revenue, basic skills revenue, extended time revenue, pension adjustment revenue, and 
13.5 	transition revenue as though the school were a school district. The general education 
13.6 	revenue for each extended time pupil unit equals $4,794.

13.7 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2015 
13.8 	and later.

13.9 	Sec. 14. Minnesota Statutes 2013 Supplement, section 124D.111, subdivision 1, 
13.10 	is amended to read:
13.11 		Subdivision 1.School lunch aid computation. Each school year, the state must 
13.12 	pay participants in the national school lunch program the amount of 12.5 cents for each 
13.13 	full paid, reduced-price, and free student lunch and 52.5 cents for each reduced-price 
13.14 	student lunch served to students.

13.15 	EFFECTIVE DATE. This section is effective for fiscal years 2015 and later.

13.16 	Sec. 15. Minnesota Statutes 2012, section 124D.111, is amended by adding a 
13.17 	subdivision to read:
13.18 		Subd. 4.No fees. A participant that receives school lunch aid under this section 
13.19 	must make lunch available without charge to all participating students who qualify for 
13.20 	free or reduced-price meals. The participant must also ensure that any reminders for 
13.21 	payment of outstanding student meal balances do not demean or stigmatize any child 
13.22 	participating in the school lunch program.

13.23 	EFFECTIVE DATE. This section is effective for fiscal years 2015 and later.

13.24 	Sec. 16. Minnesota Statutes 2012, section 124D.111, is amended by adding a 
13.25 	subdivision to read:
13.26 		Subd. 5.Inability to pay. A participant that receives school lunch aid under this 
13.27 	section is encouraged to provide a student who is unable to pay with the same lunch 
13.28 	that is served to other students.

13.29 	Sec. 17. Minnesota Statutes 2012, section 124D.13, subdivision 2, is amended to read:
13.30 		Subd. 2.Program requirements. (a) Early childhood family education programs 
13.31 	are programs for children in the period of life from birth to kindergarten, for the parents 
14.1 	and other relatives of these children, and for expectant parents. To the extent that funds 
14.2 	are insufficient to provide programs for all children, early childhood family education 
14.3 	programs should emphasize programming for a child from birth to age three and 
14.4 	encourage parents and other relatives to involve four- and five-year-old children in school 
14.5 	readiness programs, and other public and nonpublic early learning programs. A district 
14.6 	may not limit participation to school district residents. Early childhood family education 
14.7 	programs must provide:
14.8 	(1) programs to educate parents and other relatives about the physical, mental
14.9 	 cognitive, social, and emotional development of children and to enhance the skills of 
14.10 	parents and other relatives in providing for their children's learning and development;
14.11 	(2) structured learning activities requiring interaction between children and their 
14.12 	parents or relatives;
14.13 	(3) structured learning activities for children that promote children's development 
14.14 	and positive interaction with peers, which are held while parents or relatives attend parent 
14.15 	education classes;
14.16 	(4) information on related community resources;
14.17 	(5) information, materials, and activities that support the safety of children, including 
14.18 	prevention of child abuse and neglect; and
14.19 	(6) a community outreach plan to ensure participation by families who reflect the 
14.20 	racial, cultural, and economic diversity of the school district needs assessment that identifies 
14.21 	new and underserved populations, identifies child and family risk factors, particularly 
14.22 	those that impact children's learning and development, assesses family and parenting 
14.23 	education needs in the community, and a comparison with school district census data;
14.24 	(7) programming and services that are tailored to the needs of families and parents 
14.25 	prioritized in the community needs assessment; and
14.26 	(8) provide information about and, if needed, assist in making arrangements for an 
14.27 	early childhood health and developmental screening under sections 121A.16 and 121A.17, 
14.28 	when the child nears their third birthday.
14.29 	Early childhood family education programs should prioritize programming and 
14.30 	services for families and parents identified in the community needs assessment, particularly 
14.31 	those families and parents with children with the most risk factors birth to age three.
14.32 	The programs must include learning experiences for children, parents, and other 
14.33 	relatives that promote children's early literacy skills. The program must not include 
14.34 	activities for children that do not require substantial involvement of the children's parents 
14.35 	or other relatives. The program may provide parenting education programming or services 
14.36 	to anyone identified in the community needs assessment. The program must be reviewed 
15.1 	periodically to assure the instruction and materials are not racially, culturally, or sexually 
15.2 	biased. The programs must encourage parents to be aware of practices that may affect 
15.3 	equitable development of children.
15.4 	(b) For the purposes of this section, "relative" or "relatives" means noncustodial 
15.5 	grandparents or other persons related to a child by blood, marriage, adoption, or foster 
15.6 	placement, excluding parents.

15.7 	Sec. 18. Minnesota Statutes 2012, section 124D.13, subdivision 4, is amended to read:
15.8 		Subd. 4.Home visiting program. A district that levies for home visiting under 
15.9 	section 124D.135, subdivision 6, shall use this revenue to include as part of the early 
15.10 	childhood family education programs a parent education component that is designed to 
15.11 	reach isolated or at-risk families.
15.12 	The home visiting program must use:
15.13 	(1) an established risk assessment tool to determine the family's level of risk
15.14 	 incorporate evidence-informed parenting education practices designed to support the 
15.15 	healthy growth and development of children, with a priority focus on those children 
15.16 	who have high needs;
15.17 	(2) establish clear objectives and protocols for home visits;
15.18 	(3) encourage families to make a transition from home visits to site-based parenting 
15.19 	programs;
15.20 	(4) provide program services that are community-based, accessible, and culturally 
15.21 	relevant; and
15.22 	(5) foster collaboration among existing agencies and community-based organizations 
15.23 	that serve young children and their families, such as public health evidence-based models 
15.24 	of home visiting and Head Start home visiting; and
15.25 	(6) provide information about and assist in making arrangements for an early 
15.26 	childhood health and developmental screening when the child nears his or her third 
15.27 	birthday.
15.28 	Home visitors The home visiting program  should  be provided by licensed parenting 
15.29 	educators, certified family life educators, or professionals with an equivalent license that 
15.30 	reflect the demographic composition of the community to the extent possible.

15.31 	Sec. 19. Minnesota Statutes 2012, section 124D.13, subdivision 9, is amended to read:
15.32 		Subd. 9.District advisory councils. The board must appoint an advisory council 
15.33 	from the area in which the program is provided. A majority of the council must be 
15.34 	parents participating in the program, who represent the demographics of the community. 
16.1 	The district must ensure, to the extent possible, that the council includes representation 
16.2 	of families who are racially, culturally, linguistically, and economically diverse. The 
16.3 	council must assist the board in developing, planning, and monitoring the early childhood 
16.4 	family education program. The council must report to the board and the community 
16.5 	education advisory council.

16.6 	Sec. 20. Minnesota Statutes 2012, section 124D.13, subdivision 13, is amended to read:
16.7 		Subd. 13. Program data submission requirements.  Districts receiving early 
16.8 	childhood family education revenue under section 124D.135 must submit annual program 
16.9 	data, including data that demonstrates the program response to the community needs 
16.10 	assessment,  to the department by July 15 in the form and manner prescribed by the 
16.11 	commissioner.

16.12 	Sec. 21. Minnesota Statutes 2012, section 124D.13, is amended by adding a 
16.13 	subdivision to read:
16.14 		Subd. 14.Supervision. A program provided by a board must be supervised by a 
16.15 	licensed early childhood teacher or a licensed parent educator.

16.16 	Sec. 22. Minnesota Statutes 2012, section 124D.13, is amended by adding a 
16.17 	subdivision to read:
16.18 		Subd. 15.Parenting education transition program. To the extent that funds are 
16.19 	sufficient, early childhood family education may provide parenting education transition 
16.20 	programming for parents of children birth to grade three in districts in which there is a 
16.21 	prekindergarten-grade three initiative in order to facilitate continued parent engagement 
16.22 	in children's learning and development. Early childhood family education programs are 
16.23 	encouraged to develop partnerships to provide a parenting education liaison to providers 
16.24 	of other public and nonpublic early learning programs, such as Head Start, school 
16.25 	readiness, child care, early childhood special education, local public health programs, 
16.26 	and health care providers.

16.27 	Sec. 23. Minnesota Statutes 2012, section 124D.135, subdivision 1, is amended to read:
16.28 		Subdivision 1.Revenue. The revenue for early childhood family education 
16.29 	programs for a school district equals $112 for fiscal year 2007 and $120 for fiscal year 
16.30 	2008$120 for fiscal year 2014 and the formula allowance for the year times 0.0269 for 
16.31 	fiscal year 2015 and later, times the greater of:
16.32 	(1) 150; or
17.1 	(2) the number of people under five years of age residing in the district on October 1 
17.2 	of the previous school year.

17.3 	Sec. 24. Minnesota Statutes 2012, section 124D.135, subdivision 3, is amended to read:
17.4 		Subd. 3.Early childhood family education levy. (a) By September 30 of each year, 
17.5 	the commissioner shall establish a tax rate for early childhood family education revenue 
17.6 	that raises $22,135,000 in each fiscal year. If the amount of the early childhood family 
17.7 	education levy would exceed the early childhood family education revenue, the early 
17.8 	childhood family education levy must equal the early childhood family education revenue. 
17.9 	A district may not certify an early childhood family education levy unless it has met the 
17.10 	annual program data reporting requirements under section 124D.13, subdivision 13.
17.11 	(b) Notwithstanding paragraph (a), for fiscal year 2009 only, the commissioner shall 
17.12 	establish a tax rate for early education revenue that raises $13,565,000.

17.13 	Sec. 25. Minnesota Statutes 2013 Supplement, section 124D.165, subdivision 3, 
17.14 	is amended to read:
17.15 		Subd. 3.Administration. (a) The commissioner shall establish application 
17.16 	timelines and determine the schedule for awarding scholarships that meets operational 
17.17 	needs of eligible families and programs. The commissioner may prioritize applications on 
17.18 	factors including family income, geographic location, and whether the child's family is on a 
17.19 	waiting list for a publicly funded program providing early education or child care services.
17.20 	(b) Scholarships may be awarded up to $5,000 for each eligible child. The 
17.21 	commissioner shall establish a target for the average scholarship amount per child 
17.22 	based on the results of the rate survey conducted under section 119B.13, subdivision 1, 
17.23 	paragraph (b), per year.
17.24 	(c) A four-star rated program that has children eligible for a scholarship enrolled 
17.25 	in or on a waiting list for a program beginning in July, August, or September may notify 
17.26 	the commissioner, in the form and manner prescribed by the commissioner, each year 
17.27 	of the program's desire to enhance program services or to serve more children than 
17.28 	current funding provides. The commissioner may designate a predetermined number of 
17.29 	scholarship slots for that program and notify the program of that number.  A program 
17.30 	qualifying under this paragraph may use its established registration process to enroll 
17.31 	scholarship recipients and may verify a scholarship recipient's family income in the same 
17.32 	manner as for other program participants.
17.33 	(d) A scholarship is awarded for a 12-month period. If the scholarship recipient has 
17.34 	not been accepted and subsequently enrolled in a rated program within ten months of the 
18.1 	awarding of the scholarship, the scholarship cancels and the recipient must reapply in 
18.2 	order to be eligible for another scholarship. A child may not be awarded more than one 
18.3 	scholarship in a 12-month period.
18.4 	(e) A child who receives a scholarship who has not completed development 
18.5 	screening under sections 121A.16 to 121A.19 must complete that screening within 90 
18.6 	days of first attending an eligible program.
18.7 	(f) A program enrolling scholarship recipients under paragraph (c) may apply to the 
18.8 	commissioner, in the form and manner prescribed by the commissioner, for direct payment 
18.9 	of state aid. Upon receipt of the application, the commissioner must pay each program 
18.10 	directly for each approved scholarship recipient enrolled under paragraph (c) according to 
18.11 	the metered payment system or another schedule established by the commissioner.

18.12 	EFFECTIVE DATE. This section is effective the day following final enactment.

18.13 	Sec. 26. Minnesota Statutes 2013 Supplement, section 124D.165, subdivision 4, 
18.14 	is amended to read:
18.15 		Subd. 4.Early childhood program eligibility. (a) In order to be eligible to accept 
18.16 	an early childhood education scholarship, a program must:
18.17 	(1) participate in the quality rating and improvement system under section 
18.18 	124D.142; and
18.19 	(2) beginning July 1, 2016, have a three- or four-star rating in the quality rating 
18.20 	and improvement system.
18.21 	(b) Any program accepting scholarships must use the revenue to supplement and not 
18.22 	supplant federal funding.
18.23 	(c) Notwithstanding paragraph (a), all Minnesota early learning foundation 
18.24 	scholarship program pilot sites are eligible to accept an early learning scholarship under 
18.25 	this section.

18.26 	Sec. 27. Minnesota Statutes 2013 Supplement, section 124D.165, subdivision 5, 
18.27 	is amended to read:
18.28 		Subd. 5.Report required. The commissioner shall contract with an independent 
18.29 	contractor to evaluate the early learning scholarship program. The evaluation must 
18.30 	include recommendations regarding the appropriate scholarship amount, efficiency, and 
18.31 	effectiveness of the administration, and impact on kindergarten readiness and student 
18.32 	outcomes by program setting, including Head Start programs, school-based prekindergarten 
18.33 	and preschool programs, and other early education and child care programs. The report 
18.34 	must also include the number of scholarship recipients in school-based, home-based, 
19.1 	and center-based programs as well as a geographic summary of scholarship recipients 
19.2 	by county. By January 15, 2016, the commissioner shall submit a written copy of the 
19.3 	evaluation to the chairs and ranking minority members of the legislative committees and 
19.4 	divisions with primary jurisdiction over kindergarten through grade 12 education.

19.5 	Sec. 28. Minnesota Statutes 2012, section 124D.522, is amended to read:
19.6 	124D.522 ADULT BASIC EDUCATION SUPPLEMENTAL SERVICE 
19.7 	GRANTS.
19.8 	(a) The commissioner, in consultation with the policy review task force under 
19.9 	section 124D.521, may make grants to nonprofit organizations to provide services that 
19.10 	are not offered by a district adult basic education program or that are supplemental to 
19.11 	either the statewide adult basic education program, or a district's adult basic education 
19.12 	program. The commissioner may make grants for: staff development for adult basic 
19.13 	education teachers and administrators; training for volunteer tutors; training, services, and 
19.14 	materials for serving disabled students through adult basic education programs; statewide 
19.15 	promotion of adult basic education services and programs; development and dissemination 
19.16 	of instructional and administrative technology for adult basic education programs; 
19.17 	programs which primarily serve communities of color; adult basic education distance 
19.18 	learning projects, including television instruction programs; and other supplemental 
19.19 	services to support the mission of adult basic education and innovative delivery of adult 
19.20 	basic education services.
19.21 	(b) The commissioner must establish eligibility criteria and grant application 
19.22 	procedures. Grants under this section must support services throughout the state, focus on 
19.23 	educational results for adult learners, and promote outcome-based achievement through 
19.24 	adult basic education programs. Beginning in fiscal year 2002, the commissioner may 
19.25 	make grants under this section from the state total adult basic education aid set aside for 
19.26 	supplemental service grants under section 124D.531. Up to one-fourth of the appropriation 
19.27 	for supplemental service grants must be used for grants for adult basic education programs 
19.28 	to encourage and support innovations in adult basic education instruction and service 
19.29 	delivery. A grant to a single organization cannot exceed 20 40 percent of the total 
19.30 	supplemental services aid. Nothing in this section prevents an approved adult basic 
19.31 	education program from using state or federal aid to purchase supplemental services.

19.32 	Sec. 29. Minnesota Statutes 2013 Supplement, section 124D.531, subdivision 1, 
19.33 	is amended to read:
20.1 		Subdivision 1.State total adult basic education aid. (a) The state total adult basic 
20.2 	education aid for fiscal year 2011 equals $44,419,000, plus any amount that is not paid 
20.3 	during the previous fiscal year as a result of adjustments under subdivision 4, paragraph 
20.4 	(a), or section 124D.52, subdivision 3. The state total adult basic education aid for later 
20.5 	fiscal years equals:
20.6 	(1) the state total adult basic education aid for the preceding fiscal year plus any 
20.7 	amount that is not paid for during the previous fiscal year, as a result of adjustments under 
20.8 	subdivision 4, paragraph (a), or section 124D.52, subdivision 3; times
20.9 	(2) the lesser of:
20.10 	(i) 1.025 1.03; or
20.11 	(ii) the average growth in state total contact hours over the prior ten program years.
20.12 	Beginning in fiscal year 2002, two Three percent of the state total adult basic 
20.13 	education aid must be set aside for adult basic education supplemental service grants 
20.14 	under section 124D.522.
20.15 	(b) The state total adult basic education aid, excluding basic population aid, equals 
20.16 	the difference between the amount computed in paragraph (a), and the state total basic 
20.17 	population aid under subdivision 2.

20.18 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2015 
20.19 	and later.

20.20 	Sec. 30. Minnesota Statutes 2012, section 124D.531, subdivision 3, is amended to read:
20.21 		Subd. 3.Program revenue. Adult basic education programs established under 
20.22 	section 124D.52 and approved by the commissioner are eligible for revenue under this 
20.23 	subdivision. For fiscal year 2001 and later, adult basic education revenue for each 
20.24 	approved program equals the sum of:
20.25 	(1) the basic population aid under subdivision 2 for districts participating in the 
20.26 	program during the current program year; plus
20.27 	(2) 84 percent times the amount computed in subdivision 1, paragraph (b), times the 
20.28 	ratio of the contact hours for students participating in the program during the first prior 
20.29 	program year to the state total contact hours during the first prior program year; plus
20.30 	(3) eight percent times the amount computed in subdivision 1, paragraph (b), times 
20.31 	the ratio of the enrollment of English learners during the second prior school year in 
20.32 	districts participating in the program during the current program year to the state total 
20.33 	enrollment of English learners during the second prior school year in districts participating 
20.34 	in adult basic education programs during the current program year; plus
21.1 	(4) eight percent times the amount computed in subdivision 1, paragraph (b), times 
21.2 	the ratio of the latest federal census count of the number of adults aged 20 25 or older 
21.3 	with no diploma residing in the districts participating in the program during the current 
21.4 	program year to the latest federal census count of the state total number of adults aged 20
21.5 	 25 or older with no diploma residing in the districts participating in adult basic education 
21.6 	programs during the current program year.

21.7 	Sec. 31. Minnesota Statutes 2012, section 124D.59, subdivision 2, is amended to read:
21.8 		Subd. 2.English learner. (a) "English learner" means a pupil in kindergarten 
21.9 	through grade 12 who meets the following requirements:
21.10 	(1) the pupil, as declared by a parent or guardian first learned a language other than 
21.11 	English, comes from a home where the language usually spoken is other than English, or 
21.12 	usually speaks a language other than English; and
21.13 	(2) the pupil is determined by a valid assessment measuring the pupil's English 
21.14 	language proficiency and by developmentally appropriate measures, which might include 
21.15 	observations, teacher judgment, parent recommendations, or developmentally appropriate 
21.16 	assessment instruments, to lack the necessary English skills to participate fully in 
21.17 	academic classes taught in English.
21.18 	(b) Notwithstanding paragraph (a), A pupil enrolled in a Minnesota public school 
21.19 	in grades any grade 4 through 12 who was enrolled in a Minnesota public school on 
21.20 	the dates during in the previous school year when a commissioner provided took a 
21.21 	commissioner-provided assessment that measures measuring the pupil's emerging 
21.22 	academic English was administered, shall not be counted as an English learner in 
21.23 	calculating English learner pupil units under section 126C.05, subdivision 17, and shall not
21.24 	 generate state English learner aid under section 124D.65, subdivision 5, unless if the pupil 
21.25 	scored below the state cutoff score or is otherwise counted as a nonproficient participant 
21.26 	on an the assessment measuring the pupil's emerging academic English provided by the 
21.27 	commissioner during the previous school year or in the judgment of the pupil's classroom 
21.28 	teachers, consistent with section 124D.61, clause (1), the pupil is unable to demonstrate 
21.29 	academic language proficiency in English, including oral academic language, sufficient to 
21.30 	successfully and fully participate in the general core curriculum in the regular classroom.
21.31 	(c) Notwithstanding paragraphs (a) and (b), a pupil in kindergarten through grade 
21.32 	12 shall not be counted as an English learner in calculating English learner pupil units 
21.33 	under section 126C.05, subdivision 17, and shall not generate state English learner aid 
21.34 	under section 124D.65, subdivision 5, if:
22.1 	(1) the pupil is not enrolled during the current fiscal year in an educational program 
22.2 	for English learners in accordance with under sections 124D.58 to 124D.64; or
22.3 	(2) the pupil has generated five six  or more years of average daily membership in 
22.4 	Minnesota public schools since July 1, 1996.

22.5 	EFFECTIVE DATE. This section is effective for revenue in fiscal year 2015 and 
22.6 	later.

22.7 	Sec. 32. Minnesota Statutes 2013 Supplement, section 124D.65, subdivision 5, is 
22.8 	amended to read:
22.9 		Subd. 5.School district EL revenue. (a) A district's English learner programs 
22.10 	revenue equals the product of (1) $704 $726 times (2) the greater of 20 or the adjusted 
22.11 	average daily membership of eligible English learners enrolled in the district during the 
22.12 	current fiscal year.
22.13 	(b) A pupil ceases to generate state English learner aid in the school year following 
22.14 	the school year in which the pupil attains the state cutoff score on a commissioner-provided 
22.15 	assessment that measures the pupil's emerging academic English.

22.16 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2015 
22.17 	and later.

22.18 	Sec. 33. Minnesota Statutes 2013 Supplement, section 124D.862, subdivision 1, 
22.19 	is amended to read:
22.20 		Subdivision 1.Initial achievement and integration revenue. (a) An eligible 
22.21 	district's initial achievement and integration revenue equals the lesser of 100.3 percent of 
22.22 	the district's expenditures under the budget approved by the commissioner under section 
22.23 	124D.861, subdivision 3, paragraph (c), excluding expenditures used to generate incentive 
22.24 	revenue under subdivision 2, or the sum of (1) $350 times the district's adjusted pupil 
22.25 	units for that year times the ratio of the district's enrollment of protected students for the 
22.26 	previous school year to total enrollment for the previous school year and (2) the greater of 
22.27 	zero or 66 percent of the difference between the district's integration revenue for fiscal 
22.28 	year 2013 and the district's integration revenue for fiscal year 2014 under clause (1).
22.29 	(b) In each year, 0.3 percent of each district's initial achievement and integration 
22.30 	revenue is transferred to the department for the oversight and accountability activities 
22.31 	required under this section and section 124D.861.

22.32 	EFFECTIVE DATE. This section is effective the day following final enactment 
22.33 	and applies to revenue for fiscal year 2014 and later.

23.1 	Sec. 34. Minnesota Statutes 2013 Supplement, section 124D.862, subdivision 2, 
23.2 	is amended to read:
23.3 		Subd. 2.Incentive revenue. An eligible school district's maximum incentive 
23.4 	revenue equals $10 per adjusted pupil unit. In order to receive this revenue, a district must 
23.5 	be A district's incentive revenue equals the lesser of the maximum incentive revenue 
23.6 	or the district's expenditures for implementing a voluntary plan to reduce racial and 
23.7 	economic enrollment disparities through intradistrict and interdistrict activities that have 
23.8 	been approved as a part of the district's achievement and integration plan under the budget 
23.9 	approved by the commissioner under section 124D.861, subdivision 3, paragraph (c).

23.10 	EFFECTIVE DATE. This section is effective the day following final enactment 
23.11 	and applies to revenue for fiscal year 2014 and later.

23.12 	Sec. 35. Minnesota Statutes 2012, section 125A.08, is amended to read:
23.13 	125A.08 INDIVIDUALIZED EDUCATION PROGRAMS; DATA 
23.14 	REPORTING REQUIREMENTS.
23.15 		Subdivision 1.Requirements for individualized education programs. (a) At the 
23.16 	beginning of each school year, each school district shall have in effect, for each child with 
23.17 	a disability, an individualized education program.
23.18 	(b) As defined in this section, every district must ensure the following:
23.19 	(1) all students with disabilities are provided the special instruction and services 
23.20 	which are appropriate to their needs. Where the individualized education program team 
23.21 	has determined appropriate goals and objectives based on the student's needs, including 
23.22 	the extent to which the student can be included in the least restrictive environment, 
23.23 	and where there are essentially equivalent and effective instruction, related services, or 
23.24 	assistive technology devices available to meet the student's needs, cost to the district may 
23.25 	be among the factors considered by the team in choosing how to provide the appropriate 
23.26 	services, instruction, or devices that are to be made part of the student's individualized 
23.27 	education program. The individualized education program team shall consider and 
23.28 	may authorize services covered by medical assistance according to section 256B.0625, 
23.29 	subdivision 26. The student's needs and the special education instruction and services to 
23.30 	be provided must be agreed upon through the development of an individualized education 
23.31 	program. The program must address the student's need to develop skills to live and work 
23.32 	as independently as possible within the community. The individualized education program 
23.33 	team must consider positive behavioral interventions, strategies, and supports that address 
23.34 	behavior for children with attention deficit disorder or attention deficit hyperactivity 
24.1 	disorder. During grade 9, the program must address the student's needs for transition from 
24.2 	secondary services to postsecondary education and training, employment, community 
24.3 	participation, recreation, and leisure and home living. In developing the program, districts 
24.4 	must inform parents of the full range of transitional goals and related services that should 
24.5 	be considered. The program must include a statement of the needed transition services, 
24.6 	including a statement of the interagency responsibilities or linkages or both before 
24.7 	secondary services are concluded;
24.8 	(2) children with a disability under age five and their families are provided special 
24.9 	instruction and services appropriate to the child's level of functioning and needs;
24.10 	(3) children with a disability and their parents or guardians are guaranteed procedural 
24.11 	safeguards and the right to participate in decisions involving identification, assessment 
24.12 	including assistive technology assessment, and educational placement of children with a 
24.13 	disability;
24.14 	(4) eligibility and needs of children with a disability are determined by an initial 
24.15 	assessment or reassessment, which may be completed using existing data under United 
24.16 	States Code, title 20, section 33, et seq.;
24.17 	(5) to the maximum extent appropriate, children with a disability, including those 
24.18 	in public or private institutions or other care facilities, are educated with children who 
24.19 	are not disabled, and that special classes, separate schooling, or other removal of children 
24.20 	with a disability from the regular educational environment occurs only when and to the 
24.21 	extent that the nature or severity of the disability is such that education in regular classes 
24.22 	with the use of supplementary services cannot be achieved satisfactorily;
24.23 	(6) in accordance with recognized professional standards, testing and evaluation 
24.24 	materials, and procedures used for the purposes of classification and placement of children 
24.25 	with a disability are selected and administered so as not to be racially or culturally 
24.26 	discriminatory; and
24.27 	(7) the rights of the child are protected when the parents or guardians are not known 
24.28 	or not available, or the child is a ward of the state.
24.29 	(c) For paraprofessionals employed to work in programs for students with 
24.30 	disabilities, the school board in each district shall ensure that:
24.31 	(1) before or immediately upon employment, each paraprofessional develops 
24.32 	sufficient knowledge and skills in emergency procedures, building orientation, roles and 
24.33 	responsibilities, confidentiality, vulnerability, and reportability, among other things, to 
24.34 	begin meeting the needs of the students with whom the paraprofessional works;
24.35 	(2) annual training opportunities are available to enable the paraprofessional to 
24.36 	continue to further develop the knowledge and skills that are specific to the students with 
25.1 	whom the paraprofessional works, including understanding disabilities, following lesson 
25.2 	plans, and implementing follow-up instructional procedures and activities; and
25.3 	(3) a districtwide process obligates each paraprofessional to work under the ongoing 
25.4 	direction of a licensed teacher and, where appropriate and possible, the supervision of a 
25.5 	school nurse.
25.6 		Subd. 2.Online reporting of required data. (a) To ensure a strong focus 
25.7 	on outcomes for children with disabilities informs federal and state compliance and 
25.8 	accountability requirements and to increase opportunities for special educators and 
25.9 	related-services providers to focus on teaching children with disabilities, the commissioner 
25.10 	must integrate, customize, and sustain a streamlined, user-friendly statewide online system, 
25.11 	with a single, integrated model online form, for effectively and efficiently collecting 
25.12 	and reporting required special educationâ€“related data to individuals with a legitimate 
25.13 	educational interest and who are authorized by law to access the data. Among other 
25.14 	data-related requirements, the online system must successfully interface with existing state 
25.15 	reporting systems such as MARSS and Child Count and with districts' local data systems.
25.16 	(b) The commissioner must consult with qualified experts, including information 
25.17 	technology specialists, licensed special education teachers and directors of special 
25.18 	education, related-services providers, third-party vendors, a designee of the commissioner 
25.19 	of human services, parents of children with disabilities, representatives of advocacy groups 
25.20 	representing children with disabilities, and representatives of school districts and special 
25.21 	education cooperatives on integrating, field testing, customizing, and sustaining this simple, 
25.22 	easily accessible, efficient, and effective online data system for uniform statewide reporting 
25.23 	of required due process compliance data. Among other outcomes, the system must:
25.24 	(1) reduce special education teachers' paperwork burden and thereby increase the 
25.25 	teachers' opportunities to focus on teaching children;
25.26 	(2) to the extent authorized by chapter 13 or other applicable state or federal law 
25.27 	governing access to and dissemination of educational records, provide for efficiently and 
25.28 	effectively transmitting the records of all transferring children with disabilities, including 
25.29 	highly mobile and homeless children with disabilities, among others, to give an enrolling 
25.30 	school, school district, facility, or other institution immediate access to information about 
25.31 	the transferring child and to avoid fragmented service delivery;
25.32 	(3) address language and other barriers and disparities that prevent parents from 
25.33 	understanding and communicating information about the needs of their children with 
25.34 	disabilities;
26.1 	(4) facilitate school districts' ability to bill medical assistance, MinnesotaCare, 
26.2 	and other third-party payers for the costs of providing individualized education program 
26.3 	health-related services to an eligible child with disabilities;
26.4 	(5) help continuously improve the interface among the online systems serving 
26.5 	children with disabilities in order to maintain and reinforce the children's ability to learn; 
26.6 	and
26.7 	(6) have readily accessible expert technical assistance to maintain, sustain, and 
26.8 	improve the online system.
26.9 	(c) The commissioner must use the federal Office of Special Education Programs 
26.10 	model forms for the (1) individualized education program, (2) notice of procedural 
26.11 	safeguards, and (3) prior written notice that are consistent with Part B of IDEA to integrate 
26.12 	and customize a state-sponsored universal special education online case management 
26.13 	system, consistent with the requirements of state law and this subdivision for integrating, 
26.14 	customizing, and sustaining a statewide online reporting system. The commissioner must 
26.15 	use a request for proposal process to contract for the technology and software needed 
26.16 	for integrating and customizing the online system in order for the system to be fully 
26.17 	functional, consistent with the requirements of this subdivision.  This online system must 
26.18 	be made available to school districts without charge beginning in the 2015-2016 school 
26.19 	year. All actions in which data in the system are entered, updated, accessed, or shared or 
26.20 	disseminated outside of the system, must be recorded in a data audit trail. The audit trail 
26.21 	must identify the user responsible for the action, and the date and time the action occurred. 
26.22 	Data contained in the audit trail maintain the same classification as the underlying data 
26.23 	that was affected by the action, and may be accessed by the responsible authority at any 
26.24 	time for purposes of auditing the system's user activity and security safeguards. For the 
26.25 	2015-2016 through 2017-2018 school years, school districts may use this online system or 
26.26 	may contract with an outside vendor for compliance reporting. Beginning in the 2018-2019 
26.27 	school year and later, school districts must use this online system for compliance reporting.
26.28 	(d) Consistent with this subdivision, the commissioner must establish a public 
26.29 	Internet Web interface to provide information to educators, parents, and the public about 
26.30 	the form and content of required special education reports, to respond to queries from 
26.31 	educators, parents, and the public about specific aspects of special education reports and 
26.32 	reporting, and to use the information garnered from the interface to streamline and revise 
26.33 	special education reporting on the online system under this subdivision. The public Internet 
26.34 	Web interface must not provide access to the educational records of any individual child.
26.35 	(e) The commissioner annually by February 1 must submit to the legislature a report 
26.36 	on the status, recent changes, and sustainability of the online system under this subdivision.

