<a id="pl.1.3"></a><var>1.3</var>childhood and family, kindergarten through grade 12, and adult education <br/>
<a id="pl.1.4"></a><var>1.4</var>including general education, education excellence, special programs, nutrition, <br/>
<a id="pl.1.5"></a><var>1.5</var>libraries, English learners, and interstate compact on educational opportunity <br/>
<a id="pl.1.6"></a><var>1.6</var>for military children; unsession changes;amending Minnesota Statutes 2012, <br/>
<a id="pl.1.7"></a><var>1.7</var>sections 13.32, subdivision 6; 119A.50, subdivision 3; 120A.22, subdivision 2; <br/>
<a id="pl.1.8"></a><var>1.8</var>120A.32; 120B.022; 120B.12; 120B.31, by adding a subdivision; 121A.36; <br/>
<a id="pl.1.9"></a><var>1.9</var>121A.582, subdivision 1; 122A.06, subdivision 4; 122A.09, subdivision 7; <br/>
<a id="pl.1.10"></a><var>1.10</var>122A.14, subdivisions 2, 3; 122A.18, subdivisions 2a, 4; 122A.19; 122A.40, <br/>
<a id="pl.1.11"></a><var>1.11</var>subdivisions 5, 13; 122A.41, subdivisions 2, 6; 122A.413, subdivision 2; <br/>
<a id="pl.1.12"></a><var>1.12</var>122A.414, subdivision 2; 122A.60, subdivisions 1a, 2, 3; 122A.68, subdivision <br/>
<a id="pl.1.13"></a><var>1.13</var>3; 122A.74; 123A.06, subdivisions 2, 4; 123B.04, subdivision 4; 123B.147, <br/>
<a id="pl.1.14"></a><var>1.14</var>subdivision 3; 123B.88, subdivision 1; 124D.03, subdivisions 3, 4, 5, 6, by <br/>
<a id="pl.1.15"></a><var>1.15</var>adding a subdivision; 124D.08, by adding a subdivision; 124D.09, subdivisions <br/>
<a id="pl.1.16"></a><var>1.16</var>6, 7; 124D.111, subdivision 3; 124D.13, subdivision 2; 124D.141, subdivisions <br/>
<a id="pl.1.17"></a><var>1.17</var>2, 3; 124D.15, subdivision 3; 124D.49, subdivision 3; 124D.52, as amended; <br/>
<a id="pl.1.18"></a><var>1.18</var>124D.522; 124D.59, subdivision 2, by adding a subdivision; 124D.895; <br/>
<a id="pl.1.19"></a><var>1.19</var>124D.8955; 125A.023, subdivisions 3, 4; 125A.027, subdivisions 1, 4; 125A.03; <br/>
<a id="pl.1.20"></a><var>1.20</var>125A.08; 125A.22; 127A.065; 127A.41, subdivision 7; 127A.70, subdivision <br/>
<a id="pl.1.21"></a><var>1.21</var>1; 134.355, subdivision 8; 260D.06, subdivision 2; Minnesota Statutes 2013 <br/>
<a id="pl.1.22"></a><var>1.22</var>Supplement, sections 120B.021, subdivision 4; 120B.11; 120B.115; 120B.125; <br/>
<a id="pl.1.23"></a><var>1.23</var>120B.35, subdivision 3; 120B.36, subdivision 1; 122A.09, subdivision 4; <br/>
<a id="pl.1.24"></a><var>1.24</var>122A.18, subdivision 2; 122A.23, subdivision 2; 122A.40, subdivision 8; <br/>
<a id="pl.1.25"></a><var>1.25</var>122A.41, subdivision 5; 124D.10, subdivision 3; 124D.165, subdivisions 2, <br/>
<a id="pl.1.26"></a><var>1.26</var>4, 5; 124D.4531, subdivisions 1, 3, 3a; 124D.861, subdivision 3; 125A.0942, <br/>
<a id="pl.1.27"></a><var>1.27</var>subdivision 2; 125A.30; 127A.70, subdivision 2; 626.556, subdivision 2; <br/>
<a id="pl.1.28"></a><var>1.28</var>proposing coding for new law in Minnesota Statutes, chapters 124D; 127A; <br/>
<a id="pl.1.29"></a><var>1.29</var>repealing Minnesota Statutes 2012, sections 119A.04, subdivision 3; 120A.30; <br/>
<a id="pl.1.30"></a><var>1.30</var>120B.19; 120B.24; 120B.35, subdivision 4; 121A.17, subdivision 9; 122A.19, <br/>
<a id="pl.1.31"></a><var>1.31</var>subdivision 3; 122A.52; 122A.53; 122A.61, subdivision 2; 122A.71; 124D.24; <br/>
<a id="pl.1.32"></a><var>1.32</var>124D.25; 124D.26; 124D.27; 124D.28; 124D.29; 124D.30; 124D.31; 125A.027, <br/>
<a id="pl.1.33"></a><var>1.33</var>subdivision 3.<br/>
<a id="pl.1.34"></a><var>1.34</var>BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:<br/>
<br/>
<a id="bill.1.0.0"></a>

<a id="bill.1.1.0"></a><a id="pl.2.3"></a><var>2.3</var>    Section 1. Minnesota Statutes 2012, section 123B.88, subdivision 1, is amended to read:<br/>
<a id="pl.2.4"></a><var>2.4</var>    Subdivision 1. <b>Providing transportation.</b> The board may provide for the <br/>
<a id="pl.2.5"></a><var>2.5</var>transportation of pupils to and from school and for any other purpose. The board may <br/>
<a id="pl.2.6"></a><var>2.6</var>also provide for the transportation of pupils to schools in other districts for grades and <br/>
<a id="pl.2.7"></a><var>2.7</var>departments not maintained in the district, including high school, at the expense of <br/>
<a id="pl.2.8"></a><var>2.8</var>the district, when funds are available therefor and if agreeable to the district to which <br/>
<a id="pl.2.9"></a><var>2.9</var>it is proposed to transport the pupils, for the whole or a part of the school year, as it <br/>
<a id="pl.2.10"></a><var>2.10</var>may deem advisable, and subject to its rules. In any district, the board must arrange <br/>
<a id="pl.2.11"></a><var>2.11</var>for the attendance of all pupils living two miles or more from the school, except pupils <br/>
<a id="pl.2.12"></a><var>2.12</var>whose transportation privileges have been voluntarily surrendered under subdivision 2, <br/>
<a id="pl.2.13"></a><var>2.13</var>or whose privileges have been revoked under section 
         <statute_ref>123B.91, subdivision 1</statute_ref>, clause <br/>
<a id="pl.2.14"></a><var>2.14</var>(6), or 
         <statute_ref>123B.90, subdivision 2</statute_ref>. The district may provide for the transportation of or the <br/>
<a id="pl.2.15"></a><var>2.15</var>boarding and rooming of the pupils who may be more economically and conveniently <br/>
<a id="pl.2.16"></a><var>2.16</var>provided for by that means. Arrangements for attendance may include a requirement <br/>
<a id="pl.2.17"></a><var>2.17</var>that parents or guardians request transportation before it is provided. The board must <br/>
<a id="pl.2.18"></a><var>2.18</var>provide transportation to and from the home of a child with a disability not yet enrolled in <br/>
<a id="pl.2.19"></a><var>2.19</var>kindergarten when special instruction and services under sections 
         <statute_ref>125A.03</statute_ref> to 
         <statute_ref>125A.24</statute_ref>, <br/>
<statute_ref><a id="pl.2.20"></a><var>2.20</var>125A.26
         </statute_ref> to 
         <statute_ref>125A.48</statute_ref>, and 
         <statute_ref>125A.65</statute_ref> are provided in a location other than in the child's home<br/>
<a id="pl.2.21"></a><var>2.21</var> district facility, a placement contracted for by the district, or a Head Start program if the <br/>
<a id="pl.2.22"></a><var>2.22</var>Head Start program does not otherwise provide transportation. When transportation is <br/>
<a id="pl.2.23"></a><var>2.23</var>provided, scheduling of routes, establishment of the location of bus stops, manner and <br/>
<a id="pl.2.24"></a><var>2.24</var>method of transportation, control and discipline of school children, the determination of <br/>
<a id="pl.2.25"></a><var>2.25</var>fees, and any other matter relating thereto must be within the sole discretion, control, and <br/>
<a id="pl.2.26"></a><var>2.26</var>management of the board. The district may provide for the transportation of pupils or <br/>
<a id="pl.2.27"></a><var>2.27</var>expend a reasonable amount for room and board of pupils whose attendance at school can <br/>
<a id="pl.2.28"></a><var>2.28</var>more economically and conveniently be provided for by that means or who attend school <br/>
<a id="pl.2.29"></a><var>2.29</var>in a building rented or leased by a district within the confines of an adjacent district.<br/>
<br/>
<a id="bill.1.2.0"></a><a id="pl.2.30"></a><var>2.30</var>    Sec. 2. Minnesota Statutes 2012, section 124D.08, is amended by adding a subdivision <br/>
<a id="pl.2.31"></a><var>2.31</var>to read:<br/>
<a id="pl.2.32"></a><var>2.32</var>    Subd. 2b. <b>Continued enrollment for students placed in foster care.</b><br/>
<a id="pl.2.33"></a><var>2.33</var>Notwithstanding subdivision 2, a pupil who has been enrolled in a district who is placed <br/>
<a id="pl.2.34"></a><var>2.34</var>in foster care in another district may continue to enroll in the prior district without the <br/>
<a id="pl.3.1"></a><var>3.1</var>approval of the board of the prior district. The approval of the board where the pupil's <br/>
<a id="pl.3.2"></a><var>3.2</var>foster home is located is not required.<br/>
<br/>
<a id="bill.2.0.0"></a>

<a id="bill.2.1.0"></a><a id="pl.3.5"></a><var>3.5</var>    Section 1. Minnesota Statutes 2012, section 13.32, subdivision 6, is amended to read:<br/>
<a id="pl.3.6"></a><var>3.6</var>    Subd. 6. <b>Admissions forms; remedial instruction.</b> (a) Minnesota postsecondary <br/>
<a id="pl.3.7"></a><var>3.7</var>education institutions, for purposes of reporting and research, may collect on the <br/>
<a id="pl.3.8"></a><var>3.8</var>1986-1987 admissions form, and disseminate to any public educational agency or <br/>
<a id="pl.3.9"></a><var>3.9</var>institution the following data on individuals: student sex, ethnic background, age, and <br/>
<a id="pl.3.10"></a><var>3.10</var>disabilities. The data shall not be required of any individual and shall not be used for <br/>
<a id="pl.3.11"></a><var>3.11</var>purposes of determining the person's admission to an institution.<br/>
<a id="pl.3.12"></a><var>3.12</var>(b) A school district that receives information under subdivision 3, paragraph <br/>
<a id="pl.3.13"></a><var>3.13</var>(h) from a postsecondary institution about an identifiable student shall maintain the <br/>
<a id="pl.3.14"></a><var>3.14</var>data as educational data and use that data to conduct studies to improve instruction. <br/>
<a id="pl.3.15"></a><var>3.15</var>Public postsecondary systems annually shall provide summary data to the Department <br/>
<a id="pl.3.16"></a><var>3.16</var>of Education indicating as part of their participation in the Statewide Longitudinal <br/>
<a id="pl.3.17"></a><var>3.17</var>Education Data System shall provide data on the extent and content of the remedial <br/>
<a id="pl.3.18"></a><var>3.18</var>instruction received in each system during the prior academic year by individual students, <br/>
<a id="pl.3.19"></a><var>3.19</var>and the results of assessment testing and the academic performance of, students who <br/>
<a id="pl.3.20"></a><var>3.20</var>graduated from a Minnesota school district within two years before receiving the remedial <br/>
<a id="pl.3.21"></a><var>3.21</var>instruction. The department Office of Higher Education, in collaboration with the <br/>
<a id="pl.3.22"></a><var>3.22</var>Department of Education, shall evaluate the data and annually report its findings to the <br/>
<a id="pl.3.23"></a><var>3.23</var>education committees of the legislature.<br/>
<a id="pl.3.24"></a><var>3.24</var>(c) This section supersedes any inconsistent provision of law.<br/>
<br/>
<a id="bill.2.2.0"></a><a id="pl.3.25"></a><var>3.25</var>    Sec. 2. Minnesota Statutes 2013 Supplement, section 120B.021, subdivision 4, is <br/>
<a id="pl.3.26"></a><var>3.26</var>amended to read:<br/>
<a id="pl.3.27"></a><var>3.27</var>    Subd. 4. <b>Revisions and reviews required.</b> (a) The commissioner of education must <br/>
<a id="pl.3.28"></a><var>3.28</var>revise and appropriately embed technology and information literacy standards consistent <br/>
<a id="pl.3.29"></a><var>3.29</var>with recommendations from school media specialists into the state's academic standards <br/>
<a id="pl.3.30"></a><var>3.30</var>and graduation requirements and implement a ten-year cycle to review and revise state <br/>
<a id="pl.3.31"></a><var>3.31</var>academic standards and related benchmarks, consistent with this subdivision. During each <br/>
<a id="pl.3.32"></a><var>3.32</var>ten-year review and revision cycle, the commissioner also must examine the alignment <br/>
<a id="pl.3.33"></a><var>3.33</var>of each required academic standard and related benchmark with the knowledge and <br/>
<a id="pl.3.34"></a><var>3.34</var>skills students need for career and college readiness and advanced work in the particular <br/>
<a id="pl.4.1"></a><var>4.1</var>subject area. The commissioner must include the contributions of Minnesota American <br/>
<a id="pl.4.2"></a><var>4.2</var>Indian tribes and communities as related to the academic standards during the review and <br/>
<a id="pl.4.3"></a><var>4.3</var>revision of the required academic standards.<br/>
<a id="pl.4.4"></a><var>4.4</var>    (b) The commissioner must ensure that the statewide mathematics assessments <br/>
<a id="pl.4.5"></a><var>4.5</var>administered to students in grades 3 through 8 and 11 are aligned with the state academic <br/>
<a id="pl.4.6"></a><var>4.6</var>standards in mathematics, consistent with section 
         <statute_ref>120B.30</statute_ref>, subdivision 1, paragraph <br/>
<a id="pl.4.7"></a><var>4.7</var>(b). The commissioner must implement a review of the academic standards and related <br/>
<a id="pl.4.8"></a><var>4.8</var>benchmarks in mathematics beginning in the 2015-2016 school year and every ten years <br/>
<a id="pl.4.9"></a><var>4.9</var>thereafter.<br/>
<a id="pl.4.10"></a><var>4.10</var>(c) The commissioner must implement a review of the academic standards and related <br/>
<a id="pl.4.11"></a><var>4.11</var>benchmarks in arts beginning in the 2016-2017 school year and every ten years thereafter.<br/>
<a id="pl.4.12"></a><var>4.12</var>(d) The commissioner must implement a review of the academic standards and <br/>
<a id="pl.4.13"></a><var>4.13</var>related benchmarks in science beginning in the 2017-2018 school year and every ten <br/>
<a id="pl.4.14"></a><var>4.14</var>years thereafter.<br/>
<a id="pl.4.15"></a><var>4.15</var>(e) The commissioner must implement a review of the academic standards and <br/>
<a id="pl.4.16"></a><var>4.16</var>related benchmarks in language arts beginning in the 2018-2019 school year and every <br/>
<a id="pl.4.17"></a><var>4.17</var>ten years thereafter.<br/>
<a id="pl.4.18"></a><var>4.18</var>(f) The commissioner must implement a review of the academic standards and <br/>
<a id="pl.4.19"></a><var>4.19</var>related benchmarks in social studies beginning in the 2019-2020 school year and every <br/>
<a id="pl.4.20"></a><var>4.20</var>ten years thereafter.<br/>
<a id="pl.4.21"></a><var>4.21</var>(g) School districts and charter schools must revise and align local academic <br/>
<a id="pl.4.22"></a><var>4.22</var>standards and high school graduation requirements in health, world languages, and career <br/>
<a id="pl.4.23"></a><var>4.23</var>and technical education to require students to complete the revised standards beginning <br/>
<a id="pl.4.24"></a><var>4.24</var>in a school year determined by the school district or charter school. School districts and <br/>
<a id="pl.4.25"></a><var>4.25</var>charter schools must formally establish a periodic review cycle for the academic standards <br/>
<a id="pl.4.26"></a><var>4.26</var>and related benchmarks in health, world languages, and career and technical education.<br/>
<br/>
<a id="bill.2.3.0"></a><a id="pl.4.27"></a><var>4.27</var>    Sec. 3. Minnesota Statutes 2012, section 120B.022, is amended to read:<br/>
<a id="pl.4.28"></a><var>4.28</var><b>120B.022 ELECTIVE STANDARDS.</b><br/>
<a id="pl.4.29"></a><var>4.29</var>    Subdivision 1. <b>Elective standards.</b> (a) A district must establish its own standards in <br/>
<a id="pl.4.30"></a><var>4.30</var>the following subject areas:<br/>
<a id="pl.4.31"></a><var>4.31</var>    (1) career and technical education; and<br/>
<a id="pl.4.32"></a><var>4.32</var>    (2) world languages.<br/>
<a id="pl.4.33"></a><var>4.33</var>    A school district must offer courses in all elective subject areas.<br/>
<a id="pl.4.34"></a><var>4.34</var>    Subd. 1a. <b>Foreign language and culture; proficiency certificates.</b> (b) (a) World <br/>
<a id="pl.4.35"></a><var>4.35</var>languages teachers and other school staff should develop and implement world languages <br/>
<a id="pl.5.1"></a><var>5.1</var>programs that acknowledge and reinforce the language proficiency and cultural awareness <br/>
<a id="pl.5.2"></a><var>5.2</var>that non-English language speakers already possess, and encourage students' proficiency <br/>
<a id="pl.5.3"></a><var>5.3</var>in multiple world languages. Programs under this paragraph section must encompass <br/>
<a id="pl.5.4"></a><var>5.4</var>indigenous American Indian languages and cultures, among other world languages and <br/>
<a id="pl.5.5"></a><var>5.5</var>cultures. The department shall consult with postsecondary institutions in developing <br/>
<a id="pl.5.6"></a><var>5.6</var>related professional development opportunities for purposes of this section.<br/>
<a id="pl.5.7"></a><var>5.7</var>(c) (b) Any Minnesota public, charter, or nonpublic school may award Minnesota <br/>
<a id="pl.5.8"></a><var>5.8</var>World Language Proficiency Certificates or Minnesota World Language Proficiency High <br/>
<a id="pl.5.9"></a><var>5.9</var>Achievement Certificates, consistent with this subdivision.<br/>
<a id="pl.5.10"></a><var>5.10</var>(c) The Minnesota World Language Proficiency Certificate recognizes students who <br/>
<a id="pl.5.11"></a><var>5.11</var>demonstrate listening, speaking, reading, and writing language skills at the American <br/>
<a id="pl.5.12"></a><var>5.12</var>Council on the Teaching of Foreign Languages' Intermediate-Low level on a valid and <br/>
<a id="pl.5.13"></a><var>5.13</var>reliable assessment tool. For languages listed as Category 3 by the United States Foreign <br/>
<a id="pl.5.14"></a><var>5.14</var>Service Institute or Category 4 by the United States Defense Language Institute, the <br/>
<a id="pl.5.15"></a><var>5.15</var>standard is Intermediate-Low for listening and speaking and Novice-High for reading <br/>
<a id="pl.5.16"></a><var>5.16</var>and writing.<br/>
<a id="pl.5.17"></a><var>5.17</var>(d) The Minnesota World Language Proficiency High Achievement Certificate <br/>
<a id="pl.5.18"></a><var>5.18</var>recognizes students who demonstrate listening, speaking, reading, and writing language <br/>
<a id="pl.5.19"></a><var>5.19</var>skills at the American Council on the Teaching of Foreign Languages' Pre-Advanced level <br/>
<a id="pl.5.20"></a><var>5.20</var>for K-12 learners on a valid and reliable assessment tool. For languages listed as Category <br/>
<a id="pl.5.21"></a><var>5.21</var>3 by the United States Foreign Service Institute or Category 4 by the United States <br/>
<a id="pl.5.22"></a><var>5.22</var>Defense Language Institute, the standard is Pre-Advanced for listening and speaking and <br/>
<a id="pl.5.23"></a><var>5.23</var>Intermediate-Mid for reading and writing.<br/>
<a id="pl.5.24"></a><var>5.24</var>    Subd. 1b. <b>State bilingual and multilingual seals.</b> (a) Consistent with efforts to <br/>
<a id="pl.5.25"></a><var>5.25</var>strive for the world's best workforce under sections 120B.11 and 124D.10, subdivision 8, <br/>
<a id="pl.5.26"></a><var>5.26</var>paragraph (u), and close the academic achievement and opportunity gap under sections <br/>
<a id="pl.5.27"></a><var>5.27</var>124D.861 and 124D.862, voluntary state bilingual and multilingual seals are established <br/>
<a id="pl.5.28"></a><var>5.28</var>to recognize high school graduates who demonstrate level 5 functional native proficiency <br/>
<a id="pl.5.29"></a><var>5.29</var>in speaking and reading on the Foreign Services Institute language proficiency tests or on <br/>
<a id="pl.5.30"></a><var>5.30</var>equivalent valid and reliable assessments in one or more languages in addition to English. <br/>
<a id="pl.5.31"></a><var>5.31</var>American Sign Language is a language other than English for purposes of this subdivision <br/>
<a id="pl.5.32"></a><var>5.32</var>and a world language for purposes of subdivision 1a.<br/>
<a id="pl.5.33"></a><var>5.33</var>(b) In addition to paragraph (a), to be eligible to receive a seal:<br/>
<a id="pl.5.34"></a><var>5.34</var>(1) students must satisfactorily complete all required English language arts credits; <br/>
<a id="pl.5.35"></a><var>5.35</var>and<br/>
<a id="pl.6.1"></a><var>6.1</var>(2) students whose primary language is other than English must demonstrate mastery <br/>
<a id="pl.6.2"></a><var>6.2</var>of Minnesota's English language proficiency standards.<br/>
<a id="pl.6.3"></a><var>6.3</var>(c) Consistent with this subdivision, a high school graduate who demonstrates <br/>
<a id="pl.6.4"></a><var>6.4</var>functional native proficiency in one language in addition to English is eligible to receive <br/>
<a id="pl.6.5"></a><var>6.5</var>the state bilingual seal. A high school graduate who demonstrates functional native <br/>
<a id="pl.6.6"></a><var>6.6</var>proficiency in more than one language in addition to English is eligible to receive the <br/>
<a id="pl.6.7"></a><var>6.7</var>state multilingual seal.<br/>
<a id="pl.6.8"></a><var>6.8</var>(d) School districts and charter schools, in consultation with regional centers <br/>
<a id="pl.6.9"></a><var>6.9</var>of excellence under section 120B.115, must give students periodic opportunities to <br/>
<a id="pl.6.10"></a><var>6.10</var>demonstrate their level of proficiency in speaking and reading in a language in addition <br/>
<a id="pl.6.11"></a><var>6.11</var>to English. Where valid and reliable assessments are unavailable, a school district or <br/>
<a id="pl.6.12"></a><var>6.12</var>charter school may rely on a licensed foreign language immersion teacher or a nonlicensed  <br/>
<a id="pl.6.13"></a><var>6.13</var>community expert under section 122A.25 to assess a student's level of foreign, heritage, or <br/>
<a id="pl.6.14"></a><var>6.14</var>indigenous language proficiency under this section. School districts and charter schools <br/>
<a id="pl.6.15"></a><var>6.15</var>must maintain appropriate records to identify high school graduates eligible to receive the <br/>
<a id="pl.6.16"></a><var>6.16</var>state bilingual or multilingual seal. The school district or charter school must affix the <br/>
<a id="pl.6.17"></a><var>6.17</var>appropriate seal to the transcript of each high school graduate who meets the requirements <br/>
<a id="pl.6.18"></a><var>6.18</var>of this subdivision and may affix the seal to the student's diploma. A school district or <br/>
<a id="pl.6.19"></a><var>6.19</var>charter school must not charge the high school graduate a fee for this seal.<br/>
<a id="pl.6.20"></a><var>6.20</var>(e) A school district or charter school may award elective course credits in world <br/>
<a id="pl.6.21"></a><var>6.21</var>languages to a student who demonstrates the requisite proficiency in a language other <br/>
<a id="pl.6.22"></a><var>6.22</var>than English under this section.<br/>
<a id="pl.6.23"></a><var>6.23</var>(f) A school district or charter school may award community service credit to a <br/>
<a id="pl.6.24"></a><var>6.24</var>student who demonstrates level 5 functional native proficiency in speaking and reading <br/>
<a id="pl.6.25"></a><var>6.25</var>in a language other than English and who participates in community service activities <br/>
<a id="pl.6.26"></a><var>6.26</var>that are integrated into the curriculum, involve the participation of teachers, and support <br/>
<a id="pl.6.27"></a><var>6.27</var>biliteracy in the school or local community.<br/>
<a id="pl.6.28"></a><var>6.28</var>(g) The commissioner must develop a Web page for the electronic delivery of these <br/>
<a id="pl.6.29"></a><var>6.29</var>seals. The commissioner must list on the Web page those assessments that are equivalent <br/>
<a id="pl.6.30"></a><var>6.30</var>to the Foreign Services Institute language proficiency tests.<br/>
<a id="pl.6.31"></a><var>6.31</var>(h) The colleges and universities of the Minnesota State Colleges and Universities <br/>
<a id="pl.6.32"></a><var>6.32</var>system must award foreign language credits to a student who receives a state bilingual seal <br/>
<a id="pl.6.33"></a><var>6.33</var>or a state multilingual seal under this subdivision and may award foreign language credits to <br/>
<a id="pl.6.34"></a><var>6.34</var>a student who receives a Minnesota World Language Proficiency Certificate or a Minnesota <br/>
<a id="pl.6.35"></a><var>6.35</var>World Language Proficiency High Achievement Certificate under subdivision 1a.<br/>
<a id="pl.7.1"></a><var>7.1</var>    Subd. 2. <b>Local assessments.</b> A district must use a locally selected assessment to <br/>
<a id="pl.7.2"></a><var>7.2</var>determine if a student has achieved an elective standard.<br/>
<a id="pl.7.3"></a><var>7.3</var><b>EFFECTIVE DATE.</b>This section is effective for the 2014-2015 school year and <br/>
<a id="pl.7.4"></a><var>7.4</var>later, except subdivision 1b, paragraph (h) is effective for students enrolling in a MnSCU <br/>
<a id="pl.7.5"></a><var>7.5</var>system college or university in the 2015-2016 school year or later.<br/>
<br/>
<a id="bill.2.4.0"></a><a id="pl.7.6"></a><var>7.6</var>    Sec. 4. Minnesota Statutes 2013 Supplement, section 120B.11, subdivision 3, is <br/>
<a id="pl.7.7"></a><var>7.7</var>amended to read:<br/>
<a id="pl.7.8"></a><var>7.8</var>    Subd. 3. <b>District advisory committee.</b> Each school board shall establish an <br/>
<a id="pl.7.9"></a><var>7.9</var>advisory committee to ensure active community participation in all phases of planning and <br/>
<a id="pl.7.10"></a><var>7.10</var>improving the instruction and curriculum affecting state and district academic standards, <br/>
<a id="pl.7.11"></a><var>7.11</var>consistent with subdivision 2. A district advisory committee, to the extent possible, shall <br/>
<a id="pl.7.12"></a><var>7.12</var>reflect the diversity of the district and its school sites, and shall include teachers, parents, <br/>
<a id="pl.7.13"></a><var>7.13</var>support staff, students, and other community residents. The district may establish site <br/>
<a id="pl.7.14"></a><var>7.14</var>teams as subcommittees of the district advisory committee under subdivision 4. The <br/>
<a id="pl.7.15"></a><var>7.15</var>district advisory committee shall recommend to the school board rigorous academic <br/>
<a id="pl.7.16"></a><var>7.16</var>standards, student achievement goals and measures consistent with subdivision 1a and <br/>
<a id="pl.7.17"></a><var>7.17</var>sections 
         <statute_ref>120B.022, subdivision 1</statute_ref>, paragraphs (b) and (c) subdivisions 1a and 1b, and <br/>
<statute_ref><a id="pl.7.18"></a><var>7.18</var>120B.35
         </statute_ref>, district assessments, and program evaluations. School sites may expand upon <br/>
<a id="pl.7.19"></a><var>7.19</var>district evaluations of instruction, curriculum, assessments, or programs. Whenever <br/>
<a id="pl.7.20"></a><var>7.20</var>possible, parents and other community residents shall comprise at least two-thirds of <br/>
<a id="pl.7.21"></a><var>7.21</var>advisory committee members.<br/>
<a id="pl.7.22"></a><var>7.22</var><b>EFFECTIVE DATE.</b>This section is effective for the 2014-2015 school year and <br/>
<a id="pl.7.23"></a><var>7.23</var>later.<br/>
<br/>
<a id="bill.2.5.0"></a><a id="pl.7.24"></a><var>7.24</var>    Sec. 5. Minnesota Statutes 2013 Supplement, section 120B.115, is amended to read:<br/>
<a id="pl.7.25"></a><var>7.25</var><b>120B.115 REGIONAL CENTERS OF EXCELLENCE.</b><br/>
<a id="pl.7.26"></a><var>7.26</var>(a) Regional centers of excellence are established to assist and support school <br/>
<a id="pl.7.27"></a><var>7.27</var>boards, school districts, school sites, and charter schools in implementing research-based <br/>
<a id="pl.7.28"></a><var>7.28</var>interventions and practices to increase the students' achievement within a region. <br/>
<a id="pl.7.29"></a><var>7.29</var>The centers must develop partnerships with local and regional service cooperatives, <br/>
<a id="pl.7.30"></a><var>7.30</var>postsecondary institutions, integrated school districts, the department, children's mental <br/>
<a id="pl.7.31"></a><var>7.31</var>health providers, or other local or regional entities interested in providing a cohesive <br/>
<a id="pl.7.32"></a><var>7.32</var>and consistent regional delivery system that serves all schools equitably. Centers must <br/>
<a id="pl.7.33"></a><var>7.33</var>assist school districts, school sites, and charter schools in developing similar partnerships. <br/>
<a id="pl.8.1"></a><var>8.1</var>Center support may include assisting school districts, school sites, and charter schools <br/>
<a id="pl.8.2"></a><var>8.2</var>with common principles of effective practice, including:<br/>
<a id="pl.8.3"></a><var>8.3</var>(1) defining measurable education goals under section sections
<statute_ref>120B.11, subdivision <br/>
<a id="pl.8.4"></a><var>8.4</var>2
         </statute_ref>, and 120B.022, subdivisions 1a and 1b;<br/>
<a id="pl.8.5"></a><var>8.5</var>(2) implementing evidence-based practices;<br/>
<a id="pl.8.6"></a><var>8.6</var>(3) engaging in data-driven decision-making;<br/>
<a id="pl.8.7"></a><var>8.7</var>(4) providing multilayered levels of support;<br/>
<a id="pl.8.8"></a><var>8.8</var>(5) supporting culturally responsive teaching and learning aligning state and local <br/>
<a id="pl.8.9"></a><var>8.9</var>academic standards and career and college readiness benchmarks; and<br/>
<a id="pl.8.10"></a><var>8.10</var>(6) engaging parents, families, youth, and local community members in programs <br/>
<a id="pl.8.11"></a><var>8.11</var>and activities at the school district, school site, or charter school.<br/>
<a id="pl.8.12"></a><var>8.12</var>Centers must work with school site leadership teams to build capacity to implement <br/>
<a id="pl.8.13"></a><var>8.13</var>programs that close the achievement gap, increase students' progress and growth toward <br/>
<a id="pl.8.14"></a><var>8.14</var>career and college readiness, and increase student graduation rates.<br/>
<a id="pl.8.15"></a><var>8.15</var>(b) The department must assist the regional centers of excellence to meet staff, <br/>
<a id="pl.8.16"></a><var>8.16</var>facilities, and technical needs, provide the centers with programmatic support, and work <br/>
<a id="pl.8.17"></a><var>8.17</var>with the centers to establish a coherent statewide system of regional support, including <br/>
<a id="pl.8.18"></a><var>8.18</var>consulting, training, and technical support, to help school boards, school districts, school <br/>
<a id="pl.8.19"></a><var>8.19</var>sites, and charter schools effectively and efficiently implement the world's best workforce <br/>
<a id="pl.8.20"></a><var>8.20</var>goals under section 
         <statute_ref>120B.11</statute_ref> and other state and federal education initiatives.<br/>
<a id="pl.8.21"></a><var>8.21</var><b>EFFECTIVE DATE.</b>This section is effective for the 2014-2015 school year and <br/>
<a id="pl.8.22"></a><var>8.22</var>later.<br/>
<br/>
<a id="bill.2.6.0"></a><a id="pl.8.23"></a><var>8.23</var>    Sec. 6. Minnesota Statutes 2012, section 120B.31, is amended by adding a subdivision <br/>
<a id="pl.8.24"></a><var>8.24</var>to read:<br/>
<a id="pl.8.25"></a><var>8.25</var>    Subd. 5. <b>Parent information.</b> To ensure the effective involvement of parents and to <br/>
<a id="pl.8.26"></a><var>8.26</var>support a partnership between the school and parents, each district shall annually provide <br/>
<a id="pl.8.27"></a><var>8.27</var>parents a timely written summary, in an electronic or other format, of their student's <br/>
<a id="pl.8.28"></a><var>8.28</var>current and longitudinal performance and progress on the state's academic content <br/>
<a id="pl.8.29"></a><var>8.29</var>standards as measured by state assessments. Providing parents with a summary prepared <br/>
<a id="pl.8.30"></a><var>8.30</var>by the Department of Education fulfills the requirements of this subdivision.<br/>
<br/>
<a id="bill.2.7.0"></a><a id="pl.8.31"></a><var>8.31</var>    Sec. 7. Minnesota Statutes 2013 Supplement, section 122A.09, subdivision 4, is <br/>
<a id="pl.8.32"></a><var>8.32</var>amended to read:<br/>
<a id="pl.9.1"></a><var>9.1</var>    Subd. 4. <b>License and rules.</b> (a) The board must adopt rules to license public school <br/>
<a id="pl.9.2"></a><var>9.2</var>teachers and interns subject to chapter 14.<br/>
<a id="pl.9.3"></a><var>9.3</var>(b) The board must adopt rules requiring a person to pass a skills examination in <br/>
<a id="pl.9.4"></a><var>9.4</var>reading, writing, and mathematics as a requirement for initial teacher licensure, except <br/>
<a id="pl.9.5"></a><var>9.5</var>that the board may issue up to two additional temporary, one-year teaching licenses to an <br/>
<a id="pl.9.6"></a><var>9.6</var>otherwise qualified candidate who has not yet passed the skills exam. The requirement to <br/>
<a id="pl.9.7"></a><var>9.7</var>pass a reading, writing, and mathematics skills examination does not apply to nonnative <br/>
<a id="pl.9.8"></a><var>9.8</var>English speakers, as verified by qualified Minnesota school district personnel or Minnesota <br/>
<a id="pl.9.9"></a><var>9.9</var>higher education faculty, who, after meeting the content and pedagogy requirements <br/>
<a id="pl.9.10"></a><var>9.10</var>under this subdivision, apply for a teaching license to provide direct instruction in their <br/>
<a id="pl.9.11"></a><var>9.11</var>native language in a language immersion program. Such rules must require college and <br/>
<a id="pl.9.12"></a><var>9.12</var>universities offering a board-approved teacher preparation program to provide remedial <br/>
<a id="pl.9.13"></a><var>9.13</var>assistance to persons who did not achieve a qualifying score on the skills examination, <br/>
<a id="pl.9.14"></a><var>9.14</var>including those for whom English is a second language.<br/>
<a id="pl.9.15"></a><var>9.15</var>(c) The board must adopt rules to approve teacher preparation programs. The board, <br/>
<a id="pl.9.16"></a><var>9.16</var>upon the request of a postsecondary student preparing for teacher licensure or a licensed <br/>
<a id="pl.9.17"></a><var>9.17</var>graduate of a teacher preparation program, shall assist in resolving a dispute between the <br/>
<a id="pl.9.18"></a><var>9.18</var>person and a postsecondary institution providing a teacher preparation program when the <br/>
<a id="pl.9.19"></a><var>9.19</var>dispute involves an institution's recommendation for licensure affecting the person or the <br/>
<a id="pl.9.20"></a><var>9.20</var>person's credentials. At the board's discretion, assistance may include the application <br/>
<a id="pl.9.21"></a><var>9.21</var>of chapter 14.<br/>
<a id="pl.9.22"></a><var>9.22</var>(d) The board must provide the leadership and adopt rules for the redesign of teacher <br/>
<a id="pl.9.23"></a><var>9.23</var>education programs to implement a research based, results-oriented curriculum that <br/>