27.1 	Sec. 36. Minnesota Statutes 2013 Supplement, section 125A.11, subdivision 1, is 
27.2 	amended to read:
27.3 		Subdivision 1.Nonresident tuition rate; other costs. (a) For fiscal year 2015 and 
27.4 	later, when a school district provides special instruction and services for a pupil with 
27.5 	a disability as defined in section 125A.02 outside the district of residence, excluding 
27.6 	a pupil for whom an adjustment to special education aid is calculated according to 
27.7 	section 127A.47, subdivision 7, paragraphs (b) to (d), special education aid paid to the 
27.8 	resident district must be reduced by an amount equal to (1) the actual cost of providing 
27.9 	special instruction and services to the pupil, including a proportionate amount for special 
27.10 	transportation and unreimbursed building lease and debt service costs for facilities used 
27.11 	primarily for special education, plus (2) the amount of general education revenue and 
27.12 	referendum equalization aid attributable to that pupil, calculated using the resident district's 
27.13 	average general education revenue and referendum equalization aid per adjusted pupil 
27.14 	unit excluding basic skills revenue, elementary sparsity revenue and secondary sparsity 
27.15 	revenue, minus (3) the amount of special education aid for children with a disability 
27.16 	under section 125A.76 received on behalf of that child, minus (4) if the pupil receives 
27.17 	special instruction and services outside the regular classroom for more than 60 percent 
27.18 	of the school day, the amount of general education revenue and referendum equalization 
27.19 	aid, excluding portions attributable to district and school administration, district support 
27.20 	services, operations and maintenance, capital expenditures, and pupil transportation, 
27.21 	attributable to that pupil for the portion of time the pupil receives special instruction 
27.22 	and services outside of the regular classroom, calculated using the resident district's 
27.23 	average general education revenue and referendum equalization aid per adjusted pupil unit 
27.24 	excluding basic skills revenue, elementary sparsity revenue and secondary sparsity revenue 
27.25 	and the serving district's basic skills revenue, elementary sparsity revenue and secondary 
27.26 	sparsity revenue per adjusted pupil unit. Notwithstanding clauses (1) and (4), for pupils 
27.27 	served by a cooperative unit without a fiscal agent school district, the general education 
27.28 	revenue and referendum equalization aid attributable to a pupil must be calculated using 
27.29 	the resident district's average general education revenue and referendum equalization aid 
27.30 	excluding compensatory revenue, elementary sparsity revenue, and secondary sparsity 
27.31 	revenue. Special education aid paid to the district or cooperative providing special 
27.32 	instruction and services for the pupil must be increased by the amount of the reduction in 
27.33 	the aid paid to the resident district. Amounts paid to cooperatives under this subdivision 
27.34 	and section 127A.47, subdivision 7, shall be recognized and reported as revenues and 
27.35 	expenditures on the resident school district's books of account under sections 123B.75 
28.1 	and 123B.76. If the resident district's special education aid is insufficient to make the full 
28.2 	adjustment, the remaining adjustment shall be made to other state aid due to the district.
28.3 	(b) Notwithstanding paragraph (a) and section 127A.47, subdivision 7, paragraphs 
28.4 	(b) to (d), a charter school where more than 30 percent of enrolled students receive special 
28.5 	education and related services, a site approved under section 125A.515, an intermediate 
28.6 	district, a special education cooperative, or a school district that served as the applicant 
28.7 	agency for a group of school districts for federal special education aids for fiscal year 
28.8 	2006 may apply to the commissioner for authority to charge the resident district an 
28.9 	additional amount to recover any remaining unreimbursed costs of serving pupils with 
28.10 	a disability. The application must include a description of the costs and the calculations 
28.11 	used to determine the unreimbursed portion to be charged to the resident district. Amounts 
28.12 	approved by the commissioner under this paragraph must be included in the tuition billings 
28.13 	or aid adjustments under paragraph (a), or section 127A.47, subdivision 7, paragraphs 
28.14 	(b) to (d), as applicable.
28.15 	(c) For purposes of this subdivision and section 127A.47, subdivision 7, paragraphs 
28.16 	(d) and (e) paragraph (b), "general education revenue and referendum equalization aid" 
28.17 	means the sum of the general education revenue according to section 126C.10, subdivision 
28.18 	1, excluding the local optional levy according to section 126C.10, subdivision 2e, paragraph 
28.19 	(c), plus the referendum equalization aid according to section 126C.17, subdivision 7.

28.20 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2015 
28.21 	and later.

28.22 	Sec. 37. Minnesota Statutes 2013 Supplement, section 125A.76, subdivision 1, is 
28.23 	amended to read:
28.24 		Subdivision 1.Definitions. (a) For the purposes of this section and section 125A.79, 
28.25 	the definitions in this subdivision apply.
28.26 	(b) "Basic revenue" has the meaning given it in section 126C.10, subdivision 2. 
28.27 	For the purposes of computing basic revenue pursuant to this section, each child with a 
28.28 	disability shall be counted as prescribed in section 126C.05, subdivision 1.
28.29 	(c) "Essential personnel" means teachers, cultural liaisons, related services, and 
28.30 	support services staff providing services to students. Essential personnel may also include 
28.31 	special education paraprofessionals or clericals providing support to teachers and students 
28.32 	by preparing paperwork and making arrangements related to special education compliance 
28.33 	requirements, including parent meetings and individualized education programs. Essential 
28.34 	personnel does not include administrators and supervisors.
28.35 	(d) "Average daily membership" has the meaning given it in section 126C.05.
29.1 	(e) "Program growth factor" means 1.046 for fiscal years 2012 though through 2015, 
29.2 	1.0 for fiscal year 2016, 1.046 for fiscal year 2017, and the product of 1.046 and the 
29.3 	program growth factor for the previous year for fiscal year 2018 and later.
29.4 	(f) "Nonfederal special education expenditure" means all direct expenditures that 
29.5 	are necessary and essential to meet the district's obligation to provide special instruction 
29.6 	and services to children with a disability according to sections 124D.454, 125A.03 to 
29.7 	125A.24, 125A.259 to 125A.48, and 125A.65 as submitted by the district and approved by 
29.8 	the department under section 125A.75, subdivision 4, excluding expenditures:
29.9 	(1) reimbursed with federal funds;
29.10 	(2) reimbursed with other state aids under this chapter;
29.11 	(3) for general education costs of serving students with a disability;
29.12 	(4) for facilities;
29.13 	(5) for pupil transportation; and
29.14 	(6) for postemployment benefits.
29.15 	(g) "Old formula special education expenditures" means expenditures eligible for 
29.16 	revenue under Minnesota Statutes 2012, section 125A.76, subdivision 2.
29.17 	(h) For the Minnesota State Academy for the Deaf and the Minnesota State Academy 
29.18 	for the Blind, expenditures are limited to the salary and fringe benefits of one-to-one 
29.19 	instructional and behavior management aides assigned to a child attending the academy, if 
29.20 	the aides are required by the child's individualized education program.
29.21 	(h) (i) "Cross subsidy reduction aid percentage" means 1.0 percent for fiscal year 
29.22 	2014 and 2.27 percent for fiscal year 2015.
29.23 	(i) (j) "Cross subsidy reduction aid limit" means $20 for fiscal year 2014 and $48 
29.24 	for fiscal year 2015.
29.25 	(j) (k) "Special education aid increase limit" means $80 for fiscal year 2016, $100 
29.26 	for fiscal year 2017, and, for fiscal year 2018 and later, the sum of the special education 
29.27 	aid increase limit for the previous fiscal year and $40.

29.28 	Sec. 38. Minnesota Statutes 2013 Supplement, section 125A.76, subdivision 2a, 
29.29 	is amended to read:
29.30 		Subd. 2a.Special education initial aid. For fiscal year 2016 and later, a district's 
29.31 	special education initial aid equals the sum of:
29.32 	(1) the lesser least of 62 percent of the district's old formula special education 
29.33 	expenditures for the prior fiscal year, excluding pupil transportation expenditures, 50 
29.34 	percent of the district's nonfederal special education expenditures for the prior year, 
30.1 	excluding pupil transportation expenditures, or 56 percent of the product of the sum of the 
30.2 	following amounts, computed using prior fiscal year data, and the program growth factor:
30.3 	(i) the product of the district's average daily membership served and the sum of:
30.4 	(A) $450; plus
30.5 	(B) $400 times the ratio of the sum of the number of pupils enrolled on October 1 
30.6 	who are eligible to receive free lunch plus one-half of the pupils enrolled on October 1 
30.7 	who are eligible to receive reduced-price lunch to the total October 1 enrollment; plus
30.8 	(C) .008 times the district's average daily membership served; plus
30.9 	(ii) $10,400 times the December 1 child count for the primary disability areas of 
30.10 	autism spectrum disorders, developmental delay, and severely multiply impaired; plus
30.11 	(iii) $18,000 times the December 1 child count for the primary disability areas of 
30.12 	deaf and hard-of-hearing and emotional or behavioral disorders; plus
30.13 	(iv) $27,000 times the December 1 child count for the primary disability areas of 
30.14 	developmentally cognitive mild-moderate, developmentally cognitive severe-profound, 
30.15 	physically impaired, visually impaired, and deafblind; plus
30.16 	(2) the cost of providing transportation services for children with disabilities under 
30.17 	section 123B.92, subdivision 1, paragraph (b), clause (4).

30.18 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2016 
30.19 	and later.

30.20 	Sec. 39. Minnesota Statutes 2013 Supplement, section 125A.76, subdivision 2b, 
30.21 	is amended to read:
30.22 		Subd. 2b.Cross subsidy reduction aid. For fiscal years 2014 and 2015, the cross 
30.23 	subsidy reduction aid for a school district, not including a charter school, equals the 
30.24 	lesser of (a) the product of the cross subsidy reduction aid limit and the district's average 
30.25 	daily membership served or (b) the sum of the product of the cross subsidy reduction aid 
30.26 	percentage, the district's average daily membership served, and the sum of:
30.27 	(1) $450; plus
30.28 	(2) $400 times the ratio of the sum of the number of pupils enrolled on October 1 
30.29 	who are eligible to receive free lunch plus one-half of the pupils enrolled on October 1 
30.30 	who are eligible to receive reduced-price lunch to the total October 1 enrollment; plus
30.31 	(3) .008 times the district's average daily membership served; plus the product of the 
30.32 	cross subsidy aid percentage and the sum of:
30.33 	(i) $10,100 times the December 1 child count for the primary disability areas of 
30.34 	autism spectrum disorders, developmental delay, and severely multiply impaired; plus
31.1 	(ii) $17,500 times the December 1 child count for the primary disability areas of 
31.2 	deaf and hard-of-hearing and emotional or behavioral disorders; plus
31.3 	(iii) $26,000 times the December 1 child count for the primary disability areas of 
31.4 	developmentally cognitive mild-moderate, developmentally cognitive severe-profound, 
31.5 	physically impaired, visually impaired, and deafblind.

31.6 	EFFECTIVE DATE. This section is effective the day following final enactment 
31.7 	and applies to revenue for fiscal year 2014 and later.

31.8 	Sec. 40. Minnesota Statutes 2013 Supplement, section 125A.76, subdivision 2c, 
31.9 	is amended to read:
31.10 		Subd. 2c.Special education aid. (a) For fiscal year 2014 and fiscal year 2015, a 
31.11 	district's special education aid equals the sum of the district's special education initial aid 
31.12 	under subdivision 5, the district's cross subsidy reduction aid under subdivision 2b, and 
31.13 	the district's excess cost aid under section 125A.79, subdivision 7.
31.14 	(b) For fiscal year 2016 and later, a district's special education aid equals the sum of 
31.15 	the district's special education initial aid under subdivision 2a and the district's excess cost 
31.16 	aid under section 125A.79, subdivision 5.
31.17 	(c) Notwithstanding paragraph (b), for fiscal year 2016, the special education aid for 
31.18 	a school district must not exceed the sum of the special education aid the district would 
31.19 	have received for fiscal year 2016 under Minnesota Statutes 2012, sections 125A.76 
31.20 	and 125A.79, as adjusted according to Minnesota Statutes 2012, sections 125A.11 and 
31.21 	127A.47, subdivision 7, and the product of the district's average daily membership served 
31.22 	and the special education aid increase limit.
31.23 	(d) Notwithstanding paragraph (b), for fiscal year 2017 and later, the special education 
31.24 	aid for a school district must not exceed the sum of: (i) the product of the district's average 
31.25 	daily membership served and the special education aid increase limit and (ii) the product 
31.26 	of the sum of the special education aid the district would have received for fiscal year 2016 
31.27 	under Minnesota Statutes 2012, sections 125A.76 and 125A.79, as adjusted according 
31.28 	to Minnesota Statutes 2012, sections 125A.11 and 127A.47, subdivision 7, the ratio of 
31.29 	the district's average daily membership served for the current fiscal year to the district's 
31.30 	average daily membership served for fiscal year 2016, and the program growth factor.
31.31 	(e) Notwithstanding paragraph (b), for fiscal year 2016 and later the special education 
31.32 	aid for a school district, not including a charter school, must not be less than the lesser of 
31.33 	(1) the district's nonfederal special education expenditures for that fiscal year or (2) the 
31.34 	product of the sum of the special education aid the district would have received for fiscal 
31.35 	year 2016 under Minnesota Statutes 2012, sections 125A.76 and 125A.79, as adjusted 
32.1 	according to Minnesota Statutes 2012, sections 125A.11 and 127A.47, subdivision 7, the 
32.2 	ratio of the district's adjusted daily membership for the current fiscal year to the district's 
32.3 	average daily membership for fiscal year 2016, and the program growth factor.

32.4 	EFFECTIVE DATE. This section is effective the day following final enactment 
32.5 	and applies to revenue for fiscal year 2014 and later.

32.6 	Sec. 41. Minnesota Statutes 2013 Supplement, section 125A.79, subdivision 1, is 
32.7 	amended to read:
32.8 		Subdivision 1.Definitions. For the purposes of this section, the definitions in this 
32.9 	subdivision apply.
32.10 	(a) "Unreimbursed old formula special education expenditures" means:
32.11 	(1) old formula special education expenditures for the prior fiscal year; minus
32.12 	(2) for fiscal years 2014 and 2015, the sum of the special education aid under section 
32.13 	125A.76, subdivision 5, for the prior fiscal year and the cross subsidy reduction aid under 
32.14 	section 125A.76, subdivision 2b, and for fiscal year 2016 and later, the special education 
32.15 	initial aid under section 125A.76, subdivision 2a; minus
32.16 	(3) for fiscal year 2016 and later, the amount of general education revenue, excluding 
32.17 	local optional revenue, plus local optional aid and referendum equalization aid for the 
32.18 	prior fiscal year attributable to pupils receiving special instruction and services outside the 
32.19 	regular classroom for more than 60 percent of the school day for the portion of time the 
32.20 	pupils receive special instruction and services outside the regular classroom, excluding 
32.21 	portions attributable to district and school administration, district support services, 
32.22 	operations and maintenance, capital expenditures, and pupil transportation.
32.23 	(b) "Unreimbursed nonfederal special education expenditures" means:
32.24 	(1) nonfederal special education expenditures for the prior fiscal year; minus
32.25 	(2) special education initial aid under section 125A.76, subdivision 2a; minus
32.26 	(3) the amount of general education revenue and referendum equalization aid for the 
32.27 	prior fiscal year attributable to pupils receiving special instruction and services outside the 
32.28 	regular classroom for more than 60 percent of the school day for the portion of time the 
32.29 	pupils receive special instruction and services outside of the regular classroom, excluding 
32.30 	portions attributable to district and school administration, district support services, 
32.31 	operations and maintenance, capital expenditures, and pupil transportation.
32.32 	(c) "General revenue" for a school district means the sum of the general education 
32.33 	revenue according to section 126C.10, subdivision 1, excluding alternative teacher 
32.34 	compensation revenue, minus transportation sparsity revenue minus, local optional 
32.35 	revenue, and total operating capital revenue. "General revenue" for a charter school means 
33.1 	the sum of the general education revenue according to section 124D.11, subdivision 1, and 
33.2 	transportation revenue according to section 124D.11, subdivision 2, excluding alternative 
33.3 	teacher compensation revenue, minus referendum equalization aid minus, transportation 
33.4 	sparsity revenue minus, and operating capital revenue.

33.5 	EFFECTIVE DATE. This section is effective the day following final enactment 
33.6 	and applies to revenue for fiscal year 2014 and later.

33.7 	Sec. 42. Minnesota Statutes 2013 Supplement, section 125A.79, subdivision 5, is 
33.8 	amended to read:
33.9 		Subd. 5.Initial Excess cost aid. For fiscal year 2016 and later, a district's initial
33.10 	 excess cost aid equals the greater of:
33.11 	(1) 56 percent of the difference between (i) the district's unreimbursed nonfederal 
33.12 	special education expenditures and (ii) 7.0 percent of the district's general revenue;
33.13 	(2) 62 percent of the difference between (i) the district's unreimbursed old formula 
33.14 	special education expenditures and (ii) 2.5 percent of the district's general revenue; or
33.15 	(3) zero.

33.16 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2016 
33.17 	and later.

33.18 	Sec. 43. Minnesota Statutes 2013 Supplement, section 125A.79, subdivision 8, is 
33.19 	amended to read:
33.20 		Subd. 8.Out-of-state tuition. For children who are residents of the state, receive 
33.21 	services under section 125A.76, subdivisions 1 and 2, and are placed in a care and 
33.22 	treatment facility by court action in a state that does not have a reciprocity agreement with 
33.23 	the commissioner under section 125A.155, the resident school district shall submit the 
33.24 	balance receive special education out-of-state tuition aid equal to the amount of the tuition 
33.25 	bills, minus (1) the general education revenue, excluding basic skills revenue and the local 
33.26 	optional levy attributable to the pupil, calculated using the resident district's average 
33.27 	general education revenue per adjusted pupil unit, and (2) the referendum equalization aid 
33.28 	attributable to the pupil, calculated using the resident district's average general education 
33.29 	revenue and referendum equalization aid per adjusted pupil unit minus, and (3) the special 
33.30 	education contracted services initial revenueaid attributable to the pupil.

33.31 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2015 
33.32 	and later.

34.1 	Sec. 44. Minnesota Statutes 2013 Supplement, section 126C.05, subdivision 15, 
34.2 	is amended to read:
34.3 		Subd. 15.Learning year pupil units. (a) When a pupil is enrolled in a learning 
34.4 	year program under section 124D.128, an area learning center or an alternative learning 
34.5 	program approved by the commissioner under sections 123A.05 and 123A.06, or a 
34.6 	contract alternative program under section 124D.68, subdivision 3, paragraph (d), or 
34.7 	subdivision 4, for more than 1,020 hours in a school year for a secondary student, more 
34.8 	than 935 hours in a school year for an elementary student, more than 850 hours in a school 
34.9 	year for a kindergarten student without a disability in an all-day kindergarten program, 
34.10 	or more than 425 hours in a school year for a half-day kindergarten student without a 
34.11 	disability, that pupil may be counted as more than one pupil in average daily membership 
34.12 	for purposes of section 126C.10, subdivision 2a. The amount in excess of one pupil must 
34.13 	be determined by the ratio of the number of hours of instruction provided to that pupil in 
34.14 	excess of: (i) the greater of 1,020 hours or the number of hours required for a full-time 
34.15 	secondary pupil in the district to 1,020 for a secondary pupil; (ii) the greater of 935 hours 
34.16 	or the number of hours required for a full-time elementary pupil in the district to 935 for 
34.17 	an elementary pupil in grades 1 through 6; and (iii) the greater of 425 850 hours or the 
34.18 	number of hours required for a full-time kindergarten student without a disability in the 
34.19 	district to 425 850 for a kindergarten student without a disability; and (iv) the greater of 
34.20 	425 hours or the number of hours required for a half-time kindergarten student without a 
34.21 	disability in the district to 425 for a half-day kindergarten student without a disability. 
34.22 	Hours that occur after the close of the instructional year in June shall be attributable to 
34.23 	the following fiscal year. A student in kindergarten or grades 1 through 12 must not be 
34.24 	counted as more than 1.2 pupils in average daily membership under this subdivision.
34.25 	(b)(i) To receive general education revenue for a pupil in an area learning center 
34.26 	or alternative learning program that has an independent study component, a district 
34.27 	must meet the requirements in this paragraph. The district must develop, for the pupil, 
34.28 	a continual learning plan consistent with section 124D.128, subdivision 3. Each school 
34.29 	district that has an area learning center or alternative learning program must reserve 
34.30 	revenue in an amount equal to at least 90 percent of the district average general education 
34.31 	revenue per pupil unit, minus an amount equal to the product of the formula allowance 
34.32 	according to section 126C.10, subdivision 2, times .0466, calculated without basic skills 
34.33 	and transportation sparsity revenue, times the number of pupil units generated by students 
34.34 	attending an area learning center or alternative learning program. The amount of reserved 
34.35 	revenue available under this subdivision may only be spent for program costs associated 
34.36 	with the area learning center or alternative learning program. Basic skills revenue 
35.1 	generated according to section 126C.10, subdivision 4, by pupils attending the eligible 
35.2 	program must be allocated to the program.
35.3 	(ii) General education revenue for a pupil in a state-approved alternative program 
35.4 	without an independent study component must be prorated for a pupil participating for less 
35.5 	than a full year, or its equivalent. The district must develop a continual learning plan for the 
35.6 	pupil, consistent with section 124D.128, subdivision 3. Each school district that has an area 
35.7 	learning center or alternative learning program must reserve revenue in an amount equal to 
35.8 	at least 90 percent of the district average general education revenue per pupil unit, minus 
35.9 	an amount equal to the product of the formula allowance according to section 126C.10, 
35.10 	subdivision 2, times .0466, calculated without basic skills and transportation sparsity 
35.11 	revenue, times the number of pupil units generated by students attending an area learning 
35.12 	center or alternative learning program. The amount of reserved revenue available under this 
35.13 	subdivision may only be spent for program costs associated with the area learning center or 
35.14 	alternative learning program. Basic skills revenue generated according to section 126C.10, 
35.15 	subdivision 4, by pupils attending the eligible program must be allocated to the program.
35.16 	(iii) General education revenue for a pupil in a state-approved alternative program 
35.17 	that has an independent study component must be paid for each hour of teacher contact 
35.18 	time and each hour of independent study time completed toward a credit or graduation 
35.19 	standards necessary for graduation. Average daily membership for a pupil shall equal the 
35.20 	number of hours of teacher contact time and independent study time divided by 1,020.
35.21 	(iv) For a state-approved alternative program having an independent study 
35.22 	component, the commissioner shall require a description of the courses in the program, the 
35.23 	kinds of independent study involved, the expected learning outcomes of the courses, and 
35.24 	the means of measuring student performance against the expected outcomes.

35.25 	Sec. 45. Minnesota Statutes 2013 Supplement, section 126C.10, subdivision 2a, 
35.26 	is amended to read:
35.27 		Subd. 2a.Extended time revenue. (a) A school district's extended time revenue for 
35.28 	fiscal year 2014 is equal to the product of $4,601 and the sum of the adjusted marginal 
35.29 	cost pupil units of the district for each pupil in average daily membership in excess of 1.0 
35.30 	and less than 1.2 according to section 126C.05, subdivision 8. A school district's extended 
35.31 	time revenue for fiscal year 2015 and later is equal to the product of $5,017 and the sum 
35.32 	of the adjusted pupil units of the district for each pupil in average daily membership in 
35.33 	excess of 1.0 and less than 1.2 according to section 126C.05, subdivision 8.
36.1 	(b) A school district's extended time revenue may be used for extended day 
36.2 	programs, extended week programs, summer school, and other programming authorized 
36.3 	under the learning year program.

36.4 	EFFECTIVE DATE. This section is effective the day following final enactment 
36.5 	and applies to revenue for fiscal year 2014 and later.

36.6 	Sec. 46. Minnesota Statutes 2013 Supplement, section 126C.10, subdivision 2d, 
36.7 	is amended to read:
36.8 		Subd. 2d.Declining enrollment revenue. (a) A school district's declining 
36.9 	enrollment revenue equals the greater of zero or the product of: (1) 28 percent of the 
36.10 	formula allowance for that year and (2) the difference between the adjusted pupil units for 
36.11 	the preceding year and the adjusted pupil units for the current year.
36.12 	(b) Notwithstanding paragraph (a), for fiscal years 2015, 2016, and 2017 only, a pupil 
36.13 	enrolled at the Crosswinds school shall not generate declining enrollment revenue for the 
36.14 	district or charter school in which the pupil was last counted in average daily membership.

36.15 	Sec. 47. Minnesota Statutes 2013 Supplement, section 126C.10, subdivision 13a, 
36.16 	is amended to read:
36.17 		Subd. 13a.Operating capital levy. To obtain operating capital revenue for fiscal 
36.18 	year 2015 and later, a district may levy an amount not more than the product of its 
36.19 	operating capital revenue for the fiscal year times the lesser of one or the ratio of its 
36.20 	adjusted net tax capacity per adjusted marginal cost pupil unit to the operating capital 
36.21 	equalizing factor. The operating capital equalizing factor equals $14,500 $14,500 for 
36.22 	fiscal year 2015, $15,364 for fiscal year 2016, and $15,070 for fiscal year 2017 and later.

36.23 	Sec. 48. Minnesota Statutes 2013 Supplement, section 126C.10, subdivision 24, 
36.24 	is amended to read:
36.25 		Subd. 24.Equity revenue. (a) A school district qualifies for equity revenue if:
36.26 	(1) the school district's adjusted pupil unit amount of basic revenue, transition 
36.27 	revenue, and referendum revenue is less than the value of the school district at or 
36.28 	immediately above the 95th percentile of school districts in its equity region for those 
36.29 	revenue categories; and
36.30 	(2) the school district's administrative offices are not located in a city of the first 
36.31 	class on July 1, 1999.
36.32 	(b) Equity revenue for a qualifying district that receives referendum revenue under 
36.33 	section 126C.17, subdivision 4, equals the product of (1) the district's adjusted pupil 
37.1 	units for that year; times (2) the sum of (i) $14, plus (ii) $80, times the school district's 
37.2 	equity index computed under subdivision 27.
37.3 	(c) Equity revenue for a qualifying district that does not receive referendum revenue 
37.4 	under section 126C.17, subdivision 4, equals the product of the district's adjusted pupil 
37.5 	units for that year times $14.
37.6 	(d) A school district's equity revenue is increased by the greater of zero or an amount 
37.7 	equal to the district's resident adjusted pupil units times the difference between ten percent 
37.8 	of the statewide average amount of referendum revenue per resident adjusted pupil unit for 
37.9 	that year and the district's referendum revenue per resident adjusted pupil unit. A school 
37.10 	district's revenue under this paragraph must not exceed $100,000 for that year.
37.11 	(e) A school district's equity revenue for a school district located in the metro equity 
37.12 	region equals the amount computed in paragraphs (b), (c), and (d) multiplied by 1.25.
37.13 	(f) A school district's additional equity revenue equals $50 times its adjusted pupil 
37.14 	units.

37.15 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2015 
37.16 	and later.

37.17 	Sec. 49. Minnesota Statutes 2012, section 126C.10, subdivision 25, is amended to read:
37.18 		Subd. 25.Regional equity gap. The regional equity gap equals the difference 
37.19 	between the value of the school district at or immediately above the fifth percentile of 
37.20 	adjusted general revenue per adjusted marginal cost pupil unit and the value of the school 
37.21 	district at or immediately above the 95th percentile of adjusted general revenue per 
37.22 	adjusted marginal cost pupil unit.

37.23 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2015 
37.24 	and later.

37.25 	Sec. 50. Minnesota Statutes 2012, section 126C.10, subdivision 26, is amended to read:
37.26 		Subd. 26.District equity gap. A district's equity gap equals the greater of zero 
37.27 	or the difference between the district's adjusted general revenue and the value of the 
37.28 	school district at or immediately above the regional 95th percentile of adjusted general 
37.29 	revenue per adjusted marginal cost pupil unit.

37.30 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2015 
37.31 	and later.

37.32 	Sec. 51. Minnesota Statutes 2012, section 126C.10, subdivision 28, is amended to read:
38.1 		Subd. 28.Equity region. For the purposes of computing equity revenue under 
38.2 	subdivision 24, a district with its administrative office located in Anoka, Carver, Dakota, 
38.3 	Hennepin, Ramsey, Scott, or Washington County on January 1, 2012, with any of its area 
38.4 	located within the seven-county metropolitan area is part of the metro equity region. All 
38.5 	other districts are part of the rural equity region.

38.6 	EFFECTIVE DATE. This section is effective for fiscal year 2015 and later.

38.7 	Sec. 52. Minnesota Statutes 2013 Supplement, section 126C.10, subdivision 31, 
38.8 	is amended to read:
38.9 		Subd. 31.Transition revenue. (a) A district's transition allowance equals the 
38.10 	sum of the transition revenue the district would have received for fiscal year 2015 under 
38.11 	Minnesota Statutes 2012, section 126C.10, subdivisions 31, 31a, and 31c, and the greater 
38.12 	of zero or the difference between:
38.13 	(1) the sum of:
38.14 	(i) the general education revenue the district would have received for fiscal year 
38.15 	2015 according to Minnesota Statutes 2012, section 126C.10;
38.16 	(ii) the integration revenue the district received for fiscal year 2013 under Minnesota 
38.17 	Statutes 2012, section 124D.86;
38.18 	(iii) the pension adjustment the district would have received for fiscal year 2015 
38.19 	under Minnesota Statutes 2012, section 127A.50;
38.20 	(iv) the special education aid the district would have received for fiscal year 2015 
38.21 	under Minnesota Statutes 2012, section 125A.76; and
38.22 	(v) the special education excess cost aid the district would have received for fiscal 
38.23 	year 2015 under Minnesota Statutes 2012, section 125A.79; and
38.24 	(2) the sum of the district's:
38.25 	(i) general education revenue for fiscal year 2015 excluding transition revenue 
38.26 	under this section;
38.27 	(ii) achievement and integration revenue for fiscal year 2015 under section 
38.28 	124D.862; and
38.29 	(iii) special education aid for fiscal year 2015 under section 125A.76; and
38.30 	(iv) alternative teacher compensation revenue for fiscal year 2015 under section 
38.31 	122A.415,
38.32 	divided by the number of adjusted pupil units for fiscal year 2015.
38.33 	(b) A district's transition revenue for fiscal year 2015 and later equals the product of 
38.34 	the district's transition allowance times the district's adjusted pupil units.

39.1 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2015 
39.2 	and later.

39.3 	Sec. 53. Minnesota Statutes 2013 Supplement, section 126C.17, subdivision 6, is 
39.4 	amended to read:
39.5 		Subd. 6.Referendum equalization levy. (a) For fiscal year 2003 and later,
39.6 	 A district's referendum equalization levy equals the sum of the first tier referendum 
39.7 	equalization levy, the second tier referendum equalization levy, and the third tier 
39.8 	referendum equalization levy.
39.9 	(b) A district's first tier referendum equalization levy equals the district's first tier 
39.10 	referendum equalization revenue times the lesser of one or the ratio of the district's 
39.11 	referendum market value per resident pupil unit to $880,000.
39.12 	(c) A district's second tier referendum equalization levy equals the district's second 
39.13 	tier referendum equalization revenue times the lesser of one or the ratio of the district's 
39.14 	referendum market value per resident pupil unit to $510,000.
39.15 	(d) A district's third tier referendum equalization levy equals the district's third 
39.16 	tier referendum equalization revenue times the lesser of one or the ratio of the district's 
39.17 	referendum market value per resident pupil unit to $290,000.

39.18 	Sec. 54. Minnesota Statutes 2013 Supplement, section 126C.17, subdivision 7b, 
39.19 	is amended to read:
39.20 		Subd. 7b.Referendum aid guarantee. (a) Notwithstanding subdivision 7, the sum 
39.21 	of a district's referendum equalization aid and local optional aid under section 126C.10, 
39.22 	subdivision 2e, for fiscal year 2015 must not be less than the sum of the referendum 
39.23 	equalization aid the district would have received for fiscal year 2015 under Minnesota 
39.24 	Statutes 2012, section 126C.17, subdivision 7, and the adjustment the district would have 
39.25 	received under Minnesota Statutes 2012, section 127A.47, subdivision 7, paragraphs 
39.26 	(a), (b), and (c).
39.27 	(b) Notwithstanding subdivision 7, the sum of referendum equalization aid and local 
39.28 	optional aid under section 126C.10, subdivision 2e, for fiscal year 2016 and later, for a 
39.29 	district qualifying for additional aid under paragraph (a) for fiscal year 2015, must not 
39.30 	be less than the product of (1) the district's referendum equalization aid for fiscal year 
39.31 	2015, times (2) the lesser of one or the ratio of the district's referendum revenue for that 
39.32 	school year to the district's referendum revenue for fiscal year 2015, times (3) the lesser 
39.33 	of one or the ratio of the district's referendum market value used for fiscal year 2015 
40.1 	referendum equalization calculations to the district's referendum market value used for 
40.2 	that year's referendum equalization calculations.

40.3 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2015 
40.4 	and later.

40.5 	Sec. 55. Minnesota Statutes 2013 Supplement, section 126C.17, subdivision 9, is 
40.6 	amended to read:
40.7 		Subd. 9.Referendum revenue. (a) The revenue authorized by section 126C.10, 
40.8 	subdivision 1, may be increased in the amount approved by the voters of the district 
40.9 	at a referendum called for the purpose. The referendum may be called by the board. 
40.10 	The referendum must be conducted one or two calendar years before the increased levy 
40.11 	authority, if approved, first becomes payable. Only one election to approve an increase 
40.12 	may be held in a calendar year. Unless the referendum is conducted by mail under 
40.13 	subdivision 11, paragraph (a), the referendum must be held on the first Tuesday after the 
40.14 	first Monday in November. The ballot must state the maximum amount of the increased 
40.15 	revenue per adjusted pupil unit. The ballot may state a schedule, determined by the board, 
40.16 	of increased revenue per adjusted pupil unit that differs from year to year over the number 
40.17 	of years for which the increased revenue is authorized or may state that the amount shall 
40.18 	increase annually by the rate of inflation. For this purpose, the rate of inflation shall be the 
40.19 	annual inflationary increase calculated under subdivision 2, paragraph (b). The ballot may 
40.20 	state that existing referendum levy authority is expiring. In this case, the ballot may also 
40.21 	compare the proposed levy authority to the existing expiring levy authority, and express 
40.22 	the proposed increase as the amount, if any, over the expiring referendum levy authority. 
40.23 	The ballot must designate the specific number of years, not to exceed ten, for which the 
40.24 	referendum authorization applies. The ballot, including a ballot on the question to revoke 
40.25 	or reduce the increased revenue amount under paragraph (c), must abbreviate the term 
40.26 	"per adjusted pupil unit" as "per pupil." The notice required under section 275.60 may 
40.27 	be modified to read, in cases of renewing existing levies at the same amount per pupil 
40.28 	as in the previous year:
40.29 	"BY VOTING "YES" ON THIS BALLOT QUESTION, YOU ARE VOTING 
40.30 	TO EXTEND AN EXISTING PROPERTY TAX REFERENDUM THAT IS 
40.31 	SCHEDULED TO EXPIRE."
40.32 	The ballot may contain a textual portion with the information required in this 
40.33 	subdivision and a question stating substantially the following:
40.34 	"Shall the increase in the revenue proposed by (petition to) the board of ........., 
40.35 	School District No. .., be approved?"
41.1 	If approved, an amount equal to the approved revenue per adjusted pupil unit times 
41.2 	the adjusted pupil units for the school year beginning in the year after the levy is certified 
41.3 	shall be authorized for certification for the number of years approved, if applicable, or 
41.4 	until revoked or reduced by the voters of the district at a subsequent referendum.
41.5 	(b) The board must prepare and deliver by first class mail at least 15 days but no more 
41.6 	than 30 days before the day of the referendum to each taxpayer a notice of the referendum 
41.7 	and the proposed revenue increase. The board need not mail more than one notice to any 
41.8 	taxpayer. For the purpose of giving mailed notice under this subdivision, owners must be 
41.9 	those shown to be owners on the records of the county auditor or, in any county where 
41.10 	tax statements are mailed by the county treasurer, on the records of the county treasurer. 
41.11 	Every property owner whose name does not appear on the records of the county auditor 
41.12 	or the county treasurer is deemed to have waived this mailed notice unless the owner 
41.13 	has requested in writing that the county auditor or county treasurer, as the case may be, 
41.14 	include the name on the records for this purpose. The notice must project the anticipated 
41.15 	amount of tax increase in annual dollars for typical residential homesteads, agricultural 
41.16 	homesteads, apartments, and commercial-industrial property within the school district.
41.17 	The notice for a referendum may state that an existing referendum levy is expiring 
41.18 	and project the anticipated amount of increase over the existing referendum levy in 
41.19 	the first year, if any, in annual dollars for typical residential homesteads, agricultural 
41.20 	homesteads, apartments, and commercial-industrial property within the district.
41.21 	The notice must include the following statement: "Passage of this referendum will 
41.22 	result in an increase in your property taxes." However, in cases of renewing existing levies, 
41.23 	the notice may include the following statement: "Passage of this referendum extends an 
41.24 	existing operating referendum at the same amount per pupil as in the previous year."
41.25 	(c) A referendum on the question of revoking or reducing the increased revenue 
41.26 	amount authorized pursuant to paragraph (a) may be called by the board. A referendum to 
41.27 	revoke or reduce the revenue amount must state the amount per resident marginal cost
41.28 	 adjusted pupil unit by which the authority is to be reduced. Revenue authority approved 
41.29 	by the voters of the district pursuant to paragraph (a) must be available to the school 
41.30 	district at least once before it is subject to a referendum on its revocation or reduction for 
41.31 	subsequent years. Only one revocation or reduction referendum may be held to revoke or 
41.32 	reduce referendum revenue for any specific year and for years thereafter.
41.33 	(d) The approval of 50 percent plus one of those voting on the question is required to 
41.34 	pass a referendum authorized by this subdivision.
41.35 	(e) At least 15 days before the day of the referendum, the district must submit a 
41.36 	copy of the notice required under paragraph (b) to the commissioner and to the county 
42.1 	auditor of each county in which the district is located. Within 15 days after the results 
42.2 	of the referendum have been certified by the board, or in the case of a recount, the 
42.3 	certification of the results of the recount by the canvassing board, the district must notify 
42.4 	the commissioner of the results of the referendum.

42.5 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2015 
42.6 	and later.

42.7 	Sec. 56. Minnesota Statutes 2013 Supplement, section 126C.17, subdivision 9a, 
42.8 	is amended to read:
42.9 		Subd. 9a.Board-approved referendum allowance. Notwithstanding subdivision 
42.10 	9, a school district may convert up to $300 per adjusted pupil unit of referendum authority 
42.11 	from voter approved to board approved by a board vote. A district with less than $300 per 
42.12 	adjusted pupil unit of referendum authority after the local optional revenue subtraction 
42.13 	under subdivision 1 may authorize new referendum authority up to the difference between 
42.14 	$300 per adjusted pupil unit and the district's referendum authority. The board may 
42.15 	authorize this levy for up to five years and may subsequently reauthorize that authority 
42.16 	in increments of up to five years.

42.17 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2015 
42.18 	and later.

42.19 	Sec. 57. Minnesota Statutes 2013 Supplement, section 126C.40, subdivision 1, is 
42.20 	amended to read:
42.21 		Subdivision 1.To lease building or land. (a) When an independent or a special 
42.22 	school district or a group of independent or special school districts finds it economically 
42.23 	advantageous to rent or lease a building or land for any instructional purposes or for 
42.24 	school storage or furniture repair, and it determines that the operating capital revenue 
42.25 	authorized under section 126C.10, subdivision 13, is insufficient for this purpose, it may 
42.26 	apply to the commissioner for permission to make an additional capital expenditure levy 
42.27 	for this purpose. An application for permission to levy under this subdivision must contain 
42.28 	financial justification for the proposed levy, the terms and conditions of the proposed 
42.29 	lease, and a description of the space to be leased and its proposed use.
42.30 	(b) The criteria for approval of applications to levy under this subdivision must 
42.31 	include: the reasonableness of the price, the appropriateness of the space to the proposed 
42.32 	activity, the feasibility of transporting pupils to the leased building or land, conformity 
42.33 	of the lease to the laws and rules of the state of Minnesota, and the appropriateness of 
43.1 	the proposed lease to the space needs and the financial condition of the district. The 
43.2 	commissioner must not authorize a levy under this subdivision in an amount greater than 
43.3 	the cost to the district of renting or leasing a building or land for approved purposes. 
43.4 	The proceeds of this levy must not be used for custodial or other maintenance services. 
43.5 	A district may not levy under this subdivision for the purpose of leasing or renting a 
43.6 	district-owned building or site to itself.
43.7 	(c) For agreements finalized after July 1, 1997, a district may not levy under this 
43.8 	subdivision for the purpose of leasing: (1) a newly constructed building used primarily 
43.9 	for regular kindergarten, elementary, or secondary instruction; or (2) a newly constructed 
43.10 	building addition or additions used primarily for regular kindergarten, elementary, or 
43.11 	secondary instruction that contains more than 20 percent of the square footage of the 
43.12 	previously existing building.
43.13 	(d) Notwithstanding paragraph (b), a district may levy under this subdivision for the 
43.14 	purpose of leasing or renting a district-owned building or site to itself only if the amount 
43.15 	is needed by the district to make payments required by a lease purchase agreement, 
43.16 	installment purchase agreement, or other deferred payments agreement authorized by law, 
43.17 	and the levy meets the requirements of paragraph (c). A levy authorized for a district by 
43.18 	the commissioner under this paragraph may be in the amount needed by the district to 
43.19 	make payments required by a lease purchase agreement, installment purchase agreement, 
43.20 	or other deferred payments agreement authorized by law, provided that any agreement 
43.21 	include a provision giving the school districts the right to terminate the agreement 
43.22 	annually without penalty.
43.23 	(e) The total levy under this subdivision for a district for any year must not exceed 
43.24 	$162 $212 times the adjusted pupil units for the fiscal year to which the levy is attributable.
43.25 	(f) For agreements for which a review and comment have been submitted to the 
43.26 	Department of Education after April 1, 1998, the term "instructional purpose" as used in 
43.27 	this subdivision excludes expenditures on stadiums.
43.28 	(g) The commissioner of education may authorize a school district to exceed the 
43.29 	limit in paragraph (e) if the school district petitions the commissioner for approval. The 
43.30 	commissioner shall grant approval to a school district to exceed the limit in paragraph (e) 
43.31 	for not more than five years if the district meets the following criteria:
43.32 	(1) the school district has been experiencing pupil enrollment growth in the 
43.33 	preceding five years;
43.34 	(2) the purpose of the increased levy is in the long-term public interest;
43.35 	(3) the purpose of the increased levy promotes colocation of government services; and
44.1 	(4) the purpose of the increased levy is in the long-term interest of the district by 
44.2 	avoiding over construction of school facilities.
44.3 	(h) A school district that is a member of an intermediate school district may include 
44.4 	in its authority under this section the costs associated with leases of administrative and 
44.5 	classroom space for intermediate school district programs. This authority must not exceed 
44.6 	$46 $65 times the adjusted pupil units of the member districts. This authority is in addition 
44.7 	to any other authority authorized under this section.
44.8 	(i) In addition to the allowable capital levies in paragraph (a), for taxes payable in 
44.9 	2012 to 2023, a district that is a member of the "Technology and Information Education 
44.10 	Systems" data processing joint board, that finds it economically advantageous to enter into 
44.11 	a lease agreement to finance improvements to a building and land for a group of school 
44.12 	districts or special school districts for staff development purposes, may levy for its portion 
44.13 	of lease costs attributed to the district within the total levy limit in paragraph (e). The total 
44.14 	levy authority under this paragraph shall not exceed $632,000.
44.15 	(j) Notwithstanding paragraph (a), a district may levy under this subdivision for the 
44.16 	purpose of leasing administrative space if the district can demonstrate to the satisfaction of 
44.17 	the commissioner that the lease cost for the administrative space is no greater than the 
44.18 	lease cost for instructional space that the district would otherwise lease. The commissioner 
44.19 	must deny this levy authority unless the district passes a resolution stating its intent to 
44.20 	lease instructional space under this section if the commissioner does not grant authority 
44.21 	under this paragraph. The resolution must also certify that the lease cost for administrative 
44.22 	space under this paragraph is no greater than the lease cost for the district's proposed 
44.23 	instructional lease.

44.24 	EFFECTIVE DATE. This section is effective for taxes payable in 2015 and later.

44.25 	Sec. 58. Minnesota Statutes 2013 Supplement, section 126C.44, is amended to read:
44.26 	126C.44 SAFE SCHOOLS LEVY.
44.27 	(a) Each district may make a levy on all taxable property located within the district 
44.28 	for the purposes specified in this section. The maximum amount which may be levied for 
44.29 	all costs under this section shall be equal to $36 multiplied by the district's adjusted pupil 
44.30 	units for the school year. The proceeds of the levy must be reserved and used for directly 
44.31 	funding the following purposes or for reimbursing the cities and counties who contract 
44.32 	with the district for the following purposes:
44.33 	(1) to pay the costs incurred for the salaries, benefits, and transportation costs of 
44.34 	peace officers and sheriffs for liaison in services in the district's schools;
45.1 	(2) to pay the costs for a drug abuse prevention program as defined in section 
45.2 	609.101, subdivision 3, paragraph (e), in the elementary schools;
45.3 	(3) to pay the costs for a gang resistance education training curriculum in the 
45.4 	district's schools;
45.5 	(4) to pay the costs for security in the district's schools and on school property;
45.6 	(5) to pay the costs for other crime prevention, drug abuse, student and staff safety, 
45.7 	voluntary opt-in suicide prevention tools, and violence prevention measures taken by 
45.8 	the school district;
45.9 	(6) to pay costs for licensed school counselors, licensed school nurses, licensed 
45.10 	school social workers, licensed school psychologists, and licensed alcohol and chemical 
45.11 	dependency counselors to help provide early responses to problems;
45.12 	(7) to pay for facility security enhancements including laminated glass, public 
45.13 	announcement systems, emergency communications devices, and equipment and facility 
45.14 	modifications related to violence prevention and facility security;
45.15 	(8) to pay for costs associated with improving the school climate; or
45.16 	(9) to pay costs for colocating and collaborating with mental health professionals 
45.17 	who are not district employees or contractors.
45.18 	(b) For expenditures under paragraph (a), clause (1), the district must initially 
45.19 	attempt to contract for services to be provided by peace officers or sheriffs with the 
45.20 	police department of each city or the sheriff's department of the county within the district 
45.21 	containing the school receiving the services. If a local police department or a county 
45.22 	sheriff's department does not wish to provide the necessary services, the district may 
45.23 	contract for these services with any other police or sheriff's department located entirely or 
45.24 	partially within the school district's boundaries.
45.25 	(c) A school district that is a member of an intermediate school district may 
45.26 	include in its authority under this section the costs associated with safe schools activities 
45.27 	authorized under paragraph (a) for intermediate school district programs. This authority 
45.28 	must not exceed $10 $15  times the adjusted marginal cost pupil units of the member 
45.29 	districts. This authority is in addition to any other authority authorized under this section. 
45.30 	Revenue raised under this paragraph must be transferred to the intermediate school district.

45.31 	EFFECTIVE DATE. This section is effective for taxes payable in fiscal year 2015 
45.32 	and later.

45.33 	Sec. 59. Minnesota Statutes 2013 Supplement, section 126C.48, subdivision 8, is 
45.34 	amended to read:
46.1 		Subd. 8.Taconite payment and other reductions. (1) Reductions in levies 
46.2 	pursuant to subdivision 1 must be made prior to the reductions in clause (2).
46.3 	(2) Notwithstanding any other law to the contrary, districts that have revenue 
46.4 	pursuant to sections 298.018; 298.225; 298.24 to 298.28, except an amount distributed 
46.5 	under sections 298.26; 298.28, subdivision 4, paragraphs (c), clause (ii), and (d); 298.34 
46.6 	to 298.39; 298.391 to 298.396; 298.405; 477A.15; and any law imposing a tax upon 
46.7 	severed mineral values must reduce the levies authorized by this chapter and chapters 
46.8 	120B, 122A, 123A, 123B, 124A, 124D, 125A, and 127A by 95 percent of the sum of the 
46.9 	previous year's revenue specified under this clause and the amount attributable to the same 
46.10 	production year distributed to the cities and townships within the school district under 
46.11 	section 298.28, subdivision 2, paragraph (c).
46.12 	(3) The amount of any voter approved referendum, facilities down payment, and 
46.13 	debt levies shall not be reduced by more than 50 percent under this subdivision, except that 
46.14 	payments under sections 298.28, subdivision 7a, and 298.292, subdivision 2, clause (6), 
46.15 	may reduce the debt service levy by more than 50 percent. In administering this paragraph, 
46.16 	the commissioner shall first reduce the nonvoter approved levies of a district; then, if any 
46.17 	payments, severed mineral value tax revenue or recognized revenue under paragraph (2) 
46.18 	remains, the commissioner shall reduce any voter approved referendum levies authorized 
46.19 	under section 126C.17; then, if any payments, severed mineral value tax revenue or 
46.20 	recognized revenue under paragraph (2) remains, the commissioner shall reduce any voter 
46.21 	approved facilities down payment levies authorized under section 123B.63 and then, if 
46.22 	any payments, severed mineral value tax revenue or recognized revenue under paragraph 
46.23 	(2) remains, the commissioner shall reduce any voter approved debt levies.
46.24 	(4) Before computing the reduction pursuant to this subdivision of the health and 
46.25 	safety levy authorized by sections 123B.57 and 126C.40, subdivision 5, the commissioner 
46.26 	shall ascertain from each affected school district the amount it proposes to levy under 
46.27 	each section or subdivision. The reduction shall be computed on the basis of the amount 
46.28 	so ascertained.
46.29 	(5) To the extent the levy reduction calculated under paragraph (2) exceeds the 
46.30 	limitation in paragraph (3), an amount equal to the excess must be distributed from the 
46.31 	school district's distribution under sections 298.225, 298.28, and 477A.15 in the following 
46.32 	year to the cities and townships within the school district in the proportion that their 
46.33 	taxable net tax capacity within the school district bears to the taxable net tax capacity of 
46.34 	the school district for property taxes payable in the year prior to distribution. No city or 
46.35 	township shall receive a distribution greater than its levy for taxes payable in the year prior 
46.36 	to distribution. The commissioner of revenue shall certify the distributions of cities and 
47.1 	towns under this paragraph to the county auditor by September 30 of the year preceding 
47.2 	distribution. The county auditor shall reduce the proposed and final levies of cities and 
47.3 	towns receiving distributions by the amount of their distribution. Distributions to the cities 
47.4 	and towns shall be made at the times provided under section 298.27.

47.5 	Sec. 60. Minnesota Statutes 2012, section 127A.45, subdivision 2, is amended to read:
47.6 		Subd. 2.Definitions. (a) "Other district receipts" means payments by county 
47.7 	treasurers pursuant to section 276.10, apportionments from the school endowment fund 
47.8 	pursuant to section 127A.33, apportionments by the county auditor pursuant to section 
47.9 	127A.34, subdivision 2, and payments to school districts by the commissioner of revenue 
47.10 	pursuant to chapter 298.
47.11 	(b) "Cumulative amount guaranteed" means the product of
47.12 	(1) the cumulative disbursement percentage shown in subdivision 3; times
47.13 	(2) the sum of
47.14 	(i) the current year aid payment percentage of the estimated aid and credit 
47.15 	entitlements paid according to subdivision 13; plus
47.16 	(ii) 100 percent of the entitlements paid according to subdivisions 11 and 12; plus
47.17 	(iii) the other district receipts.
47.18 	(c) "Payment date" means the date on which state payments to districts are made 
47.19 	by the electronic funds transfer method. If a payment date falls on a Saturday, a Sunday, 
47.20 	or a weekday which is a legal holiday, the payment shall be made on the immediately 
47.21 	preceding business day. The commissioner may make payments on dates other than 
47.22 	those listed in subdivision 3, but only for portions of payments from any preceding 
47.23 	payment dates which could not be processed by the electronic funds transfer method due 
47.24 	to documented extenuating circumstances.
47.25 	(d) The current year aid payment percentage equals 73 in fiscal year 2010 and 70 in 
47.26 	fiscal year 2011, and 60 in fiscal years 2012 and later 90.

47.27 	Sec. 61. Minnesota Statutes 2013 Supplement, section 127A.47, subdivision 7, is 
47.28 	amended to read:
47.29 		Subd. 7.Alternative attendance programs. (a) The general education aid and 
47.30 	special education aid for districts must be adjusted for each pupil attending a nonresident 
47.31 	district under sections 123A.05 to 123A.08, 124D.03, 124D.08, and 124D.68. The 
47.32 	adjustments must be made according to this subdivision.
47.33 	(b) For purposes of this subdivision, the "unreimbursed cost of providing special 
47.34 	education and services" means the difference between: (1) the actual cost of providing 
48.1 	special instruction and services, including special transportation and unreimbursed 
48.2 	building lease and debt service costs for facilities used primarily for special education, for 
48.3 	a pupil with a disability, as defined in section 125A.02, or a pupil, as defined in section 
48.4 	125A.51, who is enrolled in a program listed in this subdivision, minus (2) if the pupil 
48.5 	receives special instruction and services outside the regular classroom for more than 
48.6 	60 percent of the school day, the amount of general education revenue and referendum 
48.7 	equalization aid as defined in section 125A.11, subdivision 1, paragraph (c), attributable 
48.8 	to that pupil for the portion of time the pupil receives special instruction and services 
48.9 	outside of the regular classroom, excluding portions attributable to district and school 
48.10 	administration, district support services, operations and maintenance, capital expenditures, 
48.11 	and pupil transportation, minus (3) special education aid under section 125A.76 
48.12 	attributable to that pupil, that is received by the district providing special instruction and 
48.13 	services. For purposes of this paragraph, general education revenue and referendum 
48.14 	equalization aid attributable to a pupil must be calculated using the serving district's 
48.15 	average general education revenue and referendum equalization aid per adjusted pupil unit.
48.16 	(c) For fiscal year 2015 and later, special education aid paid to a resident district 
48.17 	must be reduced by an amount equal to 90 percent of the unreimbursed cost of providing 
48.18 	special education and services.
48.19 	(d) Notwithstanding paragraph (c), special education aid paid to a resident district 
48.20 	must be reduced by an amount equal to 100 percent of the unreimbursed cost of special 
48.21 	education and services provided to students at an intermediate district, cooperative, or 
48.22 	charter school where the percent of students eligible for special education services is at 
48.23 	least 70 percent of the charter school's total enrollment.
48.24 	(e) Special education aid paid to the district or cooperative providing special 
48.25 	instruction and services for the pupil, or to the fiscal agent district for a cooperative, 
48.26 	must be increased by the amount of the reduction in the aid paid to the resident district 
48.27 	under paragraphs (c) and (d). If the resident district's special education aid is insufficient 
48.28 	to make the full adjustment, the remaining adjustment shall be made to other state aids 
48.29 	due to the district.
48.30 	(f) An area learning center operated by a service cooperative, intermediate district, 
48.31 	education district, or a joint powers cooperative may elect through the action of the 
48.32 	constituent boards to charge the resident district tuition for pupils rather than to have the 
48.33 	general education revenue paid to a fiscal agent school district. Except as provided in 
48.34 	paragraph (e), the district of residence must pay tuition equal to at least between 90 and 100 
48.35 	percent of the district average general education revenue per pupil unit minus an amount 
48.36 	equal to the product of the formula allowance according to section 126C.10, subdivision 
49.1 	2, times .0466, calculated without compensatory revenue and transportation sparsity 
49.2 	revenue, times the number of pupil units for pupils attending the area learning center.

49.3 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2015 
49.4 	and later.

49.5 	Sec. 62. Minnesota Statutes 2013 Supplement, section 127A.70, subdivision 2, is 
49.6 	amended to read:
49.7 		Subd. 2.Powers and duties; report. (a) The partnership shall develop 
49.8 	recommendations to the governor and the legislature designed to maximize the achievement 
49.9 	of all P-20 students while promoting the efficient use of state resources, thereby helping 
49.10 	the state realize the maximum value for its investment. These recommendations may 
49.11 	include, but are not limited to, strategies, policies, or other actions focused on:
49.12 	(1) improving the quality of and access to education at all points from preschool 
49.13 	through graduate education;
49.14 	(2) improving preparation for, and transitions to, postsecondary education and 
49.15 	work; and
49.16 	(3) ensuring educator quality by creating rigorous standards for teacher recruitment, 
49.17 	teacher preparation, induction and mentoring of beginning teachers, and continuous 
49.18 	professional development for career teachers; and
49.19 	(4) realigning the governance and administrative structures of early education, 
49.20 	kindergarten through grade 12, and postsecondary systems in Minnesota.
49.21 	(b) Under the direction of the P-20 Education Partnership Statewide Longitudinal 
49.22 	Education Data System Governance Committee, the Office of Higher Education and the 
49.23 	Departments of Education and Employment and Economic Development shall improve 
49.24 	and expand the Statewide Longitudinal Education Data System (SLEDS) to provide 
49.25 	policymakers, education and workforce leaders, researchers, and members of the public 
49.26 	with data, research, and reports to:
49.27 	(1) expand reporting on students' educational outcomes;
49.28 	(2) evaluate the effectiveness of educational and workforce programs; and
49.29 	(3) evaluate the relationship between education and workforce outcomes.
49.30 	To the extent possible under federal and state law, research and reports should be 
49.31 	accessible to the public on the Internet, and disaggregated by demographic characteristics, 
49.32 	organization or organization characteristics, and geography.
49.33 	It is the intent of the legislature that the Statewide Longitudinal Education Data 
49.34 	System inform public policy and decision-making. The SLEDS governance committee, 
49.35 	with assistance from staff of the Office of Higher Education, the Department of Education, 
50.1 	and the Department of Employment and Economic Development, shall respond to 
50.2 	legislative committee and agency requests on topics utilizing data made available through 
50.3 	the Statewide Longitudinal Education Data System as resources permit. Any analysis of 
50.4 	or report on the data must contain only summary data.
50.5 	(c) By January 15 of each year, the partnership shall submit a report to the governor 
50.6 	and to the chairs and ranking minority members of the legislative committees and 
50.7 	divisions with jurisdiction over P-20 education policy and finance that summarizes the 
50.8 	partnership's progress in meeting its goals and identifies the need for any draft legislation 
50.9 	when necessary to further the goals of the partnership to maximize student achievement 
50.10 	while promoting efficient use of resources.

50.11 	Sec. 63. Minnesota Statutes 2012, section 129C.10, subdivision 3, is amended to read:
50.12 		Subd. 3.Powers and duties of board. (a) The board has the powers necessary for 
50.13 	the care, management, and control of the Perpich Center for Arts Education and any other 
50.14 	school authorized in this chapter, and all its their real and personal property. The powers 
50.15 	shall include, but are not limited to, those listed in this subdivision.
50.16 	(b) The board may employ and discharge necessary employees, and contract for 
50.17 	other services to ensure the efficient operation of the Center for Arts Education and any 
50.18 	other school authorized in this chapter.
50.19 	(c) The board may receive and award grants. The board may establish a charitable 
50.20 	foundation and accept, in trust or otherwise, any gift, grant, bequest, or devise for 
50.21 	educational purposes and hold, manage, invest, and dispose of them and the proceeds 
50.22 	and income of them according to the terms and conditions of the gift, grant, bequest, or 
50.23 	devise and its acceptance. The board must adopt internal procedures to administer and 
50.24 	monitor aids and grants.
50.25 	(d) The board may establish or coordinate evening, continuing education, extension, 
50.26 	and summer programs for teachers and pupils.
50.27 	(e) The board may identify pupils who have artistic talent, either demonstrated or 
50.28 	potential, in dance, literary arts, media arts, music, theater, and visual arts, or in more 
50.29 	than one art form.
50.30 	(f) The board must educate pupils with artistic talent by providing:
50.31 	(1) an interdisciplinary academic and arts program for pupils in the 11th and 12th 
50.32 	grades. The total number of pupils accepted under this clause and clause (2) shall not 
50.33 	exceed 310;
50.34 	(2) additional instruction to pupils for a 13th grade. Pupils eligible for this 
50.35 	instruction are those enrolled in 12th grade who need extra instruction and who apply 
51.1 	to the board, or pupils enrolled in the 12th grade who do not meet learner outcomes 
51.2 	established by the board;
51.3 	(3) intensive arts seminars for one or two weeks for pupils in grades 9 to 12;
51.4 	(4) summer arts institutes for pupils in grades 9 to 12;
51.5 	(5) artist mentor and extension programs in regional sites; and
51.6 	(6) teacher education programs for indirect curriculum delivery.
51.7 	(g) The board may determine the location for the Perpich Center for Arts Education 
51.8 	and any additional facilities related to the center, including the authority to lease a 
51.9 	temporary facility.
51.10 	(h) The board must plan for the enrollment of pupils on an equal basis from each 
51.11 	congressional district.
51.12 	(i) The board may establish task forces as needed to advise the board on policies and 
51.13 	issues. The task forces expire as provided in section 15.059, subdivision 6.
51.14 	(j) The board may request the commissioner of education for assistance and services.
51.15 	(k) The board may enter into contracts with other public and private agencies 
51.16 	and institutions for residential and building maintenance services if it determines that 
51.17 	these services could be provided more efficiently and less expensively by a contractor 
51.18 	than by the board itself. The board may also enter into contracts with public or private 
51.19 	agencies and institutions, school districts or combinations of school districts, or service 
51.20 	cooperatives to provide supplemental educational instruction and services.
51.21 	(l) The board may provide or contract for services and programs by and for the 
51.22 	Center for Arts Education, including a store, operating in connection with the center; 
51.23 	theatrical events; and other programs and services that, in the determination of the board, 
51.24 	serve the purposes of the center.
51.25 	(m) The board may provide for transportation of pupils to and from the Center for 
51.26 	Arts Education for all or part of the school year, as the board considers advisable and 
51.27 	subject to its rules. Notwithstanding any other law to the contrary, the board may charge a 
51.28 	reasonable fee for transportation of pupils. Every driver providing transportation of pupils 
51.29 	under this paragraph must possess all qualifications required by the commissioner of 
51.30 	education. The board may contract for furnishing authorized transportation under rules 
51.31 	established by the commissioner of education and may purchase and furnish gasoline to a 
51.32 	contract carrier for use in the performance of a contract with the board for transportation 
51.33 	of pupils to and from the Center for Arts Education. When transportation is provided, 
51.34 	scheduling of routes, establishment of the location of bus stops, the manner and method of 
51.35 	transportation, the control and discipline of pupils, and any other related matter is within 
51.36 	the sole discretion, control, and management of the board.
52.1 	(n) The board may provide room and board for its pupils. If the board provides room 
52.2 	and board, it shall charge a reasonable fee for the room and board. The fee is not subject 
52.3 	to chapter 14 and is not a prohibited fee according to sections 123B.34 to 123B.39.
52.4 	(o) The board may establish and set fees for services and programs. If the board sets 
52.5 	fees not authorized or prohibited by the Minnesota public school fee law, it may do so 
52.6 	without complying with the requirements of section 123B.38.
52.7 	(p) The board may apply for all competitive grants administered by agencies of the 
52.8 	state and other government or nongovernment sources.