<a id="pl.9.24"></a><var>9.24</var>focuses on the skills teachers need in order to be effective. The board shall implement new <br/>
<a id="pl.9.25"></a><var>9.25</var>systems of teacher preparation program evaluation to assure program effectiveness based <br/>
<a id="pl.9.26"></a><var>9.26</var>on proficiency of graduates in demonstrating attainment of program outcomes. Teacher <br/>
<a id="pl.9.27"></a><var>9.27</var>preparation programs including alternative teacher preparation programs under section <br/>
<statute_ref><a id="pl.9.28"></a><var>9.28</var>122A.245
         </statute_ref>, among other programs, must include a content-specific, board-approved, <br/>
<a id="pl.9.29"></a><var>9.29</var>performance-based assessment that measures teacher candidates in three areas: planning <br/>
<a id="pl.9.30"></a><var>9.30</var>for instruction and assessment; engaging students and supporting learning; and assessing <br/>
<a id="pl.9.31"></a><var>9.31</var>student learning.<br/>
<a id="pl.9.32"></a><var>9.32</var>(e) The board must adopt rules requiring candidates for initial licenses to pass an <br/>
<a id="pl.9.33"></a><var>9.33</var>examination of general pedagogical knowledge and examinations of licensure-specific <br/>
<a id="pl.9.34"></a><var>9.34</var>teaching skills. The rules shall be effective by September 1, 2001. The rules under this <br/>
<a id="pl.9.35"></a><var>9.35</var>paragraph also must require candidates for initial licenses to teach prekindergarten or <br/>
<a id="pl.9.36"></a><var>9.36</var>elementary students to pass, as part of the examination of licensure-specific teaching <br/>
<a id="pl.10.1"></a><var>10.1</var>skills, test items assessing the candidates' knowledge, skill, and ability in comprehensive, <br/>
<a id="pl.10.2"></a><var>10.2</var>scientifically based reading instruction under section 
         <statute_ref>122A.06</statute_ref>, subdivision 4, and their <br/>
<a id="pl.10.3"></a><var>10.3</var>knowledge and understanding of the foundations of reading development, the development <br/>
<a id="pl.10.4"></a><var>10.4</var>of reading comprehension, and reading assessment and instruction, and their ability to <br/>
<a id="pl.10.5"></a><var>10.5</var>integrate that knowledge and understanding.<br/>
<a id="pl.10.6"></a><var>10.6</var>(f) The board must adopt rules requiring teacher educators to work directly with <br/>
<a id="pl.10.7"></a><var>10.7</var>elementary or secondary school teachers in elementary or secondary schools to obtain <br/>
<a id="pl.10.8"></a><var>10.8</var>periodic exposure to the elementary or secondary teaching environment.<br/>
<a id="pl.10.9"></a><var>10.9</var>(g) The board must grant licenses to interns and to candidates for initial licenses <br/>
<a id="pl.10.10"></a><var>10.10</var>based on appropriate professional competencies that are aligned with the board's licensing <br/>
<a id="pl.10.11"></a><var>10.11</var>system and students' diverse learning needs. The board must include these licenses in a <br/>
<a id="pl.10.12"></a><var>10.12</var>statewide differentiated licensing system that creates new leadership roles for successful <br/>
<a id="pl.10.13"></a><var>10.13</var>experienced teachers premised on a collaborative professional culture dedicated to meeting <br/>
<a id="pl.10.14"></a><var>10.14</var>students' diverse learning needs in the 21st century and formalizes mentoring and induction <br/>
<a id="pl.10.15"></a><var>10.15</var>for newly licensed teachers that is provided through a teacher support framework.<br/>
<a id="pl.10.16"></a><var>10.16</var>(h) The board must design and implement an assessment system which requires a <br/>
<a id="pl.10.17"></a><var>10.17</var>candidate for an initial license and first continuing license to demonstrate the abilities <br/>
<a id="pl.10.18"></a><var>10.18</var>necessary to perform selected, representative teaching tasks at appropriate levels.<br/>
<a id="pl.10.19"></a><var>10.19</var>(i) The board must receive recommendations from local committees as established <br/>
<a id="pl.10.20"></a><var>10.20</var>by the board for the renewal of teaching licenses.<br/>
<a id="pl.10.21"></a><var>10.21</var>(j) The board must grant life licenses to those who qualify according to requirements <br/>
<a id="pl.10.22"></a><var>10.22</var>established by the board, and suspend or revoke licenses pursuant to sections 
         <statute_ref>122A.20</statute_ref> and <br/>
<statute_ref><a id="pl.10.23"></a><var>10.23</var>214.10
         </statute_ref>. The board must not establish any expiration date for application for life licenses.<br/>
<a id="pl.10.24"></a><var>10.24</var>(k) The board must adopt rules that require all licensed teachers who are renewing <br/>
<a id="pl.10.25"></a><var>10.25</var>their continuing license to include in their renewal requirements further preparation in <br/>
<a id="pl.10.26"></a><var>10.26</var>the areas of using positive behavior interventions and in accommodating, modifying, and <br/>
<a id="pl.10.27"></a><var>10.27</var>adapting curricula, materials, and strategies to appropriately meet the needs of individual <br/>
<a id="pl.10.28"></a><var>10.28</var>students and ensure adequate progress toward the state's graduation rule.<br/>
<a id="pl.10.29"></a><var>10.29</var>(l) In adopting rules to license public school teachers who provide health-related <br/>
<a id="pl.10.30"></a><var>10.30</var>services for disabled children, the board shall adopt rules consistent with license or <br/>
<a id="pl.10.31"></a><var>10.31</var>registration requirements of the commissioner of health and the health-related boards who <br/>
<a id="pl.10.32"></a><var>10.32</var>license personnel who perform similar services outside of the school.<br/>
<a id="pl.10.33"></a><var>10.33</var>(m) The board must adopt rules that require all licensed teachers who are renewing <br/>
<a id="pl.10.34"></a><var>10.34</var>their continuing license to include in their renewal requirements further reading <br/>
<a id="pl.10.35"></a><var>10.35</var>preparation, consistent with section 
         <statute_ref>122A.06, subdivision 4</statute_ref>. The rules do not take effect <br/>
<a id="pl.10.36"></a><var>10.36</var>until they are approved by law. Teachers who do not provide direct instruction including, at <br/>
<a id="pl.11.1"></a><var>11.1</var>least, counselors, school psychologists, school nurses, school social workers, audiovisual <br/>
<a id="pl.11.2"></a><var>11.2</var>directors and coordinators, and recreation personnel are exempt from this section.<br/>
<a id="pl.11.3"></a><var>11.3</var>(n) The board must adopt rules that require all licensed teachers who are renewing <br/>
<a id="pl.11.4"></a><var>11.4</var>their continuing license to include in their renewal requirements further preparation, <br/>
<a id="pl.11.5"></a><var>11.5</var>first, in understanding the key warning signs of early-onset mental illness in children <br/>
<a id="pl.11.6"></a><var>11.6</var>and adolescents and then, during subsequent licensure renewal periods, preparation may <br/>
<a id="pl.11.7"></a><var>11.7</var>include providing a more in-depth understanding of students' mental illness trauma, <br/>
<a id="pl.11.8"></a><var>11.8</var>accommodations for students' mental illness, parents' role in addressing students' mental <br/>
<a id="pl.11.9"></a><var>11.9</var>illness, Fetal Alcohol Spectrum Disorders, autism, the requirements of section 
         <statute_ref>125A.0942 <br/>
</statute_ref><a id="pl.11.10"></a><var>11.10</var>governing restrictive procedures, and de-escalation methods, among other similar topics.<br/>
<a id="pl.11.11"></a><var>11.11</var><b>EFFECTIVE DATE.</b>This section is effective the day following final enactment.<br/>
<br/>
<a id="bill.2.8.0"></a><a id="pl.11.12"></a><var>11.12</var>    Sec. 8. Minnesota Statutes 2013 Supplement, section 122A.18, subdivision 2, is <br/>
<a id="pl.11.13"></a><var>11.13</var>amended to read:<br/>
<a id="pl.11.14"></a><var>11.14</var>    Subd. 2. <b>Teacher and support personnel qualifications.</b> (a) The Board of <br/>
<a id="pl.11.15"></a><var>11.15</var>Teaching must issue licenses under its jurisdiction to persons the board finds to be <br/>
<a id="pl.11.16"></a><var>11.16</var>qualified and competent for their respective positions.<br/>
<a id="pl.11.17"></a><var>11.17</var>(b) The board must require a person to pass an examination of skills in reading, <br/>
<a id="pl.11.18"></a><var>11.18</var>writing, and mathematics before being granted an initial teaching license to provide direct <br/>
<a id="pl.11.19"></a><var>11.19</var>instruction to pupils in prekindergarten, elementary, secondary, or special education <br/>
<a id="pl.11.20"></a><var>11.20</var>programs, except that the board may issue up to two additional temporary, one-year <br/>
<a id="pl.11.21"></a><var>11.21</var>teaching licenses to an otherwise qualified candidate who has not yet passed the skills <br/>
<a id="pl.11.22"></a><var>11.22</var>exam. The requirement to pass a reading, writing, and mathematics skills examination <br/>
<a id="pl.11.23"></a><var>11.23</var>does not apply to nonnative English speakers, as verified by qualified Minnesota school <br/>
<a id="pl.11.24"></a><var>11.24</var>district personnel or Minnesota higher education faculty, who, after meeting the content <br/>
<a id="pl.11.25"></a><var>11.25</var>and pedagogy requirements under this subdivision, apply for a teaching license to provide <br/>
<a id="pl.11.26"></a><var>11.26</var>direct instruction in their native language in a language immersion program. The board <br/>
<a id="pl.11.27"></a><var>11.27</var>must require colleges and universities offering a board approved teacher preparation <br/>
<a id="pl.11.28"></a><var>11.28</var>program to make available upon request remedial assistance that includes a formal <br/>
<a id="pl.11.29"></a><var>11.29</var>diagnostic component to persons enrolled in their institution who did not achieve a <br/>
<a id="pl.11.30"></a><var>11.30</var>qualifying score on the skills examination, including those for whom English is a second <br/>
<a id="pl.11.31"></a><var>11.31</var>language. The colleges and universities must make available assistance in the specific <br/>
<a id="pl.11.32"></a><var>11.32</var>academic areas of deficiency in which the person did not achieve a qualifying score. <br/>
<a id="pl.11.33"></a><var>11.33</var>School districts may make available upon request similar, appropriate, and timely remedial <br/>
<a id="pl.11.34"></a><var>11.34</var>assistance that includes a formal diagnostic component to those persons employed by the <br/>
<a id="pl.11.35"></a><var>11.35</var>district who completed their teacher education program, who did not achieve a qualifying <br/>
<a id="pl.12.1"></a><var>12.1</var>score on the skills examination, including those persons for whom English is a second <br/>
<a id="pl.12.2"></a><var>12.2</var>language and persons under section 
         <statute_ref>122A.23, subdivision 2</statute_ref>, paragraph (h), who completed <br/>
<a id="pl.12.3"></a><var>12.3</var>their teacher's education program outside the state of Minnesota, and who received a <br/>
<a id="pl.12.4"></a><var>12.4</var>temporary license to teach in Minnesota. The Board of Teaching shall report annually <br/>
<a id="pl.12.5"></a><var>12.5</var>to the education committees of the legislature on the total number of teacher candidates <br/>
<a id="pl.12.6"></a><var>12.6</var>during the most recent school year taking the skills examination, the number who achieve <br/>
<a id="pl.12.7"></a><var>12.7</var>a qualifying score on the examination, the number who do not achieve a qualifying score <br/>
<a id="pl.12.8"></a><var>12.8</var>on the examination, the distribution of all candidates' scores, the number of candidates <br/>
<a id="pl.12.9"></a><var>12.9</var>who have taken the examination at least once before, and the number of candidates who <br/>
<a id="pl.12.10"></a><var>12.10</var>have taken the examination at least once before and achieve a qualifying score.<br/>
<a id="pl.12.11"></a><var>12.11</var>(c) The Board of Teaching must grant continuing licenses only to those persons who <br/>
<a id="pl.12.12"></a><var>12.12</var>have met board criteria for granting a continuing license, which includes passing the <br/>
<a id="pl.12.13"></a><var>12.13</var>skills examination in reading, writing, and mathematics consistent with paragraph (b) and <br/>
<a id="pl.12.14"></a><var>12.14</var>section 
         <statute_ref>122A.09, subdivision 4</statute_ref>, paragraph (b).<br/>
<a id="pl.12.15"></a><var>12.15</var>(d) All colleges and universities approved by the board of teaching to prepare <br/>
<a id="pl.12.16"></a><var>12.16</var>persons for teacher licensure must include in their teacher preparation programs a common <br/>
<a id="pl.12.17"></a><var>12.17</var>core of teaching knowledge and skills to be acquired by all persons recommended <br/>
<a id="pl.12.18"></a><var>12.18</var>for teacher licensure. This common core shall meet the standards developed by the <br/>
<a id="pl.12.19"></a><var>12.19</var>interstate new teacher assessment and support consortium in its 1992 "model standards for <br/>
<a id="pl.12.20"></a><var>12.20</var>beginning teacher licensing and development." Amendments to standards adopted under <br/>
<a id="pl.12.21"></a><var>12.21</var>this paragraph are covered by chapter 14. The board of teaching shall report annually to <br/>
<a id="pl.12.22"></a><var>12.22</var>the education committees of the legislature on the performance of teacher candidates <br/>
<a id="pl.12.23"></a><var>12.23</var>on common core assessments of knowledge and skills under this paragraph during the <br/>
<a id="pl.12.24"></a><var>12.24</var>most recent school year.<br/>
<a id="pl.12.25"></a><var>12.25</var><b>EFFECTIVE DATE.</b>This section is effective the day following final enactment.<br/>
<br/>
<a id="bill.2.9.0"></a><a id="pl.12.26"></a><var>12.26</var>    Sec. 9. Minnesota Statutes 2013 Supplement, section 122A.23, subdivision 2, is <br/>
<a id="pl.12.27"></a><var>12.27</var>amended to read:<br/>
<a id="pl.12.28"></a><var>12.28</var>    Subd. 2. <b>Applicants licensed in other states.</b> (a) Subject to the requirements of <br/>
<a id="pl.12.29"></a><var>12.29</var>sections 
         <statute_ref>122A.18, subdivision 8</statute_ref>, and 
         <statute_ref>123B.03</statute_ref>, the Board of Teaching must issue a teaching <br/>
<a id="pl.12.30"></a><var>12.30</var>license or a temporary teaching license under paragraphs (b) to (e) to an applicant who holds <br/>
<a id="pl.12.31"></a><var>12.31</var>at least a baccalaureate degree from a regionally accredited college or university and holds <br/>
<a id="pl.12.32"></a><var>12.32</var>or held a similar out-of-state teaching license that requires the applicant to successfully <br/>
<a id="pl.12.33"></a><var>12.33</var>complete a teacher preparation program approved by the issuing state, which includes <br/>
<a id="pl.12.34"></a><var>12.34</var>field-specific teaching methods and student teaching or essentially equivalent experience.<br/>
<a id="pl.12.35"></a><var>12.35</var>(b) The Board of Teaching must issue a teaching license to an applicant who:<br/>
<a id="pl.13.1"></a><var>13.1</var>(1) successfully completed all exams and human relations preparation components <br/>
<a id="pl.13.2"></a><var>13.2</var>required by the Board of Teaching; and<br/>
<a id="pl.13.3"></a><var>13.3</var>(2) holds or held an out-of-state teaching license to teach the same content field and <br/>
<a id="pl.13.4"></a><var>13.4</var>grade levels if the scope of the out-of-state license is no more than one two grade level<br/>
<a id="pl.13.5"></a><var>13.5</var> levels less than a similar Minnesota license.<br/>
<a id="pl.13.6"></a><var>13.6</var>(c) The Board of Teaching, consistent with board rules and paragraph (h), must <br/>
<a id="pl.13.7"></a><var>13.7</var>issue up to three one-year temporary teaching licenses to an applicant who holds or held <br/>
<a id="pl.13.8"></a><var>13.8</var>an out-of-state teaching license to teach the same content field and grade levels, where <br/>
<a id="pl.13.9"></a><var>13.9</var>the scope of the out-of-state license is no more than one two grade level levels less than <br/>
<a id="pl.13.10"></a><var>13.10</var>a similar Minnesota license, but has not successfully completed all exams and human <br/>
<a id="pl.13.11"></a><var>13.11</var>relations preparation components required by the Board of Teaching.<br/>
<a id="pl.13.12"></a><var>13.12</var>(d) The Board of Teaching, consistent with board rules, must issue up to three <br/>
<a id="pl.13.13"></a><var>13.13</var>one-year temporary teaching licenses to an applicant who:<br/>
<a id="pl.13.14"></a><var>13.14</var>(1) successfully completed all exams and human relations preparation components <br/>
<a id="pl.13.15"></a><var>13.15</var>required by the Board of Teaching; and<br/>
<a id="pl.13.16"></a><var>13.16</var>(2) holds or held an out-of-state teaching license to teach the same content field and <br/>
<a id="pl.13.17"></a><var>13.17</var>grade levels, where the scope of the out-of-state license is no more than one two grade <br/>
<a id="pl.13.18"></a><var>13.18</var>level levels less than a similar Minnesota license, but has not completed field-specific <br/>
<a id="pl.13.19"></a><var>13.19</var>teaching methods or student teaching or equivalent experience.<br/>
<a id="pl.13.20"></a><var>13.20</var>The applicant may complete field-specific teaching methods and student teaching <br/>
<a id="pl.13.21"></a><var>13.21</var>or equivalent experience by successfully participating in a one-year school district <br/>
<a id="pl.13.22"></a><var>13.22</var>mentorship program consistent with board-adopted standards of effective practice and <br/>
<a id="pl.13.23"></a><var>13.23</var>Minnesota graduation requirements.<br/>
<a id="pl.13.24"></a><var>13.24</var>(e) The Board of Teaching must issue a temporary teaching license for a term of <br/>
<a id="pl.13.25"></a><var>13.25</var>up to three years only in the content field or grade levels specified in the out-of-state <br/>
<a id="pl.13.26"></a><var>13.26</var>license to an applicant who:<br/>
<a id="pl.13.27"></a><var>13.27</var>(1) successfully completed all exams and human relations preparation components <br/>
<a id="pl.13.28"></a><var>13.28</var>required by the Board of Teaching; and<br/>
<a id="pl.13.29"></a><var>13.29</var>(2) holds or held an out-of-state teaching license where the out-of-state license is <br/>
<a id="pl.13.30"></a><var>13.30</var>more limited in the content field or grade levels than a similar Minnesota license.<br/>
<a id="pl.13.31"></a><var>13.31</var>(f) The Board of Teaching must not issue to an applicant more than three one-year <br/>
<a id="pl.13.32"></a><var>13.32</var>temporary teaching licenses under this subdivision.<br/>
<a id="pl.13.33"></a><var>13.33</var>(g) The Board of Teaching must not issue a license under this subdivision if the <br/>
<a id="pl.13.34"></a><var>13.34</var>applicant has not attained the additional degrees, credentials, or licenses required in a <br/>
<a id="pl.13.35"></a><var>13.35</var>particular licensure field.<br/>
<a id="pl.14.1"></a><var>14.1</var>(h) The Board of Teaching must require an applicant for a teaching license or <br/>
<a id="pl.14.2"></a><var>14.2</var>a temporary teaching license under this subdivision to pass a skills examination in <br/>
<a id="pl.14.3"></a><var>14.3</var>reading, writing, and mathematics before the board issues the license. Consistent with <br/>
<a id="pl.14.4"></a><var>14.4</var>section 
         <statute_ref>122A.18, subdivision 2</statute_ref>, paragraph (b), and notwithstanding other provisions of <br/>
<a id="pl.14.5"></a><var>14.5</var>this subdivision, the board may issue up to two additional temporary, one-year teaching <br/>
<a id="pl.14.6"></a><var>14.6</var>licenses to an otherwise qualified applicant who has not yet passed the skills exam.<br/>
<br/>
<a id="bill.2.10.0"></a><a id="pl.14.7"></a><var>14.7</var>    Sec. 10. Minnesota Statutes 2012, section 122A.40, subdivision 5, is amended to read:<br/>
<a id="pl.14.8"></a><var>14.8</var>    Subd. 5. <b>Probationary period.</b> (a) The first three consecutive years of a teacher's <br/>
<a id="pl.14.9"></a><var>14.9</var>first teaching experience in Minnesota in a single district is deemed to be a probationary <br/>
<a id="pl.14.10"></a><var>14.10</var>period of employment, and, the probationary period in each district in which the teacher is <br/>
<a id="pl.14.11"></a><var>14.11</var>thereafter employed shall be one year. The school board must adopt a plan for written <br/>
<a id="pl.14.12"></a><var>14.12</var>evaluation of teachers during the probationary period that is consistent with subdivision 8. <br/>
<a id="pl.14.13"></a><var>14.13</var>Evaluation must occur at least three times periodically throughout each school year for a <br/>
<a id="pl.14.14"></a><var>14.14</var>teacher performing services during that school year; the first evaluation must occur within <br/>
<a id="pl.14.15"></a><var>14.15</var>the first 90 days of teaching service. Days devoted to parent-teacher conferences, teachers' <br/>
<a id="pl.14.16"></a><var>14.16</var>workshops, and other staff development opportunities and days on which a teacher is absent <br/>
<a id="pl.14.17"></a><var>14.17</var>from school must not be included in determining the number of school days on which a <br/>
<a id="pl.14.18"></a><var>14.18</var>teacher performs services. Except as otherwise provided in paragraph (b), during the <br/>
<a id="pl.14.19"></a><var>14.19</var>probationary period any annual contract with any teacher may or may not be renewed as the <br/>
<a id="pl.14.20"></a><var>14.20</var>school board shall see fit. However, the board must give any such teacher whose contract <br/>
<a id="pl.14.21"></a><var>14.21</var>it declines to renew for the following school year written notice to that effect before July 1. <br/>
<a id="pl.14.22"></a><var>14.22</var>If the teacher requests reasons for any nonrenewal of a teaching contract, the board must <br/>
<a id="pl.14.23"></a><var>14.23</var>give the teacher its reason in writing, including a statement that appropriate supervision <br/>
<a id="pl.14.24"></a><var>14.24</var>was furnished describing the nature and the extent of such supervision furnished the <br/>
<a id="pl.14.25"></a><var>14.25</var>teacher during the employment by the board, within ten days after receiving such request. <br/>
<a id="pl.14.26"></a><var>14.26</var>The school board may, after a hearing held upon due notice, discharge a teacher during the <br/>
<a id="pl.14.27"></a><var>14.27</var>probationary period for cause, effective immediately, under section 
         <statute_ref>122A.44</statute_ref>.<br/>
<a id="pl.14.28"></a><var>14.28</var>(b) A board must discharge a probationary teacher, effective immediately, upon <br/>
<a id="pl.14.29"></a><var>14.29</var>receipt of notice under section 
         <statute_ref>122A.20, subdivision 1</statute_ref>, paragraph (b), that the teacher's <br/>
<a id="pl.14.30"></a><var>14.30</var>license has been revoked due to a conviction for child abuse or sexual abuse.<br/>
<a id="pl.14.31"></a><var>14.31</var>(c) A probationary teacher whose first three years of consecutive employment are <br/>
<a id="pl.14.32"></a><var>14.32</var>interrupted for active military service and who promptly resumes teaching consistent with <br/>
<a id="pl.14.33"></a><var>14.33</var>federal reemployment timelines for uniformed service personnel under United States <br/>
<a id="pl.14.34"></a><var>14.34</var>Code, title 38, section 4312(e), is considered to have a consecutive teaching experience <br/>
<a id="pl.14.35"></a><var>14.35</var>for purposes of paragraph (a).<br/>
<a id="pl.15.1"></a><var>15.1</var>(d) A probationary teacher whose first three years of consecutive employment are <br/>
<a id="pl.15.2"></a><var>15.2</var>interrupted for maternity, paternity, or medical leave and who resumes teaching within 12 <br/>
<a id="pl.15.3"></a><var>15.3</var>months of when the leave began is considered to have a consecutive teaching experience <br/>
<a id="pl.15.4"></a><var>15.4</var>for purposes of paragraph (a) if the probationary teacher completes a combined total of <br/>
<a id="pl.15.5"></a><var>15.5</var>three years of teaching service immediately before and after the leave.<br/>
<a id="pl.15.6"></a><var>15.6</var>(e) A probationary teacher must complete at least 120 days of teaching service each <br/>
<a id="pl.15.7"></a><var>15.7</var>year during the probationary period. Days devoted to parent-teacher conferences, teachers' <br/>
<a id="pl.15.8"></a><var>15.8</var>workshops, and other staff development opportunities and days on which a teacher is <br/>
<a id="pl.15.9"></a><var>15.9</var>absent from school do not count as days of teaching service under this paragraph.<br/>
<a id="pl.15.10"></a><var>15.10</var><b>EFFECTIVE DATE.</b>This section is effective retroactively from July 1, 2013.<br/>
<br/>
<a id="bill.2.11.0"></a><a id="pl.15.11"></a><var>15.11</var>    Sec. 11. Minnesota Statutes 2012, section 122A.40, subdivision 13, is amended to read:<br/>
<a id="pl.15.12"></a><var>15.12</var>    Subd. 13. <b>Immediate discharge.</b> (a) Except as otherwise provided in paragraph <br/>
<a id="pl.15.13"></a><var>15.13</var>(b), a board may discharge a continuing-contract teacher, effective immediately, upon any <br/>
<a id="pl.15.14"></a><var>15.14</var>of the following grounds:<br/>
<a id="pl.15.15"></a><var>15.15</var>(1) immoral conduct, insubordination, or conviction of a felony;<br/>
<a id="pl.15.16"></a><var>15.16</var>(2) conduct unbecoming a teacher which requires the immediate removal of the <br/>
<a id="pl.15.17"></a><var>15.17</var>teacher from classroom or other duties;<br/>
<a id="pl.15.18"></a><var>15.18</var>(3) failure without justifiable cause to teach without first securing the written release <br/>
<a id="pl.15.19"></a><var>15.19</var>of the school board;<br/>
<a id="pl.15.20"></a><var>15.20</var>(4) gross inefficiency which the teacher has failed to correct after reasonable written <br/>
<a id="pl.15.21"></a><var>15.21</var>notice;<br/>
<a id="pl.15.22"></a><var>15.22</var>(5) willful neglect of duty; or<br/>
<a id="pl.15.23"></a><var>15.23</var>(6) continuing physical or mental disability subsequent to a 12 months leave of <br/>
<a id="pl.15.24"></a><var>15.24</var>absence and inability to qualify for reinstatement in accordance with subdivision 12.<br/>
<a id="pl.15.25"></a><var>15.25</var>For purposes of this paragraph, conduct unbecoming a teacher includes an unfair <br/>
<a id="pl.15.26"></a><var>15.26</var>discriminatory practice described in section 
         <statute_ref>363A.13</statute_ref>.<br/>
<a id="pl.15.27"></a><var>15.27</var>Prior to discharging a teacher under this paragraph, the board must notify the teacher <br/>
<a id="pl.15.28"></a><var>15.28</var>in writing and state its ground for the proposed discharge in reasonable detail. Within <br/>
<a id="pl.15.29"></a><var>15.29</var>ten days after receipt of this notification the teacher may make a written request for a <br/>
<a id="pl.15.30"></a><var>15.30</var>hearing before the board and it shall be granted before final action is taken. The board <br/>
<a id="pl.15.31"></a><var>15.31</var>may suspend a teacher with pay pending the conclusion of the hearing and determination <br/>
<a id="pl.15.32"></a><var>15.32</var>of the issues raised in the hearing after charges have been filed which constitute ground for <br/>
<a id="pl.15.33"></a><var>15.33</var>discharge. If a teacher has been charged with a felony and the underlying conduct that <br/>
<a id="pl.15.34"></a><var>15.34</var>is the subject of the felony charge is a ground for a proposed immediate discharge, the <br/>
<a id="pl.15.35"></a><var>15.35</var>suspension pending the conclusion of the hearing and determination of the issues may be <br/>
<a id="pl.16.1"></a><var>16.1</var>without pay. If a hearing under this paragraph is held, the board must reimburse the teacher <br/>
<a id="pl.16.2"></a><var>16.2</var>for any salary or compensation withheld if the final decision of the board or the arbitrator <br/>
<a id="pl.16.3"></a><var>16.3</var>does not result in a penalty to or suspension, termination, or discharge of the teacher.<br/>
<a id="pl.16.4"></a><var>16.4</var>(b) A board must discharge a continuing-contract teacher, effective immediately, <br/>
<a id="pl.16.5"></a><var>16.5</var>upon receipt of notice under section 
         <statute_ref>122A.20, subdivision 1</statute_ref>, paragraph (b), that the <br/>
<a id="pl.16.6"></a><var>16.6</var>teacher's license has been revoked due to a conviction for child abuse or sexual abuse.<br/>
<a id="pl.16.7"></a><var>16.7</var>(c) When a teacher is discharged under paragraph (b) or when the commissioner <br/>
<a id="pl.16.8"></a><var>16.8</var>makes a final determination of child maltreatment involving a teacher under section <br/>
<a id="pl.16.9"></a><var>16.9</var>626.556, subdivision 11, the school principal or other person having administrative <br/>
<a id="pl.16.10"></a><var>16.10</var>control of the school must include in the teacher's employment record the information <br/>
<a id="pl.16.11"></a><var>16.11</var>contained in the record of the disciplinary action or the final maltreatment determination, <br/>
<a id="pl.16.12"></a><var>16.12</var>consistent with the definition of public data under section 13.41, subdivision 5, and must <br/>
<a id="pl.16.13"></a><var>16.13</var>provide the Board of Teaching and the licensing division at the department with the <br/>
<a id="pl.16.14"></a><var>16.14</var>necessary and relevant information to enable the Board of Teaching and the department's <br/>
<a id="pl.16.15"></a><var>16.15</var>licensing division to fulfill their statutory and administrative duties related to issuing, <br/>
<a id="pl.16.16"></a><var>16.16</var>renewing, suspending, or revoking a teacher's license. Information received by the Board <br/>
<a id="pl.16.17"></a><var>16.17</var>of Teaching or the licensing division at the department under this paragraph is governed <br/>
<a id="pl.16.18"></a><var>16.18</var>by section 13.41 or other applicable law governing data of the receiving entity. In addition <br/>
<a id="pl.16.19"></a><var>16.19</var>to the background check required under section 123B.03, a school board or other school <br/>
<a id="pl.16.20"></a><var>16.20</var>hiring authority must contact the Board of Teaching and the department to determine <br/>
<a id="pl.16.21"></a><var>16.21</var>whether the teacher's license has been suspended or revoked, consistent with the discharge <br/>
<a id="pl.16.22"></a><var>16.22</var>and final maltreatment determinations identified in this paragraph.<br/>
<a id="pl.16.23"></a><var>16.23</var><b>EFFECTIVE DATE.</b>This section is effective the day following final enactment.<br/>
<br/>
<a id="bill.2.12.0"></a><a id="pl.16.24"></a><var>16.24</var>    Sec. 12. Minnesota Statutes 2012, section 122A.41, subdivision 2, is amended to read:<br/>
<a id="pl.16.25"></a><var>16.25</var>    Subd. 2. <b>Probationary period; discharge or demotion.</b> (a) All teachers in <br/>
<a id="pl.16.26"></a><var>16.26</var>the public schools in cities of the first class during the first three years of consecutive <br/>
<a id="pl.16.27"></a><var>16.27</var>employment shall be deemed to be in a probationary period of employment during which <br/>
<a id="pl.16.28"></a><var>16.28</var>period any annual contract with any teacher may, or may not, be renewed as the school <br/>
<a id="pl.16.29"></a><var>16.29</var>board, after consulting with the peer review committee charged with evaluating the <br/>
<a id="pl.16.30"></a><var>16.30</var>probationary teachers under subdivision 3, shall see fit. The school site management team <br/>
<a id="pl.16.31"></a><var>16.31</var>or the school board if there is no school site management team, shall adopt a plan for a <br/>
<a id="pl.16.32"></a><var>16.32</var>written evaluation of teachers during the probationary period according to subdivisions 3 <br/>
<a id="pl.16.33"></a><var>16.33</var>and 5. Evaluation by the peer review committee charged with evaluating probationary <br/>
<a id="pl.16.34"></a><var>16.34</var>teachers under subdivision 3 shall occur at least three times periodically throughout each <br/>
<a id="pl.16.35"></a><var>16.35</var>school year for a teacher performing services during that school year; the first evaluation <br/>
<a id="pl.17.1"></a><var>17.1</var>must occur within the first 90 days of teaching service. Days devoted to parent-teacher <br/>
<a id="pl.17.2"></a><var>17.2</var>conferences, teachers' workshops, and other staff development opportunities and days on <br/>
<a id="pl.17.3"></a><var>17.3</var>which a teacher is absent from school shall not be included in determining the number of <br/>
<a id="pl.17.4"></a><var>17.4</var>school days on which a teacher performs services. The school board may, during such <br/>
<a id="pl.17.5"></a><var>17.5</var>probationary period, discharge or demote a teacher for any of the causes as specified in <br/>
<a id="pl.17.6"></a><var>17.6</var>this code. A written statement of the cause of such discharge or demotion shall be given to <br/>
<a id="pl.17.7"></a><var>17.7</var>the teacher by the school board at least 30 days before such removal or demotion shall <br/>
<a id="pl.17.8"></a><var>17.8</var>become effective, and the teacher so notified shall have no right of appeal therefrom.<br/>
<a id="pl.17.9"></a><var>17.9</var>(b) A probationary teacher whose first three years of consecutive employment are <br/>
<a id="pl.17.10"></a><var>17.10</var>interrupted for active military service and who promptly resumes teaching consistent with <br/>
<a id="pl.17.11"></a><var>17.11</var>federal reemployment timelines for uniformed service personnel under United States <br/>
<a id="pl.17.12"></a><var>17.12</var>Code, title 38, section 4312(e), is considered to have a consecutive teaching experience <br/>
<a id="pl.17.13"></a><var>17.13</var>for purposes of paragraph (a).<br/>
<a id="pl.17.14"></a><var>17.14</var>(c) A probationary teacher whose first three years of consecutive employment are <br/>
<a id="pl.17.15"></a><var>17.15</var>interrupted for maternity, paternity, or medical leave and who resumes teaching within 12 <br/>
<a id="pl.17.16"></a><var>17.16</var>months of when the leave began is considered to have a consecutive teaching experience <br/>
<a id="pl.17.17"></a><var>17.17</var>for purposes of paragraph (a) if the probationary teacher completes a combined total of <br/>
<a id="pl.17.18"></a><var>17.18</var>three years of teaching service immediately before and after the leave.<br/>
<a id="pl.17.19"></a><var>17.19</var>(d) A probationary teacher must complete at least 120 days of teaching service each <br/>
<a id="pl.17.20"></a><var>17.20</var>year during the probationary period. Days devoted to parent-teacher conferences, teachers' <br/>
<a id="pl.17.21"></a><var>17.21</var>workshops, and other staff development opportunities and days on which a teacher is <br/>
<a id="pl.17.22"></a><var>17.22</var>absent from school do not count as days of teaching service under this paragraph.<br/>
<a id="pl.17.23"></a><var>17.23</var><b>EFFECTIVE DATE.</b>This section is effective retroactively from July 1, 2013.<br/>
<br/>
<a id="bill.2.13.0"></a><a id="pl.17.24"></a><var>17.24</var>    Sec. 13. Minnesota Statutes 2012, section 122A.41, subdivision 6, is amended to read:<br/>
<a id="pl.17.25"></a><var>17.25</var>    Subd. 6. <b>Grounds for discharge or demotion.</b> (a) Except as otherwise provided <br/>
<a id="pl.17.26"></a><var>17.26</var>in paragraph (b), causes for the discharge or demotion of a teacher either during or after <br/>
<a id="pl.17.27"></a><var>17.27</var>the probationary period must be:<br/>
<a id="pl.17.28"></a><var>17.28</var>(1) immoral character, conduct unbecoming a teacher, or insubordination;<br/>
<a id="pl.17.29"></a><var>17.29</var>(2) failure without justifiable cause to teach without first securing the written release <br/>
<a id="pl.17.30"></a><var>17.30</var>of the school board having the care, management, or control of the school in which the <br/>
<a id="pl.17.31"></a><var>17.31</var>teacher is employed;<br/>
<a id="pl.17.32"></a><var>17.32</var>(3) inefficiency in teaching or in the management of a school, consistent with <br/>
<a id="pl.17.33"></a><var>17.33</var>subdivision 5, paragraph (b);<br/>
<a id="pl.18.1"></a><var>18.1</var>(4) affliction with active tuberculosis or other communicable disease must be <br/>
<a id="pl.18.2"></a><var>18.2</var>considered as cause for removal or suspension while the teacher is suffering from such <br/>
<a id="pl.18.3"></a><var>18.3</var>disability; or<br/>
<a id="pl.18.4"></a><var>18.4</var>(5) discontinuance of position or lack of pupils.<br/>
<a id="pl.18.5"></a><var>18.5</var>For purposes of this paragraph, conduct unbecoming a teacher includes an unfair <br/>
<a id="pl.18.6"></a><var>18.6</var>discriminatory practice described in section 
         <statute_ref>363A.13</statute_ref>.<br/>
<a id="pl.18.7"></a><var>18.7</var>(b) A probationary or continuing-contract teacher must be discharged immediately <br/>
<a id="pl.18.8"></a><var>18.8</var>upon receipt of notice under section 
         <statute_ref>122A.20, subdivision 1</statute_ref>, paragraph (b), that the <br/>
<a id="pl.18.9"></a><var>18.9</var>teacher's license has been revoked due to a conviction for child abuse or sexual abuse.<br/>
<a id="pl.18.10"></a><var>18.10</var>(c) When a teacher is discharged under paragraph (b) or when the commissioner <br/>
<a id="pl.18.11"></a><var>18.11</var>makes a final determination of child maltreatment involving a teacher under section <br/>
<a id="pl.18.12"></a><var>18.12</var>626.556, subdivision 11, the school principal or other person having administrative <br/>
<a id="pl.18.13"></a><var>18.13</var>control of the school must include in the teacher's employment record the information <br/>
<a id="pl.18.14"></a><var>18.14</var>contained in the record of the disciplinary action or the final maltreatment determination, <br/>
<a id="pl.18.15"></a><var>18.15</var>consistent with the definition of public data under section 13.41, subdivision 5, and must <br/>
<a id="pl.18.16"></a><var>18.16</var>provide the Board of Teaching and the licensing division at the department with the <br/>
<a id="pl.18.17"></a><var>18.17</var>necessary and relevant information to enable the Board of Teaching and the department's <br/>
<a id="pl.18.18"></a><var>18.18</var>licensing division to fulfill their statutory and administrative duties related to issuing, <br/>
<a id="pl.18.19"></a><var>18.19</var>renewing, suspending, or revoking a teacher's license. Information received by the Board <br/>
<a id="pl.18.20"></a><var>18.20</var>of Teaching or the licensing division at the department under this paragraph is governed <br/>
<a id="pl.18.21"></a><var>18.21</var>by section 13.41 or other applicable law governing data of the receiving entity. In addition <br/>
<a id="pl.18.22"></a><var>18.22</var>to the background check required under section 123B.03, a school board or other school <br/>
<a id="pl.18.23"></a><var>18.23</var>hiring authority must contact the Board of Teaching and the department to determine <br/>
<a id="pl.18.24"></a><var>18.24</var>whether the teacher's license has been suspended or revoked, consistent with the discharge <br/>
<a id="pl.18.25"></a><var>18.25</var>and final maltreatment determinations identified in this paragraph.<br/>
<a id="pl.18.26"></a><var>18.26</var><b>EFFECTIVE DATE.</b>This section is effective the day following final enactment.<br/>
<br/>
<a id="bill.2.14.0"></a><a id="pl.18.27"></a><var>18.27</var>    Sec. 14. Minnesota Statutes 2012, section 123A.06, subdivision 4, is amended to read:<br/>
<a id="pl.18.28"></a><var>18.28</var>    Subd. 4. <b>Granting a diploma.</b> Upon successful completion of the area learning <br/>
<a id="pl.18.29"></a><var>18.29</var>center program, a pupil is entitled to receive a high school diploma. The pupil may elect <br/>
<a id="pl.18.30"></a><var>18.30</var>to receive a diploma from either the district of residence or the district in which the <br/>
<a id="pl.18.31"></a><var>18.31</var>area learning center is located or the intermediate district or educational cooperative <br/>
<a id="pl.18.32"></a><var>18.32</var>responsible for the area learning center program.<br/>
<br/>
<a id="bill.2.15.0"></a><a id="pl.18.33"></a><var>18.33</var>    Sec. 15. Minnesota Statutes 2012, section 124D.03, subdivision 3, is amended to read:<br/>
<a id="pl.19.1"></a><var>19.1</var>    Subd. 3. <b>Pupil application procedures.</b> In order that a pupil may attend a school or <br/>
<a id="pl.19.2"></a><var>19.2</var>program in a nonresident district, the pupil's parent or guardian must submit an application <br/>
<a id="pl.19.3"></a><var>19.3</var>to the nonresident district. Before submitting an application, the pupil and the pupil's <br/>
<a id="pl.19.4"></a><var>19.4</var>parent or guardian must explore with a school guidance counselor, or other appropriate <br/>
<a id="pl.19.5"></a><var>19.5</var>staff member employed by the district the pupil is currently attending, the pupil's academic <br/>
<a id="pl.19.6"></a><var>19.6</var>or other reason for applying to enroll in a nonresident district. The pupil's application must <br/>
<a id="pl.19.7"></a><var>19.7</var>identify the a reason for enrolling in the nonresident district. The parent or guardian of a <br/>
<a id="pl.19.8"></a><var>19.8</var>pupil must submit an a signed application by January 15 for initial enrollment beginning <br/>
<a id="pl.19.9"></a><var>19.9</var>the following school year. The application must be on a form provided by the Department <br/>
<a id="pl.19.10"></a><var>19.10</var>of Education. A particular school or program may be requested by the parent. Once <br/>
<a id="pl.19.11"></a><var>19.11</var>enrolled in a nonresident district, the pupil may remain enrolled and is not required to <br/>
<a id="pl.19.12"></a><var>19.12</var>submit annual or periodic applications. If the student moves to a new resident district, <br/>
<a id="pl.19.13"></a><var>19.13</var>the student retains the seat in the nonresident district, but must submit a new enrollment <br/>
<a id="pl.19.14"></a><var>19.14</var>options form to update the student's information. To return to the resident district or to <br/>
<a id="pl.19.15"></a><var>19.15</var>transfer to a different nonresident district, the parent or guardian of the pupil must provide <br/>
<a id="pl.19.16"></a><var>19.16</var>notice to the resident district or apply to a different nonresident district by January 15 for <br/>
<a id="pl.19.17"></a><var>19.17</var>enrollment beginning the following school year.<br/>
<br/>
<a id="bill.2.16.0"></a><a id="pl.19.18"></a><var>19.18</var>    Sec. 16. Minnesota Statutes 2012, section 124D.03, subdivision 4, is amended to read:<br/>
<a id="pl.19.19"></a><var>19.19</var>    Subd. 4. <b>Desegregation</b><b> Achievement and integration</b><b> district transfers.</b> (a) <br/>
<a id="pl.19.20"></a><var>19.20</var>This subdivision applies to a transfer into or out of a district that has a desegregation an <br/>
<a id="pl.19.21"></a><var>19.21</var>achievement and integration plan approved by the commissioner of education.<br/>
<a id="pl.19.22"></a><var>19.22</var>(b) An application to transfer may be submitted at any time for enrollment beginning <br/>
<a id="pl.19.23"></a><var>19.23</var>at any time.<br/>
<a id="pl.19.24"></a><var>19.24</var>(c) A pupil enrolled in a nonresident district under a desegregation an achievement <br/>
<a id="pl.19.25"></a><var>19.25</var>and integration plan approved by the commissioner of education is not required to make <br/>
<a id="pl.19.26"></a><var>19.26</var>annual or periodic application for enrollment but may remain enrolled in the same district. <br/>
<a id="pl.19.27"></a><var>19.27</var>A pupil may transfer to the resident district at any time.<br/>
<a id="pl.19.28"></a><var>19.28</var>(d) Subdivision 2 applies to a transfer into or out of a district with a desegregation an <br/>
<a id="pl.19.29"></a><var>19.29</var>achievement and integration plan.<br/>
<br/>
<a id="bill.2.17.0"></a><a id="pl.19.30"></a><var>19.30</var>    Sec. 17. Minnesota Statutes 2012, section 124D.03, subdivision 5, is amended to read:<br/>
<a id="pl.19.31"></a><var>19.31</var>    Subd. 5. <b>Nonresident district procedures.</b> A district shall notify the parent or <br/>
<a id="pl.19.32"></a><var>19.32</var>guardian in writing by February 15 or within 90 days for applications submitted after <br/>
<a id="pl.19.33"></a><var>19.33</var>January 15 in the case of achievement and integration district transfers whether the <br/>
<a id="pl.19.34"></a><var>19.34</var>application has been accepted or rejected. If an application is rejected, the district must <br/>
<a id="pl.20.1"></a><var>20.1</var>state in the notification the reason for rejection. The parent or guardian must notify the <br/>
<a id="pl.20.2"></a><var>20.2</var>nonresident district by March 1 or within 45 days whether the pupil intends to enroll in the <br/>
<a id="pl.20.3"></a><var>20.3</var>nonresident district. Notice of intent to enroll in the nonresident district obligates the pupil <br/>
<a id="pl.20.4"></a><var>20.4</var>to attend the nonresident district during the following school year, unless the boards of <br/>
<a id="pl.20.5"></a><var>20.5</var>the resident and the nonresident districts agree in writing to allow the pupil to transfer <br/>
<a id="pl.20.6"></a><var>20.6</var>back to the resident district, or. If the pupil's parents or guardians change residence to <br/>
<a id="pl.20.7"></a><var>20.7</var>another district, the student does not lose the seat in the nonresident district but the parent <br/>
<a id="pl.20.8"></a><var>20.8</var>or guardian must complete an updated enrollment options form. If a parent or guardian <br/>
<a id="pl.20.9"></a><var>20.9</var>does not notify the nonresident district by the January 15 deadline, if it applies, the pupil <br/>
<a id="pl.20.10"></a><var>20.10</var>may not enroll in that nonresident district during the following school year, unless the <br/>
<a id="pl.20.11"></a><var>20.11</var>boards of the resident and nonresident district agree otherwise. The nonresident district <br/>
<a id="pl.20.12"></a><var>20.12</var>must notify the resident district by March 15 or 30 days later of the pupil's intent to enroll <br/>
<a id="pl.20.13"></a><var>20.13</var>in the nonresident district. The same procedures apply to a pupil who applies to transfer <br/>
<a id="pl.20.14"></a><var>20.14</var>from one participating nonresident district to another participating nonresident district.<br/>
<br/>
<a id="bill.2.18.0"></a><a id="pl.20.15"></a><var>20.15</var>    Sec. 18. Minnesota Statutes 2012, section 124D.03, is amended by adding a <br/>
<a id="pl.20.16"></a><var>20.16</var>subdivision to read:<br/>
<a id="pl.20.17"></a><var>20.17</var>    Subd. 5a. <b>Lotteries.</b> If a school district has more applications than available seats at <br/>
<a id="pl.20.18"></a><var>20.18</var>a specific grade level, it must hold an impartial lottery following the January 15 deadline <br/>
<a id="pl.20.19"></a><var>20.19</var>to determine which students will receive seats. Siblings of currently enrolled students and <br/>
<a id="pl.20.20"></a><var>20.20</var>applications related to an approved integration and achievement plan must receive priority <br/>
<a id="pl.20.21"></a><var>20.21</var>in the lottery. The process for the school district lottery must be established in school <br/>
<a id="pl.20.22"></a><var>20.22</var>district policy, approved by the school board, and be posted on the school district's Web site.<br/>
<br/>
<a id="bill.2.19.0"></a><a id="pl.20.23"></a><var>20.23</var>    Sec. 19. Minnesota Statutes 2012, section 124D.03, subdivision 6, is amended to read:<br/>
<a id="pl.20.24"></a><var>20.24</var>    Subd. 6. <b>Basis for decisions.</b> The board must adopt, by resolution, specific <br/>
<a id="pl.20.25"></a><var>20.25</var>standards for acceptance and rejection of applications. Standards may include the capacity <br/>
<a id="pl.20.26"></a><var>20.26</var>of a program, excluding special education services; class,; or school building. The <br/>
<a id="pl.20.27"></a><var>20.27</var>school board may not reject applications for enrollment in a particular grade level if the <br/>
<a id="pl.20.28"></a><var>20.28</var>nonresident enrollment at that grade level does not exceed the limit set by the board under <br/>
<a id="pl.20.29"></a><var>20.29</var>subdivision 2. Standards may not include previous academic achievement, athletic or <br/>
<a id="pl.20.30"></a><var>20.30</var>other extracurricular ability, disabling conditions, proficiency in the English language, <br/>
<a id="pl.20.31"></a><var>20.31</var>previous disciplinary proceedings, or the student's district of residence, except where the <br/>
<a id="pl.20.32"></a><var>20.32</var>district of residence is directly included in an enrollment options strategy included in an <br/>
<a id="pl.20.33"></a><var>20.33</var>approved achievement and integration program.<br/>
<br/>
<a id="bill.2.20.0"></a><a id="pl.21.1"></a><var>21.1</var>    Sec. 20. Minnesota Statutes 2012, section 124D.09, subdivision 6, is amended to read:<br/>
<a id="pl.21.2"></a><var>21.2</var>    Subd. 6. <b>Counseling.</b> To the extent possible, The school or school district must <br/>
<a id="pl.21.3"></a><var>21.3</var>provide counseling services to pupils and their parents or guardian before the pupils enroll <br/>
<a id="pl.21.4"></a><var>21.4</var>in courses under this section to ensure that the pupils and their parents or guardian are <br/>
<a id="pl.21.5"></a><var>21.5</var>fully aware of the risks and possible consequences of enrolling in postsecondary courses. <br/>
<a id="pl.21.6"></a><var>21.6</var>The school or school district must provide information on the program including who may <br/>
<a id="pl.21.7"></a><var>21.7</var>enroll, what institutions and courses are eligible for participation, the decision-making <br/>
<a id="pl.21.8"></a><var>21.8</var>process for granting academic credits, financial arrangements for tuition, books and <br/>
<a id="pl.21.9"></a><var>21.9</var>materials, eligibility criteria for transportation aid, available support services, the need <br/>
<a id="pl.21.10"></a><var>21.10</var>to arrange an appropriate schedule, consequences of failing or not completing a course <br/>
<a id="pl.21.11"></a><var>21.11</var>in which the pupil enrolls, the effect of enrolling in this program on the pupil's ability to <br/>
<a id="pl.21.12"></a><var>21.12</var>complete the required high school graduation requirements, and the academic and social <br/>
<a id="pl.21.13"></a><var>21.13</var>responsibilities that must be assumed by the pupils and their parents or guardian. The <br/>
<a id="pl.21.14"></a><var>21.14</var>person providing counseling shall encourage pupils and their parents or guardian to also <br/>
<a id="pl.21.15"></a><var>21.15</var>use available counseling services at the postsecondary institutions before the quarter or <br/>
<a id="pl.21.16"></a><var>21.16</var>semester of enrollment to ensure that anticipated plans are appropriate.<br/>
<a id="pl.21.17"></a><var>21.17</var>Prior to enrolling in a course, the pupil and the pupil's parents or guardian must sign <br/>
<a id="pl.21.18"></a><var>21.18</var>a form that must be provided by the school or school district and may be obtained from a <br/>
<a id="pl.21.19"></a><var>21.19</var>postsecondary institution stating that they have received the information specified in this <br/>
<a id="pl.21.20"></a><var>21.20</var>subdivision and that they understand the responsibilities that must be assumed in enrolling <br/>
<a id="pl.21.21"></a><var>21.21</var>in this program. The department must, upon request, provide technical assistance to a <br/>
<a id="pl.21.22"></a><var>21.22</var>school or school district in developing appropriate forms and counseling guidelines.<br/>
<br/>
<a id="bill.2.21.0"></a><a id="pl.21.23"></a><var>21.23</var>    Sec. 21. Minnesota Statutes 2012, section 124D.09, subdivision 7, is amended to read:<br/>
<a id="pl.21.24"></a><var>21.24</var>    Subd. 7. <b>Dissemination of information; notification of intent to enroll.</b> By March <br/>
<a id="pl.21.25"></a><var>21.25</var>1 of each year, a district must provide general up-to-date information on the district's Web <br/>
<a id="pl.21.26"></a><var>21.26</var>site about the program, including information about enrollment requirements and the <br/>
<a id="pl.21.27"></a><var>21.27</var>ability to earn postsecondary credit to all pupils in grades 8, 9, 10, and 11. To assist the <br/>
<a id="pl.21.28"></a><var>21.28</var>district in planning, a pupil shall inform the district by May 30 of each year of the pupil's <br/>
<a id="pl.21.29"></a><var>21.29</var>intent to enroll in postsecondary courses during the following school year. A pupil is <br/>
<a id="pl.21.30"></a><var>21.30</var>bound by notifying or not notifying the district by May 30.<br/>
<br/>
<a id="bill.2.22.0"></a><a id="pl.21.31"></a><var>21.31</var>    Sec. 22. Minnesota Statutes 2013 Supplement, section 124D.10, subdivision 3, is <br/>
<a id="pl.21.32"></a><var>21.32</var>amended to read:<br/>
<a id="pl.21.33"></a><var>21.33</var>    Subd. 3. <b>Authorizer.</b> (a) For purposes of this section, the terms defined in this <br/>
<a id="pl.21.34"></a><var>21.34</var>subdivision have the meanings given them.<br/>
<a id="pl.22.1"></a><var>22.1</var>    "Application" to receive approval as an authorizer means the proposal an eligible <br/>
<a id="pl.22.2"></a><var>22.2</var>authorizer submits to the commissioner under paragraph (c) before that authorizer is able <br/>
<a id="pl.22.3"></a><var>22.3</var>to submit any affidavit to charter to a school.<br/>
<a id="pl.22.4"></a><var>22.4</var>    "Application" under subdivision 4 means the charter school business plan a <br/>
<a id="pl.22.5"></a><var>22.5</var>school developer submits to an authorizer for approval to establish a charter school that <br/>
<a id="pl.22.6"></a><var>22.6</var>documents the school developer's mission statement, school purposes, program design, <br/>
<a id="pl.22.7"></a><var>22.7</var>financial plan, governance and management structure, and background and experience, <br/>
<a id="pl.22.8"></a><var>22.8</var>plus any other information the authorizer requests. The application also shall include a <br/>
<a id="pl.22.9"></a><var>22.9</var>"statement of assurances" of legal compliance prescribed by the commissioner.<br/>
<a id="pl.22.10"></a><var>22.10</var>    "Affidavit" means a written statement the authorizer submits to the commissioner <br/>
<a id="pl.22.11"></a><var>22.11</var>for approval to establish a charter school under subdivision 4 attesting to its review and <br/>
<a id="pl.22.12"></a><var>22.12</var>approval process before chartering a school.<br/>
<a id="pl.22.13"></a><var>22.13</var>    (b) The following organizations may authorize one or more charter schools:<br/>
<a id="pl.22.14"></a><var>22.14</var>    (1) a school board, intermediate school district school board, or education district <br/>
<a id="pl.22.15"></a><var>22.15</var>organized under sections 
         <statute_ref>123A.15</statute_ref> to 
         <statute_ref>123A.19</statute_ref>;<br/>
<a id="pl.22.16"></a><var>22.16</var>    (2) a charitable organization under section 501(c)(3) of the Internal Revenue Code <br/>
<a id="pl.22.17"></a><var>22.17</var>of 1986, excluding a nonpublic sectarian or religious institution; any person other than a <br/>
<a id="pl.22.18"></a><var>22.18</var>natural person that directly or indirectly, through one or more intermediaries, controls, <br/>
<a id="pl.22.19"></a><var>22.19</var>is controlled by, or is under common control with the nonpublic sectarian or religious <br/>
<a id="pl.22.20"></a><var>22.20</var>institution; and any other charitable organization under this clause that in the federal IRS <br/>
<a id="pl.22.21"></a><var>22.21</var>Form 1023, Part IV, describes activities indicating a religious purpose, that:<br/>
<a id="pl.22.22"></a><var>22.22</var>    (i) is a member of the Minnesota Council of Nonprofits or the Minnesota Council on <br/>
<a id="pl.22.23"></a><var>22.23</var>Foundations;<br/>
<a id="pl.22.24"></a><var>22.24</var>    (ii) is registered with the attorney general's office; and<br/>
<a id="pl.22.25"></a><var>22.25</var>    (iii) is incorporated in the state of Minnesota and has been operating continuously <br/>
<a id="pl.22.26"></a><var>22.26</var>for at least five years but does not operate a charter school;<br/>
<a id="pl.22.27"></a><var>22.27</var>    (3) a Minnesota private college, notwithstanding clause (2), that grants two- or <br/>
<a id="pl.22.28"></a><var>22.28</var>four-year degrees and is registered with the Minnesota Office of Higher Education under <br/>
<a id="pl.22.29"></a><var>22.29</var>chapter 136A; community college, state university, or technical college governed by the <br/>
<a id="pl.22.30"></a><var>22.30</var>Board of Trustees of the Minnesota State Colleges and Universities; or the University <br/>
<a id="pl.22.31"></a><var>22.31</var>of Minnesota;<br/>
<a id="pl.22.32"></a><var>22.32</var>    (4) a nonprofit corporation subject to chapter 317A, described in section 
         <statute_ref>317A.905</statute_ref>, <br/>
<a id="pl.22.33"></a><var>22.33</var>and exempt from federal income tax under section 501(c)(6) of the Internal Revenue Code <br/>
<a id="pl.22.34"></a><var>22.34</var>of 1986, may authorize one or more charter schools if the charter school has operated <br/>
<a id="pl.22.35"></a><var>22.35</var>for at least three years under a different authorizer and if the nonprofit corporation has <br/>
<a id="pl.22.36"></a><var>22.36</var>existed for at least 25 years; or<br/>
<a id="pl.23.1"></a><var>23.1</var>    (5) single-purpose authorizers that are formed as charitable, nonsectarian <br/>
<a id="pl.23.2"></a><var>23.2</var>organizations formed under section 501(c)(3) of the Internal Revenue Code of 1986 and <br/>
<a id="pl.23.3"></a><var>23.3</var>incorporated in the state of Minnesota under chapter 317A as a corporation with no <br/>
<a id="pl.23.4"></a><var>23.4</var>members whose or under section 322B.975 as a nonprofit limited liability company for <br/>
<a id="pl.23.5"></a><var>23.5</var>the sole purpose is to charter of chartering schools. Eligible organizations interested <br/>
<a id="pl.23.6"></a><var>23.6</var>in being approved as an authorizer under this paragraph must submit a proposal to the <br/>
<a id="pl.23.7"></a><var>23.7</var>commissioner that includes the provisions of paragraph (c) and a five-year financial plan. <br/>
<a id="pl.23.8"></a><var>23.8</var>Such authorizers shall consider and approve charter school applications using the criteria <br/>
<a id="pl.23.9"></a><var>23.9</var>provided in subdivision 4 and shall not limit the applications it solicits, considers, or <br/>
<a id="pl.23.10"></a><var>23.10</var>approves to any single curriculum, learning program, or method.<br/>
<a id="pl.23.11"></a><var>23.11</var>    (c) An eligible authorizer under this subdivision must apply to the commissioner for <br/>
<a id="pl.23.12"></a><var>23.12</var>approval as an authorizer before submitting any affidavit to the commissioner to charter <br/>
<a id="pl.23.13"></a><var>23.13</var>a school. The application for approval as a charter school authorizer must demonstrate <br/>
<a id="pl.23.14"></a><var>23.14</var>the applicant's ability to implement the procedures and satisfy the criteria for chartering a <br/>
<a id="pl.23.15"></a><var>23.15</var>school under this section. The commissioner must approve or disapprove an application <br/>
<a id="pl.23.16"></a><var>23.16</var>within 45 business days of the application deadline. If the commissioner disapproves <br/>
<a id="pl.23.17"></a><var>23.17</var>the application, the commissioner must notify the applicant of the specific deficiencies <br/>
<a id="pl.23.18"></a><var>23.18</var>in writing and the applicant then has 20 business days to address the deficiencies to the <br/>
<a id="pl.23.19"></a><var>23.19</var>commissioner's satisfaction. After the 20 business days expire, the commissioner has 15 <br/>
<a id="pl.23.20"></a><var>23.20</var>business days to make a final decision to approve or disapprove the application. Failing to <br/>
<a id="pl.23.21"></a><var>23.21</var>address the deficiencies to the commissioner's satisfaction makes an applicant ineligible to <br/>
<a id="pl.23.22"></a><var>23.22</var>be an authorizer. The commissioner, in establishing criteria for approval, must consider <br/>
<a id="pl.23.23"></a><var>23.23</var>the applicant's:<br/>
<a id="pl.23.24"></a><var>23.24</var>    (1) capacity and infrastructure;<br/>
<a id="pl.23.25"></a><var>23.25</var>    (2) application criteria and process;<br/>
<a id="pl.23.26"></a><var>23.26</var>    (3) contracting process;<br/>
<a id="pl.23.27"></a><var>23.27</var>    (4) ongoing oversight and evaluation processes; and<br/>
<a id="pl.23.28"></a><var>23.28</var>    (5) renewal criteria and processes.<br/>
<a id="pl.23.29"></a><var>23.29</var>    (d) An applicant must include in its application to the commissioner to be an <br/>
<a id="pl.23.30"></a><var>23.30</var>approved authorizer at least the following:<br/>
<a id="pl.23.31"></a><var>23.31</var>    (1) how chartering schools is a way for the organization to carry out its mission;<br/>
<a id="pl.23.32"></a><var>23.32</var>    (2) a description of the capacity of the organization to serve as an authorizer, <br/>
<a id="pl.23.33"></a><var>23.33</var>including the personnel who will perform the authorizing duties, their qualifications, the <br/>
<a id="pl.23.34"></a><var>23.34</var>amount of time they will be assigned to this responsibility, and the financial resources <br/>
<a id="pl.23.35"></a><var>23.35</var>allocated by the organization to this responsibility;<br/>
<a id="pl.24.1"></a><var>24.1</var>    (3) a description of the application and review process the authorizer will use to <br/>
<a id="pl.24.2"></a><var>24.2</var>make decisions regarding the granting of charters;<br/>
<a id="pl.24.3"></a><var>24.3</var>    (4) a description of the type of contract it will arrange with the schools it charters <br/>
<a id="pl.24.4"></a><var>24.4</var>that meets the provisions of subdivision 6;<br/>
<a id="pl.24.5"></a><var>24.5</var>    (5) the process to be used for providing ongoing oversight of the school consistent <br/>
<a id="pl.24.6"></a><var>24.6</var>with the contract expectations specified in clause (4) that assures that the schools chartered <br/>
<a id="pl.24.7"></a><var>24.7</var>are complying with both the provisions of applicable law and rules, and with the contract;<br/>
<a id="pl.24.8"></a><var>24.8</var>    (6) a description of the criteria and process the authorizer will use to grant expanded <br/>
<a id="pl.24.9"></a><var>24.9</var>applications under subdivision 4, paragraph (j);<br/>
<a id="pl.24.10"></a><var>24.10</var>    (7) the process for making decisions regarding the renewal or termination of <br/>
<a id="pl.24.11"></a><var>24.11</var>the school's charter based on evidence that demonstrates the academic, organizational, <br/>
<a id="pl.24.12"></a><var>24.12</var>and financial competency of the school, including its success in increasing student <br/>
<a id="pl.24.13"></a><var>24.13</var>achievement and meeting the goals of the charter school agreement; and<br/>
<a id="pl.24.14"></a><var>24.14</var>    (8) an assurance specifying that the organization is committed to serving as an <br/>
<a id="pl.24.15"></a><var>24.15</var>authorizer for the full five-year term.<br/>
<a id="pl.24.16"></a><var>24.16</var>    (e) A disapproved applicant under this section may resubmit an application during a <br/>
<a id="pl.24.17"></a><var>24.17</var>future application period.<br/>
<a id="pl.24.18"></a><var>24.18</var>    (f) If the governing board of an approved authorizer votes to withdraw as an <br/>
<a id="pl.24.19"></a><var>24.19</var>approved authorizer for a reason unrelated to any cause under subdivision 23, the <br/>
<a id="pl.24.20"></a><var>24.20</var>authorizer must notify all its chartered schools and the commissioner in writing by July <br/>
<a id="pl.24.21"></a><var>24.21</var>15 of its intent to withdraw as an authorizer on June 30 in the next calendar year. The <br/>
<a id="pl.24.22"></a><var>24.22</var>commissioner may approve the transfer of a charter school to a new authorizer under this <br/>
<a id="pl.24.23"></a><var>24.23</var>paragraph after the new authorizer submits an affidavit to the commissioner.<br/>
<a id="pl.24.24"></a><var>24.24</var>    (g) The authorizer must participate in department-approved training.<br/>
<a id="pl.24.25"></a><var>24.25</var>    (h) The commissioner shall review an authorizer's performance every five years in <br/>
<a id="pl.24.26"></a><var>24.26</var>a manner and form determined by the commissioner and may review an authorizer's <br/>
<a id="pl.24.27"></a><var>24.27</var>performance more frequently at the commissioner's own initiative or at the request of a <br/>
<a id="pl.24.28"></a><var>24.28</var>charter school operator, charter school board member, or other interested party. The <br/>
<a id="pl.24.29"></a><var>24.29</var>commissioner, after completing the review, shall transmit a report with findings to the <br/>
<a id="pl.24.30"></a><var>24.30</var>authorizer. If, consistent with this section, the commissioner finds that an authorizer has <br/>
<a id="pl.24.31"></a><var>24.31</var>not fulfilled the requirements of this section, the commissioner may subject the authorizer <br/>
<a id="pl.24.32"></a><var>24.32</var>to corrective action, which may include terminating the contract with the charter school <br/>
<a id="pl.24.33"></a><var>24.33</var>board of directors of a school it chartered. The commissioner must notify the authorizer <br/>
<a id="pl.24.34"></a><var>24.34</var>in writing of any findings that may subject the authorizer to corrective action and <br/>
<a id="pl.24.35"></a><var>24.35</var>the authorizer then has 15 business days to request an informal hearing before the <br/>
<a id="pl.24.36"></a><var>24.36</var>commissioner takes corrective action. If the commissioner terminates a contract between <br/>
<a id="pl.25.1"></a><var>25.1</var>an authorizer and a charter school under this paragraph, the commissioner may assist the <br/>
<a id="pl.25.2"></a><var>25.2</var>charter school in acquiring a new authorizer.<br/>
<a id="pl.25.3"></a><var>25.3</var>    (i) The commissioner may at any time take corrective action against an authorizer, <br/>
<a id="pl.25.4"></a><var>25.4</var>including terminating an authorizer's ability to charter a school for:<br/>
<a id="pl.25.5"></a><var>25.5</var>    (1) failing to demonstrate the criteria under paragraph (c) under which the <br/>
<a id="pl.25.6"></a><var>25.6</var>commissioner approved the authorizer;<br/>
<a id="pl.25.7"></a><var>25.7</var>    (2) violating a term of the chartering contract between the authorizer and the charter <br/>
<a id="pl.25.8"></a><var>25.8</var>school board of directors;<br/>
<a id="pl.25.9"></a><var>25.9</var>    (3) unsatisfactory performance as an approved authorizer; or<br/>
<a id="pl.25.10"></a><var>25.10</var>    (4) any good cause shown that provides the commissioner a legally sufficient reason <br/>
<a id="pl.25.11"></a><var>25.11</var>to take corrective action against an authorizer.<br/>
<a id="pl.25.12"></a><var>25.12</var><b>EFFECTIVE DATE.</b>This section is effective the day following final enactment.<br/>
<br/>
<a id="bill.2.23.0"></a><a id="pl.25.13"></a><var>25.13</var>    Sec. 23. Minnesota Statutes 2013 Supplement, section 124D.4531, subdivision 1, <br/>
<a id="pl.25.14"></a><var>25.14</var>is amended to read:<br/>
<a id="pl.25.15"></a><var>25.15</var>    Subdivision 1. <b>Career and technical revenue.</b> (a) A district with a career and <br/>
<a id="pl.25.16"></a><var>25.16</var>technical program approved under this section for the fiscal year in which the levy is <br/>
<a id="pl.25.17"></a><var>25.17</var>certified is eligible for career and technical revenue equal to 35 percent of approved <br/>
<a id="pl.25.18"></a><var>25.18</var>expenditures in the fiscal year in which the levy is certified for the following:<br/>
<a id="pl.25.19"></a><var>25.19</var>(1) salaries paid to essential, licensed personnel providing direct instructional <br/>
<a id="pl.25.20"></a><var>25.20</var>services to students in that fiscal year, including extended contracts, for services rendered <br/>
<a id="pl.25.21"></a><var>25.21</var>in the district's approved career and technical education programs, excluding salaries <br/>