52.9 	EFFECTIVE DATE. This section is effective the day following final enactment.

52.10 	Sec. 64. Minnesota Statutes 2012, section 129C.10, is amended by adding a 
52.11 	subdivision to read:
52.12 		Subd. 5a.Interdistrict voluntary integration magnet program. Notwithstanding 
52.13 	Minnesota Rules, parts 3535.0110 and 3535.0150, the board may establish and operate 
52.14 	an interdistrict integration magnet program according to section 129C.30. For fiscal year 
52.15 	2016 and later, the board must have an approved achievement and integration plan and 
52.16 	budget under section 124D.861.

52.17 	EFFECTIVE DATE. This section is effective the day following final enactment.

52.18 	Sec. 65. [129C.30] CROSSWINDS INTEGRATION MAGNET SCHOOL.
52.19 		Subdivision 1.Definitions. (a) The following terms having the meanings given 
52.20 	them for this chapter.
52.21 	(b) "Board" means the board of directors of the Perpich Center for Arts Education.
52.22 	(c) "Crosswinds school" means the Crosswinds school in Woodbury operated during 
52.23 	the 2012-2013 school year by Joint Powers District No. 6067, East Metro Integration 
52.24 	District.
52.25 		Subd. 2.Board to operate the Crosswinds school. The board may operate the 
52.26 	Crosswinds school with the powers and duties granted to it under this chapter. A student 
52.27 	may apply to the Crosswinds school under section 124D.03 and the Crosswinds school 
52.28 	may accept students under that section.
52.29 		Subd. 3.General education funding. (a) General education revenue must be paid 
52.30 	to the Crosswinds school as though it were a district. The general education revenue for 
52.31 	each adjusted pupil unit is the state average general education revenue per pupil unit, plus 
52.32 	the referendum equalization aid allowance in the pupil's district of residence, minus an 
52.33 	amount equal to the product of the formula allowance according to section 126C.10, 
53.1 	subdivision 2, times .0466, calculated without declining enrollment, basic skills revenue, 
53.2 	extended time revenue, pension adjustment revenue, transition revenue, and transportation 
53.3 	sparsity revenue, plus declining enrollment, basic skills revenue, extended time revenue, 
53.4 	pension adjustment revenue, and transition revenue as though the school were a school 
53.5 	district. The general education revenue for each extended time pupil unit equals $4,794.
53.6 	(b) General education revenue under paragraph (a) must be reduced by an amount 
53.7 	equal to 75 percent of the school's equity revenue for that year.
53.8 		Subd. 4.Special education funding. Special education aid must be paid to the 
53.9 	Crosswinds school according to sections 125A.76 and 125A.79, as though it were a 
53.10 	school district. The special education aid paid to the Crosswinds school shall be adjusted 
53.11 	as follows:
53.12 	(1) if the Crosswinds school does not receive general education revenue on behalf of 
53.13 	the student according to subdivision 3, the aid shall be adjusted as provided in section 
53.14 	125A.11; or
53.15 	(2) if the Crosswinds school receives general education revenue on behalf of the 
53.16 	student according to subdivision 3, the aid shall be adjusted as provided in section 
53.17 	127A.47, subdivision 7, paragraphs (b) to (d).
53.18 		Subd. 5.Pupil transportation.  For fiscal year 2015 only, a member district of Joint 
53.19 	Powers District No. 6067, East Metro Integration District must transport pupils enrolled at 
53.20 	the Crosswinds school in the same manner as they were transported in fiscal year 2014. 
53.21 	Pupil transportation expenses under this section are reimbursable under section 124D.87.
53.22 		Subd. 6.Achievement and integration aid. For fiscal year 2016 and later, the 
53.23 	Crosswinds school is eligible for achievement and integration aid under section 124D.862 
53.24 	as if it were a school district.
53.25 		Subd. 7.Other aids, grants, revenue. (a) The Crosswinds school is eligible to 
53.26 	receive other aids, grants, and revenue according to chapters 120A to 129C as though it 
53.27 	were a district.
53.28 	(b) Notwithstanding paragraph (a), the Crosswinds school may not receive aid, a 
53.29 	grant, or revenue if a levy is required to obtain the money, or if the aid, grant, or revenue 
53.30 	replaces levy revenue that is not general education revenue, except as otherwise provided 
53.31 	in this section.
53.32 	(c) Federal aid received by the state must be paid to the school, if it qualifies for 
53.33 	the aid as though it were a school district.
53.34 	(d) In the year-end report to the commissioner of education, the Crosswinds school 
53.35 	shall report the total amount of funds received from grants and other outside sources.
54.1 		Subd. 8.Year-round programming. The Crosswinds school may operate as a 
54.2 	flexible learning year program under sections 124D.12 to 124D.127.
54.3 		Subd. 9.Data requirements. The commissioner of education shall require the 
54.4 	Crosswinds school to follow the budget and accounting procedures required for school 
54.5 	districts and the Crosswinds school shall report all data to the Department of Education in 
54.6 	the form and manner required by the commissioner.

54.7 	Sec. 66. Minnesota Statutes 2013, section 298.28, subdivision 7a, as added by Laws 
54.8 	2014, chapter 150, article 6, section 13, is amended to read:
54.9 		Subd. 7a.Iron Range school consolidation and cooperatively operated school 
54.10 	account. The following amounts must be allocated to the Iron Range Resources and 
54.11 	Rehabilitation Board to be deposited in the Iron Range school consolidation and 
54.12 	cooperatively operated school account that is hereby created:
54.13 	(1) ten cents per taxable ton of the tax imposed under section 298.24;
54.14 	(2) the amount as determined under section 298.17, paragraph (b), clause (3); and
54.15 	(3) for distributions in 2015 through 2017, an amount equal to two-thirds of the 
54.16 	increased tax proceeds attributable to the increase in the implicit price deflator as provided 
54.17 	in section 298.24, subdivision 1.
54.18 	Expenditures from this account shall be made only to provide disbursements to 
54.19 	assist school districts with the payment of bonds that were issued for qualified school 
54.20 	projects, or for any other disbursement as approved by the Iron Range Resources and 
54.21 	Rehabilitation Board. For purposes of this section, "qualified school projects" means 
54.22 	school projects within the taconite assistance area as defined in section 273.1341, that 
54.23 	were (1) approved, by referendum, after December 7, 2009; and (2) approved by the 
54.24 	commissioner of education pursuant to section 123B.71.
54.25 	Beginning in fiscal year 2019, the disbursement to school districts for payments for 
54.26 	bonds issued under section 123A.482, subdivision 9, must be increased each year to 
54.27 	offset any reduction in debt service equalization aid that the school district qualifies for in 
54.28 	that year, under section 123B.53, subdivision 6, compared with the amount the school 
54.29 	district qualified for in fiscal year 2018.
54.30 	No expenditure under this section shall be made unless approved by seven members 
54.31 	of the Iron Range Resources and Rehabilitation Board.

54.32 	EFFECTIVE DATE. This section is effective for production year 2014 and 
54.33 	thereafter.

54.34 	Sec. 67. Laws 2013, chapter 116, article 1, section 58, subdivision 2, is amended to read:
55.1 		Subd. 2.General education aid. For general education aid under Minnesota 
55.2 	Statutes, section 126C.13, subdivision 4:

55.3
55.4		$
	6,051,766,000
6,851,419,000
	.....
	2014
	
55.5
55.6		$
	6,370,640,000
6,441,753,000
	.....
	2015
	
55.7 	The 2014 appropriation includes $781,842,000 $780,709,000 for 2013 and 
55.8 	$5,269,924,000 $6,071,263,000 for 2014.
55.9 	The 2015 appropriation includes $823,040,000 $589,095,000 for 2014 and 
55.10 	$5,547,600,000 $5,852,658,000 for 2015.

55.11 	Sec. 68. Laws 2013, chapter 116, article 3, section 37, subdivision 15, is amended to 
55.12 	read:
55.13 		Subd. 15.Early childhood literacy programs. For early childhood literacy 
55.14 	programs under Minnesota Statutes, section 119A.50, subdivision 3:

55.15		$
	4,125,000
	.....
	2014
	
55.16
55.17		$
	4,125,000
6,125,000
	.....
	2015
	
55.18 	Up to $4,125,000 eachin the first year and $6,125,000 in the second year is for 
55.19 	leveraging federal and private funding to support AmeriCorps members serving in the 
55.20 	Minnesota Reading Corps program established by ServeMinnesota, including costs 
55.21 	associated with the training and teaching of early literacy skills to children age three to 
55.22 	grade 3 and the evaluation of the impact of the program under Minnesota Statutes, sections 
55.23 	124D.38, subdivision 2, and 124D.42, subdivision 6. Up to $2,000,000 in fiscal year 
55.24 	2015 must be used to support priority and focus schools as defined by the Department 
55.25 	of Education and to expand kindergarten programming.
55.26 	Any balance in the first year does not cancel but is available in the second year.
55.27 	The base for fiscal year 2016 and later is $5,125,000.

55.28 	Sec. 69. Laws 2013, chapter 116, article 5, section 31, subdivision 8, is amended to read:
55.29 		Subd. 8.Special education paperwork cost savings. For the contract to effect
55.30 	 special education paperwork cost savings under Minnesota Statutes, section 125A.08, 
55.31 	subdivision 2, paragraph (c):

55.32		$
	1,763,000
	.....
	2014
	
55.33 	For a transfer to MNIT. This appropriation is available in fiscal year 2015 if not 
55.34 	expended.

56.1 	EFFECTIVE DATE. This section is effective the day following final enactment.

56.2 	Sec. 70. Laws 2013, chapter 116, article 7, section 21, subdivision 2, is amended to read:
56.3 		Subd. 2.School lunch. For school lunch aid according to Minnesota Statutes, 
56.4 	section 124D.111, and Code of Federal Regulations, title 7, section 210.17:

56.5		$
	13,032,000
	.....
	2014
	
56.6
56.7		$
	13,293,000
16,185,000
	.....
	2015

56.8 	Sec. 71. Laws 2013, chapter 116, article 8, section 5, subdivision 2, is amended to read:
56.9 		Subd. 2.School readiness. For revenue for school readiness programs under 
56.10 	Minnesota Statutes, sections 124D.15 and 124D.16:

56.11
56.12		$
	10,095,000
10,458,000
	.....
	2014
	
56.13
56.14		$
	10,159,000
14,662,000
	.....
	2015
	
56.15 	The 2014 appropriation includes $1,372,000 for 2013 and $8,723,000 $9,086,000 
56.16 	 for 2014.
56.17 	The 2015 appropriation includes $1,372,000 $1,009,000  for 2014 and $8,787,000
56.18 	 $13,653,000 for 2015.

56.19 	Sec. 72. Laws 2013, chapter 116, article 8, section 5, subdivision 8, is amended to read:
56.20 		Subd. 8.Early childhood education scholarships. For transfer to the Office of 
56.21 	Early Learning for early learning scholarships under Minnesota Statutes, section 124D.165:

56.22		$
	23,000,000
	.....
	2014
	
56.23
56.24		$
	23,000,000
35,000,000
	.....
	2015
	
56.25 	Up to $950,000 each year is for administration of this program.
56.26 	Any balance in the first year does not cancel but is available in the second year.

56.27 	EFFECTIVE DATE. This section is effective July 1, 2014.

56.28 	Sec. 73. Laws 2013, chapter 116, article 8, section 5, subdivision 9, is amended to read:
56.29 		Subd. 9.Parent-child home program. For a grant to the parent-child home 
56.30 	program:

56.31		$
	250,000
	.....
	2014
	
56.32		$
	250,000 350,000
	.....
	2015
	
57.1 	The grant must be used for an evidence-based and research-validated early childhood 
57.2 	literacy and school readiness program for children ages 16 months to four years at its 
57.3 	existing suburban program location. The program must expand to one additional urban 
57.4 	and one additional rural program location for fiscal years 2014 and 2015.

57.5 	Sec. 74. Laws 2013, chapter 116, article 8, section 5, subdivision 14, is amended to read:
57.6 		Subd. 14.Adult basic education aid. For adult basic education aid under 
57.7 	Minnesota Statutes, section 124D.531:

57.8
57.9		$
	47,005,000
48,776,000
	.....
	2014
	
57.10
57.11		$
	48,145,000
48,415,000
	.....
	2015
	
57.12 	The 2014 appropriation includes $6,284,000 for 2013 and $40,721,000 $42,498,000
57.13 	 for 2014.
57.14 	The 2015 appropriation includes $6,409,000 $4,722,000 for 2014 and $41,736,000
57.15 	 $43,693,000 for 2015.

57.16 	Sec. 75. Laws 2013, chapter 116, article 9, section 2, is amended to read:
57.17 	Sec. 2. APPROPRIATIONS; MINNESOTA STATE ACADEMIES.
 57.18 	The sums indicated in this section are appropriated from the general fund to the 
57.19 	Minnesota State Academies for the Deaf and the Blind for the fiscal years designated:

57.20		$
	11,749,000
	.....
	2014
	
57.21
57.22		$
	11,664,000
11,964,000
	.....
	2015
	
57.23 	$85,000 of the fiscal year 2014 appropriation is for costs associated with upgrading 
57.24 	kitchen facilities. Any balance in the first year does not cancel but is available in the 
57.25 	second year.

57.26 	Sec. 76. FISCAL YEAR 2015 LEASE LEVY AUTHORITY.
 57.27 	(a) Notwithstanding Minnesota Statutes, section 126C.40, subdivision 1, paragraph 
57.28 	(e), for taxes payable in 2015, a district may apply to the commissioner in a manner 
57.29 	consistent with Minnesota Statutes, section 126C.40, subdivision 1, paragraph (a), to levy 
57.30 	an amount not to exceed $50 times the adjusted pupil units for fiscal year 2015.
57.31 	(b) Notwithstanding Minnesota Statutes, section 126C.40, subdivision 1, paragraph 
57.32 	(h), for taxes payable in 2015, a school district that is a member of an intermediate school 
57.33 	district may include in its authority under this section the costs associated with leases of 
57.34 	administrative and classroom space for intermediate school district programs. Authority 
58.1 	under this paragraph must not exceed $19 times the adjusted pupil units of the member 
58.2 	districts and is in addition to any other authority authorized under this section.
58.3 	(c) A levy made under this section must be used for purposes consistent with 
58.4 	Minnesota Statutes, section 126C.40, subdivision 1, and be recognized as revenue in 
58.5 	fiscal year 2015.

58.6 	Sec. 77. HARAMBEE COMMUNITY SCHOOL TRANSITION.
 58.7 		Subdivision 1.Facilities. Notwithstanding the specified uses of state general 
58.8 	obligation bond proceeds appropriated in Laws 1994, chapter 643, section 14, subdivision 
58.9 	7, the real and personal property owned by the Joint Powers District No. 6067, East Metro 
58.10 	Integration District, in Maplewood, known as the Harambee community school, may be 
58.11 	conveyed to Independent School District No. 623, Roseville, for operation of a multidistrict 
58.12 	integration facility that serves students in any grade from early education through grade 12.
58.13 		Subd. 2.Student enrollment. A student enrolled in the Harambee community 
58.14 	school during the 2013-2014 school year may continue to enroll in the Harambee 
58.15 	community school in any subsequent year. For the 2014-2015 school year and later, other 
58.16 	students may apply for enrollment under Minnesota Statutes, section 124D.03.
58.17 		Subd. 3.Compensatory revenue, literacy aid, and alternative compensation 
58.18 	revenue. For the 2014-2015 school year only, the Department of Education must calculate 
58.19 	compensatory revenue, literacy aid, and alternative compensation revenue for the 
58.20 	Harambee community school based on the fall 2013 enrollment counts.
58.21 		Subd. 4.Year-round programming. Harambee community school may operate as 
58.22 	a flexible learning year program under Minnesota Statutes, sections 124D.12 to 124D.127.
58.23 		Subd. 5.Pupil transportation. The board may transport pupils enrolled in the 
58.24 	2013-2014 school year to and from the Harambee community school in succeeding school 
58.25 	years regardless of the students' districts of residence. Pupil transportation expenses under 
58.26 	this section are reimbursable under Minnesota Statutes, section 124D.87.

58.27 	EFFECTIVE DATE. This section is effective the day following final enactment.

58.28 	Sec. 78. INFORMATION TECHNOLOGY CERTIFICATION PARTNERSHIPS; 
58.29 	REQUEST FOR PROPOSAL; PROGRAM REQUIREMENTS.
 58.30 	(a) The commissioner shall contract with at least one provider to provide information 
58.31 	technology education opportunities to students in grades 9 through 12. This partnership 
58.32 	must allow participating students and teachers to secure broad-based information 
58.33 	technology certifications.
59.1 	(b) The commissioner shall issue a competitive request for proposals, award the 
59.2 	contract, and make available, through participating school districts, charter schools, and 
59.3 	intermediate districts, instruction on information technology skills and competencies 
59.4 	that are essential for career and college readiness. The request for proposals shall at 
59.5 	least include the following components:
59.6 	(1) a research-based curriculum;
59.7 	(2) online access to the curriculum;
59.8 	(3) instructional software for classroom and student use;
59.9 	(4) certification of skills and competencies in a broad array of information 
59.10 	technology-related skill areas;
59.11 	(5) professional development for teachers; and
59.12 	(6) deployment and program support, including, but not limited to, integration with 
59.13 	academic standards under Minnesota Statutes, section 120B.021 or 120B.022.
59.14 	(c) If the contract awarded under this section does not allow for the service to be 
59.15 	delivered in every eligible school, the commissioner shall make the contracted service 
59.16 	available on a first-come, first-served basis to an equal number of schools in each of the 
59.17 	regions represented by a regional development commission under Minnesota Statutes, 
59.18 	section 462.387, and in the region consisting of counties not represented by a regional 
59.19 	development commission. If participating schools in any region do not exhaust the services 
59.20 	allocated to that region, the commissioner may reallocate unused services to other regions.

59.21 	Sec. 79. LEASE LEVY; SATELLITE TRANSPORTATION HUB FOR 
59.22 	ROSEMOUNT-APPLE VALLEY-EAGAN SCHOOL DISTRICT.
 59.23 	Notwithstanding Minnesota Statutes, section 126C.40, subdivision 1, Independent 
59.24 	School District No. 196, Rosemount-Apple Valley-Eagan, may lease a satellite 
59.25 	transportation hub under Minnesota Statutes, section 126C.40, subdivision 1, if the district 
59.26 	can demonstrate to the satisfaction of the commissioner of education that the satellite 
59.27 	transportation hub will result in a significant financial savings. Levy authority under 
59.28 	this section shall not exceed the total levy authority under Minnesota Statutes, section 
59.29 	126C.40, subdivision 1, paragraph (e).

59.30 	EFFECTIVE DATE. This section is effective for taxes payable in 2015 and later.

59.31 	Sec. 80. LEGISLATIVE REPORT ON K-12 STUDENTS' EXPERIENCE WITH 
59.32 	PHYSICAL EDUCATION.
 59.33 	(a) The commissioner of education must prepare and submit to the education policy 
59.34 	and finance committees of the legislature by January 15, 2015, a written report on K-12 
60.1 	students' experience with physical education, consistent with this section. Among other 
60.2 	physical education-related issues, the report must include:
60.3 	(1) the number of minutes per day and frequency per week students in each grade 
60.4 	level, kindergarten through grade 8, receive physical education, identify the requirements in 
60.5 	high school physical education in terms of semesters, trimesters, quarters, or school years;
60.6 	(2) the measures and data used to assess students' level of fitness and the uses made 
60.7 	of the fitness data;
60.8 	(3) the educational preparation of physical education instructors and the proportion 
60.9 	of time certified physical education teachers provide physical education instruction;
60.10 	(4) the amount of time and number of days per week each grade level, kindergarten 
60.11 	through grade 6, receives recess;
60.12 	(5) whether high school students are allowed to substitute other activities for 
60.13 	required physical education, and, if so, which activities qualify;
60.14 	(6) identify the number or percentage of high school students who earn required 
60.15 	physical education credits online;
60.16 	(7) whether schools offer before or after school physical activities opportunities in 
60.17 	each grade level, kindergarten through grade 8, and in high school, and, if so, what are the 
60.18 	opportunities; and
60.19 	(8) the extent to which schools coordinate with developmentally adaptive physical 
60.20 	education specialists when needed.
60.21 	(b) Any costs of preparing this report must be paid for out of the Department of 
60.22 	Education's current operating budget.

60.23 	EFFECTIVE DATE. This section is effective the day following final enactment.

60.24 	Sec. 81. RECIPROCITY AGREEMENT EXEMPTION; HENDRICKS.
 60.25 	Notwithstanding Minnesota Statutes, sections 124D.04, subdivision 6, paragraph 
60.26 	(b); 124D.041, subdivision 3, paragraph (b); and 124D.05, subdivision 2a, the provisions 
60.27 	of Minnesota Statutes, section 124D.041 and the agreement shall not apply to Independent 
60.28 	School District No. 402, Hendricks.

60.29 	EFFECTIVE DATE. This section is effective for the 2014-2015 school year and 
60.30 	later.

60.31 	Sec. 82. TRANSITION REQUIREMENTS; CROSSWINDS SCHOOL.
 60.32 		Subdivision 1.Transfer. Notwithstanding the appropriation of state general 
60.33 	obligation bond proceeds in Laws 1998, chapter 404, section 5, subdivision 5; Laws 1999, 
61.1 	chapter 240, article 1, section 3; Laws 2000, chapter 492, article 1, section 5, subdivision 
61.2 	2; Laws 2001, First Special Session chapter 12, section 2, subdivision 2; and Laws 
61.3 	2005, chapter 20, article 1, section 5, subdivision 3, to acquire and better the Crosswinds 
61.4 	school facilities by the Joint Powers District No. 6067, East Metro Integration District, 
61.5 	in Woodbury, the Crosswinds school may be conveyed to the Perpich Center for Arts 
61.6 	Education for use as an east metropolitan area integration magnet school.
61.7 		Subd. 2.Student enrollment. Any student enrolled in the Crosswinds school 
61.8 	during the 2013-2014 school year may continue to enroll in the Crosswinds school in 
61.9 	any subsequent year. For the 2014-2015 school year and later, a student may apply for 
61.10 	enrollment to the school under Minnesota Statutes, section 124D.03.
61.11 		Subd. 3.Compensatory revenue, literacy aid, and alternative compensation 
61.12 	revenue. For the 2014-2015 school year only, the Department of Education must calculate 
61.13 	compensatory revenue, literacy aid, and alternative compensation revenue for the 
61.14 	Crosswinds school based on the October 1, 2013, enrollment counts at that site.
61.15 		Subd. 4.Title 1 funding. To the extent possible, the Department of Education 
61.16 	must qualify the Crosswinds school for Title 1, and if applicable, other federal funding, 
61.17 	as if the program were still operated by Joint Powers District No. 6067, East Metro 
61.18 	Integration District.

61.19 	EFFECTIVE DATE. This section is effective the day following final enactment.

61.20 	Sec. 83. VISION THERAPY PILOT PROJECT.
 61.21 		Subdivision 1.Establishment. A three-year grant program is established to fund 
61.22 	vision therapy pilot projects in up to two school districts.
61.23 		Subd. 2.Pilot project. In each year of the pilot project, second and third grade 
61.24 	students identified by a set of criteria by the pilot school shall be admitted into the pilot 
61.25 	study. Identified students shall have a comprehensive eye examination with written 
61.26 	standard requirements of testing. Students identified with a diagnosis of convergence 
61.27 	insufficiency must undergo a vision efficiency evaluation by a licensed optometrist or 
61.28 	ophthalmologist trained in the evaluation of learning-related vision problems. The results 
61.29 	of this examination shall determine whether a student will qualify for neuro-optometric 
61.30 	vision therapy funded by the grant. The parent or guardian of a student who qualifies for 
61.31 	the pilot program under this paragraph may submit a written notification to the school 
61.32 	opting the student out of the program. Guidelines must be established to provide quality 
61.33 	standards and measures to ensure an appropriate diagnosis and treatment plan that is 
61.34 	consistent with the convergence insufficiency treatment trial study.
62.1 		Subd. 3.Application. The applicant school district must submit a plan to the 
62.2 	commissioner of education in the form and manner the commissioner determines. A 
62.3 	charter school is not eligible to apply. The application must include:
62.4 	(1) the school that will implement the pilot project;
62.5 	(2) who will provide the comprehensive eye exam, visual efficiency evaluation, and 
62.6 	the neuro-optometric vision therapy treatment along with appropriate licensure;
62.7 	(3) how the vision and reading skills of students participating in the program will be 
62.8 	evaluated before and after vision therapy;
62.9 	(4) how students' progress will be monitored during and after receiving 
62.10 	neuro-optometric vision therapy; and
62.11 	(5) what additional reading interventions will be available to students after 
62.12 	completion of the neuro-optometric vision therapy program.
62.13 		Subd. 4.Application review; grant awards. (a) Grant money must be paid to the 
62.14 	recipient districts in the 2014-2015, 2015-2016, and 2016-2017 school years.
62.15 	(b) The grant is awarded for a three-year time period.
62.16 	(c) The commissioner shall oversee the grant distribution.
62.17 	(d) A grant shall be awarded to Independent School District No. 12, Centennial, 
62.18 	provided the district meets the application requirements in subdivision 3.
62.19 	(e) A grant shall be awarded to an applicant district with its administrative offices 
62.20 	not located in Anoka, Carver, Dakota, Hennepin, Ramsey, Scott, or Washington County, 
62.21 	or a city of the first class.
62.22 		Subd. 5.Evaluation. The commissioner of education must provide for an evaluation 
62.23 	of the pilot project and must report to the legislative committees with jurisdiction over 
62.24 	kindergarten through grade 12 education policy and finance by January 15, 2018.

62.25 	Sec. 84. APPROPRIATION; SAINT PAUL PROMISE NEIGHBORHOOD.
 62.26 	(a) $600,000 is appropriated in fiscal year 2015 only from the general fund to the 
62.27 	commissioner of education for a grant to the Saint Paul Promise Neighborhood. Funds 
62.28 	appropriated in this section are to reduce multigenerational poverty and the educational 
62.29 	achievement gap through increased enrollment of families within the zone, and may be 
62.30 	used for Saint Paul Promise Neighborhood programming and services consistent with 
62.31 	federal Promise Neighborhood program agreements and requirements.
62.32 	(b) The Saint Paul Promise Neighborhood shall submit a report on January 15, 2016, 
62.33 	to the chairs of the legislative committees with jurisdiction over early childhood through 
62.34 	grade 12 education policy and finance. The report, at a minimum, must summarize 
62.35 	program activities, specify performance measures, and analyze program outcomes.
63.1 	(c) The base appropriation for fiscal year 2016 is $0.

63.2 	EFFECTIVE DATE. This section is effective for fiscal year 2015.

63.3 	Sec. 85. APPROPRIATION; NORTHSIDE ACHIEVEMENT ZONE.
 63.4 	(a) $600,000 is appropriated in fiscal year 2015 only from the general fund to 
63.5 	the commissioner of education for a grant to the Northside Achievement Zone. Funds 
63.6 	appropriated in this section are to reduce multigenerational poverty and the educational 
63.7 	achievement gap through increased enrollment of families within the zone, and may be 
63.8 	used for Northside Achievement Zone programming and services consistent with federal 
63.9 	Promise Neighborhood program agreements and requirements. The base appropriation 
63.10 	for fiscal year 2016 is $0.
63.11 	(b) The Northside Achievement Zone shall submit a report to the chairs of the 
63.12 	legislative committees with jurisdiction over early childhood through grade 12 education 
63.13 	policy and finance that, at a minimum, summarizes program activities, specifies 
63.14 	performance measures, and analyzes program outcomes. The report must be submitted by 
63.15 	January 15, 2016.

63.16 	EFFECTIVE DATE. This section is effective for fiscal year 2015.

63.17 	Sec. 86. APPROPRIATIONS.
 63.18 		Subdivision 1.Department of Education. The sums indicated in this section 
63.19 	are appropriated from the general fund to the Department of Education for the fiscal 
63.20 	year designated.
63.21 		Subd. 2.Headwaters Science Center. For a grant to the Headwaters Science 
63.22 	Center for hands-on science, technology, engineering, and math (STEM) education.

63.23		$
	50,000
	.....
	2015
	
63.24 	The base for fiscal year 2016 and later is $0.
63.25 		Subd. 3.The Works Museum. For a grant to the Works Museum for hands-on 
63.26 	science, technology, engineering, and math (STEM) education.

63.27		$
	75,000
	.....
	2015
	
63.28 	The base for fiscal year 2016 and later is $0.
63.29 		Subd. 4.Northwestern Online College in the High School program. For the 
63.30 	Northwestern Online College in the High School program:

64.1		$
	160,000
	.....
	2015
	
64.2 	The base for fiscal year 2016 and later is $0.
64.3 		Subd. 5.Information technology certification partnership. For an information 
64.4 	technology certification partnership.

64.5		$
	340,000
	.....
	2015
	
64.6 		Subd. 6.Grants for vision therapy pilot project. For grants to implement a 
64.7 	neuro-optometric vision therapy pilot project:

64.8		$
	500,000
	.......
	2015
	
64.9 	This appropriation is available until expended.
64.10 	The base for fiscal year 2016 and later is $0.
64.11 		Subd. 7.Coaching and mentoring programs. For a grant to College Possible for 
64.12 	coaching and mentoring programs in Minnesota schools.

64.13		$
	1,000,000
	.....
	2015
	
64.14 	The base appropriation is $1,000,000 in fiscal years 2016 and 2017, and $0 in fiscal 
64.15 	year 2018 and later.

64.16 	Sec. 87. REVISOR'S INSTRUCTION.
 64.17 	In Minnesota Statutes, the revisor of statutes shall change the term "location equity" 
64.18 	to "local optional."

64.19 	Sec. 88.  REPEALER.
 64.20 	Minnesota Statutes 2012, section 123B.71, subdivision 1, is repealed.

64.21 	ARTICLE 2
64.22 	FORECAST ADJUSTMENTS
64.23 	A. GENERAL EDUCATION

64.24 	Section 1. Laws 2013, chapter 116, article 1, section 58, subdivision 3, is amended to 
64.25 	read:
64.26 		Subd. 3.Enrollment options transportation. For transportation of pupils attending 
64.27 	postsecondary institutions under Minnesota Statutes, section 124D.09, or for transportation 
64.28 	of pupils attending nonresident districts under Minnesota Statutes, section 124D.03:

65.1
65.2		$
	44,000
37,000
	.....
	2014
	
65.3
65.4		$
	48,000
40,000
	.....
	2015

65.5 	Sec. 2. Laws 2013, chapter 116, article 1, section 58, subdivision 4, is amended to read:
65.6 		Subd. 4.Abatement revenue. For abatement aid under Minnesota Statutes, section 
65.7 	127A.49:

65.8
65.9		$
	2,747,000
2,876,000
	.....
	2014
	
65.10
65.11		$
	3,136,000
3,103,000
	.....
	2015
	
65.12 	The 2014 appropriation includes $301,000 for 2013 and $2,446,000 $2,575,000
65.13 	 for 2014.
65.14 	The 2015 appropriation includes $385,000 $286,000 for 2014 and $2,751,000
65.15 	 $2,817,000 for 2015.