<a id="pl.25.22"></a><var>25.22</var>reimbursed by another school district under clause (2);<br/>
<a id="pl.25.23"></a><var>25.23</var>(2) amounts paid to another Minnesota school district for salaries of essential, <br/>
<a id="pl.25.24"></a><var>25.24</var>licensed personnel providing direct instructional services to students in that fiscal year for <br/>
<a id="pl.25.25"></a><var>25.25</var>services rendered in the district's approved career and technical education programs;<br/>
<a id="pl.25.26"></a><var>25.26</var>(3) contracted services provided by a public or private agency other than a Minnesota <br/>
<a id="pl.25.27"></a><var>25.27</var>school district or cooperative center under subdivision 7 chapter 123A or 136D;<br/>
<a id="pl.25.28"></a><var>25.28</var>(4) necessary travel between instructional sites by licensed career and technical <br/>
<a id="pl.25.29"></a><var>25.29</var>education personnel;<br/>
<a id="pl.25.30"></a><var>25.30</var>(5) necessary travel by licensed career and technical education personnel for <br/>
<a id="pl.25.31"></a><var>25.31</var>vocational student organization activities held within the state for instructional purposes;<br/>
<a id="pl.25.32"></a><var>25.32</var>(6) curriculum development activities that are part of a five-year plan for <br/>
<a id="pl.25.33"></a><var>25.33</var>improvement based on program assessment;<br/>
<a id="pl.25.34"></a><var>25.34</var>(7) necessary travel by licensed career and technical education personnel for <br/>
<a id="pl.25.35"></a><var>25.35</var>noncollegiate credit-bearing professional development; and<br/>
<a id="pl.26.1"></a><var>26.1</var>(8) specialized vocational instructional supplies.<br/>
<a id="pl.26.2"></a><var>26.2</var>(b) Up to ten percent of a district's career and technical revenue may be spent on <br/>
<a id="pl.26.3"></a><var>26.3</var>equipment purchases. Districts using the career and technical revenue for equipment <br/>
<a id="pl.26.4"></a><var>26.4</var>purchases must report to the department on the improved learning opportunities for <br/>
<a id="pl.26.5"></a><var>26.5</var>students that result from the investment in equipment.<br/>
<a id="pl.26.6"></a><var>26.6</var>(c) (b) The district must recognize the full amount of this levy as revenue for the <br/>
<a id="pl.26.7"></a><var>26.7</var>fiscal year in which it is certified.<br/>
<a id="pl.26.8"></a><var>26.8</var>(d) (c) The amount of the revenue calculated under this subdivision may not exceed <br/>
<a id="pl.26.9"></a><var>26.9</var>$17,850,000 for taxes payable in 2012, $15,520,000 for taxes payable in 2013, and <br/>
<a id="pl.26.10"></a><var>26.10</var>$20,657,000 for taxes payable in 2014.<br/>
<a id="pl.26.11"></a><var>26.11</var>(e) (d) If the estimated revenue exceeds the amount in paragraph (d) (c), the <br/>
<a id="pl.26.12"></a><var>26.12</var>commissioner must reduce the percentage in paragraph (a) until the estimated revenue no <br/>
<a id="pl.26.13"></a><var>26.13</var>longer exceeds the limit in paragraph (d) (c).<br/>
<br/>
<a id="bill.2.24.0"></a><a id="pl.26.14"></a><var>26.14</var>    Sec. 24. Minnesota Statutes 2013 Supplement, section 124D.4531, subdivision 3, <br/>
<a id="pl.26.15"></a><var>26.15</var>is amended to read:<br/>
<a id="pl.26.16"></a><var>26.16</var>    Subd. 3. <b>Revenue guarantee.</b> Notwithstanding subdivision 1, paragraph (a), the <br/>
<a id="pl.26.17"></a><var>26.17</var>career and technical education revenue for a district is not less than the lesser of:<br/>
<a id="pl.26.18"></a><var>26.18</var>(1) the district's career and technical education revenue for the previous fiscal year; or<br/>
<a id="pl.26.19"></a><var>26.19</var>(2) 100 percent of the approved expenditures for career and technical programs <br/>
<a id="pl.26.20"></a><var>26.20</var>included in subdivision 1, paragraph (b) (a), for the fiscal year in which the levy is certified.<br/>
<br/>
<a id="bill.2.25.0"></a><a id="pl.26.21"></a><var>26.21</var>    Sec. 25. Minnesota Statutes 2013 Supplement, section 124D.4531, subdivision 3a, <br/>
<a id="pl.26.22"></a><var>26.22</var>is amended to read:<br/>
<a id="pl.26.23"></a><var>26.23</var>    Subd. 3a. <b>Revenue adjustments.</b> Notwithstanding subdivisions 1, 1a, and 3, for <br/>
<a id="pl.26.24"></a><var>26.24</var>taxes payable in 2012 to 2014 only, the department must calculate the career and technical <br/>
<a id="pl.26.25"></a><var>26.25</var>revenue for each district according to Minnesota Statutes 2010, section 
         <statute_ref>124D.4531</statute_ref>, and <br/>
<a id="pl.26.26"></a><var>26.26</var>adjust the revenue for each district proportionately to meet the statewide revenue target <br/>
<a id="pl.26.27"></a><var>26.27</var>under subdivision 1, paragraph (d) (c). For purposes of calculating the revenue guarantee <br/>
<a id="pl.26.28"></a><var>26.28</var>under subdivision 3, the career and technical education revenue for the previous fiscal <br/>
<a id="pl.26.29"></a><var>26.29</var>year is the revenue according to Minnesota Statutes 2010, section 
         <statute_ref>124D.4531</statute_ref>, before <br/>
<a id="pl.26.30"></a><var>26.30</var>adjustments to meet the statewide revenue target.<br/>
<br/>
<a id="bill.2.26.0"></a><a id="pl.26.31"></a><var>26.31</var>    Sec. 26. Minnesota Statutes 2013 Supplement, section 124D.861, subdivision 3, <br/>
<a id="pl.26.32"></a><var>26.32</var>is amended to read:<br/>
<a id="pl.27.1"></a><var>27.1</var>    Subd. 3. <b>Public engagement; progress report and budget process.</b> (a) To <br/>
<a id="pl.27.2"></a><var>27.2</var>receive revenue under section 
         <statute_ref>124D.862</statute_ref>, the school board of an eligible district must <br/>
<a id="pl.27.3"></a><var>27.3</var>incorporate school and district plan components under section 
         <statute_ref>120B.11</statute_ref> into the district's <br/>
<a id="pl.27.4"></a><var>27.4</var>comprehensive integration plan.<br/>
<a id="pl.27.5"></a><var>27.5</var>(b) A school board must hold at least one formal annual hearing to publicly report its <br/>
<a id="pl.27.6"></a><var>27.6</var>progress in realizing the goals identified in its plan. At the hearing, the board must provide <br/>
<a id="pl.27.7"></a><var>27.7</var>the public with longitudinal data demonstrating district and school progress in reducing <br/>
<a id="pl.27.8"></a><var>27.8</var>the disparities in student academic performance among the specified categories of students <br/>
<a id="pl.27.9"></a><var>27.9</var>and in realizing racial and economic integration, consistent with the district plan and the <br/>
<a id="pl.27.10"></a><var>27.10</var>measures in paragraph (a). At least 30 days before the formal hearing under this paragraph, <br/>
<a id="pl.27.11"></a><var>27.11</var>the board must post its plan, its preliminary analysis, relevant student performance data, <br/>
<a id="pl.27.12"></a><var>27.12</var>and other longitudinal data on the district's Web site. A district must hold one hearing to <br/>
<a id="pl.27.13"></a><var>27.13</var>meet the hearing requirements of both this section and section 
         <statute_ref>120B.11</statute_ref>.<br/>
<a id="pl.27.14"></a><var>27.14</var>(c) The district must submit a detailed budget to the commissioner by March 15 in <br/>
<a id="pl.27.15"></a><var>27.15</var>the year before it implements its plan. The commissioner must review, and approve or <br/>
<a id="pl.27.16"></a><var>27.16</var>disapprove the district's budget by June 1 of that year.<br/>
<a id="pl.27.17"></a><var>27.17</var>(d) The longitudinal data required under paragraph (a) must be based on student <br/>
<a id="pl.27.18"></a><var>27.18</var>growth and progress in reading and mathematics, as defined under section 
         <statute_ref>120B.30</statute_ref>, <br/>
<a id="pl.27.19"></a><var>27.19</var>subdivision 1, and student performance data and achievement reports from fully adaptive <br/>
<a id="pl.27.20"></a><var>27.20</var>reading and mathematics assessments for grades 3 through 7 beginning in the 2015-2016 <br/>
<a id="pl.27.21"></a><var>27.21</var>school year under section 
         <statute_ref>120B.30, subdivision 1a</statute_ref>, and either (i) school enrollment <br/>
<a id="pl.27.22"></a><var>27.22</var>choices, (ii) the number of world language proficiency or high achievement certificates <br/>
<a id="pl.27.23"></a><var>27.23</var>awarded under section 
         <statute_ref>120B.022, subdivision 1</statute_ref>, paragraphs (b) and (c) 1a, or the number <br/>
<a id="pl.27.24"></a><var>27.24</var>of state bilingual and multilingual seals issued under section 120B.022, subdivision 1b, <br/>
<a id="pl.27.25"></a><var>27.25</var>or (iii) school safety and students' engagement and connection at school under section <br/>
<statute_ref><a id="pl.27.26"></a><var>27.26</var>120B.35, subdivision 3
         </statute_ref>, paragraph (d). Additional longitudinal data may be based on: <br/>
<a id="pl.27.27"></a><var>27.27</var>students' progress toward career and college readiness under section 
         <statute_ref>120B.30, subdivision <br/>
<a id="pl.27.28"></a><var>27.28</var>1
         </statute_ref>; or rigorous coursework completed under section 
         <statute_ref>120B.35, subdivision 3</statute_ref>, paragraph <br/>
<a id="pl.27.29"></a><var>27.29</var>(c), clause (2).<br/>
<a id="pl.27.30"></a><var>27.30</var><b>EFFECTIVE DATE.</b>This section is effective for the 2014-2015 school year and <br/>
<a id="pl.27.31"></a><var>27.31</var>later.<br/>
<br/>
<a id="bill.2.27.0"></a><a id="pl.27.32"></a><var>27.32</var>    Sec. 27. Minnesota Statutes 2013 Supplement, section 127A.70, subdivision 2, is <br/>
<a id="pl.27.33"></a><var>27.33</var>amended to read:<br/>
<a id="pl.27.34"></a><var>27.34</var>    Subd. 2. <b>Powers and duties; report.</b> (a) The partnership shall develop <br/>
<a id="pl.27.35"></a><var>27.35</var>recommendations to the governor and the legislature designed to maximize the achievement <br/>
<a id="pl.28.1"></a><var>28.1</var>of all P-20 students while promoting the efficient use of state resources, thereby helping <br/>
<a id="pl.28.2"></a><var>28.2</var>the state realize the maximum value for its investment. These recommendations may <br/>
<a id="pl.28.3"></a><var>28.3</var>include, but are not limited to, strategies, policies, or other actions focused on:<br/>
<a id="pl.28.4"></a><var>28.4</var>    (1) improving the quality of and access to education at all points from preschool <br/>
<a id="pl.28.5"></a><var>28.5</var>through graduate education;<br/>
<a id="pl.28.6"></a><var>28.6</var>    (2) improving preparation for, and transitions to, postsecondary education and <br/>
<a id="pl.28.7"></a><var>28.7</var>work; and<br/>
<a id="pl.28.8"></a><var>28.8</var>    (3) ensuring educator quality by creating rigorous standards for teacher recruitment, <br/>
<a id="pl.28.9"></a><var>28.9</var>teacher preparation, induction and mentoring of beginning teachers, and continuous <br/>
<a id="pl.28.10"></a><var>28.10</var>professional development for career teachers; and<br/>
<a id="pl.28.11"></a><var>28.11</var>    (4) realigning the governance and administrative structures of early education, <br/>
<a id="pl.28.12"></a><var>28.12</var>kindergarten through grade 12, and postsecondary systems in Minnesota.<br/>
<a id="pl.28.13"></a><var>28.13</var>    (b) Under the direction of the P-20 Education Partnership Statewide Longitudinal <br/>
<a id="pl.28.14"></a><var>28.14</var>Education Data System Governance Committee, the Office of Higher Education and the <br/>
<a id="pl.28.15"></a><var>28.15</var>Departments of Education and Employment and Economic Development shall improve <br/>
<a id="pl.28.16"></a><var>28.16</var>and expand the Statewide Longitudinal Education Data System (SLEDS) to provide <br/>
<a id="pl.28.17"></a><var>28.17</var>policymakers, education and workforce leaders, researchers, and members of the public <br/>
<a id="pl.28.18"></a><var>28.18</var>with data, research, and reports to:<br/>
<a id="pl.28.19"></a><var>28.19</var>(1) expand reporting on students' educational outcomes;<br/>
<a id="pl.28.20"></a><var>28.20</var>(2) evaluate the effectiveness of educational and workforce programs; and<br/>
<a id="pl.28.21"></a><var>28.21</var>(3) evaluate the relationship between education and workforce outcomes.<br/>
<a id="pl.28.22"></a><var>28.22</var>To the extent possible under federal and state law, research and reports should be <br/>
<a id="pl.28.23"></a><var>28.23</var>accessible to the public on the Internet, and disaggregated by demographic characteristics, <br/>
<a id="pl.28.24"></a><var>28.24</var>organization or organization characteristics, and geography.<br/>
<a id="pl.28.25"></a><var>28.25</var>It is the intent of the legislature that the Statewide Longitudinal Education Data <br/>
<a id="pl.28.26"></a><var>28.26</var>System inform public policy and decision-making. The SLEDS governance committee, <br/>
<a id="pl.28.27"></a><var>28.27</var>with assistance from staff of the Office of Higher Education, the Department of Education, <br/>
<a id="pl.28.28"></a><var>28.28</var>and the Department of Employment and Economic Development, shall respond to <br/>
<a id="pl.28.29"></a><var>28.29</var>legislative committee and agency requests on topics utilizing data made available through <br/>
<a id="pl.28.30"></a><var>28.30</var>the Statewide Longitudinal Education Data System as resources permit. Any analysis of <br/>
<a id="pl.28.31"></a><var>28.31</var>or report on the data must contain only summary data.<br/>
<a id="pl.28.32"></a><var>28.32</var>    (c) By January 15 of each year, the partnership shall submit a report to the governor <br/>
<a id="pl.28.33"></a><var>28.33</var>and to the chairs and ranking minority members of the legislative committees and <br/>
<a id="pl.28.34"></a><var>28.34</var>divisions with jurisdiction over P-20 education policy and finance that summarizes the <br/>
<a id="pl.28.35"></a><var>28.35</var>partnership's progress in meeting its goals and identifies the need for any draft legislation <br/>
<a id="pl.29.1"></a><var>29.1</var>when necessary to further the goals of the partnership to maximize student achievement <br/>
<a id="pl.29.2"></a><var>29.2</var>while promoting efficient use of resources.<br/>
<br/>
<a id="bill.2.28.0"></a><a id="pl.29.3"></a><var>29.3</var>    Sec. 28. <b>MNSCU REVIEW OF WORLD LANGUAGE COMPETENCIES.</b><br/>
<a id="pl.29.4"></a><var>29.4</var>The Minnesota State Colleges and Universities (MnSCU) chancellor, after <br/>
<a id="pl.29.5"></a><var>29.5</var>consulting with the world language faculty, must review the specific competencies a <br/>
<a id="pl.29.6"></a><var>29.6</var>K-12 student masters in attaining a state bilingual seal, multilingual seal, Minnesota <br/>
<a id="pl.29.7"></a><var>29.7</var>World Language Proficiency Certificate, or Minnesota World Language Proficiency High <br/>
<a id="pl.29.8"></a><var>29.8</var>Achievement Certificate under section 3, subdivisions 1a and 1b, and determine credit <br/>
<a id="pl.29.9"></a><var>29.9</var>and course equivalencies for each seal or certificate. The chancellor, or the chancellor's <br/>
<a id="pl.29.10"></a><var>29.10</var>designee, must report findings, determinations, and any recommendations to the education <br/>
<a id="pl.29.11"></a><var>29.11</var>policy and finance committees of the legislature by February 15, 2015.<br/>
<a id="pl.29.12"></a><var>29.12</var><b>EFFECTIVE DATE.</b>This section is effective the day following final enactment.<br/>
<br/>
<a id="bill.2.29.0"></a><a id="pl.29.13"></a><var>29.13</var>    Sec. 29. <b> REPEALER.</b><br/>
<a id="pl.29.14"></a><var>29.14</var>Minnesota Statutes 2012, sections 120B.35, subdivision 4; and 122A.61, subdivision <br/>
<a id="pl.29.15"></a><var>29.15</var>2, are repealed.<br/>
<br/>
<a id="bill.3.0.0"></a>

<a id="bill.3.1.0"></a><a id="pl.29.18"></a><var>29.18</var>    Section 1. Minnesota Statutes 2012, section 121A.582, subdivision 1, is amended to <br/>
<a id="pl.29.19"></a><var>29.19</var>read:<br/>
<a id="pl.29.20"></a><var>29.20</var>    Subdivision 1. <b>Reasonable force standard.</b> (a) A teacher or school principal, in <br/>
<a id="pl.29.21"></a><var>29.21</var>exercising the person's lawful authority, may use reasonable force when it is necessary <br/>
<a id="pl.29.22"></a><var>29.22</var>under the circumstances to correct or restrain a student or prevent bodily harm or death <br/>
<a id="pl.29.23"></a><var>29.23</var>to another.<br/>
<a id="pl.29.24"></a><var>29.24</var>(b) A school employee, school bus driver, or other agent of a district, in exercising <br/>
<a id="pl.29.25"></a><var>29.25</var>the person's lawful authority, may use reasonable force when it is necessary under the <br/>
<a id="pl.29.26"></a><var>29.26</var>circumstances to restrain a student or prevent bodily harm or death to another.<br/>
<a id="pl.29.27"></a><var>29.27</var>(c) Paragraphs (a) and (b) do not authorize conduct prohibited under sections <br/>
<a id="pl.29.28"></a><var>29.28</var><statute_ref>121A.58</statute_ref> and 
<statute_ref>121A.67</statute_ref> section 125A.0942.<br/>
<a id="pl.29.29"></a><var>29.29</var><b>EFFECTIVE DATE.</b>This section is effective the day following final enactment.<br/>
<br/>
<a id="bill.3.2.0"></a><a id="pl.29.30"></a><var>29.30</var>    Sec. 2. Minnesota Statutes 2012, section 125A.023, subdivision 3, is amended to read:<br/>
<a id="pl.30.1"></a><var>30.1</var>    Subd. 3. <b>Definitions.</b> For purposes of this section and section 
         <statute_ref>125A.027</statute_ref>, the <br/>
<a id="pl.30.2"></a><var>30.2</var>following terms have the meanings given them:<br/>
<a id="pl.30.3"></a><var>30.3</var>(a) "Health plan" means:<br/>
<a id="pl.30.4"></a><var>30.4</var>(1) a health plan under section 
         <statute_ref>62Q.01, subdivision 3</statute_ref>;<br/>
<a id="pl.30.5"></a><var>30.5</var>(2) a county-based purchasing plan under section 
         <statute_ref>256B.692</statute_ref>;<br/>
<a id="pl.30.6"></a><var>30.6</var>(3) a self-insured health plan established by a local government under section <br/>
<statute_ref><a id="pl.30.7"></a><var>30.7</var>471.617
         </statute_ref>; or<br/>
<a id="pl.30.8"></a><var>30.8</var>(4) self-insured health coverage provided by the state to its employees or retirees.<br/>
<a id="pl.30.9"></a><var>30.9</var>(b) For purposes of this section, "health plan company" means an entity that issues <br/>
<a id="pl.30.10"></a><var>30.10</var>a health plan as defined in paragraph (a).<br/>
<a id="pl.30.11"></a><var>30.11</var>(c) "Individual interagency intervention plan" means a standardized written plan <br/>
<a id="pl.30.12"></a><var>30.12</var>describing those programs or services and the accompanying funding sources available to <br/>
<a id="pl.30.13"></a><var>30.13</var>eligible children with disabilities.<br/>
<a id="pl.30.14"></a><var>30.14</var>(d) (c) "Interagency intervention service system" means a system that coordinates <br/>
<a id="pl.30.15"></a><var>30.15</var>services and programs required in state and federal law to meet the needs of eligible <br/>
<a id="pl.30.16"></a><var>30.16</var>children with disabilities ages birth through 21, including:<br/>
<a id="pl.30.17"></a><var>30.17</var>(1) services provided under the following programs or initiatives administered <br/>
<a id="pl.30.18"></a><var>30.18</var>by state or local agencies:<br/>
<a id="pl.30.19"></a><var>30.19</var>(i) the maternal and child health program under title V of the Social Security Act;<br/>
<a id="pl.30.20"></a><var>30.20</var>(ii) the Minnesota children with special health needs program under sections 
         <statute_ref>144.05</statute_ref> <br/>
<a id="pl.30.21"></a><var>30.21</var>and 
         <statute_ref>144.07</statute_ref>;<br/>
<a id="pl.30.22"></a><var>30.22</var>(iii) the Individuals with Disabilities Education Act, Part B, section 619, and Part <br/>
<a id="pl.30.23"></a><var>30.23</var>C as amended;<br/>
<a id="pl.30.24"></a><var>30.24</var>(iv) medical assistance under title 42, chapter 7, of the Social Security Act;<br/>
<a id="pl.30.25"></a><var>30.25</var>(v) developmental disabilities services under chapter 256B;<br/>
<a id="pl.30.26"></a><var>30.26</var>(vi) the Head Start Act under title 42, chapter 105, of the Social Security Act;<br/>
<a id="pl.30.27"></a><var>30.27</var>(vii) vocational rehabilitation services provided under chapters 248 and 268A and <br/>
<a id="pl.30.28"></a><var>30.28</var>the Rehabilitation Act of 1973;<br/>
<a id="pl.30.29"></a><var>30.29</var>(viii) Juvenile Court Act services provided under sections 
         <statute_ref>260.011</statute_ref> to 
         <statute_ref>260.91</statute_ref>; <br/>
<statute_ref><a id="pl.30.30"></a><var>30.30</var>260B.001
         </statute_ref> to 
         <statute_ref>260B.446</statute_ref>; and 
         <statute_ref>260C.001</statute_ref> to 
         <statute_ref>260C.451</statute_ref>;<br/>
<a id="pl.30.31"></a><var>30.31</var>(ix) Minnesota Comprehensive Children's Mental Health Act under section 
         <statute_ref>245.487</statute_ref>;<br/>
<a id="pl.30.32"></a><var>30.32</var>(x) the community health services grants under sections 
         <statute_ref>145.88</statute_ref> to 
         <statute_ref>145.9266</statute_ref>;<br/>
<a id="pl.30.33"></a><var>30.33</var>(xi) the Local Public Health Act under chapter 145A; and<br/>
<a id="pl.30.34"></a><var>30.34</var>(xii) the Vulnerable Children and Adults Act, sections 
         <statute_ref>256M.60</statute_ref> to 
         <statute_ref>256M.80</statute_ref>;<br/>
<a id="pl.30.35"></a><var>30.35</var>(2) service provision and funding that can be coordinated through:<br/>
<a id="pl.30.36"></a><var>30.36</var>(i) the children's mental health collaborative under section 
         <statute_ref>245.493</statute_ref>;<br/>
<a id="pl.31.1"></a><var>31.1</var>(ii) the family services collaborative under section 
         <statute_ref>124D.23</statute_ref>;<br/>
<a id="pl.31.2"></a><var>31.2</var>(iii) the community transition interagency committees under section 
         <statute_ref>125A.22</statute_ref>; and<br/>
<a id="pl.31.3"></a><var>31.3</var>(iv) the interagency early intervention committees under section 
         <statute_ref>125A.259</statute_ref>;<br/>
<a id="pl.31.4"></a><var>31.4</var>(3) financial and other funding programs to be coordinated including medical <br/>
<a id="pl.31.5"></a><var>31.5</var>assistance under title 42, chapter 7, of the Social Security Act, the MinnesotaCare program <br/>
<a id="pl.31.6"></a><var>31.6</var>under chapter 256L, Supplemental Social Security Income, Developmental Disabilities <br/>
<a id="pl.31.7"></a><var>31.7</var>Assistance, and any other employment-related activities associated with the Social <br/>
<a id="pl.31.8"></a><var>31.8</var>Security Administration; and services provided under a health plan in conformity with an <br/>
<a id="pl.31.9"></a><var>31.9</var>individual family service plan or an individualized education program or an individual <br/>
<a id="pl.31.10"></a><var>31.10</var>interagency intervention plan; and<br/>
<a id="pl.31.11"></a><var>31.11</var>(4) additional appropriate services that local agencies and counties provide on <br/>
<a id="pl.31.12"></a><var>31.12</var>an individual need basis upon determining eligibility and receiving a request from the <br/>
<a id="pl.31.13"></a><var>31.13</var>interagency early intervention committee and the child's parent.<br/>
<a id="pl.31.14"></a><var>31.14</var>(e) (d) "Children with disabilities" has the meaning given in section 
         <statute_ref>125A.02</statute_ref>.<br/>
<a id="pl.31.15"></a><var>31.15</var>(f) (e) A "standardized written plan" means those individual services or programs, <br/>
<a id="pl.31.16"></a><var>31.16</var>with accompanying funding sources, available through the interagency intervention <br/>
<a id="pl.31.17"></a><var>31.17</var>service system to an eligible child other than the services or programs described in the <br/>
<a id="pl.31.18"></a><var>31.18</var>child's individualized education program or the child's individual family service plan.<br/>
<br/>
<a id="bill.3.3.0"></a><a id="pl.31.19"></a><var>31.19</var>    Sec. 3. Minnesota Statutes 2012, section 125A.023, subdivision 4, is amended to read:<br/>
<a id="pl.31.20"></a><var>31.20</var>    Subd. 4. <b>State Interagency Committee.</b> (a) The commissioner of education, on <br/>
<a id="pl.31.21"></a><var>31.21</var>behalf of the governor, shall convene a 19-member an interagency committee to develop <br/>
<a id="pl.31.22"></a><var>31.22</var>and implement a coordinated, multidisciplinary, interagency intervention service system <br/>
<a id="pl.31.23"></a><var>31.23</var>for children ages three to 21 with disabilities. The commissioners of commerce, education, <br/>
<a id="pl.31.24"></a><var>31.24</var>health, human rights, human services, employment and economic development, and <br/>
<a id="pl.31.25"></a><var>31.25</var>corrections shall each appoint two committee members from their departments; the <br/>
<a id="pl.31.26"></a><var>31.26</var>Association of Minnesota Counties shall appoint two county representatives, one of whom <br/>
<a id="pl.31.27"></a><var>31.27</var>must be an elected official, as committee members; and the Association of Minnesota <br/>
<a id="pl.31.28"></a><var>31.28</var>Counties, Minnesota School Boards Association, the Minnesota Administrators of Special <br/>
<a id="pl.31.29"></a><var>31.29</var>Education, and the School Nurse Association of Minnesota shall each appoint one <br/>
<a id="pl.31.30"></a><var>31.30</var>committee member. The committee shall select a chair from among its members.<br/>
<a id="pl.31.31"></a><var>31.31</var>(b) The committee shall:<br/>
<a id="pl.31.32"></a><var>31.32</var>(1) identify and assist in removing state and federal barriers to local coordination of <br/>
<a id="pl.31.33"></a><var>31.33</var>services provided to children with disabilities;<br/>
<a id="pl.31.34"></a><var>31.34</var>(2) identify adequate, equitable, and flexible funding sources to streamline these <br/>
<a id="pl.31.35"></a><var>31.35</var>services;<br/>
<a id="pl.32.1"></a><var>32.1</var>(3) develop guidelines for implementing policies that ensure a comprehensive and <br/>
<a id="pl.32.2"></a><var>32.2</var>coordinated system of all state and local agency services, including multidisciplinary <br/>
<a id="pl.32.3"></a><var>32.3</var>assessment practices for children with disabilities ages three to 21;, including:<br/>
<a id="pl.32.4"></a><var>32.4</var>(4) (i) develop, consistent with federal law, a standardized written plan for providing <br/>
<a id="pl.32.5"></a><var>32.5</var>services to a child with disabilities;<br/>
<a id="pl.32.6"></a><var>32.6</var>(5) (ii) identify how current systems for dispute resolution can be coordinated and <br/>
<a id="pl.32.7"></a><var>32.7</var>develop guidelines for that coordination;<br/>
<a id="pl.32.8"></a><var>32.8</var>(6) (iii) develop an evaluation process to measure the success of state and local <br/>
<a id="pl.32.9"></a><var>32.9</var>interagency efforts in improving the quality and coordination of services to children with <br/>
<a id="pl.32.10"></a><var>32.10</var>disabilities ages three to 21; and<br/>
<a id="pl.32.11"></a><var>32.11</var>(7) (iv) develop guidelines to assist the governing boards of the interagency <br/>
<a id="pl.32.12"></a><var>32.12</var>early intervention committees in carrying out the duties assigned in section 
         <statute_ref>125A.027, <br/>
<a id="pl.32.13"></a><var>32.13</var>subdivision 1
         </statute_ref>, paragraph (b); and<br/>
<a id="pl.32.14"></a><var>32.14</var>(8) (4) carry out other duties necessary to develop and implement within <br/>
<a id="pl.32.15"></a><var>32.15</var>communities a coordinated, multidisciplinary, interagency intervention service system for <br/>
<a id="pl.32.16"></a><var>32.16</var>children with disabilities.<br/>
<a id="pl.32.17"></a><var>32.17</var>(c) The committee shall consult on an ongoing basis with the state Special Education <br/>
<a id="pl.32.18"></a><var>32.18</var>Advisory Committee for Special Education Panel and the governor's Interagency <br/>
<a id="pl.32.19"></a><var>32.19</var>Coordinating Council in carrying out its duties under this section, including assisting the <br/>
<a id="pl.32.20"></a><var>32.20</var>governing boards of the interagency early intervention committees.<br/>
<br/>
<a id="bill.3.4.0"></a><a id="pl.32.21"></a><var>32.21</var>    Sec. 4. Minnesota Statutes 2012, section 125A.027, subdivision 1, is amended to read:<br/>
<a id="pl.32.22"></a><var>32.22</var>    Subdivision 1. <b>Additional duties.</b> (a) The governing boards of the interagency early <br/>
<a id="pl.32.23"></a><var>32.23</var>intervention committees are responsible for developing and implementing interagency <br/>
<a id="pl.32.24"></a><var>32.24</var>policies and procedures to coordinate services at the local level for children with <br/>
<a id="pl.32.25"></a><var>32.25</var>disabilities ages three to 21 under guidelines established by the state interagency <br/>
<a id="pl.32.26"></a><var>32.26</var>committee under section 
         <statute_ref>125A.023, subdivision 4</statute_ref>. Consistent with the requirements <br/>
<a id="pl.32.27"></a><var>32.27</var>in this section and section 
         <statute_ref>125A.023</statute_ref>, the governing boards of the interagency early <br/>
<a id="pl.32.28"></a><var>32.28</var>intervention committees shall may organize as a joint powers board under section 
         <statute_ref>471.59</statute_ref> <br/>
<a id="pl.32.29"></a><var>32.29</var>or enter into an interagency agreement that establishes a governance structure.<br/>
<a id="pl.32.30"></a><var>32.30</var>(b) The governing board of each interagency early intervention committee as defined <br/>
<a id="pl.32.31"></a><var>32.31</var>in section 
         <statute_ref>125A.30, paragraph (a)</statute_ref>, which may include a juvenile justice professional, shall:<br/>
<a id="pl.32.32"></a><var>32.32</var>(1) identify and assist in removing state and federal barriers to local coordination of <br/>
<a id="pl.32.33"></a><var>32.33</var>services provided to children with disabilities;<br/>
<a id="pl.32.34"></a><var>32.34</var>(2) identify adequate, equitable, and flexible use of funding by local agencies for <br/>
<a id="pl.32.35"></a><var>32.35</var>these services;<br/>
<a id="pl.33.1"></a><var>33.1</var>(3) implement policies that ensure a comprehensive and coordinated system of <br/>
<a id="pl.33.2"></a><var>33.2</var>all state and local agency services, including practices on multidisciplinary assessment <br/>
<a id="pl.33.3"></a><var>33.3</var>practices, standardized written plans, dispute resolution, and system evaluation for <br/>
<a id="pl.33.4"></a><var>33.4</var>children with disabilities ages three to 21;<br/>
<a id="pl.33.5"></a><var>33.5</var>(4) use a standardized written plan for providing services to a child with disabilities <br/>
<a id="pl.33.6"></a><var>33.6</var>developed under section 
<statute_ref>125A.023</statute_ref>;<br/>
<a id="pl.33.7"></a><var>33.7</var>(5) access the coordinated dispute resolution system and incorporate the guidelines <br/>
<a id="pl.33.8"></a><var>33.8</var>for coordinating services at the local level, consistent with section 
<statute_ref>125A.023</statute_ref>;<br/>
<a id="pl.33.9"></a><var>33.9</var>(6) use the evaluation process to measure the success of the local interagency effort <br/>
<a id="pl.33.10"></a><var>33.10</var>in improving the quality and coordination of services to children with disabilities ages <br/>
<a id="pl.33.11"></a><var>33.11</var>three to 21 consistent with section 
<statute_ref>125A.023</statute_ref>;<br/>
<a id="pl.33.12"></a><var>33.12</var>(7) develop a transitional plan for children moving from the interagency early <br/>
<a id="pl.33.13"></a><var>33.13</var>childhood intervention system under sections 
<statute_ref>125A.259</statute_ref> to 
<statute_ref>125A.48</statute_ref> into the interagency <br/>
<a id="pl.33.14"></a><var>33.14</var>intervention service system under this section;<br/>
<a id="pl.33.15"></a><var>33.15</var>(8) (3) coordinate services and facilitate payment for services from public and <br/>
<a id="pl.33.16"></a><var>33.16</var>private institutions, agencies, and health plan companies; and<br/>
<a id="pl.33.17"></a><var>33.17</var>(9) (4) share needed information consistent with state and federal data practices <br/>
<a id="pl.33.18"></a><var>33.18</var>requirements.<br/>
<br/>
<a id="bill.3.5.0"></a><a id="pl.33.19"></a><var>33.19</var>    Sec. 5. Minnesota Statutes 2012, section 125A.027, subdivision 4, is amended to read:<br/>
<a id="pl.33.20"></a><var>33.20</var>    Subd. 4. <b>Responsibilities of school and county boards.</b> (a) It is the joint <br/>
<a id="pl.33.21"></a><var>33.21</var>responsibility of school and county boards to coordinate, provide, and pay for appropriate <br/>
<a id="pl.33.22"></a><var>33.22</var>services, and to facilitate payment for services from public and private sources. Appropriate <br/>
<a id="pl.33.23"></a><var>33.23</var>service for children eligible under section 
         <statute_ref>125A.02</statute_ref> and receiving service from two or more <br/>
<a id="pl.33.24"></a><var>33.24</var>public agencies of which one is the public school must be determined in consultation with <br/>
<a id="pl.33.25"></a><var>33.25</var>parents, physicians, and other education, medical health, and human services providers. <br/>
<a id="pl.33.26"></a><var>33.26</var>The services provided must be in conformity with an Individual Interagency Intervention <br/>
<a id="pl.33.27"></a><var>33.27</var>Plan (IIIP) a standardized written plan for each eligible child ages 3 to 21.<br/>
<a id="pl.33.28"></a><var>33.28</var>(b) Appropriate services include those services listed on a child's IIIP standardized <br/>
<a id="pl.33.29"></a><var>33.29</var>written plan. These services are those that are required to be documented on a plan under <br/>
<a id="pl.33.30"></a><var>33.30</var>federal and state law or rule.<br/>
<a id="pl.33.31"></a><var>33.31</var>(c) School and county boards shall coordinate interagency services. Service <br/>
<a id="pl.33.32"></a><var>33.32</var>responsibilities for eligible children, ages 3 to 21, shall may be established in interagency <br/>
<a id="pl.33.33"></a><var>33.33</var>agreements or joint powers board agreements. In addition, interagency agreements or joint <br/>
<a id="pl.33.34"></a><var>33.34</var>powers board agreements shall may be developed to establish agency responsibility that <br/>
<a id="pl.33.35"></a><var>33.35</var>assures that coordinated interagency services are coordinated, provided, and paid for, and <br/>
<a id="pl.34.1"></a><var>34.1</var>that payment is facilitated from public and private sources. School boards must provide, <br/>
<a id="pl.34.2"></a><var>34.2</var>pay for, and facilitate payment for special education services as required under sections <br/>
<statute_ref><a id="pl.34.3"></a><var>34.3</var>125A.03 
         </statute_ref>and 
         <statute_ref>125A.06</statute_ref>. County boards must provide, pay for, and facilitate payment for <br/>
<a id="pl.34.4"></a><var>34.4</var>those programs over which they have service and fiscal responsibility as referenced in <br/>
<a id="pl.34.5"></a><var>34.5</var>section 
         <statute_ref>125A.023, subdivision 3</statute_ref>, paragraph (d) (c), clause (1).<br/>
<br/>
<a id="bill.3.6.0"></a><a id="pl.34.6"></a><var>34.6</var>    Sec. 6. Minnesota Statutes 2012, section 125A.03, is amended to read:<br/>
<a id="pl.34.7"></a><var>34.7</var><b>125A.03 SPECIAL INSTRUCTION FOR CHILDREN WITH A DISABILITY.</b><br/>
<a id="pl.34.8"></a><var>34.8</var>(a) As defined in paragraph (b), every district must provide special instruction and <br/>
<a id="pl.34.9"></a><var>34.9</var>services, either within the district or in another district, for all children with a disability, <br/>
<a id="pl.34.10"></a><var>34.10</var>including providing required services under Code of Federal Regulations, title 34, section <br/>
<a id="pl.34.11"></a><var>34.11</var>300.121, paragraph (d), to those children suspended or expelled from school for more than <br/>
<a id="pl.34.12"></a><var>34.12</var>ten school days in that school year, who are residents of the district and who are disabled <br/>
<a id="pl.34.13"></a><var>34.13</var>as set forth in section 
         <statute_ref>125A.02</statute_ref>. For purposes of state and federal special education <br/>
<a id="pl.34.14"></a><var>34.14</var>laws, the phrase "special instruction and services" in the state Education Code means a <br/>
<a id="pl.34.15"></a><var>34.15</var>free and appropriate public education provided to an eligible child with disabilities and <br/>
<a id="pl.34.16"></a><var>34.16</var>includes special education and related services defined in the Individuals with Disabilities <br/>
<a id="pl.34.17"></a><var>34.17</var>Education Act, subpart A, section 
<statute_ref>300.24</statute_ref>. "Free appropriate public education" means <br/>
<a id="pl.34.18"></a><var>34.18</var>special education and related services that:<br/>
<a id="pl.34.19"></a><var>34.19</var>(1) are provided at public expense, under public supervision and direction, and <br/>
<a id="pl.34.20"></a><var>34.20</var>without charge;<br/>
<a id="pl.34.21"></a><var>34.21</var>(2) meet the standards of the state, including the requirements of the Individuals <br/>
<a id="pl.34.22"></a><var>34.22</var>with Disabilities Education Act, Part B or C;<br/>
<a id="pl.34.23"></a><var>34.23</var>(3) include an appropriate preschool, elementary school, or secondary school <br/>
<a id="pl.34.24"></a><var>34.24</var>education; and<br/>
<a id="pl.34.25"></a><var>34.25</var>(4) are provided to children ages three through 21 in conformity with an <br/>
<a id="pl.34.26"></a><var>34.26</var>individualized education program that meets the requirements of the Individuals with <br/>
<a id="pl.34.27"></a><var>34.27</var>Disabilities Education Act, subpart A, sections 300.320 to 300.324, and provided to <br/>
<a id="pl.34.28"></a><var>34.28</var>infants and toddlers in conformity with an individualized family service plan that meets <br/>
<a id="pl.34.29"></a><var>34.29</var>the requirements of the Individuals with Disabilities Education Act, subpart A, sections <br/>
<a id="pl.34.30"></a><var>34.30</var>303.300 to 303.346.<br/>
<a id="pl.34.31"></a><var>34.31</var>(b) Notwithstanding any age limits in laws to the contrary, special instruction and <br/>
<a id="pl.34.32"></a><var>34.32</var>services must be provided from birth until July 1 after the child with a disability becomes <br/>
<a id="pl.34.33"></a><var>34.33</var>21 years old but shall not extend beyond secondary school or its equivalent, except as <br/>
<a id="pl.34.34"></a><var>34.34</var>provided in section 
<statute_ref>124D.68, subdivision 2</statute_ref>. Local health, education, and social service <br/>
<a id="pl.34.35"></a><var>34.35</var>agencies must refer children under age five who are known to need or suspected of <br/>
<a id="pl.35.1"></a><var>35.1</var>needing special instruction and services to the school district. Districts with less than the <br/>
<a id="pl.35.2"></a><var>35.2</var>minimum number of eligible children with a disability as determined by the commissioner <br/>
<a id="pl.35.3"></a><var>35.3</var>must cooperate with other districts to maintain a full range of programs for education <br/>
<a id="pl.35.4"></a><var>35.4</var>and services for children with a disability. This section does not alter the compulsory <br/>
<a id="pl.35.5"></a><var>35.5</var>attendance requirements of section 
         <statute_ref>120A.22</statute_ref>.<br/>
<br/>
<a id="bill.3.7.0"></a><a id="pl.35.6"></a><var>35.6</var>    Sec. 7. Minnesota Statutes 2012, section 125A.08, is amended to read:<br/>
<a id="pl.35.7"></a><var>35.7</var><b>125A.08 INDIVIDUALIZED EDUCATION PROGRAMS.</b><br/>
<a id="pl.35.8"></a><var>35.8</var>(a) At the beginning of each school year, each school district shall have in effect, for <br/>
<a id="pl.35.9"></a><var>35.9</var>each child with a disability, an individualized education program.<br/>
<a id="pl.35.10"></a><var>35.10</var>(b) As defined in this section, every district must ensure the following:<br/>
<a id="pl.35.11"></a><var>35.11</var>(1) all students with disabilities are provided the special instruction and services <br/>
<a id="pl.35.12"></a><var>35.12</var>which are appropriate to their needs. Where the individualized education program team <br/>
<a id="pl.35.13"></a><var>35.13</var>has determined appropriate goals and objectives based on the student's needs, including <br/>
<a id="pl.35.14"></a><var>35.14</var>the extent to which the student can be included in the least restrictive environment, <br/>
<a id="pl.35.15"></a><var>35.15</var>and where there are essentially equivalent and effective instruction, related services, or <br/>
<a id="pl.35.16"></a><var>35.16</var>assistive technology devices available to meet the student's needs, cost to the district may <br/>
<a id="pl.35.17"></a><var>35.17</var>be among the factors considered by the team in choosing how to provide the appropriate <br/>
<a id="pl.35.18"></a><var>35.18</var>services, instruction, or devices that are to be made part of the student's individualized <br/>
<a id="pl.35.19"></a><var>35.19</var>education program. The individualized education program team shall consider and <br/>
<a id="pl.35.20"></a><var>35.20</var>may authorize services covered by medical assistance according to section 
         <statute_ref>256B.0625, <br/>
<a id="pl.35.21"></a><var>35.21</var>subdivision 26
         </statute_ref>. The student's needs and the special education instruction and services to <br/>
<a id="pl.35.22"></a><var>35.22</var>be provided must be agreed upon through the development of an individualized education <br/>
<a id="pl.35.23"></a><var>35.23</var>program. The program must address the student's need to develop skills to live and work <br/>
<a id="pl.35.24"></a><var>35.24</var>as independently as possible within the community. The individualized education program <br/>
<a id="pl.35.25"></a><var>35.25</var>team must consider positive behavioral interventions, strategies, and supports that address <br/>
<a id="pl.35.26"></a><var>35.26</var>behavior for children with attention deficit disorder or attention deficit hyperactivity <br/>
<a id="pl.35.27"></a><var>35.27</var>disorder. During grade 9, the program must address the student's needs for transition from <br/>
<a id="pl.35.28"></a><var>35.28</var>secondary services to postsecondary education and training, employment, community <br/>
<a id="pl.35.29"></a><var>35.29</var>participation, recreation, and leisure and home living. In developing the program, districts <br/>
<a id="pl.35.30"></a><var>35.30</var>must inform parents of the full range of transitional goals and related services that should <br/>
<a id="pl.35.31"></a><var>35.31</var>be considered. The program must include a statement of the needed transition services, <br/>
<a id="pl.35.32"></a><var>35.32</var>including a statement of the interagency responsibilities or linkages or both before <br/>
<a id="pl.35.33"></a><var>35.33</var>secondary services are concluded;<br/>
<a id="pl.35.34"></a><var>35.34</var>(2) children with a disability under age five and their families are provided special <br/>
<a id="pl.35.35"></a><var>35.35</var>instruction and services appropriate to the child's level of functioning and needs;<br/>
<a id="pl.36.1"></a><var>36.1</var>(3) children with a disability and their parents or guardians are guaranteed procedural <br/>
<a id="pl.36.2"></a><var>36.2</var>safeguards and the right to participate in decisions involving identification, assessment <br/>
<a id="pl.36.3"></a><var>36.3</var>including assistive technology assessment, and educational placement of children with a <br/>
<a id="pl.36.4"></a><var>36.4</var>disability;<br/>
<a id="pl.36.5"></a><var>36.5</var>(4) eligibility and needs of children with a disability are determined by an initial <br/>
<a id="pl.36.6"></a><var>36.6</var>assessment or reassessment evaluation or reevaluation, which may be completed using <br/>
<a id="pl.36.7"></a><var>36.7</var>existing data under United States Code, title 20, section 33, et seq.;<br/>
<a id="pl.36.8"></a><var>36.8</var>(5) to the maximum extent appropriate, children with a disability, including those <br/>
<a id="pl.36.9"></a><var>36.9</var>in public or private institutions or other care facilities, are educated with children who <br/>
<a id="pl.36.10"></a><var>36.10</var>are not disabled, and that special classes, separate schooling, or other removal of children <br/>
<a id="pl.36.11"></a><var>36.11</var>with a disability from the regular educational environment occurs only when and to the <br/>
<a id="pl.36.12"></a><var>36.12</var>extent that the nature or severity of the disability is such that education in regular classes <br/>
<a id="pl.36.13"></a><var>36.13</var>with the use of supplementary services cannot be achieved satisfactorily;<br/>
<a id="pl.36.14"></a><var>36.14</var>(6) in accordance with recognized professional standards, testing and evaluation <br/>
<a id="pl.36.15"></a><var>36.15</var>materials, and procedures used for the purposes of classification and placement of children <br/>
<a id="pl.36.16"></a><var>36.16</var>with a disability are selected and administered so as not to be racially or culturally <br/>
<a id="pl.36.17"></a><var>36.17</var>discriminatory; and<br/>
<a id="pl.36.18"></a><var>36.18</var>(7) the rights of the child are protected when the parents or guardians are not known <br/>
<a id="pl.36.19"></a><var>36.19</var>or not available, or the child is a ward of the state.<br/>
<a id="pl.36.20"></a><var>36.20</var>(c) For paraprofessionals employed to work in programs for students with <br/>
<a id="pl.36.21"></a><var>36.21</var>disabilities, the school board in each district shall ensure that:<br/>
<a id="pl.36.22"></a><var>36.22</var>(1) before or immediately upon employment, each paraprofessional develops <br/>
<a id="pl.36.23"></a><var>36.23</var>sufficient knowledge and skills in emergency procedures, building orientation, roles and <br/>
<a id="pl.36.24"></a><var>36.24</var>responsibilities, confidentiality, vulnerability, and reportability, among other things, to <br/>
<a id="pl.36.25"></a><var>36.25</var>begin meeting the needs of the students with whom the paraprofessional works;<br/>
<a id="pl.36.26"></a><var>36.26</var>(2) annual training opportunities are available to enable the paraprofessional to <br/>
<a id="pl.36.27"></a><var>36.27</var>continue to further develop the knowledge and skills that are specific to the students with <br/>
<a id="pl.36.28"></a><var>36.28</var>whom the paraprofessional works, including understanding disabilities, following lesson <br/>
<a id="pl.36.29"></a><var>36.29</var>plans, and implementing follow-up instructional procedures and activities; and<br/>
<a id="pl.36.30"></a><var>36.30</var>(3) a districtwide process obligates each paraprofessional to work under the ongoing <br/>
<a id="pl.36.31"></a><var>36.31</var>direction of a licensed teacher and, where appropriate and possible, the supervision of a <br/>
<a id="pl.36.32"></a><var>36.32</var>school nurse.<br/>
<a id="pl.36.33"></a><var>36.33</var><b>EFFECTIVE DATE.</b>This section is effective the day following final enactment.<br/>
<br/>
<a id="bill.3.8.0"></a><a id="pl.36.34"></a><var>36.34</var>    Sec. 8. Minnesota Statutes 2013 Supplement, section 125A.0942, subdivision 2, <br/>
<a id="pl.36.35"></a><var>36.35</var>is amended to read:<br/>
<a id="pl.37.1"></a><var>37.1</var>    Subd. 2. <b>Restrictive procedures.</b> (a) Restrictive procedures may be used only <br/>
<a id="pl.37.2"></a><var>37.2</var>by a licensed special education teacher, school social worker, school psychologist, <br/>
<a id="pl.37.3"></a><var>37.3</var>behavior analyst certified by the National Behavior Analyst Certification Board, a person <br/>
<a id="pl.37.4"></a><var>37.4</var>with a master's degree in behavior analysis, other licensed education professional, <br/>
<a id="pl.37.5"></a><var>37.5</var>paraprofessional under section 
         <statute_ref>120B.363</statute_ref>, or mental health professional under section <br/>
<statute_ref><a id="pl.37.6"></a><var>37.6</var>245.4871, subdivision 27
         </statute_ref>, who has completed the training program under subdivision 5.<br/>
<a id="pl.37.7"></a><var>37.7</var>(b) A school shall make reasonable efforts to notify the parent on the same day a <br/>
<a id="pl.37.8"></a><var>37.8</var>restrictive procedure is used on the child, or if the school is unable to provide same-day <br/>
<a id="pl.37.9"></a><var>37.9</var>notice, notice is sent within two days by written or electronic means or as otherwise <br/>
<a id="pl.37.10"></a><var>37.10</var>indicated by the child's parent under paragraph (d) (f).<br/>
<a id="pl.37.11"></a><var>37.11</var>(c) The district must hold a meeting of the individualized education program team, <br/>
<a id="pl.37.12"></a><var>37.12</var>conduct or review a functional behavioral analysis, review data, consider developing <br/>
<a id="pl.37.13"></a><var>37.13</var>additional or revised positive behavioral interventions and supports, consider actions to <br/>
<a id="pl.37.14"></a><var>37.14</var>reduce the use of restrictive procedures, and modify the individualized education program <br/>
<a id="pl.37.15"></a><var>37.15</var>or behavior intervention plan as appropriate. The district must hold the meeting: within <br/>
<a id="pl.37.16"></a><var>37.16</var>ten calendar days after district staff use restrictive procedures on two separate school <br/>
<a id="pl.37.17"></a><var>37.17</var>days within 30 calendar days or a pattern of use emerges and the child's individualized <br/>
<a id="pl.37.18"></a><var>37.18</var>education program or behavior intervention plan does not provide for using restrictive <br/>
<a id="pl.37.19"></a><var>37.19</var>procedures in an emergency; or at the request of a parent or the district after restrictive <br/>
<a id="pl.37.20"></a><var>37.20</var>procedures are used. The district must review use of restrictive procedures at a child's <br/>
<a id="pl.37.21"></a><var>37.21</var>annual individualized education program meeting when the child's individualized <br/>
<a id="pl.37.22"></a><var>37.22</var>education program provides for using restrictive procedures in an emergency.<br/>
<a id="pl.37.23"></a><var>37.23</var>(d) If the individualized education program team under paragraph (c) determines <br/>
<a id="pl.37.24"></a><var>37.24</var>that existing interventions and supports are ineffective in reducing the use of restrictive <br/>
<a id="pl.37.25"></a><var>37.25</var>procedures or the district uses restrictive procedures on a child on ten or more school days <br/>
<a id="pl.37.26"></a><var>37.26</var>during the same school year, the team, as appropriate, either must consult with other <br/>
<a id="pl.37.27"></a><var>37.27</var>professionals working with the child; consult with experts in behavior analysis, mental <br/>
<a id="pl.37.28"></a><var>37.28</var>health, communication, or autism; consult with culturally competent professionals; <br/>
<a id="pl.37.29"></a><var>37.29</var>review existing evaluations, resources, and successful strategies; or consider whether to <br/>
<a id="pl.37.30"></a><var>37.30</var>reevaluate the child.<br/>
<a id="pl.37.31"></a><var>37.31</var>(e) At the individualized education program meeting under paragraph (c), the team <br/>
<a id="pl.37.32"></a><var>37.32</var>must review any known medical or psychological limitations, including any medical <br/>
<a id="pl.37.33"></a><var>37.33</var>information the parent provides voluntarily, that contraindicate the use of a restrictive <br/>
<a id="pl.37.34"></a><var>37.34</var>procedure, consider whether to prohibit that restrictive procedure, and document any <br/>
<a id="pl.37.35"></a><var>37.35</var>prohibition in the individualized education program or behavior intervention plan.<br/>
<a id="pl.38.1"></a><var>38.1</var>(f) An individualized education program team may plan for using restrictive <br/>
<a id="pl.38.2"></a><var>38.2</var>procedures and may include these procedures in a child's individualized education <br/>
<a id="pl.38.3"></a><var>38.3</var>program or behavior intervention plan; however, the restrictive procedures may be used <br/>
<a id="pl.38.4"></a><var>38.4</var>only in response to behavior that constitutes an emergency, consistent with this section. <br/>
<a id="pl.38.5"></a><var>38.5</var>The individualized education program or behavior intervention plan shall indicate how the <br/>
<a id="pl.38.6"></a><var>38.6</var>parent wants to be notified when a restrictive procedure is used.<br/>
<a id="pl.38.7"></a><var>38.7</var><b>EFFECTIVE DATE.</b>This section is effective the day following final enactment.<br/>
<br/>
<a id="bill.3.9.0"></a><a id="pl.38.8"></a><var>38.8</var>    Sec. 9. Minnesota Statutes 2012, section 125A.22, is amended to read:<br/>
<a id="pl.38.9"></a><var>38.9</var><b>125A.22 COMMUNITY TRANSITION INTERAGENCY COMMITTEE.</b><br/>
<a id="pl.38.10"></a><var>38.10</var>A district, group of districts, or special education cooperative, in cooperation with <br/>
<a id="pl.38.11"></a><var>38.11</var>the county or counties in which the district or cooperative is located, must may establish <br/>
<a id="pl.38.12"></a><var>38.12</var>a community transition interagency committee for youth with disabilities, beginning at <br/>
<a id="pl.38.13"></a><var>38.13</var>grade 9 or age equivalent, and their families. Members of the committee must consist of<br/>
<a id="pl.38.14"></a><var>38.14</var> may include representatives from special education, vocational and regular education, <br/>
<a id="pl.38.15"></a><var>38.15</var>community education, postsecondary education and training institutions, mental health, <br/>
<a id="pl.38.16"></a><var>38.16</var>adults with disabilities who have received transition services if such persons are available, <br/>
<a id="pl.38.17"></a><var>38.17</var>parents of youth with disabilities, local business or industry, rehabilitation services, county <br/>
<a id="pl.38.18"></a><var>38.18</var>social services, health agencies, and additional public or private adult service providers as <br/>
<a id="pl.38.19"></a><var>38.19</var>appropriate. The committee must elect a chair and must meet regularly. The committee <br/>
<a id="pl.38.20"></a><var>38.20</var>must may:<br/>
<a id="pl.38.21"></a><var>38.21</var>(1) identify current services, programs, and funding sources provided within <br/>
<a id="pl.38.22"></a><var>38.22</var>the community for secondary and postsecondary aged youth with disabilities and their <br/>
<a id="pl.38.23"></a><var>38.23</var>families that prepare them for further education; employment, including integrated <br/>
<a id="pl.38.24"></a><var>38.24</var>competitive employment; and independent living;<br/>
<a id="pl.38.25"></a><var>38.25</var>(2) facilitate the development of multiagency teams to address present and future <br/>
<a id="pl.38.26"></a><var>38.26</var>transition needs of individual students on their individualized education programs;<br/>
<a id="pl.38.27"></a><var>38.27</var>(3) develop a community plan to include mission, goals, and objectives, and an <br/>
<a id="pl.38.28"></a><var>38.28</var>implementation plan to assure that transition needs of individuals with disabilities are met;<br/>
<a id="pl.38.29"></a><var>38.29</var>(4) recommend changes or improvements in the community system of transition <br/>
<a id="pl.38.30"></a><var>38.30</var>services; and<br/>
<a id="pl.38.31"></a><var>38.31</var>(5) exchange agency information such as appropriate data, effectiveness studies, <br/>
<a id="pl.38.32"></a><var>38.32</var>special projects, exemplary programs, and creative funding of programs; and.<br/>
<a id="pl.38.33"></a><var>38.33</var>(6) following procedures determined by the commissioner, prepare a yearly summary <br/>
<a id="pl.38.34"></a><var>38.34</var>assessing the progress of transition services in the community including follow-up of <br/>
<a id="pl.39.1"></a><var>39.1</var>individuals with disabilities who were provided transition services to determine postschool <br/>
<a id="pl.39.2"></a><var>39.2</var>outcomes. The summary must be disseminated to all adult services agencies involved in <br/>
<a id="pl.39.3"></a><var>39.3</var>the planning and to the commissioner by October 1 of each year.<br/>
<br/>
<a id="bill.3.10.0"></a><a id="pl.39.4"></a><var>39.4</var>    Sec. 10. Minnesota Statutes 2013 Supplement, section 125A.30, is amended to read:<br/>
<a id="pl.39.5"></a><var>39.5</var><b>125A.30 INTERAGENCY EARLY INTERVENTION COMMITTEES.</b><br/>
<a id="pl.39.6"></a><var>39.6</var>(a) A school district, group of school districts, or special education cooperative<br/>
<a id="pl.39.7"></a><var>39.7</var> cooperatives, in cooperation with the health and human service agencies located in <br/>
<a id="pl.39.8"></a><var>39.8</var>the county or counties in which the district districts or cooperative is cooperatives are<br/>
<a id="pl.39.9"></a><var>39.9</var> located, must establish an Interagency Early Intervention Committee for children with <br/>
<a id="pl.39.10"></a><var>39.10</var>disabilities under age five and their families under this section, and for children with <br/>
<a id="pl.39.11"></a><var>39.11</var>disabilities ages three to 22 consistent with the requirements under sections 
         <statute_ref>125A.023</statute_ref> <br/>
<a id="pl.39.12"></a><var>39.12</var>and 
         <statute_ref>125A.027</statute_ref>. Committees must include representatives of local health, education, and <br/>
<a id="pl.39.13"></a><var>39.13</var>county human service agencies, county boards, school boards, early childhood family <br/>
<a id="pl.39.14"></a><var>39.14</var>education programs, Head Start, parents of young children with disabilities under age 12, <br/>
<a id="pl.39.15"></a><var>39.15</var>child care resource and referral agencies, school readiness programs, current service <br/>
<a id="pl.39.16"></a><var>39.16</var>providers, and agencies that serve families experiencing homelessness, and may also <br/>
<a id="pl.39.17"></a><var>39.17</var>include representatives from other private or public agencies and school nurses. The <br/>
<a id="pl.39.18"></a><var>39.18</var>committee must elect a chair from among its members and must meet at least quarterly.<br/>
<a id="pl.39.19"></a><var>39.19</var>(b) The committee must develop and implement interagency policies and procedures <br/>
<a id="pl.39.20"></a><var>39.20</var>concerning the following ongoing duties:<br/>
<a id="pl.39.21"></a><var>39.21</var>(1) develop public awareness systems designed to inform potential recipient families, <br/>
<a id="pl.39.22"></a><var>39.22</var>especially parents with premature infants, or infants with other physical risk factors <br/>
<a id="pl.39.23"></a><var>39.23</var>associated with learning or development complications, of available programs and services;<br/>
<a id="pl.39.24"></a><var>39.24</var>(2) to reduce families' need for future services, and especially parents with premature <br/>
<a id="pl.39.25"></a><var>39.25</var>infants, or infants with other physical risk factors associated with learning or development <br/>
<a id="pl.39.26"></a><var>39.26</var>complications, implement interagency child find systems designed to actively seek out, <br/>
<a id="pl.39.27"></a><var>39.27</var>identify, and refer infants and young children with, or at risk of, disabilities, including <br/>
<a id="pl.39.28"></a><var>39.28</var>a child under the age of three who: (i) is the subject of a substantiated case of abuse or <br/>
<a id="pl.39.29"></a><var>39.29</var>neglect or (ii) is identified as directly affected by illegal substance abuse, or withdrawal <br/>
<a id="pl.39.30"></a><var>39.30</var>symptoms resulting from prenatal drug exposure;<br/>
<a id="pl.39.31"></a><var>39.31</var>(3) establish and evaluate the identification, referral, screening, evaluation, child- <br/>
<a id="pl.39.32"></a><var>39.32</var>and family-directed assessment systems, procedural safeguard process, and community <br/>
<a id="pl.39.33"></a><var>39.33</var>learning systems to recommend, where necessary, alterations and improvements;<br/>
<a id="pl.39.34"></a><var>39.34</var>(4) assure the development of individualized family service plans for all eligible <br/>
<a id="pl.39.35"></a><var>39.35</var>infants and toddlers with disabilities from birth through age two, and their families, <br/>
<a id="pl.40.1"></a><var>40.1</var>and individualized education programs and individual service plans when necessary to <br/>
<a id="pl.40.2"></a><var>40.2</var>appropriately serve children with disabilities, age three and older, and their families and <br/>
<a id="pl.40.3"></a><var>40.3</var>recommend assignment of financial responsibilities to the appropriate agencies;<br/>
<a id="pl.40.4"></a><var>40.4</var>(5) (3) implement a process for assuring that services involve cooperating agencies <br/>
<a id="pl.40.5"></a><var>40.5</var>at all steps leading to individualized programs;<br/>
<a id="pl.40.6"></a><var>40.6</var>(6) facilitate the development of a transition plan in the individual family service <br/>
<a id="pl.40.7"></a><var>40.7</var>plan by the time a child is two years and nine months old;<br/>
<a id="pl.40.8"></a><var>40.8</var>(7) (4) identify the current services and funding being provided within the <br/>
<a id="pl.40.9"></a><var>40.9</var>community for children with disabilities under age five and their families; and<br/>
<a id="pl.40.10"></a><var>40.10</var>(8) (5) develop a plan for the allocation and expenditure of federal early intervention <br/>
<a id="pl.40.11"></a><var>40.11</var>funds under United States Code, title 20, section 1471 et seq. (Part C, Public Law 108-446) <br/>
<a id="pl.40.12"></a><var>40.12</var>and United States Code, title 20, section 631, et seq. (Chapter I, Public Law 89-313); and.<br/>
<a id="pl.40.13"></a><var>40.13</var>(9) develop a policy that is consistent with section 
<statute_ref>13.05, subdivision 9</statute_ref>, and federal <br/>
<a id="pl.40.14"></a><var>40.14</var>law to enable a member of an interagency early intervention committee to allow another <br/>
<a id="pl.40.15"></a><var>40.15</var>member access to data classified as not public.<br/>
<a id="pl.40.16"></a><var>40.16</var>(c) The local committee shall also participate in needs assessments and program <br/>
<a id="pl.40.17"></a><var>40.17</var>planning activities conducted by local social service, health and education agencies for <br/>
<a id="pl.40.18"></a><var>40.18</var>young children with disabilities and their families.<br/>
<br/>
<a id="bill.3.11.0"></a><a id="pl.40.19"></a><var>40.19</var>    Sec. 11. Minnesota Statutes 2012, section 127A.065, is amended to read:<br/>
<a id="pl.40.20"></a><var>40.20</var><b>127A.065 CROSS-SUBSIDY REPORT.</b><br/>
<a id="pl.40.21"></a><var>40.21</var>    By January 10 March 30, the commissioner of education shall submit an annual <br/>
<a id="pl.40.22"></a><var>40.22</var>report to the legislative committees having jurisdiction over kindergarten through grade <br/>
<a id="pl.40.23"></a><var>40.23</var>12 education on the amount each district is cross-subsidizing special education costs <br/>
<a id="pl.40.24"></a><var>40.24</var>with general education revenue.<br/>
<br/>
<a id="bill.3.12.0"></a><a id="pl.40.25"></a><var>40.25</var>    Sec. 12. Minnesota Statutes 2012, section 260D.06, subdivision 2, is amended to read:<br/>
<a id="pl.40.26"></a><var>40.26</var>    Subd. 2. <b>Agency report to court; court review.</b> The agency shall obtain judicial <br/>
<a id="pl.40.27"></a><var>40.27</var>review by reporting to the court according to the following procedures:<br/>
<a id="pl.40.28"></a><var>40.28</var>    (a) A written report shall be forwarded to the court within 165 days of the date of the <br/>
<a id="pl.40.29"></a><var>40.29</var>voluntary placement agreement. The written report shall contain or have attached:<br/>
<a id="pl.40.30"></a><var>40.30</var>    (1) a statement of facts that necessitate the child's foster care placement;<br/>
<a id="pl.40.31"></a><var>40.31</var>    (2) the child's name, date of birth, race, gender, and current address;<br/>
<a id="pl.40.32"></a><var>40.32</var>    (3) the names, race, date of birth, residence, and post office addresses of the child's <br/>
<a id="pl.40.33"></a><var>40.33</var>parents or legal custodian;<br/>
<a id="pl.41.1"></a><var>41.1</var>    (4) a statement regarding the child's eligibility for membership or enrollment in an <br/>
<a id="pl.41.2"></a><var>41.2</var>Indian tribe and the agency's compliance with applicable provisions of sections 
         <statute_ref>260.751</statute_ref> to <br/>
<statute_ref><a id="pl.41.3"></a><var>41.3</var>260.835
         </statute_ref>;<br/>
<a id="pl.41.4"></a><var>41.4</var>    (5) the names and addresses of the foster parents or chief administrator of the facility <br/>
<a id="pl.41.5"></a><var>41.5</var>in which the child is placed, if the child is not in a family foster home or group home;<br/>
<a id="pl.41.6"></a><var>41.6</var>    (6) a copy of the out-of-home placement plan required under section 
         <statute_ref>260C.212</statute_ref>, <br/>
<a id="pl.41.7"></a><var>41.7</var>subdivision 1;<br/>
<a id="pl.41.8"></a><var>41.8</var>    (7) a written summary of the proceedings of any administrative review required <br/>
<a id="pl.41.9"></a><var>41.9</var>under section 
         <statute_ref>260C.203</statute_ref>; and<br/>
<a id="pl.41.10"></a><var>41.10</var>    (8) any other information the agency, parent or legal custodian, the child or the foster <br/>
<a id="pl.41.11"></a><var>41.11</var>parent, or other residential facility wants the court to consider.<br/>
<a id="pl.41.12"></a><var>41.12</var>    (b) In the case of a child in placement due to emotional disturbance, the written <br/>
<a id="pl.41.13"></a><var>41.13</var>report shall include as an attachment, the child's individual treatment plan developed by <br/>
<a id="pl.41.14"></a><var>41.14</var>the child's treatment professional, as provided in section 
         <statute_ref>245.4871, subdivision 21</statute_ref>, or the <br/>
<a id="pl.41.15"></a><var>41.15</var>child's individual interagency intervention standard written plan, as provided in section <br/>
<statute_ref><a id="pl.41.16"></a><var>41.16</var>125A.023
         </statute_ref>, subdivision 3, paragraph (c) (e).<br/>
<a id="pl.41.17"></a><var>41.17</var>    (c) In the case of a child in placement due to developmental disability or a related <br/>
<a id="pl.41.18"></a><var>41.18</var>condition, the written report shall include as an attachment, the child's individual service <br/>
<a id="pl.41.19"></a><var>41.19</var>plan, as provided in section 
         <statute_ref>256B.092, subdivision 1b</statute_ref>; the child's individual program plan, <br/>
<a id="pl.41.20"></a><var>41.20</var>as provided in Minnesota Rules, part 9525.0004, subpart 11; the child's waiver care plan; <br/>
<a id="pl.41.21"></a><var>41.21</var>or the child's individual interagency intervention standard written plan, as provided in <br/>
<a id="pl.41.22"></a><var>41.22</var>section 
         <statute_ref>125A.023, subdivision 3</statute_ref>, paragraph (c) (e).<br/>
<a id="pl.41.23"></a><var>41.23</var>    (d) The agency must inform the child, age 12 or older, the child's parent, and the <br/>
<a id="pl.41.24"></a><var>41.24</var>foster parent or foster care facility of the reporting and court review requirements of this <br/>
<a id="pl.41.25"></a><var>41.25</var>section and of their right to submit information to the court:<br/>
<a id="pl.41.26"></a><var>41.26</var>    (1) if the child or the child's parent or the foster care provider wants to send <br/>
<a id="pl.41.27"></a><var>41.27</var>information to the court, the agency shall advise those persons of the reporting date and the <br/>
<a id="pl.41.28"></a><var>41.28</var>date by which the agency must receive the information they want forwarded to the court so <br/>
<a id="pl.41.29"></a><var>41.29</var>the agency is timely able submit it with the agency's report required under this subdivision;<br/>
<a id="pl.41.30"></a><var>41.30</var>    (2) the agency must also inform the child, age 12 or older, the child's parent, and <br/>
<a id="pl.41.31"></a><var>41.31</var>the foster care facility that they have the right to be heard in person by the court and <br/>
<a id="pl.41.32"></a><var>41.32</var>how to exercise that right;<br/>
<a id="pl.41.33"></a><var>41.33</var>    (3) the agency must also inform the child, age 12 or older, the child's parent, and <br/>