65.16 	Sec. 3. Laws 2013, chapter 116, article 1, section 58, subdivision 5, is amended to read:
65.17 		Subd. 5.Consolidation transition. For districts consolidating under Minnesota 
65.18 	Statutes, section 123A.485:

65.19
65.20		$
	472,000
585,000
	.....
	2014
	
65.21
65.22		$
	480,000
254,000
	.....
	2015
	
65.23 	The 2014 appropriation includes $40,000 for 2013 and $432,000 $545,000 for 2014.
65.24 	The 2015 appropriation includes $68,000 $60,000 for 2014 and $412,000 $194,000
65.25 	 for 2015.

65.26 	Sec. 4. Laws 2013, chapter 116, article 1, section 58, subdivision 6, is amended to read:
65.27 		Subd. 6.Nonpublic pupil education aid. For nonpublic pupil education aid under 
65.28 	Minnesota Statutes, sections 123B.40 to 123B.43 and 123B.87:

65.29
65.30		$
	15,582,000
16,068,000
	.....
	2014
	
65.31
65.32		$
	16,169,000
16,074,000
	.....
	2015
	
65.33 	The 2014 appropriation includes $2,099,000 for 2013 and $13,483,000 $13,969,000
65.34 	 for 2014.
65.35 	The 2015 appropriation includes $2,122,000 $1,552,000 for 2014 and $14,047,000
65.36 	 $14,522,000 for 2015.

66.1 	Sec. 5. Laws 2013, chapter 116, article 1, section 58, subdivision 7, is amended to read:
66.2 		Subd. 7.Nonpublic pupil transportation. For nonpublic pupil transportation aid 
66.3 	under Minnesota Statutes, section 123B.92, subdivision 9:

66.4
66.5		$
	18,565,000
18,566,000
	.....
	2014
	
66.6
66.7		$
	18,946,000
17,646,000
	.....
	2015
	
66.8 	The 2014 appropriation includes $2,668,000 for 2013 and $15,897,000 $15,898,000
66.9 	 for 2014.
66.10 	The 2015 appropriation includes $2,502,000 $1,766,000 for 2014 and $16,444,000
66.11 	 $15,880,000 for 2015.

66.12 	Sec. 6. Laws 2013, chapter 116, article 1, section 58, subdivision 11, is amended to read:
66.13 		Subd. 11.Career and technical aid. For career and technical aid under Minnesota 
66.14 	Statutes, section 124D.4531, subdivision 1b:

66.15
66.16		$
	4,320,000
3,959,000
	.....
	2014
	
66.17
66.18		$
	5,680,000
5,172,000
	.....
	2015
	
66.19 	The 2014 appropriation includes $0 for 2014 and $4,320,000 $3,959,000 for 2015.
66.20 	The 2015 appropriation includes $680,000 $439,000 for 2014 and $5,000,000
66.21 	 $4,733,000 for 2015.
66.22 	B. EDUCATION EXCELLENCE

66.23 	Sec. 7. Laws 2013, chapter 116, article 3, section 37, subdivision 3, is amended to read:
66.24 		Subd. 3.Achievement and integration aid. For achievement and integration aid 
66.25 	under Minnesota Statutes, section 124D.862:

66.26
66.27		$
	58,911,000
55,609,000
	.....
	2014
	
66.28
66.29		$
	68,623,000
62,692,000
	.....
	2015
	
66.30 	The 2014 appropriation includes $0 for 2013 and $58,911,000 $55,609,000 for 2014.
66.31 	The 2015 appropriation includes $9,273,000 $6,178,000 for 2014 and $59,350,000
66.32 	 $56,514,000 for 2015.

66.33 	Sec. 8. Laws 2013, chapter 116, article 3, section 37, subdivision 4, is amended to read:
66.34 		Subd. 4.Literacy incentive aid. For literacy incentive aid under Minnesota 
66.35 	Statutes, section 124D.98:

67.1
67.2		$
	52,514,000
50,998,000
	.....
	2014
	
67.3
67.4		$
	53,818,000
47,458,000
	.....
	2015
	
67.5 	The 2014 appropriation includes $6,607,000 for 2013 and $45,907,000 $44,391,000
67.6 	 for 2014.
67.7 	The 2015 appropriation includes $7,225,000 $4,932,000 for 2014 and $46,593,000
67.8 	 $42,526,000 for 2015.

67.9 	Sec. 9. Laws 2013, chapter 116, article 3, section 37, subdivision 5, is amended to read:
67.10 		Subd. 5.Interdistrict desegregation or integration transportation grants. For 
67.11 	interdistrict desegregation or integration transportation grants under Minnesota Statutes, 
67.12 	section 124D.87:

67.13
67.14		$
	13,968,000
13,521,000
	.....
	2014
	
67.15
67.16		$
	14,712,000
14,248,000
	.....
	2015

67.17 	Sec. 10. Laws 2013, chapter 116, article 3, section 37, subdivision 6, is amended to read:
67.18 		Subd. 6.Success for the future. For American Indian success for the future grants 
67.19 	under Minnesota Statutes, section 124D.81:

67.20
67.21		$
	2,137,000
2,214,000
	.....
	2014
	
67.22		$
	2,137,000
	.....
	2015
	
67.23 	The 2014 appropriation includes $290,000 for 2013 and $1,847,000 $1,924,000
67.24 	 for 2014.
67.25 	The 2015 appropriation includes $290,000 $213,000 for 2014 and $1,847,000
67.26 	 $1,924,000 for 2015.

67.27 	Sec. 11. Laws 2013, chapter 116, article 3, section 37, subdivision 8, is amended to read:
67.28 		Subd. 8.Tribal contract schools. For tribal contract school aid under Minnesota 
67.29 	Statutes, section 124D.83:

67.30
67.31		$
	2,080,000
2,144,000
	.....
	2014
	
67.32
67.33		$
	2,230,000
2,152,000
	.....
	2015
	
67.34 	The 2014 appropriation includes $266,000 for 2013 and $1,814,000 $1,878,000
67.35 	 for 2014.
68.1 	The 2015 appropriation includes $285,000 $208,000 for 2014 and $1,945,000
68.2 	 $1,944,000 for 2015.

68.3 	Sec. 12. Laws 2013, chapter 116, article 3, section 37, subdivision 20, is amended to 
68.4 	read:
68.5 		Subd. 20.Alternative compensation. For alternative teacher compensation aid 
68.6 	under Minnesota Statutes, section 122A.415, subdivision 4:

68.7
68.8		$
	60,340,000
71,599,000
	.....
	2015
	
68.9 	The 2015 appropriation includes $0 for 2014 and $59,711,000 $71,599,000 for 2015.
68.10 	C. CHARTER SCHOOLS

68.11 	Sec. 13. Laws 2013, chapter 116, article 4, section 9, subdivision 2, is amended to read:
68.12 		Subd. 2.Charter school building lease aid. For building lease aid under Minnesota 
68.13 	Statutes, section 124D.11, subdivision 4: 

68.14
68.15		$
	54,484,000
54,763,000
	.....
	2014
	
68.16
68.17		$
	59,533,000
58,294,000
	.....
	2015
	
68.18 	The 2014 appropriation includes $6,819,000 for 2013 and $47,665,000 $47,944,000
68.19 	 for 2014.
68.20 	The 2015 appropriation includes $7,502,000 $5,327,000 for 2014 and $52,031,000
68.21 	 $52,967,000 for 2015.
68.22 	D. SPECIAL PROGRAMS

68.23 	Sec. 14. Laws 2013, chapter 116, article 5, section 31, subdivision 2, is amended to read:
68.24 		Subd. 2.Special education; regular. For special education aid under Minnesota 
68.25 	Statutes, section 125A.75:

68.26
68.27		$
	997,725,000
1,038,514,000
	.....
	2014
	
68.28
68.29		$
	1,108,211,000
1,111,641,000
	.....
	2015
	
68.30 	The 2014 appropriation includes $118,232,000 for 2013 and $802,884,000
68.31 	 $920,282,000 for 2014.
68.32 	The 2015 appropriation includes $169,929,000 $129,549,000 for 2014 and 
68.33 	$938,282,000 $982,092,000 for 2015.

69.1 	Sec. 15. Laws 2013, chapter 116, article 5, section 31, subdivision 3, is amended to read:
69.2 		Subd. 3.Aid for children with disabilities. For aid under Minnesota Statutes, 
69.3 	section 125A.75, subdivision 3, for children with disabilities placed in residential facilities 
69.4 	within the district boundaries for whom no district of residence can be determined:

69.5
69.6		$
	1,655,000
1,548,000
	.....
	2014
	
69.7
69.8		$
	1,752,000
1,674,000
	.....
	2015
	
69.9 	If the appropriation for either year is insufficient, the appropriation for the other 
69.10 	year is available.

69.11 	Sec. 16. Laws 2013, chapter 116, article 5, section 31, subdivision 4, is amended to read:
69.12 		Subd. 4.Travel for home-based services. For aid for teacher travel for home-based 
69.13 	services under Minnesota Statutes, section 125A.75, subdivision 1:

69.14
69.15		$
	345,000
351,000
	.....
	2014
	
69.16
69.17		$
	355,000
346,000
	.....
	2015
	
69.18 	The 2014 appropriation includes $45,000 for 2013 and $300,000 $306,000 for 2014.
69.19 	The 2015 appropriation includes $47,000 $33,000 for 2014 and $308,000 $313,000
69.20 	 for 2015.

69.21 	Sec. 17. Laws 2013, chapter 116, article 5, section 31, subdivision 5, is amended to read:
69.22 		Subd. 5.Special education; excess costs. For excess cost aid under Minnesota 
69.23 	Statutes, section 125A.79, subdivision 7:

69.24
69.25		$
	42,030,000
42,016,000
	.....
	2014
	
69.26 	The 2014 appropriation includes $42,030,000 $42,016,000 for 2013 and $0 for 2014.
69.27 	E. FACILITIES AND TECHNOLOGY

69.28 	Sec. 18. Laws 2013, chapter 116, article 6, section 12, subdivision 2, is amended to read:
69.29 		Subd. 2.Health and safety revenue. For health and safety aid according to 
69.30 	Minnesota Statutes, section 123B.57, subdivision 5:

69.31
69.32		$
	463,000
473,000
	.....
	2014
	
69.33
69.34		$
	434,000
651,000
	.....
	2015
	
69.35 	The 2014 appropriation includes $26,000 for 2013 and $437,000 $447,000 for 2014.
70.1 	The 2015 appropriation includes $68,000 $49,000 for 2014 and $366,000 $602,000
70.2 	 for 2015.

70.3 	Sec. 19. Laws 2013, chapter 116, article 6, section 12, subdivision 3, is amended to read:
70.4 		Subd. 3.Debt service equalization. For debt service aid according to Minnesota 
70.5 	Statutes, section 123B.53, subdivision 6:

70.6
70.7		$
	19,083,000
19,778,000
	.....
	2014
	
70.8
70.9		$
	25,060,000
22,591,000
	.....
	2015
	
70.10 	The 2014 appropriation includes $2,397,000 for 2013 and $16,686,000 $17,381,000
70.11 	 for 2014.
70.12 	The 2015 appropriation includes $2,626,000 $1,931,000 for 2014 and $22,434,000
70.13 	 $20,660,000 for 2015.

70.14 	Sec. 20. Laws 2013, chapter 116, article 6, section 12, subdivision 4, is amended to read:
70.15 		Subd. 4.Alternative facilities bonding aid. For alternative facilities bonding aid, 
70.16 	according to Minnesota Statutes, section 123B.59, subdivision 1:

70.17
70.18		$
	19,287,000
19,982,000
	.....
	2014
	
70.19		$
	19,287,000
	.....
	2015
	
70.20 	The 2014 appropriation includes $2,623,000 for 2013 and $16,664,000 $17,359,000
70.21 	 for 2014.
70.22 	The 2015 appropriation includes $2,623,000 $1,928,000 for 2014 and $16,664,000
70.23 	 $17,359,000 for 2015.

70.24 	Sec. 21. Laws 2013, chapter 116, article 6, section 12, subdivision 6, is amended to read:
70.25 		Subd. 6.Deferred maintenance aid. For deferred maintenance aid, according to 
70.26 	Minnesota Statutes, section 123B.591, subdivision 4:

70.27
70.28		$
	3,564,000
3,858,000
	.....
	2014
	
70.29
70.30		$
	3,730,000
4,024,000
	.....
	2015
	
70.31 	The 2014 appropriation includes $456,000 for 2013 and $3,108,000 $3,402,000
70.32 	 for 2014.
70.33 	The 2015 appropriation includes $489,000 $378,000 for 2014 and $3,241,000
70.34 	 $3,646,000 for 2015.
71.1 	F. NUTRITION AND LIBRARIES

71.2 	Sec. 22. Laws 2013, chapter 116, article 7, section 21, subdivision 3, is amended to read:
71.3 		Subd. 3.School breakfast. For traditional school breakfast aid under Minnesota 
71.4 	Statutes, section 124D.1158:

71.5
71.6		$
	5,711,000
5,308,000
	.....
	2014
	
71.7
71.8		$
	6,022,000
5,607,000
	.....
	2015

71.9 	Sec. 23. Laws 2013, chapter 116, article 7, section 21, subdivision 4, is amended to read:
71.10 		Subd. 4.Kindergarten milk. For kindergarten milk aid under Minnesota Statutes, 
71.11 	section 124D.118:

71.12
71.13		$
	1,039,000
992,000
	.....
	2014
	
71.14
71.15		$
	1,049,000
1,002,000
	.....
	2015

71.16 	Sec. 24. Laws 2013, chapter 116, article 7, section 21, subdivision 6, is amended to read:
71.17 		Subd. 6.Basic system support. For basic system support grants under Minnesota 
71.18 	Statutes, section 134.355:

71.19
71.20		$
	13,570,000
14,058,000
	.....
	2014
	
71.21
71.22		$
	13,570,000
13,570,000
	.....
	2015
	
71.23 	The 2014 appropriation includes $1,845,000 for 2013 and $11,725,000 $12,213,000
71.24 	 for 2014.
71.25 	The 2015 appropriation includes $1,845,000 $1,357,000 for 2014 and $11,725,000
71.26 	 $12,213,000 for 2015.

71.27 	Sec. 25. Laws 2013, chapter 116, article 7, section 21, subdivision 7, is amended to read:
71.28 		Subd. 7.Multicounty, multitype library systems. For grants under Minnesota 
71.29 	Statutes, sections 134.353 and 134.354, to multicounty, multitype library systems:

71.30
71.31		$
	1,300,000
1,346,000
	.....
	2014
	
71.32		$
	1,300,000
	.....
	2015
	
71.33 	The 2014 appropriation includes $176,000 for 2013 and $1,124,000 $1,170,000
71.34 	 for 2014.
72.1 	The 2015 appropriation includes $176,000 $130,000 for 2014 and $1,124,000
72.2 	 $1,170,000 for 2015.

72.3 	Sec. 26. Laws 2013, chapter 116, article 7, section 21, subdivision 9, is amended to read:
72.4 		Subd. 9.Regional library telecommunications aid. For regional library 
72.5 	telecommunications aid under Minnesota Statutes, section 134.355:

72.6
72.7		$
	2,300,000
2,382,000
	.....
	2014
	
72.8		$
	2,300,000
	.....
	2015
	
72.9 	The 2014 appropriation includes $312,000 for 2013 and $1,988,000 $2,070,000
72.10 	 for 2014.
72.11 	The 2015 appropriation includes $312,000 $230,000 for 2014 and $1,988,000
72.12 	 $2,070,000 for 2015.
72.13 	G. EARLY CHILDHOOD EDUCATION, SELF-SUFFICIENCY, 
72.14 	AND LIFELONG LEARNING

72.15 	Sec. 27. Laws 2013, chapter 116, article 8, section 5, subdivision 4, is amended to read:
72.16 		Subd. 4.Health and developmental screening aid. For health and developmental 
72.17 	screening aid under Minnesota Statutes, sections 121A.17 and 121A.19:

72.18
72.19		$
	3,421,000
3,527,000
	.....
	2014
	
72.20
72.21		$
	3,344,000
3,330,000
	.....
	2015
	
72.22 	The 2014 appropriation includes $474,000 for 2013 and $2,947,000 $3,053,000
72.23 	 for 2014.
72.24 	The 2015 appropriation includes $463,000 $339,000 for 2014 and $2,881,000
72.25 	 $2,991,000 for 2015.

72.26 	Sec. 28. Laws 2013, chapter 116, article 8, section 5, subdivision 10, is amended to read:
72.27 		Subd. 10.Community education aid. For community education aid under 
72.28 	Minnesota Statutes, section 124D.20:

72.29
72.30		$
	935,000
955,000
	.....
	2014
	
72.31
72.32		$
	1,056,000
1,060,000
	.....
	2015
	
72.33 	The 2014 appropriation includes $118,000 for 2013 and $817,000 $837,000 for 2014.
73.1 	The 2015 appropriation includes $128,000 $93,000 for 2014 and $928,000 $967,000
73.2 	 for 2015.

73.3 	Sec. 29. Laws 2013, chapter 116, article 8, section 5, subdivision 11, is amended to read:
73.4 		Subd. 11.Adults with disabilities program aid. For adults with disabilities 
73.5 	programs under Minnesota Statutes, section 124D.56:

73.6
73.7		$
	710,000
735,000
	.....
	2014
	
73.8		$
	710,000
	.....
	2015
	
73.9 	The 2014 appropriation includes $96,000 for 2013 and $614,000 $639,000 for 2014.
73.10 	The 2015 appropriation includes $96,000 $71,000 for 2014 and $614,000 $639,000
73.11 	 for 2015.

73.12 	ARTICLE 3
73.13 	ENGLISH LEARNERS

73.14 	Section 1. Minnesota Statutes 2012, section 119A.50, subdivision 3, is amended to read:
73.15 		Subd. 3.Early childhood literacy programs. (a) A research-based early childhood 
73.16 	literacy program premised on actively involved parents, ongoing professional staff 
73.17 	development, and high quality early literacy program standards is established to increase 
73.18 	the literacy skills of children participating in Head Start to prepare them to be successful 
73.19 	readers and to increase families' participation in providing early literacy experiences to 
73.20 	their children. Program providers must:
73.21 	(1) work to prepare children to be successful learners;
73.22 	(2) work to close the achievement gap for at-risk children;
73.23 	(3) use an a culturally relevant integrated approach to early literacy that daily offers 
73.24 	a literacy-rich classroom learning environment composed of books, writing materials, 
73.25 	writing centers, labels, rhyming, and other related literacy materials and opportunities;
73.26 	(4) support children's home language while helping the children master English and 
73.27 	use multiple literacy strategies to provide a cultural bridge between home and school;
73.28 	(5) use literacy mentors, ongoing literacy groups, and other teachers and staff to 
73.29 	provide appropriate, extensive professional development opportunities in early literacy 
73.30 	and classroom strategies for preschool teachers and other preschool staff;
73.31 	(6) use ongoing data-based assessments that enable preschool teachers to understand, 
73.32 	plan, and implement literacy strategies, activities, and curriculum that meet children's 
73.33 	literacy needs and continuously improve children's literacy; and
74.1 	(7) foster participation by parents, community stakeholders, literacy advisors, and 
74.2 	evaluation specialists; and
74.3 	(8) provide parents of English learners with oral and written information to monitor 
74.4 	the program's impact on their children's English language development, to know whether 
74.5 	their children are progressing in developing their English proficiency and, where 
74.6 	practicable, their native language proficiency, and to actively engage with their children in 
74.7 	developing their English and native language proficiency.
74.8 	Program providers are encouraged to collaborate with qualified, community-based 
74.9 	early childhood providers in implementing this program and to seek nonstate funds to 
74.10 	supplement the program.
74.11 	(b) Program providers under paragraph (a) interested in extending literacy programs 
74.12 	to children in kindergarten through grade 3 may elect to form a partnership with an 
74.13 	eligible organization under section 124D.38, subdivision 2, or 124D.42, subdivision 6, 
74.14 	clause (3), schools enrolling children in kindergarten through grade 3, and other interested 
74.15 	and qualified community-based entities to provide ongoing literacy programs that offer 
74.16 	seamless literacy instruction focused on closing the literacy achievement gap. To close the 
74.17 	literacy achievement gap by the end of third grade, partnership members must agree to use 
74.18 	best efforts and practices and to work collaboratively to implement a seamless literacy 
74.19 	model from age three to grade 3, consistent with paragraph (a). Literacy programs under 
74.20 	this paragraph must collect and use literacy data to:
74.21 	(1) evaluate children's literacy skills; and
74.22 	(2) monitor the progress and provide reading instruction appropriate to the specific 
74.23 	needs of English learners; and
74.24 	(3) formulate specific intervention strategies to provide reading instruction to 
74.25 	children premised on the outcomes of formative and summative assessments and 
74.26 	research-based indicators of literacy development.
74.27 	The literacy programs under this paragraph also must train teachers and other 
74.28 	providers working with children to use the assessment outcomes under clause (2) to 
74.29 	develop and use effective, long-term literacy coaching models that are specific to the 
74.30 	program providers.

74.31 	Sec. 2. Minnesota Statutes 2013 Supplement, section 120B.11, is amended to read:
74.32 	120B.11 SCHOOL DISTRICT PROCESS FOR REVIEWING CURRICULUM, 
74.33 	INSTRUCTION, AND STUDENT ACHIEVEMENT; STRIVING FOR THE 
74.34 	WORLD'S BEST WORKFORCE.
75.1 		Subdivision 1.Definitions. For the purposes of this section and section 120B.10, 
75.2 	the following terms have the meanings given them.
75.3 	(a) "Instruction" means methods of providing learning experiences that enable a 
75.4 	student students to meet state and district academic standards and graduation requirements, 
75.5 	including providing English learners with appropriate, full, effective, and meaningful 
75.6 	access to regular classroom instruction in core curriculum.
75.7 	(b) "Curriculum" means district or school adopted programs and written plans for 
75.8 	providing students with learning experiences that lead to expected knowledge and skills 
75.9 	and career and college readiness.
75.10 	(c) "World's best workforce" means striving to: meet school readiness goals; have 
75.11 	all third grade students achieve grade-level literacy; close the academic achievement gap 
75.12 	among all racial and ethnic groups of students and between students living in poverty and 
75.13 	students not living in poverty; ensure all English learners have the appropriate English 
75.14 	learner instruction and content area support to achieve academic language proficiency, 
75.15 	including oral academic language proficiency, in English and are taught the same state 
75.16 	and local academic standards as native English-speaking students; have all students attain 
75.17 	career and college readiness before graduating from high school; and have all students 
75.18 	graduate from high school.
75.19 	(d) "Cultural competence," "cultural competency," or "culturally competent" 
75.20 	means the ability and will to interact effectively with people of different cultures, native 
75.21 	languages, and socioeconomic backgrounds.
75.22 		Subd. 1a.Performance measures. (a) Measures to determine school district and 
75.23 	school site progress in striving to create the world's best workforce must include at least:
75.24 	(1) student performance on the National Association Assessment of Education 
75.25 	Progress;
75.26 	(2) the size of the academic achievement gap and rigorous course taking and 
75.27 	enrichment experiences by student subgroup;
75.28 	(3) student performance on the Minnesota Comprehensive Assessments;
75.29 	(4) high school graduation rates; and
75.30 	(5) career and college readiness under section 120B.30, subdivision 1; and
75.31 	(6) the English language development and academic progress, including the oral 
75.32 	academic development, of English learners and their native language development if the 
75.33 	native language is used as a language of instruction.
75.34 	(b) When administering formative or summative assessments used to measure 
75.35 	the academic progress, including the oral academic development, of English learners 
75.36 	and inform their instruction, schools must ensure that the assessments are accessible to 
76.1 	the students and students have the modifications and supports they need to sufficiently 
76.2 	understand the assessments.
76.3 		Subd. 2.Adopting plans and budgets.  A school board, at a public meeting, shall 
76.4 	adopt a comprehensive, long-term strategic plan to support and improve teaching and 
76.5 	learning that is aligned with creating the world's best workforce and includes:
76.6 	(1) clearly defined district and school site goals and benchmarks for instruction and 
76.7 	student achievement for all student subgroups identified in section 120B.35, subdivision 3, 
76.8 	paragraph (b), clause (2);
76.9 	(2) a process for assessing and evaluating each student's progress toward meeting state 
76.10 	and local academic standards and identifying the strengths and weaknesses of instruction 
76.11 	in pursuit of student and school success and curriculum affecting students' progress and 
76.12 	growth toward career and college readiness and leading to the world's best workforce;
76.13 	(3) a system to periodically review and evaluate the effectiveness of all instruction 
76.14 	and curriculum, taking into account strategies and best practices, student outcomes, school 
76.15 	principal evaluations under section 123B.147, subdivision 3, and teacher evaluations 
76.16 	under section 122A.40, subdivision 8, or 122A.41, subdivision 5;
76.17 	(4) strategies for improving instruction, curriculum, and student achievement, 
76.18 	including the English and, where practicable, the native language development and the 
76.19 	academic achievement of English learners;
76.20 	(5) education effectiveness practices that integrate high-quality instruction, rigorous 
76.21 	curriculum, technology, and a collaborative professional culture that develops and 
76.22 	supports teacher quality, performance, and effectiveness; and
76.23 	(6) an annual budget for continuing to implement the district plan.
76.24 		Subd. 3.District advisory committee. Each school board shall establish an 
76.25 	advisory committee to ensure active community participation in all phases of planning and 
76.26 	improving the instruction and curriculum affecting state and district academic standards, 
76.27 	consistent with subdivision 2. A district advisory committee, to the extent possible, 
76.28 	shall reflect the diversity of the district and its school sites, and shall include teachers, 
76.29 	parents, support staff, students, and other community residents, and provide translation 
76.30 	to the extent appropriate and practicable. The district advisory committee shall pursue 
76.31 	community support to accelerate the academic and native literacy and achievement of 
76.32 	English learners with varied needs, from young children to adults, consistent with section 
76.33 	124D.59, subdivisions 2 and 2a. The district may establish site teams as subcommittees 
76.34 	of the district advisory committee under subdivision 4. The district advisory committee 
76.35 	shall recommend to the school board rigorous academic standards, student achievement 
76.36 	goals and measures consistent with subdivision 1a and sections 120B.022, subdivision 
77.1 	1, paragraphs (b) and (c), and 120B.35, district assessments, and program evaluations. 
77.2 	School sites may expand upon district evaluations of instruction, curriculum, assessments, 
77.3 	or programs. Whenever possible, parents and other community residents shall comprise at 
77.4 	least two-thirds of advisory committee members.
77.5 		Subd. 4.Site team. A school may establish a site team to develop and implement 
77.6 	strategies and education effectiveness practices to improve instruction, curriculum, 
77.7 	cultural competencies, including cultural awareness and cross-cultural communication, 
77.8 	and student achievement at the school site, consistent with subdivision 2. The team advises 
77.9 	the board and the advisory committee about developing the annual budget and revising an 
77.10 	instruction and curriculum improvement plan that aligns curriculum, assessment of student 
77.11 	progress, and growth in meeting state and district academic standards and instruction.
77.12 		Subd. 5.Report. Consistent with requirements for school performance reports 
77.13 	under section 120B.36, subdivision 1, the school board shall publish a report in the local 
77.14 	newspaper with the largest circulation in the district, by mail, or by electronic means on 
77.15 	the district Web site. The school board shall hold an annual public meeting to review, 
77.16 	and revise where appropriate, student achievement goals, local assessment outcomes, 
77.17 	plans, strategies, and practices for improving curriculum and instruction and cultural 
77.18 	responsiveness, including cultural awareness and cross-cultural communication, and to 
77.19 	review district success in realizing the previously adopted student achievement goals and 
77.20 	related benchmarks and the improvement plans leading to the world's best workforce. The 
77.21 	school board must transmit an electronic summary of its report to the commissioner in the 
77.22 	form and manner the commissioner determines.
77.23 		Subd. 7.Periodic report. Each school district shall periodically survey affected 
77.24 	constituencies, in their native languages where appropriate, about their connection to and 
77.25 	level of satisfaction with school. The district shall include the results of this evaluation in 
77.26 	the summary report required under subdivision 5.
77.27 		Subd. 9.Annual evaluation. (a) The commissioner must identify effective 
77.28 	strategies, practices, and use of resources by districts and school sites in striving for the 
77.29 	world's best workforce. The commissioner must assist districts and sites throughout the 
77.30 	state in implementing these effective strategies, practices, and use of resources.
77.31 	(b) The commissioner must identify those districts in any consecutive three-year 
77.32 	period not making sufficient progress toward improving teaching and learning for all 
77.33 	students, including English learners with varied needs, consistent with section 124D.59, 
77.34 	subdivisions 2 and 2a, and striving for the world's best workforce. The commissioner, in 
77.35 	collaboration with the identified district, may require the district to use up to two percent 
77.36 	of its basic general education revenue per fiscal year during the proximate three school 
78.1 	years to implement commissioner-specified strategies and practices, consistent with 
78.2 	paragraph (a), to improve and accelerate its progress in realizing its goals under this 
78.3 	section. In implementing this section, the commissioner must consider districts' budget 
78.4 	constraints and legal obligations.

78.5 	Sec. 3. Minnesota Statutes 2013 Supplement, section 120B.115, is amended to read:
78.6 	120B.115 REGIONAL CENTERS OF EXCELLENCE.
78.7 	(a) Regional centers of excellence are established to assist and support school 
78.8 	boards, school districts, school sites, and charter schools in implementing research-based 
78.9 	interventions and practices to increase the students' achievement within a region. 
78.10 	The centers must develop partnerships with local and regional service cooperatives, 
78.11 	postsecondary institutions, integrated school districts, the department, children's mental 
78.12 	health providers, or other local or regional entities interested in providing a cohesive 
78.13 	and consistent regional delivery system that serves all schools equitably. Centers must 
78.14 	assist school districts, school sites, and charter schools in developing similar partnerships. 
78.15 	Center support may include assisting school districts, school sites, and charter schools 
78.16 	with common principles of effective practice, including:
78.17 	(1) defining measurable education goals under section 120B.11, subdivision 2;
78.18 	(2) implementing evidence-based practices;
78.19 	(3) engaging in data-driven decision-making;
78.20 	(4) providing multilayered levels of support;
78.21 	(5) supporting culturally responsive teaching and learning aligning the development 
78.22 	of academic English proficiency, state and local academic standards, and career and 
78.23 	college readiness benchmarks; and
78.24 	(6) engaging parents, families, youth, and local community members in programs 
78.25 	and activities at the school district, school site, or charter school that foster collaboration 
78.26 	and shared accountability for the achievement of all students; and
78.27 	(7) translating district forms and other information such as a multilingual glossary of 
78.28 	commonly used education terms and phrases.
78.29 	Centers must work with school site leadership teams to build capacity the expertise and 
78.30 	experience to implement programs that close the achievement gap, provide effective and 
78.31 	differentiated programs and instruction for different types of English learners, including 
78.32 	English learners with limited or interrupted formal schooling and long-term English 
78.33 	learners under section 124D.59, subdivisions 2 and 2a, increase students' progress and 
78.34 	growth toward career and college readiness, and increase student graduation rates.
79.1 	(b) The department must assist the regional centers of excellence to meet staff, 
79.2 	facilities, and technical needs, provide the centers with programmatic support, and work 
79.3 	with the centers to establish a coherent statewide system of regional support, including 
79.4 	consulting, training, and technical support, to help school boards, school districts, school 
79.5 	sites, and charter schools effectively and efficiently implement the world's best workforce 
79.6 	goals under section 120B.11 and other state and federal education initiatives.

79.7 	Sec. 4. Minnesota Statutes 2012, section 120B.12, is amended to read:
79.8 	120B.12 READING PROFICIENTLY NO LATER THAN THE END OF 
79.9 	GRADE 3.
79.10 		Subdivision 1.Literacy goal. The legislature seeks to have every child reading at or 
79.11 	above grade level no later than the end of grade 3, including English learners, and that 
79.12 	teachers provide comprehensive, scientifically based reading instruction consistent with 
79.13 	section 122A.06, subdivision 4.
79.14 		Subd. 2.Identification; report. For the 2011-2012 school year and later, each 
79.15 	school district shall identify before the end of kindergarten, grade 1, and grade 2 students 
79.16 	who are not reading at grade level before the end of the current school year. Reading 
79.17 	assessments in English, and in the predominant languages of district students where 
79.18 	practicable, must identify and evaluate students' areas of academic need related to literacy. 
79.19 	The district also must monitor the progress and provide reading instruction appropriate 
79.20 	to the specific needs of English learners. The district must use a locally adopted, 
79.21 	developmentally appropriate, and culturally responsive assessment and annually report 
79.22 	summary assessment results to the commissioner by July 1.
79.23 		Subd. 2a.Parent notification and involvement. Schools, at least annually, 
79.24 	must give the parent of each student who is not reading at or above grade level timely 
79.25 	information about:
79.26 	(1) student's reading proficiency as measured by a locally adopted assessment;
79.27 	(2) reading-related services currently being provided to the student; and
79.28 	(3) strategies for parents to use at home in helping their student succeed in becoming 
79.29 	grade-level proficient in reading in English and in their native language.
79.30 		Subd. 3.Intervention. For each student identified under subdivision 2, the district 
79.31 	shall provide reading intervention to accelerate student growth in order to and reach the 
79.32 	goal of reading at or above grade level by the end of the current grade and school year. 
79.33 	District intervention methods shall encourage parental involvement family engagement
79.34 	 and, where possible, collaboration with appropriate school and community programs. 
79.35 	Intervention methods may include, but are not limited to, requiring attendance in summer 
80.1 	school, intensified reading instruction that may require that the student be removed from 
80.2 	the regular classroom for part of the school day or, extended-day programs, or programs 
80.3 	that strengthen students' cultural connections.
80.4 		Subd. 4.Staff development. Each district shall use the data under subdivision 2 to 
80.5 	identify the staff development needs so that:
80.6 	(1) elementary teachers are able to implement comprehensive, scientifically based 
80.7 	reading and oral language instruction in the five reading areas of phonemic awareness, 
80.8 	phonics, fluency, vocabulary, and comprehension as defined in section 122A.06, 
80.9 	subdivision 4, and other literacy-related areas including writing until the student achieves 
80.10 	grade-level reading proficiency;
80.11 	(2) elementary teachers have sufficient training to provide comprehensive, 
80.12 	scientifically based reading and oral language instruction that meets students' 
80.13 	developmental, linguistic, and literacy needs using the intervention methods or programs 
80.14 	selected by the district for the identified students;
80.15 	(3) licensed teachers employed by the district have regular opportunities to improve 
80.16 	reading and writing instruction; and
80.17 	(4) licensed teachers recognize students' diverse needs in cross-cultural settings 
80.18 	and are able to serve the oral language and linguistic needs of students who are English 
80.19 	learners by maximizing strengths in their native languages in order to cultivate students' 
80.20 	English language development, including oral academic language development, and 
80.21 	build academic literacy; and
80.22 	(5) licensed teachers are well trained in culturally responsive pedagogy that enables 
80.23 	students to master content, develop skills to access content, and build relationships.
80.24 		Subd. 4a.Local literacy plan. Consistent with this section, a school district must 
80.25 	adopt a local literacy plan to have every child reading at or above grade level no later than 
80.26 	the end of grade 3, including English learners. The plan must include a process to assess 
80.27 	students' level of reading proficiency, notify and involve parents, intervene with students 
80.28 	who are not reading at or above grade level, and identify and meet staff development 
80.29 	needs. The district must post its literacy plan on the official school district Web site.
80.30 		Subd. 5.Commissioner. The commissioner shall recommend to districts multiple 
80.31 	assessment tools to assist districts and teachers with identifying students under subdivision 
80.32 	2. The commissioner shall also make available examples of nationally recognized and 
80.33 	research-based instructional methods or programs to districts to provide comprehensive, 
80.34 	scientifically based reading instruction and intervention under this section.

81.1 	Sec. 5. Minnesota Statutes 2013 Supplement, section 120B.125, is amended to read:
81.2 	120B.125 PLANNING FOR STUDENTS' SUCCESSFUL TRANSITION 
81.3 	TO POSTSECONDARY EDUCATION AND EMPLOYMENT; INVOLUNTARY 
81.4 	CAREER TRACKING PROHIBITED.
81.5 	(a) Consistent with sections 120B.128, 120B.13, 120B.131, 120B.132, 120B.14, 
81.6 	120B.15, 120B.30, subdivision 1, paragraph (c), 125A.08, and other related sections, 
81.7 	school districts, beginning in the 2013-2014 school year, must assist all students by no 
81.8 	later than grade 9 to explore their college and career interests and aspirations and develop 
81.9 	a plan for a smooth and successful transition to postsecondary education or employment. 
81.10 	All students' plans must be designed to:
81.11 	(1) provide a comprehensive academic plan for completing a college and 
81.12 	career-ready curriculum premised on meeting state and local academic standards 
81.13 	and developing 21st century skills such as team work, collaboration, creativity, 
81.14 	communication, critical thinking, and good work habits;
81.15 	(2) emphasize academic rigor and high expectations;
81.16 	(3) help students identify personal learning styles that may affect their postsecondary 
81.17 	education and employment choices;
81.18 	(4) help students gain access to postsecondary education and career options;
81.19 	(5) integrate strong academic content into career-focused courses and integrate 
81.20 	relevant career-focused courses into strong academic content;
81.21 	(6) help students and families identify and gain access to appropriate counseling 
81.22 	and other supports and assistance that enable students to complete required coursework, 
81.23 	prepare for postsecondary education and careers, and obtain information about 
81.24 	postsecondary education costs and eligibility for financial aid and scholarship;
81.25 	(7) help students and families identify collaborative partnerships of kindergarten
81.26 	 prekindergarten through grade 12 schools, postsecondary institutions, economic 
81.27 	development agencies, and employers that support students' transition to postsecondary 
81.28 	education and employment and provide students with experiential learning opportunities; 
81.29 	and
81.30 	(8) be reviewed and revised at least annually by the student, the student's parent or 
81.31 	guardian, and the school or district to ensure that the student's course-taking schedule 
81.32 	keeps the student making adequate progress to meet state and local high school graduation 
81.33 	requirements and with a reasonable chance to succeed with employment or postsecondary 
81.34 	education without the need to first complete remedial course work.
81.35 	(b) A school district may develop grade-level curricula or provide instruction that 
81.36 	introduces students to various careers, but must not require any curriculum, instruction, 
82.1 	or employment-related activity that obligates an elementary or secondary student to 
82.2 	involuntarily select a career, career interest, employment goals, or related job training.
82.3 	(c) Educators must possess the knowledge and skills to effectively teach all English 
82.4 	learners in their classrooms. School districts must provide appropriate curriculum, 
82.5 	targeted materials, professional development opportunities for educators, and sufficient 
82.6 	resources to enable English learners to become career- and college-ready.

82.7 	Sec. 6. Minnesota Statutes 2013 Supplement, section 120B.35, subdivision 3, is 
82.8 	amended to read:
82.9 		Subd. 3.State growth target; other state measures. (a) The state's educational 
82.10 	assessment system measuring individual students' educational growth is based on 
82.11 	indicators of achievement growth that show an individual student's prior achievement. 
82.12 	Indicators of achievement and prior achievement must be based on highly reliable 
82.13 	statewide or districtwide assessments.
82.14 	(b) The commissioner, in consultation with a stakeholder group that includes 
82.15 	assessment and evaluation directors and, district staff, experts in culturally responsive 
82.16 	teaching, and researchers, must implement a model that uses a value-added growth 
82.17 	indicator and includes criteria for identifying schools and school districts that demonstrate 
82.18 	medium and high growth under section 120B.299, subdivisions 8 and 9, and may 
82.19 	recommend other value-added measures under section 120B.299, subdivision 3. The model 
82.20 	may be used to advance educators' professional development and replicate programs that 
82.21 	succeed in meeting students' diverse learning needs. Data on individual teachers generated 
82.22 	under the model are personnel data under section 13.43. The model must allow users to:
82.23 	(1) report student growth consistent with this paragraph; and
82.24 	(2) for all student categories, report and compare aggregated and disaggregated state 
82.25 	growth data using the nine student categories identified under the federal 2001 No Child 
82.26 	Left Behind Act and two student gender categories of male and female, respectively, 
82.27 	following appropriate reporting practices to protect nonpublic student data.
82.28 	The commissioner must report measures of student growth, consistent with this 
82.29 	paragraph.
82.30 	(c) When reporting student performance under section 120B.36, subdivision 1, the 
82.31 	commissioner annually, beginning July 1, 2011, must report two core measures indicating 
82.32 	the extent to which current high school graduates are being prepared for postsecondary 
82.33 	academic and career opportunities:
82.34 	(1) a preparation measure indicating the number and percentage of high school 
82.35 	graduates in the most recent school year who completed course work important to 
83.1 	preparing them for postsecondary academic and career opportunities, consistent with 
83.2 	the core academic subjects required for admission to Minnesota's public colleges and 
83.3 	universities as determined by the Office of Higher Education under chapter 136A; and
83.4 	(2) a rigorous coursework measure indicating the number and percentage of high 
83.5 	school graduates in the most recent school year who successfully completed one or more 
83.6 	college-level advanced placement, international baccalaureate, postsecondary enrollment 
83.7 	options including concurrent enrollment, other rigorous courses of study under section 
83.8 	120B.021, subdivision 1a, or industry certification courses or programs.
83.9 	When reporting the core measures under clauses (1) and (2), the commissioner must also 
83.10 	analyze and report separate categories of information using the nine student categories 
83.11 	identified under the federal 2001 No Child Left Behind Act and two student gender 
83.12 	categories of male and female, respectively, following appropriate reporting practices to 
83.13 	protect nonpublic student data.
83.14 	(d) When reporting student performance under section 120B.36, subdivision 1, the 
83.15 	commissioner annually, beginning July 1, 2014, must report summary data on school 
83.16 	safety and students' engagement and connection at school. The summary data under this 
83.17 	paragraph are separate from and must not be used for any purpose related to measuring 
83.18 	or evaluating the performance of classroom teachers. The commissioner, in consultation 
83.19 	with qualified experts on student engagement and connection and classroom teachers, 
83.20 	must identify highly reliable variables that generate summary data under this paragraph. 
83.21 	The summary data may be used at school, district, and state levels only. Any data on 
83.22 	individuals received, collected, or created that are used to generate the summary data 
83.23 	under this paragraph are nonpublic data under section 13.02, subdivision 9.
83.24 	(e) For purposes of statewide educational accountability, the commissioner must 
83.25 	identify and report measures that demonstrate the success of learning year program 
83.26 	providers under sections 123A.05 and 124D.68, among other such providers, in improving 
83.27 	students' graduation outcomes. The commissioner, beginning July 1, 2015, must annually 
83.28 	report summary data on:
83.29 	(1) the four- and six-year graduation rates of students under this paragraph;
83.30 	(2) the percent of students under this paragraph whose progress and performance 
83.31 	levels are meeting career and college readiness benchmarks under section 120B.30, 
83.32 	subdivision 1; and
83.33 	(3) the success that learning year program providers experience in:
83.34 	(i) identifying at-risk and off-track student populations by grade;
83.35 	(ii) providing successful prevention and intervention strategies for at-risk students;
84.1 	(iii) providing successful recuperative and recovery or reenrollment strategies for 
84.2 	off-track students; and
84.3 	(iv) improving the graduation outcomes of at-risk and off-track students.
84.4 	The commissioner may include in the annual report summary data on other education 
84.5 	providers serving a majority of students eligible to participate in a learning year program.
84.6 	(f) The commissioner, in consultation with recognized experts with knowledge and 
84.7 	experience in assessing the language proficiency and academic performance of English 
84.8 	learners, must identify and report appropriate and effective measures to improve current 
84.9 	categories of language difficulty and assessments, and monitor and report data on students' 
84.10 	English proficiency levels, program placement, and academic language development, 
84.11 	including oral academic language.

84.12 	Sec. 7. Minnesota Statutes 2013 Supplement, section 120B.36, subdivision 1, is 
84.13 	amended to read:
84.14 		Subdivision 1.School performance reports. (a) The commissioner shall report 
84.15 	student academic performance under section 120B.35, subdivision 2; the percentages of 
84.16 	students showing low, medium, and high growth under section 120B.35, subdivision 
84.17 	3, paragraph (b); school safety and student engagement and connection under section 
84.18 	120B.35, subdivision 3, paragraph (d); rigorous coursework under section 120B.35, 
84.19 	subdivision 3, paragraph (c); the percentage of students under section 120B.35, 
84.20 	subdivision 3, paragraph (b), clause (2), whose progress and performance levels are 
84.21 	meeting career and college readiness benchmarks under sections 120B.30, subdivision 1, 
84.22 	and 120B.35, subdivision 3, paragraph (e); longitudinal data on the progress of eligible 
84.23 	districts in reducing disparities in students' academic achievement and realizing racial and 
84.24 	economic integration under section 124D.861; the acquisition of English, and where 
84.25 	practicable, native language academic literacy, including oral academic language, and 
84.26 	the academic progress of English learners under section 124D.59, subdivisions 2 and 
84.27 	2a; two separate student-to-teacher ratios that clearly indicate the definition of teacher 
84.28 	consistent with sections 122A.06 and 122A.15 for purposes of determining these ratios; 
84.29 	staff characteristics excluding salaries; student enrollment demographics; district mobility; 
84.30 	and extracurricular activities. The report also must indicate a school's adequate yearly 
84.31 	progress status under applicable federal law, and must not set any designations applicable 
84.32 	to high- and low-performing schools due solely to adequate yearly progress status.
84.33 	(b) The commissioner shall develop, annually update, and post on the department 
84.34 	Web site school performance reports.
85.1 	(c) The commissioner must make available performance reports by the beginning 
85.2 	of each school year.
85.3 	(d) A school or district may appeal its adequate yearly progress status in writing to 
85.4 	the commissioner within 30 days of receiving the notice of its status. The commissioner's 
85.5 	decision to uphold or deny an appeal is final.
85.6 	(e) School performance data are nonpublic data under section 13.02, subdivision 9, 
85.7 	until the commissioner publicly releases the data. The commissioner shall annually post 
85.8 	school performance reports to the department's public Web site no later than September 1, 
85.9 	except that in years when the reports reflect new performance standards, the commissioner 
85.10 	shall post the school performance reports no later than October 1.

85.11 	Sec. 8. Minnesota Statutes 2012, section 122A.06, subdivision 4, is amended to read:
85.12 		Subd. 4.Comprehensive, scientifically based reading instruction. (a) 
85.13 	"Comprehensive, scientifically based reading instruction" includes a program or collection 
85.14 	of instructional practices that is based on valid, replicable evidence showing that when 
85.15 	these programs or practices are used, students can be expected to achieve, at a minimum, 
85.16 	satisfactory reading progress. The program or collection of practices must include, at a 
85.17 	minimum, effective, balanced instruction in all five areas of reading: phonemic awareness, 
85.18 	phonics, fluency, vocabulary development, and reading comprehension.
85.19 	Comprehensive, scientifically based reading instruction also includes and integrates 
85.20 	instructional strategies for continuously assessing, evaluating, and communicating 
85.21 	the student's reading progress and needs in order to design and implement ongoing 
85.22 	interventions so that students of all ages and proficiency levels can read and comprehend 
85.23 	text, write, and apply higher level thinking skills. For English learners developing literacy 
85.24 	skills, districts are encouraged to use strategies that teach reading and writing in the 
85.25 	students' native language and English at the same time.
85.26 	(b) "Fluency" is the ability of students to read text with speed, accuracy, and proper 
85.27 	expression.
85.28 	(c) "Phonemic awareness" is the ability of students to notice, think about, and 
85.29 	manipulate individual sounds in spoken syllables and words.
85.30 	(d) "Phonics" is the understanding that there are systematic and predictable 
85.31 	relationships between written letters and spoken words. Phonics instruction is a way 
85.32 	of teaching reading that stresses learning how letters correspond to sounds and how to 
85.33 	apply this knowledge in reading and spelling.
85.34 	(e) "Reading comprehension" is an active process that requires intentional thinking 
85.35 	during which meaning is constructed through interactions between text and reader. 
86.1 	Comprehension skills are taught explicitly by demonstrating, explaining, modeling, and 
86.2 	implementing specific cognitive strategies to help beginning readers derive meaning 
86.3 	through intentional, problem-solving thinking processes.
86.4 	(f) "Vocabulary development" is the process of teaching vocabulary both directly 
86.5 	and indirectly, with repetition and multiple exposures to vocabulary items. Learning in 
86.6 	rich contexts, incidental learning, and use of computer technology enhance the acquiring 
86.7 	of vocabulary.
86.8 	(g) Nothing in this subdivision limits the authority of a school district to select a 
86.9 	school's reading program or curriculum.

86.10 	Sec. 9. Minnesota Statutes 2013 Supplement, section 122A.09, subdivision 4, is 
86.11 	amended to read:
86.12 		Subd. 4.License and rules. (a) The board must adopt rules to license public school 
86.13 	teachers and interns subject to chapter 14.
86.14 	(b) The board must adopt rules requiring a person to pass a skills examination in 
86.15 	reading, writing, and mathematics as a requirement for initial teacher licensure, except 
86.16 	that the board may issue up to two additional temporary, one-year teaching licenses to an 
86.17 	otherwise qualified candidate who has not yet passed the skills exam. Such rules must 
86.18 	require college and universities offering a board-approved teacher preparation program to 
86.19 	provide remedial assistance to persons who did not achieve a qualifying score on the skills 
86.20 	examination, including those for whom English is a second language.
86.21 	(c) The board must adopt rules to approve teacher preparation programs. The board, 
86.22 	upon the request of a postsecondary student preparing for teacher licensure or a licensed 
86.23 	graduate of a teacher preparation program, shall assist in resolving a dispute between the 
86.24 	person and a postsecondary institution providing a teacher preparation program when the 
86.25 	dispute involves an institution's recommendation for licensure affecting the person or the 
86.26 	person's credentials. At the board's discretion, assistance may include the application 
86.27 	of chapter 14.
86.28 	(d) The board must provide the leadership and adopt rules for the redesign of teacher 
86.29 	education programs to implement a research based, results-oriented curriculum that 
86.30 	focuses on the skills teachers need in order to be effective. The board shall implement new 
86.31 	systems of teacher preparation program evaluation to assure program effectiveness based 
86.32 	on proficiency of graduates in demonstrating attainment of program outcomes. Teacher 
86.33 	preparation programs including alternative teacher preparation programs under section 
86.34 	122A.245, among other programs, must include a content-specific, board-approved, 
86.35 	performance-based assessment that measures teacher candidates in three areas: planning 
87.1 	for instruction and assessment; engaging students and supporting learning; and assessing 
87.2 	student learning.
87.3 	(e) The board must adopt rules requiring candidates for initial licenses to pass an 
87.4 	examination of general pedagogical knowledge and examinations of licensure-specific 
87.5 	teaching skills. The rules shall be effective by September 1, 2001. The rules under this 
87.6 	paragraph also must require candidates for initial licenses to teach prekindergarten or 
87.7 	elementary students to pass, as part of the examination of licensure-specific teaching 
87.8 	skills, test items assessing the candidates' knowledge, skill, and ability in comprehensive, 
87.9 	scientifically based reading instruction under section 122A.06, subdivision 4, and their 
87.10 	knowledge and understanding of the foundations of reading development, the development 
87.11 	of reading comprehension, and reading assessment and instruction, and their ability to 
87.12 	integrate that knowledge and understanding.
87.13 	(f) The board must adopt rules requiring teacher educators to work directly with 
87.14 	elementary or secondary school teachers in elementary or secondary schools to obtain 
87.15 	periodic exposure to the elementary or secondary teaching environment.
87.16 	(g) The board must grant licenses to interns and to candidates for initial licenses 
87.17 	based on appropriate professional competencies that are aligned with the board's licensing 
87.18 	system and students' diverse learning needs. All teacher candidates must have preparation 
87.19 	in English language development and content instruction for English learners in order to be 
87.20 	able to effectively instruct the English learners in their classrooms. The board must include 
87.21 	these licenses in a statewide differentiated licensing system that creates new leadership 
87.22 	roles for successful experienced teachers premised on a collaborative professional culture 
87.23 	dedicated to meeting students' diverse learning needs in the 21st century, recognizes the 
87.24 	importance of cultural and linguistic competencies, including the ability to teach and 
87.25 	communicate in culturally competent and aware ways, and formalizes mentoring and 
87.26 	induction for newly licensed teachers that is provided through a teacher support framework.
87.27 	(h) The board must design and implement an assessment system which requires a 
87.28 	candidate for an initial license and first continuing license to demonstrate the abilities 
87.29 	necessary to perform selected, representative teaching tasks at appropriate levels.
87.30 	(i) The board must receive recommendations from local committees as established 
87.31 	by the board for the renewal of teaching licenses. The board must require licensed teachers 
87.32 	who are renewing a continuing license to include in the renewal requirements further 
87.33 	preparation in English language development and specially designed content instruction 
87.34 	in English for English learners.
88.1 	(j) The board must grant life licenses to those who qualify according to requirements 
88.2 	established by the board, and suspend or revoke licenses pursuant to sections 122A.20 and 
88.3 	214.10. The board must not establish any expiration date for application for life licenses.
88.4 	(k) The board must adopt rules that require all licensed teachers who are renewing 
88.5 	their continuing license to include in their renewal requirements further preparation in 
88.6 	the areas of using positive behavior interventions and in accommodating, modifying, and 
88.7 	adapting curricula, materials, and strategies to appropriately meet the needs of individual 
88.8 	students and ensure adequate progress toward the state's graduation rule.
88.9 	(l) In adopting rules to license public school teachers who provide health-related 
88.10 	services for disabled children, the board shall adopt rules consistent with license or 
88.11 	registration requirements of the commissioner of health and the health-related boards who 
88.12 	license personnel who perform similar services outside of the school.
88.13 	(m) The board must adopt rules that require all licensed teachers who are renewing 
88.14 	their continuing license to include in their renewal requirements further reading 
88.15 	preparation, consistent with section 122A.06, subdivision 4. The rules do not take effect 
88.16 	until they are approved by law. Teachers who do not provide direct instruction including, at 
88.17 	least, counselors, school psychologists, school nurses, school social workers, audiovisual 
88.18 	directors and coordinators, and recreation personnel are exempt from this section.
88.19 	(n) The board must adopt rules that require all licensed teachers who are renewing 
88.20 	their continuing license to include in their renewal requirements further preparation, 
88.21 	first, in understanding the key warning signs of early-onset mental illness in children 
88.22 	and adolescents and then, during subsequent licensure renewal periods, preparation may 
88.23 	include providing a more in-depth understanding of students' mental illness trauma, 
88.24 	accommodations for students' mental illness, parents' role in addressing students' mental 
88.25 	illness, Fetal Alcohol Spectrum Disorders, autism, the requirements of section 125A.0942 
88.26 	governing restrictive procedures, and de-escalation methods, among other similar topics.

88.27 	EFFECTIVE DATE. This section is effective August 1, 2015, and applies to 
88.28 	individuals entering a teacher preparation program after that date.

88.29 	Sec. 10. Minnesota Statutes 2012, section 122A.14, subdivision 2, is amended to read:
88.30 		Subd. 2.Preparation programs. The board shall review and approve or 
88.31 	disapprove preparation programs for school administrators and alternative preparation 
88.32 	programs for administrators under section 122A.27, and must consider other alternative 
88.33 	competency-based preparation programs leading to licensure. Among other requirements, 
88.34 	preparation programs must include instruction on meeting the varied needs of English 
89.1 	learners, from young children to adults, in English and, where practicable, in students' 
89.2 	native language.

89.3 	EFFECTIVE DATE. This section is effective August 1, 2015, and applies to 
89.4 	individuals entering a school administrator preparation program after that date.

89.5 	Sec. 11. Minnesota Statutes 2012, section 122A.14, subdivision 3, is amended to read:
89.6 		Subd. 3.Rules for continuing education requirements. The board shall 
89.7 	adopt rules establishing continuing education requirements that promote continuous 
89.8 	improvement and acquisition of new and relevant skills by school administrators. 
89.9 	Continuing education programs, among other things, must provide school administrators 
89.10 	with information and training about building coherent and effective English learner 
89.11 	strategies that include relevant professional development, accountability for student 
89.12 	progress, students' access to the general curriculum, and sufficient staff capacity to effect 
89.13 	these strategies. A retired school principal who serves as a substitute principal or assistant 
89.14 	principal for the same person on a day-to-day basis for no more than 15 consecutive 
89.15 	school days is not subject to continuing education requirements as a condition of serving 
89.16 	as a substitute principal or assistant principal.

89.17 	EFFECTIVE DATE. This section is effective August 1, 2015, and applies to school 
89.18 	administrators renewing an administrator's license after that date.

89.19 	Sec. 12. Minnesota Statutes 2013 Supplement, section 122A.18, subdivision 2, is 
89.20 	amended to read:
89.21 		Subd. 2.Teacher and support personnel qualifications. (a) The Board of 
89.22 	Teaching must issue licenses under its jurisdiction to persons the board finds to be 
89.23 	qualified and competent for their respective positions.
89.24 	(b) The board must require a person to pass an examination of skills in reading, 
89.25 	writing, and mathematics before being granted an initial teaching license to provide direct 
89.26 	instruction to pupils in prekindergarten, elementary, secondary, or special education 
89.27 	programs, except that the board may issue up to two additional temporary, one-year 
89.28 	teaching licenses to an otherwise qualified candidate who has not yet passed the skills 
89.29 	exam. The board must require colleges and universities offering a board approved teacher 
89.30 	preparation program to make available upon request remedial assistance that includes a 
89.31 	formal diagnostic component to persons enrolled in their institution who did not achieve a 
89.32 	qualifying score on the skills examination, including those for whom English is a second 
89.33 	language. The colleges and universities must make available assistance in the specific 
90.1 	academic areas of deficiency in which the person did not achieve a qualifying score. 
90.2 	School districts may make available upon request similar, appropriate, and timely remedial 
90.3 	assistance that includes a formal diagnostic component to those persons employed by the 
90.4 	district who completed their teacher education program, who did not achieve a qualifying 
90.5 	score on the skills examination, including those persons for whom English is a second 
90.6 	language and persons under section 122A.23, subdivision 2, paragraph (h), who completed 
90.7 	their teacher's education program outside the state of Minnesota, and who received a 
90.8 	temporary license to teach in Minnesota. The Board of Teaching shall report annually 
90.9 	to the education committees of the legislature on the total number of teacher candidates 
90.10 	during the most recent school year taking the skills examination, the number who achieve 
90.11 	a qualifying score on the examination, the number who do not achieve a qualifying score 
90.12 	on the examination, the distribution of all candidates' scores, the number of candidates 
90.13 	who have taken the examination at least once before, and the number of candidates who 
90.14 	have taken the examination at least once before and achieve a qualifying score.
90.15 	(c) The Board of Teaching must grant continuing licenses only to those persons who 
90.16 	have met board criteria for granting a continuing license, which includes passing the 
90.17 	skills examination in reading, writing, and mathematics consistent with paragraph (b) and 
90.18 	section 122A.09, subdivision 4, paragraph (b).
90.19 	(d) All colleges and universities approved by the board of teaching to prepare persons 
90.20 	for teacher licensure must include in their teacher preparation programs a common core 
90.21 	of teaching knowledge and skills to be acquired by all persons recommended for teacher 
90.22 	licensure. Among other requirements, teacher candidates must demonstrate the knowledge 
90.23 	and skills needed to provide appropriate instruction to English learners to support and 
90.24 	accelerate their academic literacy, including oral academic language, and achievement in 
90.25 	content areas in a regular classroom setting. This common core shall meet the standards 
90.26 	developed by the interstate new teacher assessment and support consortium in its 1992 
90.27 	"model standards for beginning teacher licensing and development." Amendments to 
90.28 	standards adopted under this paragraph are covered by chapter 14. The board of teaching 
90.29 	shall report annually to the education committees of the legislature on the performance 
90.30 	of teacher candidates on common core assessments of knowledge and skills under this 
90.31 	paragraph during the most recent school year.

90.32 	EFFECTIVE DATE. This section is effective August 1, 2015, and applies to 
90.33 	individuals entering a teacher preparation program after that date.

90.34 	Sec. 13. Minnesota Statutes 2012, section 122A.18, subdivision 2a, is amended to read:
91.1 		Subd. 2a.Reading strategies. (a) All colleges and universities approved by the 
91.2 	Board of Teaching to prepare persons for classroom teacher licensure must include in 
91.3 	their teacher preparation programs research-based best practices in reading, consistent 
91.4 	with section 122A.06, subdivision 4, that enable the licensure candidate to know how to 
91.5 	teach reading in the candidate's content areas. Teacher candidates must be instructed 
91.6 	in using students' native languages as a resource in creating effective differentiated 
91.7 	instructional strategies for English learners developing literacy skills. These colleges and 
91.8 	universities also must prepare candidates for initial licenses to teach prekindergarten or 
91.9 	elementary students for the assessment of reading instruction portion of the examination 
91.10 	of licensure-specific teaching skills under section 122A.09, subdivision 4, paragraph (e).
91.11 	(b) Board-approved teacher preparation programs for teachers of elementary 
91.12 	education must require instruction in the application of comprehensive, scientifically 
91.13 	based, and balanced reading instruction programs that:
91.14 	(1) teach students to read using foundational knowledge, practices, and strategies 
91.15 	consistent with section 122A.06, subdivision 4, so that all students will achieve continuous 
91.16 	progress in reading; and
91.17 	(2) teach specialized instruction in reading strategies, interventions, and remediations 
91.18 	that enable students of all ages and proficiency levels to become proficient readers.
91.19 	(c) Nothing in this section limits the authority of a school district to select a school's 
91.20 	reading program or curriculum.

91.21 	EFFECTIVE DATE. This section is effective August 1, 2015, and applies to 
91.22 	individuals entering a teacher preparation program after that date.