<a id="pl.41.34"></a><var>41.34</var>the foster care provider that an in-court hearing will be held if requested by the child, <br/>
<a id="pl.41.35"></a><var>41.35</var>the parent, or the foster care provider; and<br/>
<a id="pl.42.1"></a><var>42.1</var>    (4) if, at the time required for the report under this section, a child, age 12 or <br/>
<a id="pl.42.2"></a><var>42.2</var>older, disagrees about the foster care facility or services provided under the out-of-home <br/>
<a id="pl.42.3"></a><var>42.3</var>placement plan required under section 
         <statute_ref>260C.212, subdivision 1</statute_ref>, the agency shall include <br/>
<a id="pl.42.4"></a><var>42.4</var>information regarding the child's disagreement, and to the extent possible, the basis for the <br/>
<a id="pl.42.5"></a><var>42.5</var>child's disagreement in the report required under this section.<br/>
<a id="pl.42.6"></a><var>42.6</var>    (e) After receiving the required report, the court has jurisdiction to make the <br/>
<a id="pl.42.7"></a><var>42.7</var>following determinations and must do so within ten days of receiving the forwarded <br/>
<a id="pl.42.8"></a><var>42.8</var>report, whether a hearing is requested:<br/>
<a id="pl.42.9"></a><var>42.9</var>    (1) whether the voluntary foster care arrangement is in the child's best interests;<br/>
<a id="pl.42.10"></a><var>42.10</var>    (2) whether the parent and agency are appropriately planning for the child; and<br/>
<a id="pl.42.11"></a><var>42.11</var>    (3) in the case of a child age 12 or older, who disagrees with the foster care facility <br/>
<a id="pl.42.12"></a><var>42.12</var>or services provided under the out-of-home placement plan, whether it is appropriate to <br/>
<a id="pl.42.13"></a><var>42.13</var>appoint counsel and a guardian ad litem for the child using standards and procedures <br/>
<a id="pl.42.14"></a><var>42.14</var>under section 
         <statute_ref>260C.163</statute_ref>.<br/>
<a id="pl.42.15"></a><var>42.15</var>    (f) Unless requested by a parent, representative of the foster care facility, or the <br/>
<a id="pl.42.16"></a><var>42.16</var>child, no in-court hearing is required in order for the court to make findings and issue an <br/>
<a id="pl.42.17"></a><var>42.17</var>order as required in paragraph (e).<br/>
<a id="pl.42.18"></a><var>42.18</var>    (g) If the court finds the voluntary foster care arrangement is in the child's best <br/>
<a id="pl.42.19"></a><var>42.19</var>interests and that the agency and parent are appropriately planning for the child, the <br/>
<a id="pl.42.20"></a><var>42.20</var>court shall issue an order containing explicit, individualized findings to support its <br/>
<a id="pl.42.21"></a><var>42.21</var>determination. The individualized findings shall be based on the agency's written report <br/>
<a id="pl.42.22"></a><var>42.22</var>and other materials submitted to the court. The court may make this determination <br/>
<a id="pl.42.23"></a><var>42.23</var>notwithstanding the child's disagreement, if any, reported under paragraph (d).<br/>
<a id="pl.42.24"></a><var>42.24</var>    (h) The court shall send a copy of the order to the county attorney, the agency, <br/>
<a id="pl.42.25"></a><var>42.25</var>parent, child, age 12 or older, and the foster parent or foster care facility.<br/>
<a id="pl.42.26"></a><var>42.26</var>    (i) The court shall also send the parent, the child, age 12 or older, the foster parent, or <br/>
<a id="pl.42.27"></a><var>42.27</var>representative of the foster care facility notice of the permanency review hearing required <br/>
<a id="pl.42.28"></a><var>42.28</var>under section 
         <statute_ref>260D.07</statute_ref>, paragraph (e).<br/>
<a id="pl.42.29"></a><var>42.29</var>    (j) If the court finds continuing the voluntary foster care arrangement is not in the <br/>
<a id="pl.42.30"></a><var>42.30</var>child's best interests or that the agency or the parent are not appropriately planning for the <br/>
<a id="pl.42.31"></a><var>42.31</var>child, the court shall notify the agency, the parent, the foster parent or foster care facility, <br/>
<a id="pl.42.32"></a><var>42.32</var>the child, age 12 or older, and the county attorney of the court's determinations and the <br/>
<a id="pl.42.33"></a><var>42.33</var>basis for the court's determinations. In this case, the court shall set the matter for hearing <br/>
<a id="pl.42.34"></a><var>42.34</var>and appoint a guardian ad litem for the child under section 
         <statute_ref>260C.163, subdivision 5</statute_ref>.<br/>
<br/>
<a id="bill.3.13.0"></a><a id="pl.43.1"></a><var>43.1</var>    Sec. 13. Minnesota Statutes 2013 Supplement, section 626.556, subdivision 2, is <br/>
<a id="pl.43.2"></a><var>43.2</var>amended to read:<br/>
<a id="pl.43.3"></a><var>43.3</var>    Subd. 2. <b>Definitions.</b> As used in this section, the following terms have the meanings <br/>
<a id="pl.43.4"></a><var>43.4</var>given them unless the specific content indicates otherwise:<br/>
<a id="pl.43.5"></a><var>43.5</var>    (a) "Family assessment" means a comprehensive assessment of child safety, risk <br/>
<a id="pl.43.6"></a><var>43.6</var>of subsequent child maltreatment, and family strengths and needs that is applied to a <br/>
<a id="pl.43.7"></a><var>43.7</var>child maltreatment report that does not allege substantial child endangerment. Family <br/>
<a id="pl.43.8"></a><var>43.8</var>assessment does not include a determination as to whether child maltreatment occurred <br/>
<a id="pl.43.9"></a><var>43.9</var>but does determine the need for services to address the safety of family members and the <br/>
<a id="pl.43.10"></a><var>43.10</var>risk of subsequent maltreatment.<br/>
<a id="pl.43.11"></a><var>43.11</var>    (b) "Investigation" means fact gathering related to the current safety of a child <br/>
<a id="pl.43.12"></a><var>43.12</var>and the risk of subsequent maltreatment that determines whether child maltreatment <br/>
<a id="pl.43.13"></a><var>43.13</var>occurred and whether child protective services are needed. An investigation must be used <br/>
<a id="pl.43.14"></a><var>43.14</var>when reports involve substantial child endangerment, and for reports of maltreatment in <br/>
<a id="pl.43.15"></a><var>43.15</var>facilities required to be licensed under chapter 245A or 245B; under sections 
         <statute_ref>144.50</statute_ref> to <br/>
<statute_ref><a id="pl.43.16"></a><var>43.16</var>144.58
         </statute_ref> and 
         <statute_ref>241.021</statute_ref>; in a school as defined in sections 
         <statute_ref>120A.05, subdivisions 9</statute_ref>, 11, and <br/>
<a id="pl.43.17"></a><var>43.17</var>13, and 
         <statute_ref>124D.10</statute_ref>; or in a nonlicensed personal care provider association as defined in <br/>
<a id="pl.43.18"></a><var>43.18</var>sections 
         <statute_ref>256B.04, subdivision 16</statute_ref>, and 
         <statute_ref>256B.0625, subdivision 19a</statute_ref>.<br/>
<a id="pl.43.19"></a><var>43.19</var>    (c) "Substantial child endangerment" means a person responsible for a child's care, <br/>
<a id="pl.43.20"></a><var>43.20</var>and in the case of sexual abuse includes a person who has a significant relationship to the <br/>
<a id="pl.43.21"></a><var>43.21</var>child as defined in section 
         <statute_ref>609.341</statute_ref>, or a person in a position of authority as defined in <br/>
<a id="pl.43.22"></a><var>43.22</var>section 
         <statute_ref>609.341</statute_ref>, who by act or omission commits or attempts to commit an act against a <br/>
<a id="pl.43.23"></a><var>43.23</var>child under their care that constitutes any of the following:<br/>
<a id="pl.43.24"></a><var>43.24</var>    (1) egregious harm as defined in section 
         <statute_ref>260C.007, subdivision 14</statute_ref>;<br/>
<a id="pl.43.25"></a><var>43.25</var>    (2) sexual abuse as defined in paragraph (d);<br/>
<a id="pl.43.26"></a><var>43.26</var>    (3) abandonment under section 
         <statute_ref>260C.301, subdivision 2</statute_ref>;<br/>
<a id="pl.43.27"></a><var>43.27</var>    (4) neglect as defined in paragraph (f), clause (2), that substantially endangers the <br/>
<a id="pl.43.28"></a><var>43.28</var>child's physical or mental health, including a growth delay, which may be referred to as <br/>
<a id="pl.43.29"></a><var>43.29</var>failure to thrive, that has been diagnosed by a physician and is due to parental neglect;<br/>
<a id="pl.43.30"></a><var>43.30</var>    (5) murder in the first, second, or third degree under section 
         <statute_ref>609.185</statute_ref>, 
         <statute_ref>609.19</statute_ref>, or <br/>
<statute_ref><a id="pl.43.31"></a><var>43.31</var>609.195
         </statute_ref>;<br/>
<a id="pl.43.32"></a><var>43.32</var>    (6) manslaughter in the first or second degree under section 
         <statute_ref>609.20</statute_ref> or 
         <statute_ref>609.205</statute_ref>;<br/>
<a id="pl.43.33"></a><var>43.33</var>    (7) assault in the first, second, or third degree under section 
         <statute_ref>609.221</statute_ref>, 
         <statute_ref>609.222</statute_ref>, or <br/>
<statute_ref><a id="pl.43.34"></a><var>43.34</var>609.223
         </statute_ref>;<br/>
<a id="pl.43.35"></a><var>43.35</var>    (8) solicitation, inducement, and promotion of prostitution under section 
         <statute_ref>609.322</statute_ref>;<br/>
<a id="pl.43.36"></a><var>43.36</var>    (9) criminal sexual conduct under sections 
         <statute_ref>609.342</statute_ref> to 
         <statute_ref>609.3451</statute_ref>;<br/>
<a id="pl.44.1"></a><var>44.1</var>    (10) solicitation of children to engage in sexual conduct under section 
         <statute_ref>609.352</statute_ref>;<br/>
<a id="pl.44.2"></a><var>44.2</var>    (11) malicious punishment or neglect or endangerment of a child under section <br/>
<statute_ref><a id="pl.44.3"></a><var>44.3</var>609.377
         </statute_ref> or 
         <statute_ref>609.378</statute_ref>;<br/>
<a id="pl.44.4"></a><var>44.4</var>    (12) use of a minor in sexual performance under section 
         <statute_ref>617.246</statute_ref>; or<br/>
<a id="pl.44.5"></a><var>44.5</var>    (13) parental behavior, status, or condition which mandates that the county attorney <br/>
<a id="pl.44.6"></a><var>44.6</var>file a termination of parental rights petition under section 
         <statute_ref>260C.503, subdivision 2</statute_ref>.<br/>
<a id="pl.44.7"></a><var>44.7</var>    (d) "Sexual abuse" means the subjection of a child by a person responsible for the <br/>
<a id="pl.44.8"></a><var>44.8</var>child's care, by a person who has a significant relationship to the child, as defined in <br/>
<a id="pl.44.9"></a><var>44.9</var>section 
         <statute_ref>609.341</statute_ref>, or by a person in a position of authority, as defined in section 
         <statute_ref>609.341</statute_ref>, <br/>
<a id="pl.44.10"></a><var>44.10</var>subdivision 10, to any act which constitutes a violation of section 
         <statute_ref>609.342</statute_ref> (criminal sexual <br/>
<a id="pl.44.11"></a><var>44.11</var>conduct in the first degree), 
         <statute_ref>609.343</statute_ref> (criminal sexual conduct in the second degree), <br/>
<statute_ref><a id="pl.44.12"></a><var>44.12</var>609.344
         </statute_ref> (criminal sexual conduct in the third degree), 
         <statute_ref>609.345</statute_ref> (criminal sexual conduct <br/>
<a id="pl.44.13"></a><var>44.13</var>in the fourth degree), or 
         <statute_ref>609.3451</statute_ref> (criminal sexual conduct in the fifth degree). Sexual <br/>
<a id="pl.44.14"></a><var>44.14</var>abuse also includes any act which involves a minor which constitutes a violation of <br/>
<a id="pl.44.15"></a><var>44.15</var>prostitution offenses under sections 
         <statute_ref>609.321</statute_ref> to 
         <statute_ref>609.324</statute_ref> or 
         <statute_ref>617.246</statute_ref>. Sexual abuse includes <br/>
<a id="pl.44.16"></a><var>44.16</var>threatened sexual abuse which includes the status of a parent or household member <br/>
<a id="pl.44.17"></a><var>44.17</var>who has committed a violation which requires registration as an offender under section <br/>
<a id="pl.44.18"></a><var>44.18</var>243.166, subdivision 1b, paragraph (a) or (b), or required registration under section <br/>
<a id="pl.44.19"></a><var>44.19</var>243.166, subdivision 1b, paragraph (a) or (b).<br/>
<a id="pl.44.20"></a><var>44.20</var>    (e) "Person responsible for the child's care" means (1) an individual functioning <br/>
<a id="pl.44.21"></a><var>44.21</var>within the family unit and having responsibilities for the care of the child such as a <br/>
<a id="pl.44.22"></a><var>44.22</var>parent, guardian, or other person having similar care responsibilities, or (2) an individual <br/>
<a id="pl.44.23"></a><var>44.23</var>functioning outside the family unit and having responsibilities for the care of the child <br/>
<a id="pl.44.24"></a><var>44.24</var>such as a teacher, school administrator, other school employees or agents, or other lawful <br/>
<a id="pl.44.25"></a><var>44.25</var>custodian of a child having either full-time or short-term care responsibilities including, <br/>
<a id="pl.44.26"></a><var>44.26</var>but not limited to, day care, babysitting whether paid or unpaid, counseling, teaching, <br/>
<a id="pl.44.27"></a><var>44.27</var>and coaching.<br/>
<a id="pl.44.28"></a><var>44.28</var>    (f) "Neglect" means the commission or omission of any of the acts specified under <br/>
<a id="pl.44.29"></a><var>44.29</var>clauses (1) to (9), other than by accidental means:<br/>
<a id="pl.44.30"></a><var>44.30</var>    (1) failure by a person responsible for a child's care to supply a child with necessary <br/>
<a id="pl.44.31"></a><var>44.31</var>food, clothing, shelter, health, medical, or other care required for the child's physical or <br/>
<a id="pl.44.32"></a><var>44.32</var>mental health when reasonably able to do so;<br/>
<a id="pl.44.33"></a><var>44.33</var>    (2) failure to protect a child from conditions or actions that seriously endanger the <br/>
<a id="pl.44.34"></a><var>44.34</var>child's physical or mental health when reasonably able to do so, including a growth delay, <br/>
<a id="pl.44.35"></a><var>44.35</var>which may be referred to as a failure to thrive, that has been diagnosed by a physician and <br/>
<a id="pl.44.36"></a><var>44.36</var>is due to parental neglect;<br/>
<a id="pl.45.1"></a><var>45.1</var>    (3) failure to provide for necessary supervision or child care arrangements <br/>
<a id="pl.45.2"></a><var>45.2</var>appropriate for a child after considering factors as the child's age, mental ability, physical <br/>
<a id="pl.45.3"></a><var>45.3</var>condition, length of absence, or environment, when the child is unable to care for the <br/>
<a id="pl.45.4"></a><var>45.4</var>child's own basic needs or safety, or the basic needs or safety of another child in their care;<br/>
<a id="pl.45.5"></a><var>45.5</var>    (4) failure to ensure that the child is educated as defined in sections 
         <statute_ref>120A.22</statute_ref> and <br/>
<statute_ref><a id="pl.45.6"></a><var>45.6</var>260C.163, subdivision 11
         </statute_ref>, which does not include a parent's refusal to provide the parent's <br/>
<a id="pl.45.7"></a><var>45.7</var>child with sympathomimetic medications, consistent with section 
         <statute_ref>125A.091, subdivision 5</statute_ref>;<br/>
<a id="pl.45.8"></a><var>45.8</var>    (5) nothing in this section shall be construed to mean that a child is neglected solely <br/>
<a id="pl.45.9"></a><var>45.9</var>because the child's parent, guardian, or other person responsible for the child's care in <br/>
<a id="pl.45.10"></a><var>45.10</var>good faith selects and depends upon spiritual means or prayer for treatment or care of <br/>
<a id="pl.45.11"></a><var>45.11</var>disease or remedial care of the child in lieu of medical care; except that a parent, guardian, <br/>
<a id="pl.45.12"></a><var>45.12</var>or caretaker, or a person mandated to report pursuant to subdivision 3, has a duty to report <br/>
<a id="pl.45.13"></a><var>45.13</var>if a lack of medical care may cause serious danger to the child's health. This section does <br/>
<a id="pl.45.14"></a><var>45.14</var>not impose upon persons, not otherwise legally responsible for providing a child with <br/>
<a id="pl.45.15"></a><var>45.15</var>necessary food, clothing, shelter, education, or medical care, a duty to provide that care;<br/>
<a id="pl.45.16"></a><var>45.16</var>    (6) prenatal exposure to a controlled substance, as defined in section 
         <statute_ref>253B.02</statute_ref>, <br/>
<a id="pl.45.17"></a><var>45.17</var>subdivision 2, used by the mother for a nonmedical purpose, as evidenced by withdrawal <br/>
<a id="pl.45.18"></a><var>45.18</var>symptoms in the child at birth, results of a toxicology test performed on the mother at <br/>
<a id="pl.45.19"></a><var>45.19</var>delivery or the child at birth, medical effects or developmental delays during the child's <br/>
<a id="pl.45.20"></a><var>45.20</var>first year of life that medically indicate prenatal exposure to a controlled substance, or the <br/>
<a id="pl.45.21"></a><var>45.21</var>presence of a fetal alcohol spectrum disorder;<br/>
<a id="pl.45.22"></a><var>45.22</var>    (7) "medical neglect" as defined in section 
         <statute_ref>260C.007, subdivision 6</statute_ref>, clause (5);<br/>
<a id="pl.45.23"></a><var>45.23</var>    (8) chronic and severe use of alcohol or a controlled substance by a parent or <br/>
<a id="pl.45.24"></a><var>45.24</var>person responsible for the care of the child that adversely affects the child's basic needs <br/>
<a id="pl.45.25"></a><var>45.25</var>and safety; or<br/>
<a id="pl.45.26"></a><var>45.26</var>    (9) emotional harm from a pattern of behavior which contributes to impaired <br/>
<a id="pl.45.27"></a><var>45.27</var>emotional functioning of the child which may be demonstrated by a substantial and <br/>
<a id="pl.45.28"></a><var>45.28</var>observable effect in the child's behavior, emotional response, or cognition that is not <br/>
<a id="pl.45.29"></a><var>45.29</var>within the normal range for the child's age and stage of development, with due regard to <br/>
<a id="pl.45.30"></a><var>45.30</var>the child's culture.<br/>
<a id="pl.45.31"></a><var>45.31</var>    (g) "Physical abuse" means any physical injury, mental injury, or threatened injury, <br/>
<a id="pl.45.32"></a><var>45.32</var>inflicted by a person responsible for the child's care on a child other than by accidental <br/>
<a id="pl.45.33"></a><var>45.33</var>means, or any physical or mental injury that cannot reasonably be explained by the child's <br/>
<a id="pl.45.34"></a><var>45.34</var>history of injuries, or any aversive or deprivation procedures, or regulated interventions, <br/>
<a id="pl.45.35"></a><var>45.35</var>that have not been authorized under section 
         <statute_ref>121A.67</statute_ref> 125A.0942 or 
         <statute_ref>245.825</statute_ref>.<br/>
<a id="pl.46.1"></a><var>46.1</var>    Abuse does not include reasonable and moderate physical discipline of a child <br/>
<a id="pl.46.2"></a><var>46.2</var>administered by a parent or legal guardian which does not result in an injury. Abuse does <br/>
<a id="pl.46.3"></a><var>46.3</var>not include the use of reasonable force by a teacher, principal, or school employee as <br/>
<a id="pl.46.4"></a><var>46.4</var>allowed by section 
         <statute_ref>121A.582</statute_ref>. Actions which are not reasonable and moderate include, <br/>
<a id="pl.46.5"></a><var>46.5</var>but are not limited to, any of the following that are done in anger or without regard to the <br/>
<a id="pl.46.6"></a><var>46.6</var>safety of the child:<br/>
<a id="pl.46.7"></a><var>46.7</var>    (1) throwing, kicking, burning, biting, or cutting a child;<br/>
<a id="pl.46.8"></a><var>46.8</var>    (2) striking a child with a closed fist;<br/>
<a id="pl.46.9"></a><var>46.9</var>    (3) shaking a child under age three;<br/>
<a id="pl.46.10"></a><var>46.10</var>    (4) striking or other actions which result in any nonaccidental injury to a child <br/>
<a id="pl.46.11"></a><var>46.11</var>under 18 months of age;<br/>
<a id="pl.46.12"></a><var>46.12</var>    (5) unreasonable interference with a child's breathing;<br/>
<a id="pl.46.13"></a><var>46.13</var>    (6) threatening a child with a weapon, as defined in section 
         <statute_ref>609.02, subdivision 6</statute_ref>;<br/>
<a id="pl.46.14"></a><var>46.14</var>    (7) striking a child under age one on the face or head;<br/>
<a id="pl.46.15"></a><var>46.15</var>    (8) purposely giving a child poison, alcohol, or dangerous, harmful, or controlled <br/>
<a id="pl.46.16"></a><var>46.16</var>substances which were not prescribed for the child by a practitioner, in order to control or <br/>
<a id="pl.46.17"></a><var>46.17</var>punish the child; or other substances that substantially affect the child's behavior, motor <br/>
<a id="pl.46.18"></a><var>46.18</var>coordination, or judgment or that results in sickness or internal injury, or subjects the <br/>
<a id="pl.46.19"></a><var>46.19</var>child to medical procedures that would be unnecessary if the child were not exposed <br/>
<a id="pl.46.20"></a><var>46.20</var>to the substances;<br/>
<a id="pl.46.21"></a><var>46.21</var>    (9) unreasonable physical confinement or restraint not permitted under section <br/>
<statute_ref><a id="pl.46.22"></a><var>46.22</var>609.379
         </statute_ref>, including but not limited to tying, caging, or chaining; or<br/>
<a id="pl.46.23"></a><var>46.23</var>    (10) in a school facility or school zone, an act by a person responsible for the child's <br/>
<a id="pl.46.24"></a><var>46.24</var>care that is a violation under section 
         <statute_ref>121A.58</statute_ref>.<br/>
<a id="pl.46.25"></a><var>46.25</var>    (h) "Report" means any report received by the local welfare agency, police <br/>
<a id="pl.46.26"></a><var>46.26</var>department, county sheriff, or agency responsible for assessing or investigating <br/>
<a id="pl.46.27"></a><var>46.27</var>maltreatment pursuant to this section.<br/>
<a id="pl.46.28"></a><var>46.28</var>    (i) "Facility" means:<br/>
<a id="pl.46.29"></a><var>46.29</var>    (1) a licensed or unlicensed day care facility, residential facility, agency, hospital, <br/>
<a id="pl.46.30"></a><var>46.30</var>sanitarium, or other facility or institution required to be licensed under sections 
         <statute_ref>144.50</statute_ref> to <br/>
<statute_ref><a id="pl.46.31"></a><var>46.31</var>144.58
         </statute_ref>, 
         <statute_ref>241.021</statute_ref>, or 
         <statute_ref>245A.01</statute_ref> to 
         <statute_ref>245A.16</statute_ref>, or chapter 245D;<br/>
<a id="pl.46.32"></a><var>46.32</var>    (2) a school as defined in sections 
         <statute_ref>120A.05, subdivisions 9</statute_ref>, 11, and 13; and <br/>
<statute_ref><a id="pl.46.33"></a><var>46.33</var>124D.10
         </statute_ref>; or<br/>
<a id="pl.46.34"></a><var>46.34</var>    (3) a nonlicensed personal care provider organization as defined in sections 
         <statute_ref>256B.04</statute_ref>, <br/>
<a id="pl.46.35"></a><var>46.35</var>subdivision 16, and 
         <statute_ref>256B.0625, subdivision 19a</statute_ref>.<br/>
<a id="pl.46.36"></a><var>46.36</var>    (j) "Operator" means an operator or agency as defined in section 
         <statute_ref>245A.02</statute_ref>.<br/>
<a id="pl.47.1"></a><var>47.1</var>    (k) "Commissioner" means the commissioner of human services.<br/>
<a id="pl.47.2"></a><var>47.2</var>    (l) "Practice of social services," for the purposes of subdivision 3, includes but is <br/>
<a id="pl.47.3"></a><var>47.3</var>not limited to employee assistance counseling and the provision of guardian ad litem and <br/>
<a id="pl.47.4"></a><var>47.4</var>parenting time expeditor services.<br/>
<a id="pl.47.5"></a><var>47.5</var>    (m) "Mental injury" means an injury to the psychological capacity or emotional <br/>
<a id="pl.47.6"></a><var>47.6</var>stability of a child as evidenced by an observable or substantial impairment in the child's <br/>
<a id="pl.47.7"></a><var>47.7</var>ability to function within a normal range of performance and behavior with due regard to <br/>
<a id="pl.47.8"></a><var>47.8</var>the child's culture.<br/>
<a id="pl.47.9"></a><var>47.9</var>    (n) "Threatened injury" means a statement, overt act, condition, or status that <br/>
<a id="pl.47.10"></a><var>47.10</var>represents a substantial risk of physical or sexual abuse or mental injury. Threatened <br/>
<a id="pl.47.11"></a><var>47.11</var>injury includes, but is not limited to, exposing a child to a person responsible for the <br/>
<a id="pl.47.12"></a><var>47.12</var>child's care, as defined in paragraph (e), clause (1), who has:<br/>
<a id="pl.47.13"></a><var>47.13</var>    (1) subjected a child to, or failed to protect a child from, an overt act or condition <br/>
<a id="pl.47.14"></a><var>47.14</var>that constitutes egregious harm, as defined in section 
         <statute_ref>260C.007, subdivision 14</statute_ref>, or a <br/>
<a id="pl.47.15"></a><var>47.15</var>similar law of another jurisdiction;<br/>
<a id="pl.47.16"></a><var>47.16</var>    (2) been found to be palpably unfit under section 
         <statute_ref>260C.301</statute_ref>, subdivision 1, paragraph <br/>
<a id="pl.47.17"></a><var>47.17</var>(b), clause (4), or a similar law of another jurisdiction;<br/>
<a id="pl.47.18"></a><var>47.18</var>    (3) committed an act that has resulted in an involuntary termination of parental rights <br/>
<a id="pl.47.19"></a><var>47.19</var>under section 
         <statute_ref>260C.301</statute_ref>, or a similar law of another jurisdiction; or<br/>
<a id="pl.47.20"></a><var>47.20</var>    (4) committed an act that has resulted in the involuntary transfer of permanent <br/>
<a id="pl.47.21"></a><var>47.21</var>legal and physical custody of a child to a relative under Minnesota Statutes 2010, section <br/>
<statute_ref><a id="pl.47.22"></a><var>47.22</var>260C.201, subdivision 11
         </statute_ref>, paragraph (d), clause (1), section 
         <statute_ref>260C.515, subdivision 4</statute_ref>, or a <br/>
<a id="pl.47.23"></a><var>47.23</var>similar law of another jurisdiction.<br/>
<a id="pl.47.24"></a><var>47.24</var>A child is the subject of a report of threatened injury when the responsible social <br/>
<a id="pl.47.25"></a><var>47.25</var>services agency receives birth match data under paragraph (o) from the Department of <br/>
<a id="pl.47.26"></a><var>47.26</var>Human Services.<br/>
<a id="pl.47.27"></a><var>47.27</var>(o) Upon receiving data under section 
         <statute_ref>144.225, subdivision 2b</statute_ref>, contained in a <br/>
<a id="pl.47.28"></a><var>47.28</var>birth record or recognition of parentage identifying a child who is subject to threatened <br/>
<a id="pl.47.29"></a><var>47.29</var>injury under paragraph (n), the Department of Human Services shall send the data to the <br/>
<a id="pl.47.30"></a><var>47.30</var>responsible social services agency. The data is known as "birth match" data. Unless the <br/>
<a id="pl.47.31"></a><var>47.31</var>responsible social services agency has already begun an investigation or assessment of the <br/>
<a id="pl.47.32"></a><var>47.32</var>report due to the birth of the child or execution of the recognition of parentage and the <br/>
<a id="pl.47.33"></a><var>47.33</var>parent's previous history with child protection, the agency shall accept the birth match <br/>
<a id="pl.47.34"></a><var>47.34</var>data as a report under this section. The agency may use either a family assessment or <br/>
<a id="pl.47.35"></a><var>47.35</var>investigation to determine whether the child is safe. All of the provisions of this section <br/>
<a id="pl.47.36"></a><var>47.36</var>apply. If the child is determined to be safe, the agency shall consult with the county <br/>
<a id="pl.48.1"></a><var>48.1</var>attorney to determine the appropriateness of filing a petition alleging the child is in need <br/>
<a id="pl.48.2"></a><var>48.2</var>of protection or services under section 
         <statute_ref>260C.007, subdivision 6</statute_ref>, clause (16), in order to <br/>
<a id="pl.48.3"></a><var>48.3</var>deliver needed services. If the child is determined not to be safe, the agency and the county <br/>
<a id="pl.48.4"></a><var>48.4</var>attorney shall take appropriate action as required under section 
         <statute_ref>260C.503</statute_ref>, subdivision 2.<br/>
<a id="pl.48.5"></a><var>48.5</var>    (p) Persons who conduct assessments or investigations under this section shall take <br/>
<a id="pl.48.6"></a><var>48.6</var>into account accepted child-rearing practices of the culture in which a child participates <br/>
<a id="pl.48.7"></a><var>48.7</var>and accepted teacher discipline practices, which are not injurious to the child's health, <br/>
<a id="pl.48.8"></a><var>48.8</var>welfare, and safety.<br/>
<a id="pl.48.9"></a><var>48.9</var>    (q) "Accidental" means a sudden, not reasonably foreseeable, and unexpected <br/>
<a id="pl.48.10"></a><var>48.10</var>occurrence or event which:<br/>
<a id="pl.48.11"></a><var>48.11</var>    (1) is not likely to occur and could not have been prevented by exercise of due <br/>
<a id="pl.48.12"></a><var>48.12</var>care; and<br/>
<a id="pl.48.13"></a><var>48.13</var>    (2) if occurring while a child is receiving services from a facility, happens when the <br/>
<a id="pl.48.14"></a><var>48.14</var>facility and the employee or person providing services in the facility are in compliance <br/>
<a id="pl.48.15"></a><var>48.15</var>with the laws and rules relevant to the occurrence or event.<br/>
<a id="pl.48.16"></a><var>48.16</var>(r) "Nonmaltreatment mistake" means:<br/>
<a id="pl.48.17"></a><var>48.17</var>(1) at the time of the incident, the individual was performing duties identified in the <br/>
<a id="pl.48.18"></a><var>48.18</var>center's child care program plan required under Minnesota Rules, part 9503.0045;<br/>
<a id="pl.48.19"></a><var>48.19</var>(2) the individual has not been determined responsible for a similar incident that <br/>
<a id="pl.48.20"></a><var>48.20</var>resulted in a finding of maltreatment for at least seven years;<br/>
<a id="pl.48.21"></a><var>48.21</var>(3) the individual has not been determined to have committed a similar <br/>
<a id="pl.48.22"></a><var>48.22</var>nonmaltreatment mistake under this paragraph for at least four years;<br/>
<a id="pl.48.23"></a><var>48.23</var>(4) any injury to a child resulting from the incident, if treated, is treated only with <br/>
<a id="pl.48.24"></a><var>48.24</var>remedies that are available over the counter, whether ordered by a medical professional or <br/>
<a id="pl.48.25"></a><var>48.25</var>not; and<br/>
<a id="pl.48.26"></a><var>48.26</var>(5) except for the period when the incident occurred, the facility and the individual <br/>
<a id="pl.48.27"></a><var>48.27</var>providing services were both in compliance with all licensing requirements relevant to the <br/>
<a id="pl.48.28"></a><var>48.28</var>incident.<br/>
<a id="pl.48.29"></a><var>48.29</var>This definition only applies to child care centers licensed under Minnesota <br/>
<a id="pl.48.30"></a><var>48.30</var>Rules, chapter 9503. If clauses (1) to (5) apply, rather than making a determination of <br/>
<a id="pl.48.31"></a><var>48.31</var>substantiated maltreatment by the individual, the commissioner of human services shall <br/>
<a id="pl.48.32"></a><var>48.32</var>determine that a nonmaltreatment mistake was made by the individual.<br/>
<a id="pl.48.33"></a><var>48.33</var><b>EFFECTIVE DATE.</b>This section is effective the day following final enactment.<br/>
<br/>
<a id="bill.3.14.0"></a><a id="pl.48.34"></a><var>48.34</var>    Sec. 14. <b>RULEMAKING AUTHORITY; SPECIAL EDUCATION TASK FORCE </b><br/>
<a id="pl.48.35"></a><var>48.35</var><b>RECOMMENDATIONS.</b><br/>
<a id="pl.49.1"></a><var>49.1</var>The commissioner of education must use the expedited rulemaking process under <br/>
<a id="pl.49.2"></a><var>49.2</var>Minnesota Statutes, section 14.389, to make the rule changes recommended by the <br/>
<a id="pl.49.3"></a><var>49.3</var>Special Education Case Load and Rule Alignment Task Force in its 2014 report entitled <br/>
<a id="pl.49.4"></a><var>49.4</var>"Recommendations for Special Education Case Load and Rule Alignment" submitted <br/>
<a id="pl.49.5"></a><var>49.5</var>to the legislature on February 15, 2014.<br/>
<a id="pl.49.6"></a><var>49.6</var><b>EFFECTIVE DATE.</b>This section is effective the day following final enactment.<br/>
<br/>
<a id="bill.3.15.0"></a><a id="pl.49.7"></a><var>49.7</var>    Sec. 15. <b> REPEALER.</b><br/>
<a id="pl.49.8"></a><var>49.8</var>Minnesota Statutes 2012, section 125A.027, subdivision 3, is repealed.<br/>
<br/>
<a id="bill.4.0.0"></a>

<a id="bill.4.1.0"></a><a id="pl.49.11"></a><var>49.11</var>    Section 1. Minnesota Statutes 2012, section 124D.111, subdivision 3, is amended to <br/>
<a id="pl.49.12"></a><var>49.12</var>read:<br/>
<a id="pl.49.13"></a><var>49.13</var>    Subd. 3. <b>School food service fund.</b> (a) The expenses described in this subdivision <br/>
<a id="pl.49.14"></a><var>49.14</var>must be recorded as provided in this subdivision.<br/>
<a id="pl.49.15"></a><var>49.15</var>(b) In each district, the expenses for a school food service program for pupils must <br/>
<a id="pl.49.16"></a><var>49.16</var>be attributed to a school food service fund. Under a food service program, the school <br/>
<a id="pl.49.17"></a><var>49.17</var>food service may prepare or serve milk, meals, or snacks in connection with school or <br/>
<a id="pl.49.18"></a><var>49.18</var>community service activities.<br/>
<a id="pl.49.19"></a><var>49.19</var>(c) Revenues and expenditures for food service activities must be recorded in the <br/>
<a id="pl.49.20"></a><var>49.20</var>food service fund. The costs of processing applications, accounting for meals, preparing <br/>
<a id="pl.49.21"></a><var>49.21</var>and serving food, providing kitchen custodial services, and other expenses involving the <br/>
<a id="pl.49.22"></a><var>49.22</var>preparing of meals or the kitchen section of the lunchroom may be charged to the food <br/>
<a id="pl.49.23"></a><var>49.23</var>service fund or to the general fund of the district. The costs of lunchroom supervision, <br/>