91.23 	Sec. 14. Minnesota Statutes 2012, section 122A.18, subdivision 4, is amended to read:
91.24 		Subd. 4.Expiration and renewal. (a) Each license the Department of Education 
91.25 	issues through its licensing section must bear the date of issue. Licenses must expire 
91.26 	and be renewed according to the respective rules the Board of Teaching, the Board 
91.27 	of School Administrators, or the commissioner of education adopts. Requirements for 
91.28 	renewing a license must include showing satisfactory evidence of successful teaching or 
91.29 	administrative experience for at least one school year during the period covered by the 
91.30 	license in grades or subjects for which the license is valid or completing such additional 
91.31 	preparation as the Board of Teaching prescribes. The Board of School Administrators 
91.32 	shall establish requirements for renewing the licenses of supervisory personnel except 
91.33 	athletic coaches. The State Board of Teaching shall establish requirements for renewing 
91.34 	the licenses of athletic coaches.
92.1 	(b) Relicensure applicants who have been employed as a teacher during the renewal 
92.2 	period of their expiring license, as a condition of relicensure, must present to their local 
92.3 	continuing education and relicensure committee or other local relicensure committee 
92.4 	evidence of work that demonstrates professional reflection and growth in best teaching 
92.5 	practices, including among other things, practices in meeting the varied needs of English 
92.6 	learners, from young children to adults under section 124D.59, subdivisions 2 and 2a. The 
92.7 	applicant must include a reflective statement of professional accomplishment and the 
92.8 	applicant's own assessment of professional growth showing evidence of:
92.9 	(1) support for student learning;
92.10 	(2) use of best practices techniques and their applications to student learning;
92.11 	(3) collaborative work with colleagues that includes examples of collegiality such as 
92.12 	attested-to committee work, collaborative staff development programs, and professional 
92.13 	learning community work; or
92.14 	(4) continual professional development that may include (i) job-embedded or other 
92.15 	ongoing formal professional learning or (ii) for teachers employed for only part of the 
92.16 	renewal period of their expiring license, other similar professional development efforts 
92.17 	made during the relicensure period.
92.18 	The Board of Teaching must ensure that its teacher relicensing requirements also include 
92.19 	this paragraph.
92.20 	(c) The Board of Teaching shall offer alternative continuing relicensure options for 
92.21 	teachers who are accepted into and complete the National Board for Professional Teaching 
92.22 	Standards certification process, and offer additional continuing relicensure options for 
92.23 	teachers who earn National Board for Professional Teaching Standards certification. 
92.24 	Continuing relicensure requirements for teachers who do not maintain National Board for 
92.25 	Professional Teaching Standards certification are those the board prescribes, consistent 
92.26 	with this section.

92.27 	EFFECTIVE DATE. This section is effective August 1, 2015, and applies to 
92.28 	licensed teachers renewing a teaching license after that date.

92.29 	Sec. 15. Minnesota Statutes 2012, section 122A.19, is amended to read:
92.30 	122A.19 BILINGUAL AND ENGLISH AS A SECOND LANGUAGE 
92.31 	TEACHERS; LICENSES.
92.32 		Subdivision 1.Bilingual and English as a second language licenses. The Board of 
92.33 	Teaching, hereinafter the board, must grant teaching licenses in bilingual education and 
92.34 	English as a second language to persons who present satisfactory evidence that they:
93.1 	(a) Possess competence and communicative skills in English and in another language;
93.2 	(b) Possess a bachelor's degree or other academic degree approved by the board, 
93.3 	and meet such requirements as to course of study and training as the board may prescribe, 
93.4 	consistent with subdivision 4.
93.5 		Subd. 2.Persons holding general teaching licenses. The board may license a 
93.6 	person holding who holds a general teaching license and who presents the board with 
93.7 	satisfactory evidence of competence and communicative skills in a language other than 
93.8 	English may be licensed under this section.
93.9 		Subd. 3.Employment of teachers. Teachers employed in a bilingual education 
93.10 	or English as a second language program established pursuant to sections 124D.58 to 
93.11 	124D.64 shall not be employed to replace any presently employed teacher who otherwise 
93.12 	would not be replaced.
93.13 		Subd. 4.Teacher preparation programs. For the purpose of licensing bilingual 
93.14 	and English as a second language teachers, the board may approve programs at colleges 
93.15 	or universities designed for their training. These programs must provide instruction in 
93.16 	implementing research-based practices designed specifically for English learners. The 
93.17 	programs must focus on developing English learners' academic language proficiency in 
93.18 	English, including oral academic language, giving English learners meaningful access to 
93.19 	the full school curriculum, developing culturally relevant teaching practices appropriate 
93.20 	for immigrant students, and providing more intensive instruction and resources to English 
93.21 	learners with lower levels of academic English proficiency and varied needs, consistent 
93.22 	with section 124D.59, subdivisions 2 and 2a.
93.23 		Subd. 5.Persons eligible for employment. Any person licensed under this section 
93.24 	shall be is eligible for employment by a school board as a teacher in a bilingual education 
93.25 	or English as a second language program in which the language for which the person is 
93.26 	licensed is taught or used as a medium of instruction. A board may prescribe only those 
93.27 	additional qualifications for teachers licensed under this section as that are approved 
93.28 	by the board of teaching.
93.29 		Subd. 6.Affirmative efforts in hiring. In hiring for all positions in bilingual 
93.30 	education programs program positions, districts must give preference to and make 
93.31 	affirmative efforts to seek, recruit, and employ persons who (1) are (a) native speakers of 
93.32 	the language which is the medium of instruction in the bilingual education program or share 
93.33 	a native language with the majority of their students, and (b)(2)who share the culture of the 
93.34 	English learners who are enrolled in the program. The district shall provide procedures for 
93.35 	the involvement of involving the parent advisory committees in designing the procedures 
94.1 	for the recruitment recruiting, screening, and selection of selecting applicants. This section 
94.2 	must not be construed to limit the school board's authority to hire and discharge personnel.

94.3 	EFFECTIVE DATE. Subdivisions 1, 2, 5, and 6 are effective August 1, 2015. 
94.4 	Subdivision 3 is effective the day following final enactment. Subdivision 4 is effective 
94.5 	August 1, 2015, and applies to an individual entering a teacher preparation program after 
94.6 	that date.

94.7 	Sec. 16. Minnesota Statutes 2013 Supplement, section 122A.40, subdivision 8, is 
94.8 	amended to read:
94.9 		Subd. 8.Development, evaluation, and peer coaching for continuing contract 
94.10 	teachers. (a) To improve student learning and success, a school board and an exclusive 
94.11 	representative of the teachers in the district, consistent with paragraph (b), may develop 
94.12 	a teacher evaluation and peer review process for probationary and continuing contract 
94.13 	teachers through joint agreement. If a school board and the exclusive representative of the 
94.14 	teachers do not agree to an annual teacher evaluation and peer review process, then the 
94.15 	school board and the exclusive representative of the teachers must implement the plan 
94.16 	for evaluation and review under paragraph (c). The process must include having trained 
94.17 	observers serve as peer coaches or having teachers participate in professional learning 
94.18 	communities, consistent with paragraph (b).
94.19 	(b) To develop, improve, and support qualified teachers and effective teaching 
94.20 	practices and improve student learning and success, the annual evaluation process for 
94.21 	teachers:
94.22 	(1) must, for probationary teachers, provide for all evaluations required under 
94.23 	subdivision 5;
94.24 	(2) must establish a three-year professional review cycle for each teacher that 
94.25 	includes an individual growth and development plan, a peer review process, the 
94.26 	opportunity to participate in a professional learning community under paragraph (a), and 
94.27 	at least one summative evaluation performed by a qualified and trained evaluator such as a 
94.28 	school administrator. For the years when a tenured teacher is not evaluated by a qualified 
94.29 	and trained evaluator, the teacher must be evaluated by a peer review;
94.30 	(3) must be based on professional teaching standards established in rule;
94.31 	(4) must coordinate staff development activities under sections 122A.60 and 
94.32 	122A.61 with this evaluation process and teachers' evaluation outcomes;
94.33 	(5) may provide time during the school day and school year for peer coaching and 
94.34 	teacher collaboration;
94.35 	(6) may include mentoring and induction programs;
95.1 	(7) must include an option for teachers to develop and present a portfolio 
95.2 	demonstrating evidence of reflection and professional growth, consistent with section 
95.3 	122A.18, subdivision 4, paragraph (b), and include teachers' own performance assessment 
95.4 	based on student work samples and examples of teachers' work, which may include video 
95.5 	among other activities for the summative evaluation;
95.6 	(8) must use data from valid and reliable assessments aligned to state and local 
95.7 	academic standards and must use state and local measures of student growth and literacy 
95.8 	that may include value-added models or student learning goals to determine 35 percent of 
95.9 	teacher evaluation results;
95.10 	(9) must use longitudinal data on student engagement and connection, the academic 
95.11 	literacy, including oral academic language, and achievement of content areas of English 
95.12 	learners, and other student outcome measures explicitly aligned with the elements of 
95.13 	curriculum for which teachers are responsible;
95.14 	(10) must require qualified and trained evaluators such as school administrators to 
95.15 	perform summative evaluations;
95.16 	(11) must give teachers not meeting professional teaching standards under clauses 
95.17 	(3) through (10) support to improve through a teacher improvement process that includes 
95.18 	established goals and timelines; and
95.19 	(12) must discipline a teacher for not making adequate progress in the teacher 
95.20 	improvement process under clause (11) that may include a last chance warning, 
95.21 	termination, discharge, nonrenewal, transfer to a different position, a leave of absence, or 
95.22 	other discipline a school administrator determines is appropriate.
95.23 	Data on individual teachers generated under this subdivision are personnel data 
95.24 	under section 13.43.
95.25 	(c) The department, in consultation with parents who may represent parent 
95.26 	organizations and teacher and administrator representatives appointed by their respective 
95.27 	organizations, representing the Board of Teaching, the Minnesota Association of School 
95.28 	Administrators, the Minnesota School Boards Association, the Minnesota Elementary 
95.29 	and Secondary Principals Associations, Education Minnesota, and representatives of 
95.30 	the Minnesota Assessment Group, the Minnesota Business Partnership, the Minnesota 
95.31 	Chamber of Commerce, and Minnesota postsecondary institutions with research expertise 
95.32 	in teacher evaluation, must create and publish a teacher evaluation process that complies 
95.33 	with the requirements in paragraph (b) and applies to all teachers under this section and 
95.34 	section 122A.41 for whom no agreement exists under paragraph (a) for an annual teacher 
95.35 	evaluation and peer review process. The teacher evaluation process created under this 
96.1 	subdivision does not create additional due process rights for probationary teachers under 
96.2 	subdivision 5.

96.3 	Sec. 17. Minnesota Statutes 2013 Supplement, section 122A.41, subdivision 5, is 
96.4 	amended to read:
96.5 		Subd. 5.Development, evaluation, and peer coaching for continuing contract 
96.6 	teachers. (a) To improve student learning and success, a school board and an exclusive 
96.7 	representative of the teachers in the district, consistent with paragraph (b), may develop an 
96.8 	annual teacher evaluation and peer review process for probationary and nonprobationary 
96.9 	teachers through joint agreement. If a school board and the exclusive representative of 
96.10 	the teachers in the district do not agree to an annual teacher evaluation and peer review 
96.11 	process, then the school board and the exclusive representative of the teachers must 
96.12 	implement the plan for evaluation and review developed under paragraph (c). The process 
96.13 	must include having trained observers serve as peer coaches or having teachers participate 
96.14 	in professional learning communities, consistent with paragraph (b).
96.15 	(b) To develop, improve, and support qualified teachers and effective teaching 
96.16 	practices and improve student learning and success, the annual evaluation process for 
96.17 	teachers:
96.18 	(1) must, for probationary teachers, provide for all evaluations required under 
96.19 	subdivision 2;
96.20 	(2) must establish a three-year professional review cycle for each teacher that 
96.21 	includes an individual growth and development plan, a peer review process, the 
96.22 	opportunity to participate in a professional learning community under paragraph (a), and 
96.23 	at least one summative evaluation performed by a qualified and trained evaluator such 
96.24 	as a school administrator;
96.25 	(3) must be based on professional teaching standards established in rule;
96.26 	(4) must coordinate staff development activities under sections 122A.60 and 
96.27 	122A.61 with this evaluation process and teachers' evaluation outcomes;
96.28 	(5) may provide time during the school day and school year for peer coaching and 
96.29 	teacher collaboration;
96.30 	(6) may include mentoring and induction programs;
96.31 	(7) must include an option for teachers to develop and present a portfolio 
96.32 	demonstrating evidence of reflection and professional growth, consistent with section 
96.33 	122A.18, subdivision 4, paragraph (b), and include teachers' own performance assessment 
96.34 	based on student work samples and examples of teachers' work, which may include video 
96.35 	among other activities for the summative evaluation;
97.1 	(8) must use data from valid and reliable assessments aligned to state and local 
97.2 	academic standards and must use state and local measures of student growth and literacy 
97.3 	that may include value-added models or student learning goals to determine 35 percent of 
97.4 	teacher evaluation results;
97.5 	(9) must use longitudinal data on student engagement and connection, the academic 
97.6 	literacy, including oral academic language, and achievement of English learners, and 
97.7 	other student outcome measures explicitly aligned with the elements of curriculum for 
97.8 	which teachers are responsible;
97.9 	(10) must require qualified and trained evaluators such as school administrators to 
97.10 	perform summative evaluations;
97.11 	(11) must give teachers not meeting professional teaching standards under clauses 
97.12 	(3) through (10) support to improve through a teacher improvement process that includes 
97.13 	established goals and timelines; and
97.14 	(12) must discipline a teacher for not making adequate progress in the teacher 
97.15 	improvement process under clause (11) that may include a last chance warning, 
97.16 	termination, discharge, nonrenewal, transfer to a different position, a leave of absence, or 
97.17 	other discipline a school administrator determines is appropriate.
97.18 	Data on individual teachers generated under this subdivision are personnel data 
97.19 	under section 13.43.
97.20 	(c) The department, in consultation with parents who may represent parent 
97.21 	organizations and teacher and administrator representatives appointed by their respective 
97.22 	organizations, representing the Board of Teaching, the Minnesota Association of School 
97.23 	Administrators, the Minnesota School Boards Association, the Minnesota Elementary 
97.24 	and Secondary Principals Associations, Education Minnesota, and representatives of 
97.25 	the Minnesota Assessment Group, the Minnesota Business Partnership, the Minnesota 
97.26 	Chamber of Commerce, and Minnesota postsecondary institutions with research expertise 
97.27 	in teacher evaluation, must create and publish a teacher evaluation process that complies 
97.28 	with the requirements in paragraph (b) and applies to all teachers under this section and 
97.29 	section 122A.40 for whom no agreement exists under paragraph (a) for an annual teacher 
97.30 	evaluation and peer review process. The teacher evaluation process created under this 
97.31 	subdivision does not create additional due process rights for probationary teachers under 
97.32 	subdivision 2.

97.33 	Sec. 18. Minnesota Statutes 2012, section 122A.413, subdivision 2, is amended to read:
97.34 		Subd. 2.Plan components. The educational improvement plan must be approved 
97.35 	by the school board and have at least these elements:
98.1 	(1) assessment and evaluation tools to measure student performance and progress, 
98.2 	including the academic literacy, oral academic language, and achievement of English 
98.3 	learners, among other measures;
98.4 	(2) performance goals and benchmarks for improvement;
98.5 	(3) measures of student attendance and completion rates;
98.6 	(4) a rigorous research and practice-based professional development system, based 
98.7 	on national and state standards of effective teaching practice applicable to all students 
98.8 	including English learners with varied needs under section 124D.59, subdivisions 2 and 
98.9 	2a, and consistent with section 122A.60, that is aligned with educational improvement and 
98.10 	designed to achieve ongoing and schoolwide progress and growth in teaching practice;
98.11 	(5) measures of student, family, and community involvement and satisfaction;
98.12 	(6) a data system about students and their academic progress that provides parents 
98.13 	and the public with understandable information;
98.14 	(7) a teacher induction and mentoring program for probationary teachers that 
98.15 	provides continuous learning and sustained teacher support; and
98.16 	(8) substantial participation by the exclusive representative of the teachers in 
98.17 	developing the plan.

98.18 	EFFECTIVE DATE. This section is effective August 1, 2014, and applies to plans 
98.19 	approved after that date.

98.20 	Sec. 19. Minnesota Statutes 2012, section 122A.414, subdivision 2, is amended to read:
98.21 		Subd. 2.Alternative teacher professional pay system. (a) To participate in this 
98.22 	program, a school district, intermediate school district, school site, or charter school must 
98.23 	have an educational improvement plan under section 122A.413 and an alternative teacher 
98.24 	professional pay system agreement under paragraph (b). A charter school participant also 
98.25 	must comply with subdivision 2a.
98.26 	(b) The alternative teacher professional pay system agreement must:
98.27 	(1) describe how teachers can achieve career advancement and additional 
98.28 	compensation;
98.29 	(2) describe how the school district, intermediate school district, school site, or 
98.30 	charter school will provide teachers with career advancement options that allow teachers 
98.31 	to retain primary roles in student instruction and facilitate site-focused professional 
98.32 	development that helps other teachers improve their skills;
98.33 	(3) reform the "steps and lanes" salary schedule, prevent any teacher's compensation 
98.34 	paid before implementing the pay system from being reduced as a result of participating 
99.1 	in this system, and base at least 60 percent of any compensation increase on teacher 
99.2 	performance using:
99.3 	(i) schoolwide student achievement gains under section 120B.35 or locally selected 
99.4 	standardized assessment outcomes, or both;
99.5 	(ii) measures of student achievement, including the academic literacy, oral academic 
99.6 	language, and achievement of English learners, among other measures; and
99.7 	(iii) an objective evaluation program that includes:
99.8 	(A) individual teacher evaluations aligned with the educational improvement plan 
99.9 	under section 122A.413 and the staff development plan under section 122A.60; and
99.10 	(B) objective evaluations using multiple criteria conducted by a locally selected and 
99.11 	periodically trained evaluation team that understands teaching and learning;
99.12 	(4) provide integrated ongoing site-based professional development activities to 
99.13 	improve instructional skills and learning that are aligned with student needs under section 
99.14 	122A.413, consistent with the staff development plan under section 122A.60 and led 
99.15 	during the school day by trained teacher leaders such as master or mentor teachers;
99.16 	(5) allow any teacher in a participating school district, intermediate school district, 
99.17 	school site, or charter school that implements an alternative pay system to participate in 
99.18 	that system without any quota or other limit; and
99.19 	(6) encourage collaboration rather than competition among teachers.

99.20 	EFFECTIVE DATE. This section is effective August 1, 2014, and applies to 
99.21 	agreements approved after that date.

99.22 	Sec. 20. Minnesota Statutes 2012, section 122A.60, subdivision 1a, is amended to read:
99.23 		Subd. 1a.Effective staff development activities. (a) Staff development activities 
99.24 	must:
99.25 	(1) focus on the school classroom and research-based strategies that improve student 
99.26 	learning;
99.27 	(2) provide opportunities for teachers to practice and improve their instructional 
99.28 	skills over time;
99.29 	(3) provide opportunities for teachers to use student data as part of their daily work 
99.30 	to increase student achievement;
99.31 	(4) enhance teacher content knowledge and instructional skills, including to 
99.32 	accommodate the delivery of digital and blended learning and curriculum and engage 
99.33 	students with technology;
99.34 	(5) align with state and local academic standards;
100.1 	(6) provide opportunities to build professional relationships, foster collaboration 
100.2 	among principals and staff who provide instruction, and provide opportunities for 
100.3 	teacher-to-teacher mentoring; and
100.4 	(7) align with the plan of the district or site for an alternative teacher professional 
100.5 	pay system; and
100.6 	(8) provide teachers of English learners, including English as a second language and 
100.7 	content teachers, with differentiated instructional strategies critical for ensuring students' 
100.8 	long-term academic success; the means to effectively use assessment data on the academic 
100.9 	literacy, oral academic language, and English language development of English learners; 
100.10 	and skills to support native and English language development across the curriculum.
100.11 	Staff development activities may include curriculum development and curriculum training 
100.12 	programs, and activities that provide teachers and other members of site-based teams 
100.13 	training to enhance team performance. The school district also may implement other 
100.14 	staff development activities required by law and activities associated with professional 
100.15 	teacher compensation models.
100.16 	(b) Release time provided for teachers to supervise students on field trips and school 
100.17 	activities, or independent tasks not associated with enhancing the teacher's knowledge 
100.18 	and instructional skills, such as preparing report cards, calculating grades, or organizing 
100.19 	classroom materials, may not be counted as staff development time that is financed with 
100.20 	staff development reserved revenue under section 122A.61.

100.21 	Sec. 21. Minnesota Statutes 2012, section 122A.60, subdivision 2, is amended to read:
100.22 		Subd. 2.Contents of plan. The plan must include the staff development outcomes 
100.23 	under subdivision 3, the means to achieve the outcomes, and procedures for evaluating 
100.24 	progress at each school site toward meeting education outcomes, consistent with 
100.25 	relicensure requirements under section 122A.18, subdivision 4. The plan also must:
100.26 	(1) support stable and productive professional communities achieved through 
100.27 	ongoing and schoolwide progress and growth in teaching practice;
100.28 	(2) emphasize coaching, professional learning communities, classroom action 
100.29 	research, and other job-embedded models;
100.30 	(3) maintain a strong subject matter focus premised on students' learning goals;
100.31 	(4) ensure specialized preparation and learning about issues related to teaching 
100.32 	English learners and students with special needs by focusing on long-term systemic efforts 
100.33 	to improve educational services and opportunities and raise student achievement; and
100.34 	(5) reinforce national and state standards of effective teaching practice.

101.1 	Sec. 22. Minnesota Statutes 2012, section 122A.60, subdivision 3, is amended to read:
101.2 		Subd. 3.Staff development outcomes. The advisory staff development committee 
101.3 	must adopt a staff development plan for improving student achievement. The plan must 
101.4 	be consistent with education outcomes that the school board determines. The plan 
101.5 	must include ongoing staff development activities that contribute toward continuous 
101.6 	improvement in achievement of the following goals:
101.7 	(1) improve student achievement of state and local education standards in all areas 
101.8 	of the curriculum by using research-based best practices methods;
101.9 	(2) effectively meet the needs of a diverse student population, including at-risk 
101.10 	children, children with disabilities, English learners, and gifted children, within the 
101.11 	regular classroom and other settings;
101.12 	(3) provide an inclusive curriculum for a racially, ethnically, linguistically, and 
101.13 	culturally diverse student population that is consistent with the state education diversity 
101.14 	rule and the district's education diversity plan;
101.15 	(4) improve staff collaboration and develop mentoring and peer coaching programs 
101.16 	for teachers new to the school or district;
101.17 	(5) effectively teach and model violence prevention policy and curriculum that 
101.18 	address early intervention alternatives, issues of harassment, and teach nonviolent 
101.19 	alternatives for conflict resolution;
101.20 	(6) effectively deliver digital and blended learning and curriculum and engage 
101.21 	students with technology; and
101.22 	(7) provide teachers and other members of site-based management teams with 
101.23 	appropriate management and financial management skills.

101.24 	Sec. 23. Minnesota Statutes 2012, section 122A.68, subdivision 3, is amended to read:
101.25 		Subd. 3.Program components. In order to be approved by the Board of Teaching, 
101.26 	a school district's residency program must at minimum include:
101.27 	(1) training to prepare teachers to serve as mentors to teaching residents;
101.28 	(2) a team mentorship approach to expose teaching residents to a variety of 
101.29 	teaching methods, philosophies, and classroom environments that includes differentiated 
101.30 	instructional strategies, effective use of student achievement data, and support for native 
101.31 	and English language development across the curriculum and grade levels, among other 
101.32 	things;
101.33 	(3) ongoing peer coaching and assessment;
101.34 	(4) assistance to the teaching resident in preparing an individual professional 
101.35 	development plan that includes goals, activities, and assessment methodologies; and
102.1 	(5) collaboration with one or more teacher education institutions, career teachers, 
102.2 	and other community experts to provide local or regional professional development 
102.3 	seminars or other structured learning experiences for teaching residents.
102.4 	A teaching resident's direct classroom supervision responsibilities shall not exceed 
102.5 	80 percent of the instructional time required of a full-time equivalent teacher in the 
102.6 	district. During the time a resident does not supervise a class, the resident shall participate 
102.7 	in professional development activities according to the individual plan developed by the 
102.8 	resident in conjunction with the school's mentoring team. Examples of development 
102.9 	activities include observing other teachers, sharing experiences with other teaching 
102.10 	residents, and professional meetings and workshops.

102.11 	Sec. 24. Minnesota Statutes 2012, section 122A.74, is amended to read:
102.12 	122A.74 PRINCIPALS' LEADERSHIP INSTITUTE.
102.13 		Subdivision 1.Establishment. (a) The commissioner of education may contract 
102.14 	with the regents of the University of Minnesota to establish a Principals' Leadership 
102.15 	Institute to provide professional development to school principals by:
102.16 	(1) creating a network of leaders in the educational and business communities to 
102.17 	communicate current and future trends in leadership techniques;
102.18 	(2) helping to create a vision for the school that is aligned with the community 
102.19 	and district priorities; and
102.20 	(3) developing strategies to retain highly qualified teachers and ensure that diverse 
102.21 	student populations, including at-risk students, children with disabilities, English learners, 
102.22 	and gifted students, among others, have equal access to these highly qualified teachers; and
102.23 	(4) providing training to analyze data using culturally competent tools.
102.24 	(b) The University of Minnesota must cooperate with participating members of the 
102.25 	business community to provide funding and content for the institute.
102.26 	(c) Participants must agree to attend the Principals' Leadership Institute for four 
102.27 	weeks during the academic summer.
102.28 	(d) The Principals' Leadership Institute must incorporate program elements offered 
102.29 	by leadership programs at the University of Minnesota and program elements used by 
102.30 	the participating members of the business community to enhance leadership within their 
102.31 	businesses.
102.32 		Subd. 2.Method of selection and requirements. (a) The board of each school 
102.33 	district in the state may select a principal, upon the recommendation of the district's 
102.34 	superintendent and based on the principal's leadership potential, to attend the institute.
103.1 	(b) The school board annually shall forward its list of recommended participants to 
103.2 	the commissioner of education by February 1 each year. In addition, a principal may submit 
103.3 	an application directly to the commissioner by February 1. The commissioner of education
103.4 	 shall notify the school board, the principal candidates, and the University of Minnesota of 
103.5 	the principals selected to participate in the Principals' Leadership Institute each year.

103.6 	Sec. 25. Minnesota Statutes 2012, section 123A.06, subdivision 2, is amended to read:
103.7 		Subd. 2.People to be served. A state-approved alternative program shall provide 
103.8 	programs for secondary pupils and adults. A center may also provide programs and 
103.9 	services for elementary and secondary pupils who are not attending the state-approved 
103.10 	alternative program to assist them in being successful in school. A center shall use 
103.11 	research-based best practices for serving English learners and their parents, taking into 
103.12 	account the variations in students' backgrounds and needs and the amount of time and the 
103.13 	staff resources necessary for students to overcome gaps in their education and to develop 
103.14 	English proficiency and work-related skills. An individualized education program team 
103.15 	may identify a state-approved alternative program as an appropriate placement to the 
103.16 	extent a state-approved alternative program can provide the student with the appropriate 
103.17 	special education services described in the student's plan. Pupils eligible to be served are 
103.18 	those who qualify under the graduation incentives program in section 124D.68, subdivision 
103.19 	2, those enrolled under section 124D.02, subdivision 2, or those pupils who are eligible to 
103.20 	receive special education services under sections 125A.03 to 125A.24, and 125A.65.

103.21 	Sec. 26. Minnesota Statutes 2012, section 123B.04, subdivision 4, is amended to read:
103.22 		Subd. 4.Achievement contract. A school board may enter a written education site 
103.23 	achievement contract with each site decision-making team for: (1) setting individualized 
103.24 	learning and achievement measures and short- and long-term educational goals for each 
103.25 	student at that site that may include site-based strategies for English language instruction 
103.26 	targeting the teachers of English learners and all teachers and school administrators; 
103.27 	(2) recognizing each student's educational needs and aptitudes and levels of academic 
103.28 	attainment, whether on grade level or above or below grade level, so as to improve student 
103.29 	performance through such means as a cost-effective, research-based formative assessment 
103.30 	system designed to promote individualized learning and assessment; (3) using student 
103.31 	performance data to diagnose a student's academic strengths and weaknesses and indicate 
103.32 	to the student's teachers the specific skills and concepts that need to be introduced to 
103.33 	the student and developed through academic instruction or applied learning, organized 
103.34 	by strands within subject areas and linked to state and local academic standards during 
104.1 	the next year, consistent with the student's short- and long-term educational goals; and 
104.2 	(4) assisting the education site if progress in achieving student or contract goals or other 
104.3 	performance expectations or measures agreed to by the board and the site decision-making 
104.4 	team are not realized or implemented.

104.5 	Sec. 27. Minnesota Statutes 2012, section 123B.147, subdivision 3, is amended to read:
104.6 		Subd. 3.Duties; evaluation. (a) The principal shall provide administrative, 
104.7 	supervisory, and instructional leadership services, under the supervision of the 
104.8 	superintendent of schools of the district and according to the policies, rules, and 
104.9 	regulations of the school board, for the planning, management, operation, and evaluation 
104.10 	of the education program of the building or buildings to which the principal is assigned.
104.11 	(b) To enhance a principal's leadership skills and support and improve teaching 
104.12 	practices, school performance, and student achievement for diverse student populations, 
104.13 	including at-risk students, children with disabilities, English learners, and gifted students, 
104.14 	among others, a district must develop and implement a performance-based system for 
104.15 	annually evaluating school principals assigned to supervise a school building within the 
104.16 	district. The evaluation must be designed to improve teaching and learning by supporting 
104.17 	the principal in shaping the school's professional environment and developing teacher 
104.18 	quality, performance, and effectiveness. The annual evaluation must:
104.19 	(1) support and improve a principal's instructional leadership, organizational 
104.20 	management, and professional development, and strengthen the principal's capacity in the 
104.21 	areas of instruction, supervision, evaluation, and teacher development;
104.22 	(2) include formative and summative evaluations based on multiple measures of 
104.23 	student progress toward career and college readiness;
104.24 	(3) be consistent with a principal's job description, a district's long-term plans and 
104.25 	goals, and the principal's own professional multiyear growth plans and goals, all of which 
104.26 	must support the principal's leadership behaviors and practices, rigorous curriculum, 
104.27 	school performance, and high-quality instruction;
104.28 	(4) include on-the-job observations and previous evaluations;
104.29 	(5) allow surveys to help identify a principal's effectiveness, leadership skills and 
104.30 	processes, and strengths and weaknesses in exercising leadership in pursuit of school 
104.31 	success;
104.32 	(6) use longitudinal data on student academic growth as 35 percent of the evaluation 
104.33 	and incorporate district achievement goals and targets;
105.1 	(7) be linked to professional development that emphasizes improved teaching and 
105.2 	learning, curriculum and instruction, student learning, and a collaborative professional 
105.3 	culture; and
105.4 	(8) for principals not meeting standards of professional practice or other criteria 
105.5 	under this subdivision, implement a plan to improve the principal's performance and 
105.6 	specify the procedure and consequence if the principal's performance is not improved.
105.7 	The provisions of this paragraph are intended to provide districts with sufficient 
105.8 	flexibility to accommodate district needs and goals related to developing, supporting, 
105.9 	and evaluating principals.

105.10 	Sec. 28. Minnesota Statutes 2012, section 124D.13, subdivision 2, is amended to read:
105.11 		Subd. 2.Program requirements. (a) Early childhood family education programs 
105.12 	are programs for children in the period of life from birth to kindergarten, for the parents 
105.13 	and other relatives of these children, and for expectant parents. To the extent that funds 
105.14 	are insufficient to provide programs for all children, early childhood family education 
105.15 	programs should emphasize programming for a child from birth to age three and 
105.16 	encourage parents and other relatives to involve four- and five-year-old children in school 
105.17 	readiness programs, and other public and nonpublic early learning programs. A district 
105.18 	may not limit participation to school district residents. Early childhood family education 
105.19 	programs must provide:
105.20 	(1) programs to educate parents and other relatives about the physical, mental, and 
105.21 	emotional development of children and to enhance the skills of parents and other relatives 
105.22 	in providing for their children's learning and development;
105.23 	(2) structured learning activities requiring interaction between children and their 
105.24 	parents or relatives;
105.25 	(3) structured learning activities for children that promote children's development 
105.26 	and positive interaction with peers, which are held while parents or relatives attend parent 
105.27 	education classes;
105.28 	(4) information on related community resources;
105.29 	(5) information, materials, and activities that support the safety of children, including 
105.30 	prevention of child abuse and neglect; and
105.31 	(6) a community outreach plan to ensure participation by families who reflect the 
105.32 	racial, cultural, linguistic, and economic diversity of the school district.
105.33 	Early childhood family education programs are encouraged to provide parents of 
105.34 	English learners with translated oral and written information to monitor the program's 
105.35 	impact on their children's English language development, to know whether their children 
106.1 	are progressing in developing their English and native language proficiency, and to 
106.2 	actively engage with and support their children in developing their English and native 
106.3 	language proficiency.
106.4 	The programs must include learning experiences for children, parents, and other 
106.5 	relatives that promote children's early literacy and, where practicable, their native 
106.6 	language skills. The program must not include and activities for children that do not
106.7 	 require substantial involvement of the children's parents or other relatives. Providers must 
106.8 	review the program must be reviewed periodically to assure the instruction and materials 
106.9 	are not racially, culturally, or sexually biased. The programs must encourage parents to be 
106.10 	aware of practices that may affect equitable development of children.
106.11 	(b) For the purposes of this section, "relative" or "relatives" means noncustodial 
106.12 	grandparents or other persons related to a child by blood, marriage, adoption, or foster 
106.13 	placement, excluding parents.