<a id="pl.49.24"></a><var>49.24</var>lunchroom custodial services, lunchroom utilities, and other administrative costs of the <br/>
<a id="pl.49.25"></a><var>49.25</var>food service program must be charged to the general fund.<br/>
<a id="pl.49.26"></a><var>49.26</var>That portion of superintendent and fiscal manager costs that can be documented as <br/>
<a id="pl.49.27"></a><var>49.27</var>attributable to the food service program may be charged to the food service fund provided <br/>
<a id="pl.49.28"></a><var>49.28</var>that the school district does not employ or contract with a food service director or other <br/>
<a id="pl.49.29"></a><var>49.29</var>individual who manages the food service program, or food service management company. <br/>
<a id="pl.49.30"></a><var>49.30</var>If the cost of the superintendent or fiscal manager is charged to the food service fund, <br/>
<a id="pl.49.31"></a><var>49.31</var>the charge must be at a wage rate not to exceed the statewide average for food service <br/>
<a id="pl.49.32"></a><var>49.32</var>directors as determined by the department.<br/>
<a id="pl.50.1"></a><var>50.1</var>(d) Capital expenditures for the purchase of food service equipment must be made <br/>
<a id="pl.50.2"></a><var>50.2</var>from the general fund and not the food service fund, unless the unreserved restricted<br/>
<a id="pl.50.3"></a><var>50.3</var> balance in the food service fund at the end of the last fiscal year is greater than the cost of <br/>
<a id="pl.50.4"></a><var>50.4</var>the equipment to be purchased.<br/>
<a id="pl.50.5"></a><var>50.5</var>(e) If the condition set out in paragraph (d) applies, the equipment may be purchased <br/>
<a id="pl.50.6"></a><var>50.6</var>from the food service fund.<br/>
<a id="pl.50.7"></a><var>50.7</var>(f) If a deficit in the food service fund exists at the end of a fiscal year, and the deficit <br/>
<a id="pl.50.8"></a><var>50.8</var>is not eliminated by revenues from food service operations in the next fiscal year, then the <br/>
<a id="pl.50.9"></a><var>50.9</var>deficit must be eliminated by a permanent fund transfer from the general fund at the end of <br/>
<a id="pl.50.10"></a><var>50.10</var>that second fiscal year. However, if a district contracts with a food service management <br/>
<a id="pl.50.11"></a><var>50.11</var>company during the period in which the deficit has accrued, the deficit must be eliminated <br/>
<a id="pl.50.12"></a><var>50.12</var>by a payment from the food service management company.<br/>
<a id="pl.50.13"></a><var>50.13</var>(g) Notwithstanding paragraph (f), a district may incur a deficit in the food service <br/>
<a id="pl.50.14"></a><var>50.14</var>fund for up to three years without making the permanent transfer if the district submits <br/>
<a id="pl.50.15"></a><var>50.15</var>to the commissioner by January 1 of the second fiscal year a plan for eliminating that <br/>
<a id="pl.50.16"></a><var>50.16</var>deficit at the end of the third fiscal year.<br/>
<a id="pl.50.17"></a><var>50.17</var>(h) If a surplus in the food service fund exists at the end of a fiscal year for three <br/>
<a id="pl.50.18"></a><var>50.18</var>successive years, a district may recode for that fiscal year the costs of lunchroom <br/>
<a id="pl.50.19"></a><var>50.19</var>supervision, lunchroom custodial services, lunchroom utilities, and other administrative <br/>
<a id="pl.50.20"></a><var>50.20</var>costs of the food service program charged to the general fund according to paragraph (c) <br/>
<a id="pl.50.21"></a><var>50.21</var>and charge those costs to the food service fund in a total amount not to exceed the amount <br/>
<a id="pl.50.22"></a><var>50.22</var>of surplus in the food service fund.<br/>
<br/>
<a id="bill.4.2.0"></a><a id="pl.50.23"></a><var>50.23</var>    Sec. 2. <b>[124D.1191] DONATIONS TO FOOD SHELF PROGRAMS.</b><br/>
<a id="pl.50.24"></a><var>50.24</var>Schools and community organizations participating in any federal child nutrition <br/>
<a id="pl.50.25"></a><var>50.25</var>meal program may donate unused food to food shelf programs, provided that the food shelf:<br/>
<a id="pl.50.26"></a><var>50.26</var>(1) is a nonprofit corporation or is affiliated with a nonprofit corporation, as defined <br/>
<a id="pl.50.27"></a><var>50.27</var>in section 501(c)(3) of the Internal Revenue Code of 1986;<br/>
<a id="pl.50.28"></a><var>50.28</var>(2) distributes food without charge to needy individuals;<br/>
<a id="pl.50.29"></a><var>50.29</var>(3) does not limit food distributions to individuals of a particular religious affiliation, <br/>
<a id="pl.50.30"></a><var>50.30</var>race, or other criteria unrelated to need; and<br/>
<a id="pl.50.31"></a><var>50.31</var>(4) has a stable address and directly serves individuals.<br/>
<br/>
<a id="bill.5.0.0"></a>

<a id="pl.51.3"></a><var>51.3</var><b>LIFELONG LEARNING</b><br/>

<a id="bill.5.1.0"></a><a id="pl.51.4"></a><var>51.4</var>    Section 1. Minnesota Statutes 2012, section 123A.06, subdivision 2, is amended to read:<br/>
<a id="pl.51.5"></a><var>51.5</var>    Subd. 2. <b>People to be served.</b> A state-approved alternative program shall provide <br/>
<a id="pl.51.6"></a><var>51.6</var>programs for secondary pupils and adults. A center may also provide programs and <br/>
<a id="pl.51.7"></a><var>51.7</var>services for elementary and secondary pupils who are not attending the state-approved <br/>
<a id="pl.51.8"></a><var>51.8</var>alternative program to assist them in being successful in school. A center shall use <br/>
<a id="pl.51.9"></a><var>51.9</var>research-based best practices for serving English learners and their parents. An <br/>
<a id="pl.51.10"></a><var>51.10</var>individualized education program team may identify a state-approved alternative program <br/>
<a id="pl.51.11"></a><var>51.11</var>as an appropriate placement to the extent a state-approved alternative program can provide <br/>
<a id="pl.51.12"></a><var>51.12</var>the student with the appropriate special education services described in the student's plan. <br/>
<a id="pl.51.13"></a><var>51.13</var>Pupils eligible to be served are those who qualify under the graduation incentives program <br/>
<a id="pl.51.14"></a><var>51.14</var>in section 
         <statute_ref>124D.68, subdivision 2</statute_ref>, those enrolled under section 
         <statute_ref>124D.02</statute_ref>, subdivision <br/>
<a id="pl.51.15"></a><var>51.15</var>2, or those pupils who are eligible to receive special education services under sections <br/>
<statute_ref><a id="pl.51.16"></a><var>51.16</var>125A.03
         </statute_ref> to 
         <statute_ref>125A.24</statute_ref>, and 
         <statute_ref>125A.65</statute_ref>.<br/>
<br/>
<a id="bill.5.2.0"></a><a id="pl.51.17"></a><var>51.17</var>    Sec. 2. Minnesota Statutes 2013 Supplement, section 124D.165, subdivision 2, is <br/>
<a id="pl.51.18"></a><var>51.18</var>amended to read:<br/>
<a id="pl.51.19"></a><var>51.19</var>    Subd. 2. <b>Family eligibility.</b> (a) For a family to receive an early childhood education<br/>
<a id="pl.51.20"></a><var>51.20</var> learning scholarship, parents or guardians must meet the following eligibility requirements:<br/>
<a id="pl.51.21"></a><var>51.21</var>(1) have a child three or four years of age on September 1 of the current school year, <br/>
<a id="pl.51.22"></a><var>51.22</var>who has not yet started kindergarten; and<br/>
<a id="pl.51.23"></a><var>51.23</var>(2) have income equal to or less than 185 percent of federal poverty level income <br/>
<a id="pl.51.24"></a><var>51.24</var>in the current calendar year, or be able to document their child's current participation in <br/>
<a id="pl.51.25"></a><var>51.25</var>the free and reduced-price lunch program or child and adult care food program, National <br/>
<a id="pl.51.26"></a><var>51.26</var>School Lunch Act, United States Code, title 42, sections 1751 and 1766; the Food <br/>
<a id="pl.51.27"></a><var>51.27</var>Distribution Program on Indian Reservations, Food and Nutrition Act, United States <br/>
<a id="pl.51.28"></a><var>51.28</var>Code, title 7, sections 2011-2036; Head Start under the federal Improving Head Start for <br/>
<a id="pl.51.29"></a><var>51.29</var>School Readiness Act of 2007; Minnesota family investment program under chapter 256J; <br/>
<a id="pl.51.30"></a><var>51.30</var>child care assistance programs under chapter 119B; the supplemental nutrition assistance <br/>
<a id="pl.51.31"></a><var>51.31</var>program; or placement in foster care under section 
         <statute_ref>260C.212</statute_ref>.<br/>
<a id="pl.51.32"></a><var>51.32</var>(b) Notwithstanding the other provisions of this section, a parent under age 21 who <br/>
<a id="pl.51.33"></a><var>51.33</var>is pursuing a high school or general education equivalency diploma is eligible for an early <br/>
<a id="pl.52.1"></a><var>52.1</var>learning scholarship if the parent has a child age zero to five years old and meets the <br/>
<a id="pl.52.2"></a><var>52.2</var>income eligibility guidelines in this subdivision.<br/>
<a id="pl.52.3"></a><var>52.3</var>(c) Any siblings between the ages zero to five years old of a child who has been <br/>
<a id="pl.52.4"></a><var>52.4</var>awarded a scholarship under this section must be awarded a scholarship upon request, <br/>
<a id="pl.52.5"></a><var>52.5</var>provided the sibling attends the same program as long as funds are available.<br/>
<a id="pl.52.6"></a><var>52.6</var>(d) A child who has received a scholarship under this section must continue to <br/>
<a id="pl.52.7"></a><var>52.7</var>receive a scholarship each year until that child is eligible for kindergarten under section <br/>
<statute_ref><a id="pl.52.8"></a><var>52.8</var>120A.20
         </statute_ref> and as long as funds are available.<br/>
<a id="pl.52.9"></a><var>52.9</var>(e) Early learning scholarships may not be counted as earned income for the <br/>
<a id="pl.52.10"></a><var>52.10</var>purposes of medical assistance under chapter 256B, MinnesotaCare under chapter 256L, <br/>
<a id="pl.52.11"></a><var>52.11</var>Minnesota family investment program under chapter 256J, child care assistance programs <br/>
<a id="pl.52.12"></a><var>52.12</var>under chapter 119B, or Head Start under the federal Improving Head Start for School <br/>
<a id="pl.52.13"></a><var>52.13</var>Readiness Act of 2007.<br/>
<br/>
<a id="bill.5.3.0"></a><a id="pl.52.14"></a><var>52.14</var>    Sec. 3. Minnesota Statutes 2013 Supplement, section 124D.165, subdivision 4, is <br/>
<a id="pl.52.15"></a><var>52.15</var>amended to read:<br/>
<a id="pl.52.16"></a><var>52.16</var>    Subd. 4. <b>Early childhood program eligibility.</b> (a) In order to be eligible to accept <br/>
<a id="pl.52.17"></a><var>52.17</var>an early childhood education learning scholarship, a program must:<br/>
<a id="pl.52.18"></a><var>52.18</var>(1) participate in the quality rating and improvement system under section <br/>
<statute_ref><a id="pl.52.19"></a><var>52.19</var>124D.142
         </statute_ref>; and<br/>
<a id="pl.52.20"></a><var>52.20</var>(2) beginning July 1, 2016, have a three- or four-star rating in the quality rating <br/>
<a id="pl.52.21"></a><var>52.21</var>and improvement system.<br/>
<a id="pl.52.22"></a><var>52.22</var>(b) Any program accepting scholarships must use the revenue to supplement and not <br/>
<a id="pl.52.23"></a><var>52.23</var>supplant federal funding.<br/>
<br/>
<a id="bill.5.4.0"></a><a id="pl.52.24"></a><var>52.24</var>    Sec. 4. Minnesota Statutes 2013 Supplement, section 124D.165, subdivision 5, is <br/>
<a id="pl.52.25"></a><var>52.25</var>amended to read:<br/>
<a id="pl.52.26"></a><var>52.26</var>    Subd. 5. <b>Report required.</b> The commissioner shall contract with an independent <br/>
<a id="pl.52.27"></a><var>52.27</var>contractor to evaluate the early learning scholarship program. The evaluation must <br/>
<a id="pl.52.28"></a><var>52.28</var>include recommendations regarding the appropriate scholarship amount, efficiency, and <br/>
<a id="pl.52.29"></a><var>52.29</var>effectiveness of the administration, and impact on kindergarten readiness and student <br/>
<a id="pl.52.30"></a><var>52.30</var>outcomes by program setting, including Head Start programs, school-based prekindergarten <br/>
<a id="pl.52.31"></a><var>52.31</var>and preschool programs, and other early education and child care programs. The report <br/>
<a id="pl.52.32"></a><var>52.32</var>must also include the number of scholarship recipients in school-based, home-based, <br/>
<a id="pl.52.33"></a><var>52.33</var>and center-based programs as well as a geographic summary of scholarship recipients <br/>
<a id="pl.52.34"></a><var>52.34</var>by county. By January 15, 2016, the commissioner shall submit a written copy of the <br/>
<a id="pl.53.1"></a><var>53.1</var>evaluation to the chairs and ranking minority members of the legislative committees and <br/>
<a id="pl.53.2"></a><var>53.2</var>divisions with primary jurisdiction over kindergarten through grade 12 education.<br/>
<br/>
<a id="bill.6.0.0"></a>

<a id="bill.6.1.0"></a><a id="pl.53.5"></a><var>53.5</var>    Section 1. Minnesota Statutes 2012, section 134.355, subdivision 8, is amended to read:<br/>
<a id="pl.53.6"></a><var>53.6</var>    Subd. 8. <b>Eligibility.</b> A regional public library system may apply for regional library <br/>
<a id="pl.53.7"></a><var>53.7</var>telecommunications aid. The aid must be used for data and video access maintenance, <br/>
<a id="pl.53.8"></a><var>53.8</var>equipment, or installation of telecommunication lines. To be eligible, a regional public <br/>
<a id="pl.53.9"></a><var>53.9</var>library system must be officially designated by the commissioner of education as a <br/>
<a id="pl.53.10"></a><var>53.10</var>regional public library system as defined in section 
         <statute_ref>134.34, subdivision 3</statute_ref>, and each of its <br/>
<a id="pl.53.11"></a><var>53.11</var>participating cities and counties must meet local support levels defined in section 
         <statute_ref>134.34, <br/>
<a id="pl.53.12"></a><var>53.12</var>subdivision 1
         </statute_ref>. A public library building that receives aid under this section must be open a <br/>
<a id="pl.53.13"></a><var>53.13</var>minimum of 20 hours per week. Exceptions to the minimum open hours requirement may <br/>
<a id="pl.53.14"></a><var>53.14</var>be granted by the Department of Education on request of the regional public library system <br/>
<a id="pl.53.15"></a><var>53.15</var>for the following circumstances: short-term closing for emergency maintenance and <br/>
<a id="pl.53.16"></a><var>53.16</var>repairs following a natural disaster; in response to exceptional economic circumstances; <br/>
<a id="pl.53.17"></a><var>53.17</var>building repair or maintenance that requires public services areas to be closed; or to adjust <br/>
<a id="pl.53.18"></a><var>53.18</var>hours of public service to respond to documented seasonal use patterns.<br/>
<br/>
<a id="bill.7.0.0"></a>

<a id="bill.7.1.0"></a><a id="pl.53.21"></a><var>53.21</var>    Section 1. Minnesota Statutes 2012, section 119A.50, subdivision 3, is amended to read:<br/>
<a id="pl.53.22"></a><var>53.22</var>    Subd. 3. <b>Early childhood literacy programs.</b> (a) A research-based early childhood <br/>
<a id="pl.53.23"></a><var>53.23</var>literacy program premised on actively involved parents, ongoing professional staff <br/>
<a id="pl.53.24"></a><var>53.24</var>development, and high quality early literacy program standards is established to increase <br/>
<a id="pl.53.25"></a><var>53.25</var>the literacy skills of children participating in Head Start to prepare them to be successful <br/>
<a id="pl.53.26"></a><var>53.26</var>readers and to increase families' participation in providing early literacy experiences to <br/>
<a id="pl.53.27"></a><var>53.27</var>their children. Program providers must:<br/>
<a id="pl.53.28"></a><var>53.28</var>    (1) work to prepare children to be successful learners;<br/>
<a id="pl.53.29"></a><var>53.29</var>    (2) work to close the achievement gap for at-risk children;<br/>
<a id="pl.53.30"></a><var>53.30</var>    (3) use an a culturally relevant integrated approach to early literacy that daily offers <br/>
<a id="pl.53.31"></a><var>53.31</var>a literacy-rich classroom learning environment composed of books, writing materials, <br/>
<a id="pl.53.32"></a><var>53.32</var>writing centers, labels, rhyming, and other related literacy materials and opportunities;<br/>
<a id="pl.54.1"></a><var>54.1</var>    (4) support children's home language while helping the children master English and <br/>
<a id="pl.54.2"></a><var>54.2</var>use multiple literacy strategies to provide a cultural bridge between home and school;<br/>
<a id="pl.54.3"></a><var>54.3</var>    (5) use literacy mentors, ongoing literacy groups, and other teachers and staff to <br/>
<a id="pl.54.4"></a><var>54.4</var>provide appropriate, extensive professional development opportunities in early literacy <br/>
<a id="pl.54.5"></a><var>54.5</var>and classroom strategies for preschool teachers and other preschool staff;<br/>
<a id="pl.54.6"></a><var>54.6</var>    (6) use ongoing data-based assessments that enable preschool teachers to understand, <br/>
<a id="pl.54.7"></a><var>54.7</var>plan, and implement literacy strategies, activities, and curriculum that meet children's <br/>
<a id="pl.54.8"></a><var>54.8</var>literacy needs and continuously improve children's literacy; and<br/>
<a id="pl.54.9"></a><var>54.9</var>    (7) foster participation by parents, community stakeholders, literacy advisors, and <br/>
<a id="pl.54.10"></a><var>54.10</var>evaluation specialists; and<br/>
<a id="pl.54.11"></a><var>54.11</var>    (8) provide parents of English learners with oral and written information to monitor <br/>
<a id="pl.54.12"></a><var>54.12</var>the program's impact on their children's English language development, to know whether <br/>
<a id="pl.54.13"></a><var>54.13</var>their children are progressing in developing their English proficiency and, where <br/>
<a id="pl.54.14"></a><var>54.14</var>practicable, their native language proficiency, and to actively engage with their children in <br/>
<a id="pl.54.15"></a><var>54.15</var>developing their English and native language proficiency.<br/>
<a id="pl.54.16"></a><var>54.16</var>Program providers are encouraged to collaborate with qualified, community-based <br/>
<a id="pl.54.17"></a><var>54.17</var>early childhood providers in implementing this program and to seek nonstate funds to <br/>
<a id="pl.54.18"></a><var>54.18</var>supplement the program.<br/>
<a id="pl.54.19"></a><var>54.19</var>    (b) Program providers under paragraph (a) interested in extending literacy programs <br/>
<a id="pl.54.20"></a><var>54.20</var>to children in kindergarten through grade 3 may elect to form a partnership with an <br/>
<a id="pl.54.21"></a><var>54.21</var>eligible organization under section 
         <statute_ref>124D.38, subdivision 2</statute_ref>, or 
         <statute_ref>124D.42, subdivision 6</statute_ref>, <br/>
<a id="pl.54.22"></a><var>54.22</var>clause (3), schools enrolling children in kindergarten through grade 3, and other interested <br/>
<a id="pl.54.23"></a><var>54.23</var>and qualified community-based entities to provide ongoing literacy programs that offer <br/>
<a id="pl.54.24"></a><var>54.24</var>seamless literacy instruction focused on closing the literacy achievement gap. To close the <br/>
<a id="pl.54.25"></a><var>54.25</var>literacy achievement gap by the end of third grade, partnership members must agree to use <br/>
<a id="pl.54.26"></a><var>54.26</var>best efforts and practices and to work collaboratively to implement a seamless literacy <br/>
<a id="pl.54.27"></a><var>54.27</var>model from age three to grade 3, consistent with paragraph (a). Literacy programs under <br/>
<a id="pl.54.28"></a><var>54.28</var>this paragraph must collect and use literacy data to:<br/>
<a id="pl.54.29"></a><var>54.29</var>    (1) evaluate children's literacy skills; and<br/>
<a id="pl.54.30"></a><var>54.30</var>    (2) monitor the progress and provide reading instruction appropriate to the specific <br/>
<a id="pl.54.31"></a><var>54.31</var>needs of English learners; and<br/>
<a id="pl.54.32"></a><var>54.32</var>    (3) formulate specific intervention strategies to provide reading instruction to <br/>
<a id="pl.54.33"></a><var>54.33</var>children premised on the outcomes of formative and summative assessments and <br/>
<a id="pl.54.34"></a><var>54.34</var>research-based indicators of literacy development.<br/>
<a id="pl.54.35"></a><var>54.35</var>    The literacy programs under this paragraph also must train teachers and other <br/>
<a id="pl.54.36"></a><var>54.36</var>providers working with children to use the assessment outcomes under clause (2) to <br/>
<a id="pl.55.1"></a><var>55.1</var>develop and use effective, long-term literacy coaching models that are specific to the <br/>
<a id="pl.55.2"></a><var>55.2</var>program providers.<br/>
<br/>
<a id="bill.7.2.0"></a><a id="pl.55.3"></a><var>55.3</var>    Sec. 2. Minnesota Statutes 2013 Supplement, section 120B.11, is amended to read:<br/>
<a id="pl.55.4"></a><var>55.4</var><b>120B.11 SCHOOL DISTRICT PROCESS FOR REVIEWING CURRICULUM, </b><br/>
<a id="pl.55.5"></a><var>55.5</var><b>INSTRUCTION, AND STUDENT ACHIEVEMENT; STRIVING FOR THE </b><br/>
<a id="pl.55.6"></a><var>55.6</var><b>WORLD'S BEST WORKFORCE.</b><br/>
<a id="pl.55.7"></a><var>55.7</var>    Subdivision 1. <b>Definitions.</b> For the purposes of this section and section 
         <statute_ref>120B.10</statute_ref>, <br/>
<a id="pl.55.8"></a><var>55.8</var>the following terms have the meanings given them.<br/>
<a id="pl.55.9"></a><var>55.9</var>    (a) "Instruction" means methods of providing learning experiences that enable a <br/>
<a id="pl.55.10"></a><var>55.10</var>student students to meet state and district academic standards and graduation requirements, <br/>
<a id="pl.55.11"></a><var>55.11</var>including providing English learners with appropriate, full, effective, and meaningful <br/>
<a id="pl.55.12"></a><var>55.12</var>access to regular classroom instruction in core curriculum.<br/>
<a id="pl.55.13"></a><var>55.13</var>    (b) "Curriculum" means district or school adopted programs and written plans for <br/>
<a id="pl.55.14"></a><var>55.14</var>providing students with learning experiences that lead to expected knowledge and skills <br/>
<a id="pl.55.15"></a><var>55.15</var>and career and college readiness.<br/>
<a id="pl.55.16"></a><var>55.16</var>    (c) "World's best workforce" means striving to: meet school readiness goals; have <br/>
<a id="pl.55.17"></a><var>55.17</var>all third grade students achieve grade-level literacy; close the academic achievement gap <br/>
<a id="pl.55.18"></a><var>55.18</var>among all racial and ethnic groups of students and between students living in poverty and <br/>
<a id="pl.55.19"></a><var>55.19</var>students not living in poverty; ensure all English learners have the appropriate English <br/>
<a id="pl.55.20"></a><var>55.20</var>learner instruction and content area support to achieve academic language proficiency, <br/>
<a id="pl.55.21"></a><var>55.21</var>including oral academic language proficiency, in English and are taught the same state <br/>
<a id="pl.55.22"></a><var>55.22</var>and local academic standards as native English-speaking students; have all students attain <br/>
<a id="pl.55.23"></a><var>55.23</var>career and college readiness before graduating from high school; and have all students <br/>
<a id="pl.55.24"></a><var>55.24</var>graduate from high school.<br/>
<a id="pl.55.25"></a><var>55.25</var>    (d) "Cultural competence," "cultural competency," or "culturally competent" <br/>
<a id="pl.55.26"></a><var>55.26</var>means the ability and will to interact effectively with people of different cultures, native <br/>
<a id="pl.55.27"></a><var>55.27</var>languages, and socioeconomic backgrounds.<br/>
<a id="pl.55.28"></a><var>55.28</var>    Subd. 1a. <b>Performance measures.</b> (a) Measures to determine school district and <br/>
<a id="pl.55.29"></a><var>55.29</var>school site progress in striving to create the world's best workforce must include at least:<br/>
<a id="pl.55.30"></a><var>55.30</var>(1) student performance on the National Association Assessment of Education <br/>
<a id="pl.55.31"></a><var>55.31</var>Progress;<br/>
<a id="pl.55.32"></a><var>55.32</var>(2) the size of the academic achievement gap and rigorous course taking and <br/>
<a id="pl.55.33"></a><var>55.33</var>enrichment experiences by student subgroup;<br/>
<a id="pl.55.34"></a><var>55.34</var>(3) student performance on the Minnesota Comprehensive Assessments;<br/>
<a id="pl.55.35"></a><var>55.35</var>(4) high school graduation rates; and<br/>
<a id="pl.56.1"></a><var>56.1</var>(5) career and college readiness under section 
         <statute_ref>120B.30, subdivision 1</statute_ref>; and<br/>
<a id="pl.56.2"></a><var>56.2</var>(6) the English language development and academic progress, including the oral <br/>
<a id="pl.56.3"></a><var>56.3</var>academic development, of English learners and their native language development if the <br/>
<a id="pl.56.4"></a><var>56.4</var>native language is used as a language of instruction.<br/>
<a id="pl.56.5"></a><var>56.5</var>(b) When administering formative or summative assessments used to measure <br/>
<a id="pl.56.6"></a><var>56.6</var>the academic progress, including the oral academic development, of English learners <br/>
<a id="pl.56.7"></a><var>56.7</var>and inform their instruction, schools must ensure that the assessments are accessible to <br/>
<a id="pl.56.8"></a><var>56.8</var>the students and students have the modifications and supports they need to sufficiently <br/>
<a id="pl.56.9"></a><var>56.9</var>understand the assessments.<br/>
<a id="pl.56.10"></a><var>56.10</var>    Subd. 2. <b>Adopting plans and budgets.</b>  A school board, at a public meeting, shall <br/>
<a id="pl.56.11"></a><var>56.11</var>adopt a comprehensive, long-term strategic plan to support and improve teaching and <br/>
<a id="pl.56.12"></a><var>56.12</var>learning that is aligned with creating the world's best workforce and includes:<br/>
<a id="pl.56.13"></a><var>56.13</var>    (1) clearly defined district and school site goals and benchmarks for instruction and <br/>
<a id="pl.56.14"></a><var>56.14</var>student achievement for all student subgroups identified in section 
         <statute_ref>120B.35, subdivision 3</statute_ref>, <br/>
<a id="pl.56.15"></a><var>56.15</var>paragraph (b), clause (2);<br/>
<a id="pl.56.16"></a><var>56.16</var>    (2) a process for assessing and evaluating each student's progress toward meeting state <br/>
<a id="pl.56.17"></a><var>56.17</var>and local academic standards and identifying the strengths and weaknesses of instruction <br/>
<a id="pl.56.18"></a><var>56.18</var>in pursuit of student and school success and curriculum affecting students' progress and <br/>
<a id="pl.56.19"></a><var>56.19</var>growth toward career and college readiness and leading to the world's best workforce;<br/>
<a id="pl.56.20"></a><var>56.20</var>    (3) a system to periodically review and evaluate the effectiveness of all instruction <br/>
<a id="pl.56.21"></a><var>56.21</var>and curriculum, taking into account strategies and best practices, student outcomes, school <br/>
<a id="pl.56.22"></a><var>56.22</var>principal evaluations under section 
         <statute_ref>123B.147</statute_ref>, subdivision 3, and teacher evaluations <br/>
<a id="pl.56.23"></a><var>56.23</var>under section 
         <statute_ref>122A.40, subdivision 8</statute_ref>, or 
         <statute_ref>122A.41</statute_ref>, subdivision 5;<br/>
<a id="pl.56.24"></a><var>56.24</var>    (4) strategies for improving instruction, curriculum, and student achievement, <br/>
<a id="pl.56.25"></a><var>56.25</var>including the English and, where practicable, the native language development and the <br/>
<a id="pl.56.26"></a><var>56.26</var>academic achievement of English learners;<br/>
<a id="pl.56.27"></a><var>56.27</var>    (5) education effectiveness practices that integrate high-quality instruction, rigorous <br/>
<a id="pl.56.28"></a><var>56.28</var>curriculum, technology, and a collaborative professional culture that develops and <br/>
<a id="pl.56.29"></a><var>56.29</var>supports teacher quality, performance, and effectiveness; and<br/>
<a id="pl.56.30"></a><var>56.30</var>    (6) an annual budget for continuing to implement the district plan.<br/>
<a id="pl.56.31"></a><var>56.31</var>    Subd. 3. <b>District advisory committee.</b> Each school board shall establish an <br/>
<a id="pl.56.32"></a><var>56.32</var>advisory committee to ensure active community participation in all phases of planning and <br/>
<a id="pl.56.33"></a><var>56.33</var>improving the instruction and curriculum affecting state and district academic standards, <br/>
<a id="pl.56.34"></a><var>56.34</var>consistent with subdivision 2. A district advisory committee, to the extent possible, <br/>
<a id="pl.56.35"></a><var>56.35</var>shall reflect the diversity of the district and its school sites, and shall include teachers, <br/>
<a id="pl.56.36"></a><var>56.36</var>parents, support staff, students, and other community residents, and provide translation <br/>
<a id="pl.57.1"></a><var>57.1</var>to the extent appropriate and practicable. The district advisory committee shall pursue <br/>
<a id="pl.57.2"></a><var>57.2</var>community support to accelerate the academic and native literacy and achievement of <br/>
<a id="pl.57.3"></a><var>57.3</var>English learners with varied needs, from young children to adults, consistent with section <br/>
<a id="pl.57.4"></a><var>57.4</var>124D.59, subdivisions 2 and 2a. The district may establish site teams as subcommittees <br/>
<a id="pl.57.5"></a><var>57.5</var>of the district advisory committee under subdivision 4. The district advisory committee <br/>
<a id="pl.57.6"></a><var>57.6</var>shall recommend to the school board rigorous academic standards, student achievement <br/>
<a id="pl.57.7"></a><var>57.7</var>goals and measures consistent with subdivision 1a and sections 
         <statute_ref>120B.022, subdivision <br/>
<a id="pl.57.8"></a><var>57.8</var>1
         </statute_ref>, paragraphs (b) and (c), and 
         <statute_ref>120B.35</statute_ref>, district assessments, and program evaluations. <br/>
<a id="pl.57.9"></a><var>57.9</var>School sites may expand upon district evaluations of instruction, curriculum, assessments, <br/>
<a id="pl.57.10"></a><var>57.10</var>or programs. Whenever possible, parents and other community residents shall comprise at <br/>
<a id="pl.57.11"></a><var>57.11</var>least two-thirds of advisory committee members.<br/>
<a id="pl.57.12"></a><var>57.12</var>    Subd. 4. <b>Site team.</b> A school may establish a site team to develop and implement <br/>
<a id="pl.57.13"></a><var>57.13</var>strategies and education effectiveness practices to improve instruction, curriculum, <br/>
<a id="pl.57.14"></a><var>57.14</var>cultural competencies, including cultural awareness and cross-cultural communication, <br/>
<a id="pl.57.15"></a><var>57.15</var>and student achievement at the school site, consistent with subdivision 2. The team advises <br/>
<a id="pl.57.16"></a><var>57.16</var>the board and the advisory committee about developing the annual budget and revising an <br/>
<a id="pl.57.17"></a><var>57.17</var>instruction and curriculum improvement plan that aligns curriculum, assessment of student <br/>
<a id="pl.57.18"></a><var>57.18</var>progress, and growth in meeting state and district academic standards and instruction.<br/>
<a id="pl.57.19"></a><var>57.19</var>    Subd. 5. <b>Report.</b> Consistent with requirements for school performance reports <br/>
<a id="pl.57.20"></a><var>57.20</var>under section 
         <statute_ref>120B.36, subdivision 1</statute_ref>, the school board shall publish a report in the local <br/>
<a id="pl.57.21"></a><var>57.21</var>newspaper with the largest circulation in the district, by mail, or by electronic means on <br/>
<a id="pl.57.22"></a><var>57.22</var>the district Web site. The school board shall hold an annual public meeting to review, <br/>
<a id="pl.57.23"></a><var>57.23</var>and revise where appropriate, student achievement goals, local assessment outcomes, <br/>
<a id="pl.57.24"></a><var>57.24</var>plans, strategies, and practices for improving curriculum and instruction and cultural <br/>
<a id="pl.57.25"></a><var>57.25</var>responsiveness, including cultural awareness and cross-cultural communication, and to <br/>
<a id="pl.57.26"></a><var>57.26</var>review district success in realizing the previously adopted student achievement goals and <br/>
<a id="pl.57.27"></a><var>57.27</var>related benchmarks and the improvement plans leading to the world's best workforce. The <br/>
<a id="pl.57.28"></a><var>57.28</var>school board must transmit an electronic summary of its report to the commissioner in the <br/>
<a id="pl.57.29"></a><var>57.29</var>form and manner the commissioner determines.<br/>
<a id="pl.57.30"></a><var>57.30</var>    Subd. 7. <b>Periodic report.</b> Each school district shall periodically survey affected <br/>
<a id="pl.57.31"></a><var>57.31</var>constituencies, in their native languages where appropriate, about their connection to and <br/>
<a id="pl.57.32"></a><var>57.32</var>level of satisfaction with school. The district shall include the results of this evaluation in <br/>
<a id="pl.57.33"></a><var>57.33</var>the summary report required under subdivision 5.<br/>
<a id="pl.57.34"></a><var>57.34</var>    Subd. 9. <b>Annual evaluation.</b> (a) The commissioner must identify effective <br/>
<a id="pl.57.35"></a><var>57.35</var>strategies, practices, and use of resources by districts and school sites in striving for the <br/>
<a id="pl.58.1"></a><var>58.1</var>world's best workforce. The commissioner must assist districts and sites throughout the <br/>
<a id="pl.58.2"></a><var>58.2</var>state in implementing these effective strategies, practices, and use of resources.<br/>
<a id="pl.58.3"></a><var>58.3</var>(b) The commissioner must identify those districts in any consecutive three-year <br/>
<a id="pl.58.4"></a><var>58.4</var>period not making sufficient progress toward improving teaching and learning for all <br/>