106.14 	Sec. 29. Minnesota Statutes 2012, section 124D.15, subdivision 3, is amended to read:
106.15 		Subd. 3.Program requirements. A school readiness program provider must:
106.16 	(1) assess each child's cognitive and language skills with a comprehensive child 
106.17 	assessment instrument when the child enters and again before the child leaves the program 
106.18 	to inform improve program planning and implementation, communicate with parents, and 
106.19 	promote kindergarten readiness;
106.20 	(2) provide comprehensive program content and intentional instructional practice 
106.21 	aligned with the state early childhood learning guidelines and kindergarten standards and 
106.22 	based on early childhood research and professional practice that is focused on children's 
106.23 	cognitive, social, emotional, and physical skills and development and prepares children 
106.24 	for the transition to kindergarten, including early literacy and language skills;
106.25 	(3) coordinate appropriate kindergarten transition with parents and kindergarten 
106.26 	teachers;
106.27 	(4) involve parents in program planning and decision making;
106.28 	(5) coordinate with relevant community-based services;
106.29 	(6) cooperate with adult basic education programs and other adult literacy programs;
106.30 	(7) ensure staff-child ratios of one-to-ten and maximum group size of 20 children 
106.31 	with the first staff required to be a teacher; and
106.32 	(8) have teachers knowledgeable in early childhood curriculum content, assessment, 
106.33 	native and English language development programs, and instruction.

106.34 	Sec. 30. Minnesota Statutes 2012, section 124D.49, subdivision 3, is amended to read:
107.1 		Subd. 3.Local education and employment transitions systems. A local education 
107.2 	and employment transitions partnership must assess the needs of employers, employees, 
107.3 	and learners, and develop a plan for implementing and achieving the objectives of a local 
107.4 	or regional education and employment transitions system. The plan must provide for a 
107.5 	comprehensive local system for assisting learners and workers in making the transition 
107.6 	from school to work or for retraining in a new vocational area. The objectives of a local 
107.7 	education and employment transitions system include:
107.8 	(1) increasing the effectiveness of the educational programs and curriculum of 
107.9 	elementary, secondary, and postsecondary schools and the work site in preparing students 
107.10 	in the skills and knowledge needed to be successful in the workplace;
107.11 	(2) implementing learner outcomes for students in grades kindergarten through 12 
107.12 	designed to introduce the world of work and to explore career opportunities, including 
107.13 	nontraditional career opportunities;
107.14 	(3) eliminating barriers to providing effective integrated applied learning, 
107.15 	service-learning, or work-based curriculum;
107.16 	(4) increasing opportunities to apply academic knowledge and skills, including 
107.17 	skills needed in the workplace, in local settings which include the school, school-based 
107.18 	enterprises, postsecondary institutions, the workplace, and the community;
107.19 	(5) increasing applied instruction in the attitudes and skills essential for success in 
107.20 	the workplace, including cooperative working, leadership, problem-solving, English 
107.21 	language proficiency, and respect for diversity;
107.22 	(6) providing staff training for vocational guidance counselors, teachers, and other 
107.23 	appropriate staff in the importance of preparing learners for the transition to work, and in 
107.24 	methods of providing instruction that incorporate applied learning, work-based learning, 
107.25 	English language proficiency, and service-learning experiences;
107.26 	(7) identifying and enlisting local and regional employers who can effectively 
107.27 	provide work-based or service-learning opportunities, including, but not limited to, 
107.28 	apprenticeships, internships, and mentorships;
107.29 	(8) recruiting community and workplace mentors including peers, parents, employers 
107.30 	and employed individuals from the community, and employers of high school students;
107.31 	(9) identifying current and emerging educational, training, native and English 
107.32 	language development, and employment needs of the area or region, especially within 
107.33 	industries with potential for job growth;
107.34 	(10) improving the coordination and effectiveness of local vocational and job training 
107.35 	programs, including vocational education, adult basic education, tech prep, apprenticeship, 
107.36 	service-learning, youth entrepreneur, youth training and employment programs 
108.1 	administered by the commissioner of employment and economic development, and local 
108.2 	job training programs under the Workforce Investment Act of 1998, Public Law 105-220;
108.3 	(11) identifying and applying for federal, state, local, and private sources of funding 
108.4 	for vocational or applied learning programs;
108.5 	(12) providing students with current information and counseling about career 
108.6 	opportunities, potential employment, educational opportunities in postsecondary 
108.7 	institutions, workplaces, and the community, and the skills and knowledge necessary to 
108.8 	succeed;
108.9 	(13) providing educational technology, including interactive television networks 
108.10 	and other distance learning methods, to ensure access to a broad variety of work-based 
108.11 	learning opportunities;
108.12 	(14) including students with disabilities in a district's vocational or applied learning 
108.13 	program and ways to serve at-risk learners through collaboration with area learning 
108.14 	centers under sections 123A.05 to 123A.09, or other alternative programs; and
108.15 	(15) providing a warranty to employers, postsecondary education programs, and 
108.16 	other postsecondary training programs, that learners successfully completing a high school 
108.17 	work-based or applied learning program will be able to apply the knowledge and work 
108.18 	skills included in the program outcomes or graduation requirements. The warranty shall 
108.19 	require education and training programs to continue to work with those learners that need 
108.20 	additional skill or English language development until they can demonstrate achievement 
108.21 	of the program outcomes or graduation requirements.

108.22 	Sec. 31. Minnesota Statutes 2012, section 124D.52, as amended by Laws 2013, chapter 
108.23 	116, article 2, section 7, is amended to read:
108.24 	124D.52 ADULT BASIC EDUCATION.
108.25 		Subdivision 1.Program requirements. (a) An adult basic education program is a 
108.26 	day or evening program offered by a district that is for people over 16 years of age who do 
108.27 	not attend an elementary or secondary school. The program offers academic and English 
108.28 	language instruction necessary to earn a high school diploma or equivalency certificate.
108.29 	(b) Notwithstanding any law to the contrary, a school board or the governing body of 
108.30 	a consortium offering an adult basic education program may adopt a sliding fee schedule 
108.31 	based on a family's income, but must waive the fee for participants who are under the age 
108.32 	of 21 or unable to pay. The fees charged must be designed to enable individuals of all 
108.33 	socioeconomic levels to participate in the program. A program may charge a security 
108.34 	deposit to assure return of materials, supplies, and equipment.
109.1 	(c) Each approved adult basic education program must develop a memorandum of 
109.2 	understanding with the local workforce development centers located in the approved 
109.3 	program's service delivery area. The memorandum of understanding must describe how 
109.4 	the adult basic education program and the workforce development centers will cooperate 
109.5 	and coordinate services to provide unduplicated, efficient, and effective services to clients.
109.6 	(d) Adult basic education aid must be spent for adult basic education purposes as 
109.7 	specified in sections 124D.518 to 124D.531.
109.8 	(e) A state-approved adult basic education program must count and submit student 
109.9 	contact hours for a program that offers high school credit toward an adult high school 
109.10 	diploma according to student eligibility requirements and measures of student progress 
109.11 	toward work-based competency demonstration requirements and, where appropriate, 
109.12 	English language proficiency requirements established by the commissioner and posted on 
109.13 	the department Web site in a readily accessible location and format.
109.14 		Subd. 2.Program approval. (a) To receive aid under this section, a district, a 
109.15 	consortium of districts, the Department of Corrections, or a private nonprofit organization 
109.16 	must submit an application by June 1 describing the program, on a form provided by 
109.17 	the department. The program must be approved by the commissioner according to the 
109.18 	following criteria:
109.19 	(1) how the needs of different levels of learning and English language proficiency 
109.20 	will be met;
109.21 	(2) for continuing programs, an evaluation of results;
109.22 	(3) anticipated number and education level of participants;
109.23 	(4) coordination with other resources and services;
109.24 	(5) participation in a consortium, if any, and money available from other participants;
109.25 	(6) management and program design;
109.26 	(7) volunteer training and use of volunteers;
109.27 	(8) staff development services;
109.28 	(9) program sites and schedules;
109.29 	(10) program expenditures that qualify for aid;
109.30 	(11) program ability to provide data related to learner outcomes as required by 
109.31 	law; and
109.32 	(12) a copy of the memorandum of understanding described in subdivision 1 
109.33 	submitted to the commissioner.
109.34 	(b) Adult basic education programs may be approved under this subdivision for 
109.35 	up to five years. Five-year program approval must be granted to an applicant who has 
109.36 	demonstrated the capacity to:
110.1 	(1) offer comprehensive learning opportunities and support service choices 
110.2 	appropriate for and accessible to adults at all basic skill need and English language levels
110.3 	 of need;
110.4 	(2) provide a participatory and experiential learning approach based on the strengths, 
110.5 	interests, and needs of each adult, that enables adults with basic skill needs to:
110.6 	(i) identify, plan for, and evaluate their own progress toward achieving their defined 
110.7 	educational and occupational goals;
110.8 	(ii) master the basic academic reading, writing, and computational skills, as well 
110.9 	as the problem-solving, decision making, interpersonal effectiveness, and other life and 
110.10 	learning skills they need to function effectively in a changing society;
110.11 	(iii) locate and be able to use the health, governmental, and social services and 
110.12 	resources they need to improve their own and their families' lives; and
110.13 	(iv) continue their education, if they desire, to at least the level of secondary school 
110.14 	completion, with the ability to secure and benefit from continuing education that will 
110.15 	enable them to become more employable, productive, and responsible citizens;
110.16 	(3) plan, coordinate, and develop cooperative agreements with community resources 
110.17 	to address the needs that the adults have for support services, such as transportation, English 
110.18 	language learning, flexible course scheduling, convenient class locations, and child care;
110.19 	(4) collaborate with business, industry, labor unions, and employment-training 
110.20 	agencies, as well as with family and occupational education providers, to arrange for 
110.21 	resources and services through which adults can attain economic self-sufficiency;
110.22 	(5) provide sensitive and well trained adult education personnel who participate in 
110.23 	local, regional, and statewide adult basic education staff development events to master 
110.24 	effective adult learning and teaching techniques;
110.25 	(6) participate in regional adult basic education peer program reviews and evaluations;
110.26 	(7) submit accurate and timely performance and fiscal reports;
110.27 	(8) submit accurate and timely reports related to program outcomes and learner 
110.28 	follow-up information; and
110.29 	(9) spend adult basic education aid on adult basic education purposes only, which 
110.30 	are specified in sections 124D.518 to 124D.531.
110.31 	(c) The commissioner shall require each district to provide notification by February 
110.32 	1, 2001, of its intent to apply for funds under this section as a single district or as part of 
110.33 	an identified consortium of districts. A district receiving funds under this section must 
110.34 	notify the commissioner by February 1 of its intent to change its application status for 
110.35 	applications due the following June 1.
111.1 		Subd. 3.Accounts; revenue; aid. (a) Each district, group of districts, or private 
111.2 	nonprofit organization providing adult basic education programs must establish and 
111.3 	maintain a reserve account within the community service fund for the receipt receiving
111.4 	 and disbursement of disbursing all funds related to these programs. All revenue received 
111.5 	pursuant to under this section must be utilized used solely for the purposes of adult basic 
111.6 	education programs. State aid must not equal more than 100 percent of the unreimbursed 
111.7 	expenses of providing these programs, excluding in-kind costs.
111.8 	(b) For purposes of paragraph (a), an adult basic education program may include as 
111.9 	valid expenditures for the previous fiscal year program spending that occurs from July 
111.10 	1 to September 30 of the following year. A program may carry over a maximum of 20 
111.11 	percent of its adult basic education aid revenue into the next fiscal year. Program spending 
111.12 	may only be counted for one fiscal year.
111.13 	(c) Notwithstanding section 123A.26 or any other law to the contrary, an adult basic 
111.14 	education consortium providing an approved adult basic education program may be its own 
111.15 	fiscal agent and is eligible to receive state-aid payments directly from the commissioner.
111.16 		Subd. 4.English as a second language programs. Persons may teach English 
111.17 	as a second language classes conducted at a worksite, if they meet the requirements 
111.18 	of section 122A.19, subdivision 1, clause (a), regardless of whether they are licensed 
111.19 	teachers. Persons teaching English as a second language for an approved adult basic 
111.20 	education program must possess a bachelor's or master's degree in English as a second 
111.21 	language, applied linguistics, or bilingual education, or a related degree as approved by 
111.22 	the commissioner.
111.23 		Subd. 5.Basic service level. A district, or a consortium of districts, with a program 
111.24 	approved by the commissioner under subdivision 2 must establish, in consultation with the 
111.25 	commissioner, a basic level of service for every adult basic education site in the district 
111.26 	or consortium. The basic service level must describe minimum levels of academic and 
111.27 	English language instruction and support services to be provided at each site. The program 
111.28 	must set a basic service level that promotes effective learning and student achievement 
111.29 	with measurable results. Each district or consortium of districts must submit its basic 
111.30 	service level to the commissioner for approval.
111.31 		Subd. 6.Cooperative English as a second language and adult basic education 
111.32 	programs. (a) A school district, or adult basic education consortium that receives revenue 
111.33 	under section 124D.531, may deliver English as a second language, citizenship, or other 
111.34 	adult education programming in collaboration with community-based and nonprofit 
111.35 	organizations located within its district or region, and with correctional institutions. The 
111.36 	organization or correctional institution must have the demonstrated capacity to offer 
112.1 	education programs for adults. Community-based or nonprofit organizations must meet 
112.2 	the criteria in paragraph (b), or have prior experience. A community-based or nonprofit 
112.3 	organization or a correctional institution may be reimbursed for unreimbursed expenses 
112.4 	as defined in section 124D.518, subdivision 5, for the administration of administering
112.5 	 English as a second language or adult basic education programs, not to exceed eight 
112.6 	percent of the total funds provided by a school district or adult basic education consortium. 
112.7 	The administrative reimbursement for a school district or adult basic education consortium 
112.8 	that delivers services cooperatively with a community-based or nonprofit organization 
112.9 	or correctional institution is limited to five percent of the program aid, not to exceed the 
112.10 	unreimbursed expenses of administering programs delivered by community-based or 
112.11 	nonprofit organizations or correctional institutions.
112.12 	(b) A community-based organization or nonprofit organization that delivers education 
112.13 	services under this section must demonstrate that it has met the following criteria:
112.14 	(1) be legally established as a nonprofit organization;
112.15 	(2) have an established system for fiscal accounting and reporting that is consistent 
112.16 	with the Department of Education's department's adult basic education completion report 
112.17 	and reporting requirements under section 124D.531;
112.18 	(3) require all instructional staff to complete a training course in teaching adult 
112.19 	learners; and
112.20 	(4) develop a learning plan for each student that identifies defined educational and 
112.21 	occupational goals with measures to evaluate progress.
112.22 		Subd. 7.Performance tracking system. (a) By July 1, 2000, each approved adult 
112.23 	basic education program must develop and implement a performance tracking system to 
112.24 	provide information necessary to comply with federal law and serve as one means of 
112.25 	assessing the effectiveness of adult basic education programs. For required reporting, 
112.26 	longitudinal studies, and program improvement, the tracking system must be designed to 
112.27 	collect data on the following core outcomes for learners, including English learners, who 
112.28 	have completed participating in the adult basic education program:
112.29 	(1) demonstrated improvements in literacy skill levels in reading, writing, speaking 
112.30 	the English language, numeracy, problem solving, English language acquisition, and 
112.31 	other literacy skills;
112.32 	(2) placement in, retention in, or completion of postsecondary education, training, 
112.33 	unsubsidized employment, or career advancement;
112.34 	(3) receipt of a secondary school diploma or its recognized equivalent; and
112.35 	(4) reduction in participation in the diversionary work program, Minnesota family 
112.36 	investment program, and food support education and training program.
113.1 	(b) A district, group of districts, state agency, or private nonprofit organization 
113.2 	providing an adult basic education program may meet this requirement by developing a 
113.3 	tracking system based on either or both of the following methodologies:
113.4 	(1) conducting a reliable follow-up survey; or
113.5 	(2) submitting student information, including Social Security numbers for data 
113.6 	matching.
113.7 	Data related to obtaining employment must be collected in the first quarter following 
113.8 	program completion or can be collected while the student is enrolled, if known. Data 
113.9 	related to employment retention must be collected in the third quarter following program 
113.10 	exit. Data related to any other specified outcome may be collected at any time during a 
113.11 	program year.
113.12 	(c) When a student in a program is requested to provide the student's Social Security 
113.13 	number, the student must be notified in a written form easily understandable to the student 
113.14 	that:
113.15 	(1) providing the Social Security number is optional and no adverse action may be 
113.16 	taken against the student if the student chooses not to provide the Social Security number;
113.17 	(2) the request is made under section 124D.52, subdivision 7;
113.18 	(3) if the student provides the Social Security number, it will be used to assess the 
113.19 	effectiveness of the program by tracking the student's subsequent career; and
113.20 	(4) the Social Security number will be shared with the Department of Education; 
113.21 	Minnesota State Colleges and Universities; Office of Higher Education; Department of 
113.22 	Human Services; and Department of Employment and Economic Development in order 
113.23 	to accomplish the purposes described in paragraph (a) and will not be used for any other 
113.24 	purpose or reported to any other governmental entities.
113.25 	(d) Annually a district, group of districts, state agency, or private nonprofit 
113.26 	organization providing programs under this section must forward the tracking data 
113.27 	collected to the Department of Education. For the purposes of longitudinal studies on the 
113.28 	employment status of former students under this section, the Department of Education 
113.29 	must forward the Social Security numbers to the Department of Employment and 
113.30 	Economic Development to electronically match the Social Security numbers of former 
113.31 	students with wage detail reports filed under section 268.044. The results of data matches 
113.32 	must, for purposes of this section and consistent with the requirements of the United 
113.33 	States Code, title 29, section 2871, of the Workforce Investment Act of 1998, be compiled 
113.34 	in a longitudinal form by the Department of Employment and Economic Development 
113.35 	and released to the Department of Education in the form of summary data that does not 
113.36 	identify the individual students. The Department of Education may release this summary 
114.1 	data. State funding for adult basic education programs must not be based on the number or 
114.2 	percentage of students who decline to provide their Social Security numbers or on whether 
114.3 	the program is evaluated by means of a follow-up survey instead of data matching.
114.4 		Subd. 8.Standard high school diploma for adults. (a) The commissioner shall 
114.5 	adopt rules for providing a standard adult high school diploma to persons who:
114.6 	(1) are not eligible for kindergarten through grade 12 services;
114.7 	(2) do not have a high school diploma; and
114.8 	(3) successfully complete an adult basic education program of instruction approved 
114.9 	by the commissioner of education necessary to earn an adult high school diploma.
114.10 	(b) Persons participating in an approved adult basic education program of instruction 
114.11 	must demonstrate the competencies, knowledge, and skills and, where appropriate, 
114.12 	English language proficiency, sufficient to ensure that postsecondary programs and 
114.13 	institutions and potential employers regard persons with a standard high school diploma 
114.14 	and persons with a standard adult high school diploma as equally well prepared and 
114.15 	qualified graduates. Approved adult basic education programs of instruction under this 
114.16 	subdivision must issue a standard adult high school diploma to persons who successfully 
114.17 	demonstrate the competencies, knowledge, and skills required by the program.

114.18 	Sec. 32. Minnesota Statutes 2012, section 124D.522, is amended to read:
114.19 	124D.522 ADULT BASIC EDUCATION SUPPLEMENTAL SERVICE 
114.20 	GRANTS.
114.21 	(a) The commissioner, in consultation with the policy review task force under 
114.22 	section 124D.521, may make grants to nonprofit organizations to provide services that are 
114.23 	not offered by a district adult basic education program or that are supplemental to either 
114.24 	the statewide adult basic education program, or a district's adult basic education program. 
114.25 	The commissioner may make grants for: staff development for adult basic education 
114.26 	teachers and administrators; training for volunteer tutors; training, services, and materials 
114.27 	for serving disabled students through adult basic education programs; statewide promotion 
114.28 	of adult basic education services and programs; development and dissemination of 
114.29 	instructional and administrative technology for adult basic education programs; programs 
114.30 	which primarily serve communities of color; adult basic education distance learning 
114.31 	projects, including television instruction programs; initiatives to accelerate English 
114.32 	language acquisition and the achievement of career- and college-ready skills among 
114.33 	English learners; and other supplemental services to support the mission of adult basic 
114.34 	education and innovative delivery of adult basic education services.
115.1 	(b) The commissioner must establish eligibility criteria and grant application 
115.2 	procedures. Grants under this section must support services throughout the state, focus 
115.3 	on educational results for adult learners, and promote outcome-based achievement 
115.4 	through adult basic education programs. Beginning in fiscal year 2002, the commissioner 
115.5 	may make grants under this section from the state total adult basic education aid set 
115.6 	aside for supplemental service grants under section 124D.531. Up to one-fourth of the 
115.7 	appropriation for supplemental service grants must be used for grants for adult basic 
115.8 	education programs to encourage and support innovations in adult basic education 
115.9 	instruction and service delivery. A grant to a single organization cannot exceed 20 percent 
115.10 	of the total supplemental services aid. Nothing in this section prevents an approved adult 
115.11 	basic education program from using state or federal aid to purchase supplemental services.

115.12 	Sec. 33. Minnesota Statutes 2012, section 124D.59, is amended by adding a 
115.13 	subdivision to read:
115.14 		Subd. 2a.English learner; interrupted formal education. Consistent with 
115.15 	subdivision 2, an English learner includes an English learner with an interrupted formal 
115.16 	education who:
115.17 	(1) comes from a home where the language usually spoken is other than English, or 
115.18 	usually speaks a language other than English;
115.19 	(2) enters school in the United States after grade 6;
115.20 	(3) has at least two years less schooling than the English learner's peers;
115.21 	(4) functions at least two years below expected grade level in reading and 
115.22 	mathematics; and
115.23 	(5) may be preliterate in the English learner's native language.

115.24 	Sec. 34. Minnesota Statutes 2012, section 124D.895, is amended to read:
115.25 	124D.895 PARENTAL INVOLVEMENT PROGRAMS.
115.26 		Subdivision 1.Program goals. The department, in consultation with the state 
115.27 	curriculum advisory committee, must develop guidelines and model plans for parental 
115.28 	involvement programs that will:
115.29 	(1) engage the interests and talents of parents or guardians in recognizing and 
115.30 	meeting the emotional, intellectual, native and English language development, and 
115.31 	physical needs of their school-age children;
115.32 	(2) promote healthy self-concepts among parents or guardians and other family 
115.33 	members;
116.1 	(3) offer parents or guardians a chance to share and learn about educational skills, 
116.2 	techniques, and ideas;
116.3 	(4) provide creative learning experiences for parents or guardians and their 
116.4 	school-age children, including involvement from parents or guardians of color;
116.5 	(5) encourage parents to actively participate in their district's curriculum advisory 
116.6 	committee under section 120B.11 in order to assist the school board in improving 
116.7 	children's education programs; and
116.8 	(6) encourage parents to help in promoting school desegregation/integration under 
116.9 	sections 124D.861 and 124D.862.
116.10 		Subd. 2.Plan contents. Model plans for a parental involvement program must 
116.11 	include at least the following:
116.12 	(1) program goals;
116.13 	(2) means for achieving program goals;
116.14 	(3) methods for informing parents or guardians, in a timely way, about the program;
116.15 	(4) strategies for ensuring the full participation of parents or guardians, including 
116.16 	those parents or guardians who lack literacy skills or whose native language is not English, 
116.17 	including the involvement from of parents or guardians of color;
116.18 	(5) procedures for coordinating the program with kindergarten through grade 12 
116.19 	curriculum, with parental involvement programs currently available in the community, 
116.20 	with the process under sections 120B.10 to world's best workforce under section120B.11, 
116.21 	and with other education facilities located in the community;
116.22 	(6) strategies for training teachers and other school staff to work effectively with 
116.23 	parents and guardians;
116.24 	(7) procedures for parents or guardians and educators to evaluate and report progress 
116.25 	toward program goals; and
116.26 	(8) a mechanism for convening a local community advisory committee composed 
116.27 	primarily of parents or guardians to advise a district on implementing a parental 
116.28 	involvement program.
116.29 		Subd. 3.Plan activities. Activities contained in the model plans must include:
116.30 	(1) educational opportunities for families that enhance children's learning and native 
116.31 	and English language development;
116.32 	(2) educational programs for parents or guardians on families' educational 
116.33 	responsibilities and resources;
116.34 	(3) the hiring, training, and use of parental involvement liaison workers to 
116.35 	coordinate family involvement activities and to foster linguistic and culturally competent 
117.1 	communication among families, educators, and students, consistent with the definition of 
117.2 	culturally competent under section 120B.11, subdivision 1, paragraph (d);
117.3 	(4) curriculum materials and assistance in implementing home and community-based 
117.4 	learning activities that reinforce and extend classroom instruction and student motivation;
117.5 	(5) technical assistance, including training to design and carry out family 
117.6 	involvement programs;
117.7 	(6) parent resource centers;
117.8 	(7) parent training programs and reasonable and necessary expenditures associated 
117.9 	with parents' attendance at training sessions;
117.10 	(8) reports to parents on children's progress;
117.11 	(9) use of parents as classroom volunteers, or as volunteers in before and after 
117.12 	school programs for school-age children, tutors, and aides;
117.13 	(10) soliciting parents' suggestions in planning, developing, and implementing 
117.14 	school programs;
117.15 	(11) educational programs and opportunities for parents or guardians that are 
117.16 	multicultural, multilingual, gender fair, and disability sensitive;
117.17 	(12) involvement in a district's curriculum advisory committee or a school building 
117.18 	team under section 120B.11; and
117.19 	(13) opportunities for parent involvement in developing, implementing, or evaluating 
117.20 	school and district desegregation/integration plans under sections 124D.861 and 124D.862.

117.21 	Sec. 35. Minnesota Statutes 2012, section 124D.8955, is amended to read:
117.22 	124D.8955 PARENT AND FAMILY INVOLVEMENT POLICY.
117.23 	(a) In order to promote and support student achievement, a local school board is 
117.24 	encouraged to formally adopt and implement a parent and family involvement policy that 
117.25 	promotes and supports:
117.26 	(1) oral and written communication between home and school that is regular, 
117.27 	two-way, and meaningful, and in families' native language;
117.28 	(2) parenting skills;
117.29 	(3) parents and caregivers who play an integral role in assisting student learning and 
117.30 	learn about fostering students' academic success and learning at home and school;
117.31 	(4) welcoming parents in the school and using networks that support families' 
117.32 	cultural connections, seeking their support and assistance;
117.33 	(5) partnerships with parents in the decisions that affect children and families 
117.34 	in the schools; and
118.1 	(6) providing community resources to strengthen schools, families, and student 
118.2 	learning.
118.3 	(b) A school board that implements a parent and family involvement policy under 
118.4 	paragraph (a) must convene an advisory committee composed of an equal number of 
118.5 	resident parents who are not district employees and school staff to make recommendations 
118.6 	to the board on developing and evaluating the board's parent and family involvement 
118.7 	policy. If possible, the advisory committee must represent the diversity of the district. The 
118.8 	advisory committee must consider the district's demographic diversity and barriers to 
118.9 	parent involvement when developing its recommendations. The advisory committee must 
118.10 	present its recommendations to the board for board consideration.
118.11 	(c) The board must consider research-based best practices when implementing 
118.12 	this policy.
118.13 	(d) The board periodically must review this policy to determine whether it is aligned 
118.14 	with the most current research findings on parent involvement policies and practices and 
118.15 	how effective the policy is in supporting increased student achievement.
118.16 	(e) Nothing in this section obligates a school district to exceed any parent or family 
118.17 	involvement requirement under federal law.

118.18 	Sec. 36. Minnesota Statutes 2013 Supplement, section 127A.70, subdivision 2, is 
118.19 	amended to read:
118.20 		Subd. 2.Powers and duties; report. (a) The partnership shall develop 
118.21 	recommendations to the governor and the legislature designed to maximize the achievement 
118.22 	of all P-20 students while promoting the efficient use of state resources, thereby helping 
118.23 	the state realize the maximum value for its investment. These recommendations may 
118.24 	include, but are not limited to, strategies, policies, or other actions focused on:
118.25 	(1) improving the quality of and access to education at all points from preschool 
118.26 	through graduate education;
118.27 	(2) improving preparation for, and transitions to, postsecondary education and 
118.28 	work; and
118.29 	(3) ensuring educator quality by creating rigorous standards for teacher recruitment, 
118.30 	teacher preparation, induction and mentoring of beginning teachers, and continuous 
118.31 	professional development for career teachers.
118.32 	(b) Under the direction of the P-20 Education Partnership Statewide Longitudinal 
118.33 	Education Data System Governance Committee, the Office of Higher Education and the 
118.34 	Departments of Education and Employment and Economic Development shall improve 
118.35 	and expand the Statewide Longitudinal Education Data System (SLEDS) to provide 
119.1 	policymakers, education and workforce leaders, researchers, and members of the public 
119.2 	with data, research, and reports to:
119.3 	(1) expand reporting on students' educational outcomes for diverse student 
119.4 	populations including at-risk students, children with disabilities, English learners, and 
119.5 	gifted students, among others, and include formative and summative evaluations based on 
119.6 	multiple measures of student progress toward career and college readiness;
119.7 	(2) evaluate the effectiveness of educational and workforce programs; and
119.8 	(3) evaluate the relationship between education and workforce outcomes, consistent 
119.9 	with section 124D.49.
119.10 	To the extent possible under federal and state law, research and reports should be 
119.11 	accessible to the public on the Internet, and disaggregated by demographic characteristics, 
119.12 	organization or organization characteristics, and geography.
119.13 	It is the intent of the legislature that the Statewide Longitudinal Education Data 
119.14 	System inform public policy and decision-making. The SLEDS governance committee, 
119.15 	with assistance from staff of the Office of Higher Education, the Department of Education, 
119.16 	and the Department of Employment and Economic Development, shall respond to 
119.17 	legislative committee and agency requests on topics utilizing data made available through 
119.18 	the Statewide Longitudinal Education Data System as resources permit. Any analysis of 
119.19 	or report on the data must contain only summary data.
119.20 	(c) By January 15 of each year, the partnership shall submit a report to the governor 
119.21 	and to the chairs and ranking minority members of the legislative committees and 
119.22 	divisions with jurisdiction over P-20 education policy and finance that summarizes the 
119.23 	partnership's progress in meeting its goals and identifies the need for any draft legislation 
119.24 	when necessary to further the goals of the partnership to maximize student achievement 
119.25 	while promoting efficient use of resources.

119.26 	Sec. 37.  REPEALER.
 119.27 	Minnesota Statutes 2012, section 122A.19, subdivision 3, is repealed effective the 
119.28 	day following final enactment.