<a id="pl.58.5"></a><var>58.5</var>students, including English learners with varied needs, consistent with section 124D.59, <br/>
<a id="pl.58.6"></a><var>58.6</var>subdivisions 2 and 2a, and striving for the world's best workforce. The commissioner, in <br/>
<a id="pl.58.7"></a><var>58.7</var>collaboration with the identified district, may require the district to use up to two percent <br/>
<a id="pl.58.8"></a><var>58.8</var>of its basic general education revenue per fiscal year during the proximate three school <br/>
<a id="pl.58.9"></a><var>58.9</var>years to implement commissioner-specified strategies and practices, consistent with <br/>
<a id="pl.58.10"></a><var>58.10</var>paragraph (a), to improve and accelerate its progress in realizing its goals under this <br/>
<a id="pl.58.11"></a><var>58.11</var>section. In implementing this section, the commissioner must consider districts' budget <br/>
<a id="pl.58.12"></a><var>58.12</var>constraints and legal obligations.<br/>
<br/>
<a id="bill.7.3.0"></a><a id="pl.58.13"></a><var>58.13</var>    Sec. 3. Minnesota Statutes 2013 Supplement, section 120B.115, is amended to read:<br/>
<a id="pl.58.14"></a><var>58.14</var><b>120B.115 REGIONAL CENTERS OF EXCELLENCE.</b><br/>
<a id="pl.58.15"></a><var>58.15</var>(a) Regional centers of excellence are established to assist and support school <br/>
<a id="pl.58.16"></a><var>58.16</var>boards, school districts, school sites, and charter schools in implementing research-based <br/>
<a id="pl.58.17"></a><var>58.17</var>interventions and practices to increase the students' achievement within a region. <br/>
<a id="pl.58.18"></a><var>58.18</var>The centers must develop partnerships with local and regional service cooperatives, <br/>
<a id="pl.58.19"></a><var>58.19</var>postsecondary institutions, integrated school districts, the department, children's mental <br/>
<a id="pl.58.20"></a><var>58.20</var>health providers, or other local or regional entities interested in providing a cohesive <br/>
<a id="pl.58.21"></a><var>58.21</var>and consistent regional delivery system that serves all schools equitably. Centers must <br/>
<a id="pl.58.22"></a><var>58.22</var>assist school districts, school sites, and charter schools in developing similar partnerships. <br/>
<a id="pl.58.23"></a><var>58.23</var>Center support may include assisting school districts, school sites, and charter schools <br/>
<a id="pl.58.24"></a><var>58.24</var>with common principles of effective practice, including:<br/>
<a id="pl.58.25"></a><var>58.25</var>(1) defining measurable education goals under section 
         <statute_ref>120B.11, subdivision 2</statute_ref>;<br/>
<a id="pl.58.26"></a><var>58.26</var>(2) implementing evidence-based practices;<br/>
<a id="pl.58.27"></a><var>58.27</var>(3) engaging in data-driven decision-making;<br/>
<a id="pl.58.28"></a><var>58.28</var>(4) providing multilayered levels of support;<br/>
<a id="pl.58.29"></a><var>58.29</var>(5) supporting culturally responsive teaching and learning aligning the development <br/>
<a id="pl.58.30"></a><var>58.30</var>of academic English proficiency, state and local academic standards, and career and <br/>
<a id="pl.58.31"></a><var>58.31</var>college readiness benchmarks; and<br/>
<a id="pl.58.32"></a><var>58.32</var>(6) engaging parents, families, youth, and local community members in programs <br/>
<a id="pl.58.33"></a><var>58.33</var>and activities at the school district, school site, or charter school that foster collaboration <br/>
<a id="pl.58.34"></a><var>58.34</var>and shared accountability for the achievement of all students; and<br/>
<a id="pl.59.1"></a><var>59.1</var>(7) translating district forms and other information such as a multilingual glossary of <br/>
<a id="pl.59.2"></a><var>59.2</var>commonly used education terms and phrases.<br/>
<a id="pl.59.3"></a><var>59.3</var>Centers must work with school site leadership teams to build capacity the expertise and <br/>
<a id="pl.59.4"></a><var>59.4</var>experience to implement programs that close the achievement gap, provide effective and <br/>
<a id="pl.59.5"></a><var>59.5</var>differentiated programs and instruction for different types of English learners, including <br/>
<a id="pl.59.6"></a><var>59.6</var>English learners with limited or interrupted formal schooling and long-term English <br/>
<a id="pl.59.7"></a><var>59.7</var>learners under section 124D.59, subdivisions 2 and 2a, increase students' progress and <br/>
<a id="pl.59.8"></a><var>59.8</var>growth toward career and college readiness, and increase student graduation rates.<br/>
<a id="pl.59.9"></a><var>59.9</var>(b) The department must assist the regional centers of excellence to meet staff, <br/>
<a id="pl.59.10"></a><var>59.10</var>facilities, and technical needs, provide the centers with programmatic support, and work <br/>
<a id="pl.59.11"></a><var>59.11</var>with the centers to establish a coherent statewide system of regional support, including <br/>
<a id="pl.59.12"></a><var>59.12</var>consulting, training, and technical support, to help school boards, school districts, school <br/>
<a id="pl.59.13"></a><var>59.13</var>sites, and charter schools effectively and efficiently implement the world's best workforce <br/>
<a id="pl.59.14"></a><var>59.14</var>goals under section 
         <statute_ref>120B.11</statute_ref> and other state and federal education initiatives.<br/>
<br/>
<a id="bill.7.4.0"></a><a id="pl.59.15"></a><var>59.15</var>    Sec. 4. Minnesota Statutes 2012, section 120B.12, is amended to read:<br/>
<a id="pl.59.16"></a><var>59.16</var><b>120B.12 READING PROFICIENTLY NO LATER THAN THE END OF </b><br/>
<a id="pl.59.17"></a><var>59.17</var><b>GRADE 3.</b><br/>
<a id="pl.59.18"></a><var>59.18</var>    Subdivision 1. <b>Literacy goal.</b> The legislature seeks to have every child reading at or <br/>
<a id="pl.59.19"></a><var>59.19</var>above grade level no later than the end of grade 3, including English learners, and that <br/>
<a id="pl.59.20"></a><var>59.20</var>teachers provide comprehensive, scientifically based reading instruction consistent with <br/>
<a id="pl.59.21"></a><var>59.21</var>section 
         <statute_ref>122A.06, subdivision 4</statute_ref>.<br/>
<a id="pl.59.22"></a><var>59.22</var>    Subd. 2. <b>Identification; report.</b> For the 2011-2012 school year and later, each <br/>
<a id="pl.59.23"></a><var>59.23</var>school district shall identify before the end of kindergarten, grade 1, and grade 2 students <br/>
<a id="pl.59.24"></a><var>59.24</var>who are not reading at grade level before the end of the current school year. Reading <br/>
<a id="pl.59.25"></a><var>59.25</var>assessments in English, and in the predominant languages of district students where <br/>
<a id="pl.59.26"></a><var>59.26</var>practicable, must identify and evaluate students' areas of academic need related to literacy. <br/>
<a id="pl.59.27"></a><var>59.27</var>The district also must monitor the progress and provide reading instruction appropriate <br/>
<a id="pl.59.28"></a><var>59.28</var>to the specific needs of English learners. The district must use a locally adopted, <br/>
<a id="pl.59.29"></a><var>59.29</var>developmentally appropriate, and culturally responsive assessment and annually report <br/>
<a id="pl.59.30"></a><var>59.30</var>summary assessment results to the commissioner by July 1.<br/>
<a id="pl.59.31"></a><var>59.31</var>    Subd. 2a. <b>Parent notification and involvement.</b> Schools, at least annually, <br/>
<a id="pl.59.32"></a><var>59.32</var>must give the parent of each student who is not reading at or above grade level timely <br/>
<a id="pl.59.33"></a><var>59.33</var>information about:<br/>
<a id="pl.59.34"></a><var>59.34</var>(1) student's reading proficiency as measured by a locally adopted assessment;<br/>
<a id="pl.59.35"></a><var>59.35</var>(2) reading-related services currently being provided to the student; and<br/>
<a id="pl.60.1"></a><var>60.1</var>(3) strategies for parents to use at home in helping their student succeed in becoming <br/>
<a id="pl.60.2"></a><var>60.2</var>grade-level proficient in reading in English and in their native language.<br/>
<a id="pl.60.3"></a><var>60.3</var>    Subd. 3. <b>Intervention.</b> For each student identified under subdivision 2, the district <br/>
<a id="pl.60.4"></a><var>60.4</var>shall provide reading intervention to accelerate student growth in order to and reach the <br/>
<a id="pl.60.5"></a><var>60.5</var>goal of reading at or above grade level by the end of the current grade and school year. <br/>
<a id="pl.60.6"></a><var>60.6</var>District intervention methods shall encourage parental involvement family engagement<br/>
<a id="pl.60.7"></a><var>60.7</var> and, where possible, collaboration with appropriate school and community programs. <br/>
<a id="pl.60.8"></a><var>60.8</var>Intervention methods may include, but are not limited to, requiring attendance in summer <br/>
<a id="pl.60.9"></a><var>60.9</var>school, intensified reading instruction that may require that the student be removed from <br/>
<a id="pl.60.10"></a><var>60.10</var>the regular classroom for part of the school day or, extended-day programs, or programs <br/>
<a id="pl.60.11"></a><var>60.11</var>that strengthen students' cultural connections.<br/>
<a id="pl.60.12"></a><var>60.12</var>    Subd. 4. <b>Staff development.</b> Each district shall use the data under subdivision 2 to <br/>
<a id="pl.60.13"></a><var>60.13</var>identify the staff development needs so that:<br/>
<a id="pl.60.14"></a><var>60.14</var>(1) elementary teachers are able to implement comprehensive, scientifically based <br/>
<a id="pl.60.15"></a><var>60.15</var>reading and oral language instruction in the five reading areas of phonemic awareness, <br/>
<a id="pl.60.16"></a><var>60.16</var>phonics, fluency, vocabulary, and comprehension as defined in section 
         <statute_ref>122A.06, <br/>
<a id="pl.60.17"></a><var>60.17</var>subdivision 4
         </statute_ref>, and other literacy-related areas including writing until the student achieves <br/>
<a id="pl.60.18"></a><var>60.18</var>grade-level reading proficiency;<br/>
<a id="pl.60.19"></a><var>60.19</var>(2) elementary teachers have sufficient training to provide comprehensive, <br/>
<a id="pl.60.20"></a><var>60.20</var>scientifically based reading and oral language instruction that meets students' <br/>
<a id="pl.60.21"></a><var>60.21</var>developmental, linguistic, and literacy needs using the intervention methods or programs <br/>
<a id="pl.60.22"></a><var>60.22</var>selected by the district for the identified students;<br/>
<a id="pl.60.23"></a><var>60.23</var>(3) licensed teachers employed by the district have regular opportunities to improve <br/>
<a id="pl.60.24"></a><var>60.24</var>reading and writing instruction; and<br/>
<a id="pl.60.25"></a><var>60.25</var>(4) licensed teachers recognize students' diverse needs in cross-cultural settings <br/>
<a id="pl.60.26"></a><var>60.26</var>and are able to serve the oral language and linguistic needs of students who are English <br/>
<a id="pl.60.27"></a><var>60.27</var>learners by maximizing strengths in their native languages in order to cultivate students' <br/>
<a id="pl.60.28"></a><var>60.28</var>English language development, including oral academic language development, and <br/>
<a id="pl.60.29"></a><var>60.29</var>build academic literacy; and<br/>
<a id="pl.60.30"></a><var>60.30</var>(5) licensed teachers are well trained in culturally responsive pedagogy that enables <br/>
<a id="pl.60.31"></a><var>60.31</var>students to master content, develop skills to access content, and build relationships.<br/>
<a id="pl.60.32"></a><var>60.32</var>    Subd. 4a. <b>Local literacy plan.</b> Consistent with this section, a school district must <br/>
<a id="pl.60.33"></a><var>60.33</var>adopt a local literacy plan to have every child reading at or above grade level no later than <br/>
<a id="pl.60.34"></a><var>60.34</var>the end of grade 3, including English learners. The plan must include a process to assess <br/>
<a id="pl.60.35"></a><var>60.35</var>students' level of reading proficiency, notify and involve parents, intervene with students <br/>
<a id="pl.61.1"></a><var>61.1</var>who are not reading at or above grade level, and identify and meet staff development <br/>
<a id="pl.61.2"></a><var>61.2</var>needs. The district must post its literacy plan on the official school district Web site.<br/>
<a id="pl.61.3"></a><var>61.3</var>    Subd. 5. <b>Commissioner.</b> The commissioner shall recommend to districts multiple <br/>
<a id="pl.61.4"></a><var>61.4</var>assessment tools to assist districts and teachers with identifying students under subdivision <br/>
<a id="pl.61.5"></a><var>61.5</var>2. The commissioner shall also make available examples of nationally recognized and <br/>
<a id="pl.61.6"></a><var>61.6</var>research-based instructional methods or programs to districts to provide comprehensive, <br/>
<a id="pl.61.7"></a><var>61.7</var>scientifically based reading instruction and intervention under this section.<br/>
<br/>
<a id="bill.7.5.0"></a><a id="pl.61.8"></a><var>61.8</var>    Sec. 5. Minnesota Statutes 2013 Supplement, section 120B.125, is amended to read:<br/>
<a id="pl.61.9"></a><var>61.9</var><b>120B.125 PLANNING FOR STUDENTS' SUCCESSFUL TRANSITION </b><br/>
<a id="pl.61.10"></a><var>61.10</var><b>TO POSTSECONDARY EDUCATION AND EMPLOYMENT; INVOLUNTARY </b><br/>
<a id="pl.61.11"></a><var>61.11</var><b>CAREER TRACKING PROHIBITED.</b><br/>
<a id="pl.61.12"></a><var>61.12</var>(a) Consistent with sections 
         <statute_ref>120B.128</statute_ref>, 
         <statute_ref>120B.13</statute_ref>, 
         <statute_ref>120B.131</statute_ref>, 
         <statute_ref>120B.132</statute_ref>, 
         <statute_ref>120B.14</statute_ref>, <br/>
<statute_ref><a id="pl.61.13"></a><var>61.13</var>120B.15
         </statute_ref>, 
         <statute_ref>120B.30, subdivision 1</statute_ref>, paragraph (c), 125A.08, and other related sections, <br/>
<a id="pl.61.14"></a><var>61.14</var>school districts, beginning in the 2013-2014 school year, must assist all students by no <br/>
<a id="pl.61.15"></a><var>61.15</var>later than grade 9 to explore their college and career interests and aspirations and develop <br/>
<a id="pl.61.16"></a><var>61.16</var>a plan for a smooth and successful transition to postsecondary education or employment. <br/>
<a id="pl.61.17"></a><var>61.17</var>All students' plans must be designed to:<br/>
<a id="pl.61.18"></a><var>61.18</var>(1) provide a comprehensive academic plan for completing a college and <br/>
<a id="pl.61.19"></a><var>61.19</var>career-ready curriculum premised on meeting state and local academic standards <br/>
<a id="pl.61.20"></a><var>61.20</var>and developing 21st century skills such as team work, collaboration, creativity, <br/>
<a id="pl.61.21"></a><var>61.21</var>communication, critical thinking, and good work habits;<br/>
<a id="pl.61.22"></a><var>61.22</var>(2) emphasize academic rigor and high expectations;<br/>
<a id="pl.61.23"></a><var>61.23</var>(3) help students identify personal learning styles that may affect their postsecondary <br/>
<a id="pl.61.24"></a><var>61.24</var>education and employment choices;<br/>
<a id="pl.61.25"></a><var>61.25</var>(4) help students gain access to postsecondary education and career options;<br/>
<a id="pl.61.26"></a><var>61.26</var>(5) integrate strong academic content into career-focused courses and integrate <br/>
<a id="pl.61.27"></a><var>61.27</var>relevant career-focused courses into strong academic content;<br/>
<a id="pl.61.28"></a><var>61.28</var>(6) help students and families identify and gain access to appropriate counseling <br/>
<a id="pl.61.29"></a><var>61.29</var>and other supports and assistance that enable students to complete required coursework, <br/>
<a id="pl.61.30"></a><var>61.30</var>prepare for postsecondary education and careers, and obtain information about <br/>
<a id="pl.61.31"></a><var>61.31</var>postsecondary education costs and eligibility for financial aid and scholarship;<br/>
<a id="pl.61.32"></a><var>61.32</var>(7) help students and families identify collaborative partnerships of kindergarten<br/>
<a id="pl.61.33"></a><var>61.33</var> prekindergarten through grade 12 schools, postsecondary institutions, economic <br/>
<a id="pl.61.34"></a><var>61.34</var>development agencies, and employers that support students' transition to postsecondary <br/>
<a id="pl.62.1"></a><var>62.1</var>education and employment and provide students with experiential learning opportunities; <br/>
<a id="pl.62.2"></a><var>62.2</var>and<br/>
<a id="pl.62.3"></a><var>62.3</var>(8) be reviewed and revised at least annually by the student, the student's parent or <br/>
<a id="pl.62.4"></a><var>62.4</var>guardian, and the school or district to ensure that the student's course-taking schedule <br/>
<a id="pl.62.5"></a><var>62.5</var>keeps the student making adequate progress to meet state and local high school graduation <br/>
<a id="pl.62.6"></a><var>62.6</var>requirements and with a reasonable chance to succeed with employment or postsecondary <br/>
<a id="pl.62.7"></a><var>62.7</var>education without the need to first complete remedial course work.<br/>
<a id="pl.62.8"></a><var>62.8</var>(b) A school district may develop grade-level curricula or provide instruction that <br/>
<a id="pl.62.9"></a><var>62.9</var>introduces students to various careers, but must not require any curriculum, instruction, <br/>
<a id="pl.62.10"></a><var>62.10</var>or employment-related activity that obligates an elementary or secondary student to <br/>
<a id="pl.62.11"></a><var>62.11</var>involuntarily select a career, career interest, employment goals, or related job training.<br/>
<a id="pl.62.12"></a><var>62.12</var>(c) Educators must possess the knowledge and skills to effectively teach all English <br/>
<a id="pl.62.13"></a><var>62.13</var>learners in their classrooms. School districts must provide appropriate curriculum, <br/>
<a id="pl.62.14"></a><var>62.14</var>targeted materials, professional development opportunities for educators, and sufficient <br/>
<a id="pl.62.15"></a><var>62.15</var>resources to enable English learners to become career- and college-ready.<br/>
<br/>
<a id="bill.7.6.0"></a><a id="pl.62.16"></a><var>62.16</var>    Sec. 6. Minnesota Statutes 2013 Supplement, section 120B.35, subdivision 3, is <br/>
<a id="pl.62.17"></a><var>62.17</var>amended to read:<br/>
<a id="pl.62.18"></a><var>62.18</var>    Subd. 3. <b>State growth target; other state measures.</b> (a) The state's educational <br/>
<a id="pl.62.19"></a><var>62.19</var>assessment system measuring individual students' educational growth is based on <br/>
<a id="pl.62.20"></a><var>62.20</var>indicators of achievement growth that show an individual student's prior achievement. <br/>
<a id="pl.62.21"></a><var>62.21</var>Indicators of achievement and prior achievement must be based on highly reliable <br/>
<a id="pl.62.22"></a><var>62.22</var>statewide or districtwide assessments.<br/>
<a id="pl.62.23"></a><var>62.23</var>(b) The commissioner, in consultation with a stakeholder group that includes <br/>
<a id="pl.62.24"></a><var>62.24</var>assessment and evaluation directors and, district staff, experts in culturally responsive <br/>
<a id="pl.62.25"></a><var>62.25</var>teaching, and researchers, must implement a model that uses a value-added growth <br/>
<a id="pl.62.26"></a><var>62.26</var>indicator and includes criteria for identifying schools and school districts that demonstrate <br/>
<a id="pl.62.27"></a><var>62.27</var>medium and high growth under section 
         <statute_ref>120B.299</statute_ref>, subdivisions 8 and 9, and may <br/>
<a id="pl.62.28"></a><var>62.28</var>recommend other value-added measures under section 
         <statute_ref>120B.299, subdivision 3</statute_ref>. The model <br/>
<a id="pl.62.29"></a><var>62.29</var>may be used to advance educators' professional development and replicate programs that <br/>
<a id="pl.62.30"></a><var>62.30</var>succeed in meeting students' diverse learning needs. Data on individual teachers generated <br/>
<a id="pl.62.31"></a><var>62.31</var>under the model are personnel data under section 
         <statute_ref>13.43</statute_ref>. The model must allow users to:<br/>
<a id="pl.62.32"></a><var>62.32</var>(1) report student growth consistent with this paragraph; and<br/>
<a id="pl.62.33"></a><var>62.33</var>(2) for all student categories, report and compare aggregated and disaggregated state <br/>
<a id="pl.62.34"></a><var>62.34</var>growth data using the nine student categories identified under the federal 2001 No Child <br/>
<a id="pl.63.1"></a><var>63.1</var>Left Behind Act and two student gender categories of male and female, respectively, <br/>
<a id="pl.63.2"></a><var>63.2</var>following appropriate reporting practices to protect nonpublic student data.<br/>
<a id="pl.63.3"></a><var>63.3</var>The commissioner must report measures of student growth, consistent with this <br/>
<a id="pl.63.4"></a><var>63.4</var>paragraph.<br/>
<a id="pl.63.5"></a><var>63.5</var>(c) When reporting student performance under section 
         <statute_ref>120B.36, subdivision 1</statute_ref>, the <br/>
<a id="pl.63.6"></a><var>63.6</var>commissioner annually, beginning July 1, 2011, must report two core measures indicating <br/>
<a id="pl.63.7"></a><var>63.7</var>the extent to which current high school graduates are being prepared for postsecondary <br/>
<a id="pl.63.8"></a><var>63.8</var>academic and career opportunities:<br/>
<a id="pl.63.9"></a><var>63.9</var>(1) a preparation measure indicating the number and percentage of high school <br/>
<a id="pl.63.10"></a><var>63.10</var>graduates in the most recent school year who completed course work important to <br/>
<a id="pl.63.11"></a><var>63.11</var>preparing them for postsecondary academic and career opportunities, consistent with <br/>
<a id="pl.63.12"></a><var>63.12</var>the core academic subjects required for admission to Minnesota's public colleges and <br/>
<a id="pl.63.13"></a><var>63.13</var>universities as determined by the Office of Higher Education under chapter 136A; and<br/>
<a id="pl.63.14"></a><var>63.14</var>(2) a rigorous coursework measure indicating the number and percentage of high <br/>
<a id="pl.63.15"></a><var>63.15</var>school graduates in the most recent school year who successfully completed one or more <br/>
<a id="pl.63.16"></a><var>63.16</var>college-level advanced placement, international baccalaureate, postsecondary enrollment <br/>
<a id="pl.63.17"></a><var>63.17</var>options including concurrent enrollment, other rigorous courses of study under section <br/>
<statute_ref><a id="pl.63.18"></a><var>63.18</var>120B.021, subdivision 1a
         </statute_ref>, or industry certification courses or programs.<br/>
<a id="pl.63.19"></a><var>63.19</var>When reporting the core measures under clauses (1) and (2), the commissioner must also <br/>
<a id="pl.63.20"></a><var>63.20</var>analyze and report separate categories of information using the nine student categories <br/>
<a id="pl.63.21"></a><var>63.21</var>identified under the federal 2001 No Child Left Behind Act and two student gender <br/>
<a id="pl.63.22"></a><var>63.22</var>categories of male and female, respectively, following appropriate reporting practices to <br/>
<a id="pl.63.23"></a><var>63.23</var>protect nonpublic student data.<br/>
<a id="pl.63.24"></a><var>63.24</var>(d) When reporting student performance under section 
         <statute_ref>120B.36, subdivision 1</statute_ref>, the <br/>
<a id="pl.63.25"></a><var>63.25</var>commissioner annually, beginning July 1, 2014, must report summary data on school <br/>
<a id="pl.63.26"></a><var>63.26</var>safety and students' engagement and connection at school. The summary data under this <br/>
<a id="pl.63.27"></a><var>63.27</var>paragraph are separate from and must not be used for any purpose related to measuring <br/>
<a id="pl.63.28"></a><var>63.28</var>or evaluating the performance of classroom teachers. The commissioner, in consultation <br/>
<a id="pl.63.29"></a><var>63.29</var>with qualified experts on student engagement and connection and classroom teachers, <br/>
<a id="pl.63.30"></a><var>63.30</var>must identify highly reliable variables that generate summary data under this paragraph. <br/>
<a id="pl.63.31"></a><var>63.31</var>The summary data may be used at school, district, and state levels only. Any data on <br/>
<a id="pl.63.32"></a><var>63.32</var>individuals received, collected, or created that are used to generate the summary data <br/>
<a id="pl.63.33"></a><var>63.33</var>under this paragraph are nonpublic data under section 
         <statute_ref>13.02, subdivision 9</statute_ref>.<br/>
<a id="pl.63.34"></a><var>63.34</var>(e) For purposes of statewide educational accountability, the commissioner must <br/>
<a id="pl.63.35"></a><var>63.35</var>identify and report measures that demonstrate the success of learning year program <br/>
<a id="pl.63.36"></a><var>63.36</var>providers under sections 
         <statute_ref>123A.05</statute_ref> and 
         <statute_ref>124D.68</statute_ref>, among other such providers, in improving <br/>
<a id="pl.64.1"></a><var>64.1</var>students' graduation outcomes. The commissioner, beginning July 1, 2015, must annually <br/>
<a id="pl.64.2"></a><var>64.2</var>report summary data on:<br/>
<a id="pl.64.3"></a><var>64.3</var>(1) the four- and six-year graduation rates of students under this paragraph;<br/>
<a id="pl.64.4"></a><var>64.4</var>(2) the percent of students under this paragraph whose progress and performance <br/>
<a id="pl.64.5"></a><var>64.5</var>levels are meeting career and college readiness benchmarks under section 
         <statute_ref>120B.30</statute_ref>, <br/>
<a id="pl.64.6"></a><var>64.6</var>subdivision 1; and<br/>
<a id="pl.64.7"></a><var>64.7</var>(3) the success that learning year program providers experience in:<br/>
<a id="pl.64.8"></a><var>64.8</var>(i) identifying at-risk and off-track student populations by grade;<br/>
<a id="pl.64.9"></a><var>64.9</var>(ii) providing successful prevention and intervention strategies for at-risk students;<br/>
<a id="pl.64.10"></a><var>64.10</var>(iii) providing successful recuperative and recovery or reenrollment strategies for <br/>
<a id="pl.64.11"></a><var>64.11</var>off-track students; and<br/>
<a id="pl.64.12"></a><var>64.12</var>(iv) improving the graduation outcomes of at-risk and off-track students.<br/>
<a id="pl.64.13"></a><var>64.13</var>The commissioner may include in the annual report summary data on other education <br/>
<a id="pl.64.14"></a><var>64.14</var>providers serving a majority of students eligible to participate in a learning year program.<br/>
<a id="pl.64.15"></a><var>64.15</var>(f) The commissioner, in consultation with recognized experts with knowledge and <br/>
<a id="pl.64.16"></a><var>64.16</var>experience in assessing the language proficiency and academic performance of English <br/>
<a id="pl.64.17"></a><var>64.17</var>learners, must identify and report appropriate and effective measures to improve current <br/>
<a id="pl.64.18"></a><var>64.18</var>categories of language difficulty and assessments, and monitor and report data on students' <br/>
<a id="pl.64.19"></a><var>64.19</var>English proficiency levels, program placement, and academic language development, <br/>
<a id="pl.64.20"></a><var>64.20</var>including oral academic language.<br/>
<br/>
<a id="bill.7.7.0"></a><a id="pl.64.21"></a><var>64.21</var>    Sec. 7. Minnesota Statutes 2013 Supplement, section 120B.36, subdivision 1, is <br/>
<a id="pl.64.22"></a><var>64.22</var>amended to read:<br/>
<a id="pl.64.23"></a><var>64.23</var>    Subdivision 1. <b>School performance reports.</b> (a) The commissioner shall report <br/>
<a id="pl.64.24"></a><var>64.24</var>student academic performance under section 
         <statute_ref>120B.35, subdivision 2</statute_ref>; the percentages of <br/>
<a id="pl.64.25"></a><var>64.25</var>students showing low, medium, and high growth under section 
         <statute_ref>120B.35, subdivision <br/>
<a id="pl.64.26"></a><var>64.26</var>3
         </statute_ref>, paragraph (b); school safety and student engagement and connection under section <br/>
<statute_ref><a id="pl.64.27"></a><var>64.27</var>120B.35
         </statute_ref>, subdivision 3, paragraph (d); rigorous coursework under section 
         <statute_ref>120B.35, <br/>
<a id="pl.64.28"></a><var>64.28</var>subdivision 3
         </statute_ref>, paragraph (c); the percentage of students under section 
         <statute_ref>120B.35, <br/>
<a id="pl.64.29"></a><var>64.29</var>subdivision 3
         </statute_ref>, paragraph (b), clause (2), whose progress and performance levels are <br/>
<a id="pl.64.30"></a><var>64.30</var>meeting career and college readiness benchmarks under sections 
         <statute_ref>120B.30, subdivision 1</statute_ref>, <br/>
<a id="pl.64.31"></a><var>64.31</var>and 
         <statute_ref>120B.35, subdivision 3</statute_ref>, paragraph (e); longitudinal data on the progress of eligible <br/>
<a id="pl.64.32"></a><var>64.32</var>districts in reducing disparities in students' academic achievement and realizing racial and <br/>
<a id="pl.64.33"></a><var>64.33</var>economic integration under section 
         <statute_ref>124D.861</statute_ref>; the acquisition of English, and where <br/>
<a id="pl.64.34"></a><var>64.34</var>practicable, native language academic literacy, including oral academic language, and <br/>
<a id="pl.64.35"></a><var>64.35</var>the academic progress of English learners under section 124D.59, subdivisions 2 and <br/>
<a id="pl.65.1"></a><var>65.1</var>2a; two separate student-to-teacher ratios that clearly indicate the definition of teacher <br/>
<a id="pl.65.2"></a><var>65.2</var>consistent with sections 
         <statute_ref>122A.06</statute_ref> and 
         <statute_ref>122A.15 </statute_ref>for purposes of determining these ratios; <br/>
<a id="pl.65.3"></a><var>65.3</var>staff characteristics excluding salaries; student enrollment demographics; district mobility; <br/>
<a id="pl.65.4"></a><var>65.4</var>and extracurricular activities. The report also must indicate a school's adequate yearly <br/>
<a id="pl.65.5"></a><var>65.5</var>progress status under applicable federal law, and must not set any designations applicable <br/>
<a id="pl.65.6"></a><var>65.6</var>to high- and low-performing schools due solely to adequate yearly progress status.<br/>
<a id="pl.65.7"></a><var>65.7</var>    (b) The commissioner shall develop, annually update, and post on the department <br/>
<a id="pl.65.8"></a><var>65.8</var>Web site school performance reports.<br/>
<a id="pl.65.9"></a><var>65.9</var>    (c) The commissioner must make available performance reports by the beginning <br/>
<a id="pl.65.10"></a><var>65.10</var>of each school year.<br/>
<a id="pl.65.11"></a><var>65.11</var>    (d) A school or district may appeal its adequate yearly progress status in writing to <br/>
<a id="pl.65.12"></a><var>65.12</var>the commissioner within 30 days of receiving the notice of its status. The commissioner's <br/>
<a id="pl.65.13"></a><var>65.13</var>decision to uphold or deny an appeal is final.<br/>
<a id="pl.65.14"></a><var>65.14</var>    (e) School performance data are nonpublic data under section 
         <statute_ref>13.02, subdivision 9</statute_ref>, <br/>
<a id="pl.65.15"></a><var>65.15</var>until the commissioner publicly releases the data. The commissioner shall annually post <br/>
<a id="pl.65.16"></a><var>65.16</var>school performance reports to the department's public Web site no later than September 1, <br/>
<a id="pl.65.17"></a><var>65.17</var>except that in years when the reports reflect new performance standards, the commissioner <br/>
<a id="pl.65.18"></a><var>65.18</var>shall post the school performance reports no later than October 1.<br/>
<br/>
<a id="bill.7.8.0"></a><a id="pl.65.19"></a><var>65.19</var>    Sec. 8. Minnesota Statutes 2012, section 122A.06, subdivision 4, is amended to read:<br/>
<a id="pl.65.20"></a><var>65.20</var>    Subd. 4. <b>Comprehensive, scientifically based reading instruction.</b> (a) <br/>
<a id="pl.65.21"></a><var>65.21</var>"Comprehensive, scientifically based reading instruction" includes a program or collection <br/>
<a id="pl.65.22"></a><var>65.22</var>of instructional practices that is based on valid, replicable evidence showing that when <br/>
<a id="pl.65.23"></a><var>65.23</var>these programs or practices are used, students can be expected to achieve, at a minimum, <br/>
<a id="pl.65.24"></a><var>65.24</var>satisfactory reading progress. The program or collection of practices must include, at a <br/>
<a id="pl.65.25"></a><var>65.25</var>minimum, effective, balanced instruction in all five areas of reading: phonemic awareness, <br/>
<a id="pl.65.26"></a><var>65.26</var>phonics, fluency, vocabulary development, and reading comprehension.<br/>
<a id="pl.65.27"></a><var>65.27</var>Comprehensive, scientifically based reading instruction also includes and integrates <br/>
<a id="pl.65.28"></a><var>65.28</var>instructional strategies for continuously assessing, evaluating, and communicating <br/>
<a id="pl.65.29"></a><var>65.29</var>the student's reading progress and needs in order to design and implement ongoing <br/>
<a id="pl.65.30"></a><var>65.30</var>interventions so that students of all ages and proficiency levels can read and comprehend <br/>
<a id="pl.65.31"></a><var>65.31</var>text, write, and apply higher level thinking skills. For English learners developing literacy <br/>
<a id="pl.65.32"></a><var>65.32</var>skills, districts are encouraged to use strategies that teach reading and writing in the <br/>
<a id="pl.65.33"></a><var>65.33</var>students' native language and English at the same time.<br/>
<a id="pl.65.34"></a><var>65.34</var>    (b) "Fluency" is the ability of students to read text with speed, accuracy, and proper <br/>
<a id="pl.65.35"></a><var>65.35</var>expression.<br/>
<a id="pl.66.1"></a><var>66.1</var>    (c) "Phonemic awareness" is the ability of students to notice, think about, and <br/>
<a id="pl.66.2"></a><var>66.2</var>manipulate individual sounds in spoken syllables and words.<br/>
<a id="pl.66.3"></a><var>66.3</var>    (d) "Phonics" is the understanding that there are systematic and predictable <br/>
<a id="pl.66.4"></a><var>66.4</var>relationships between written letters and spoken words. Phonics instruction is a way <br/>
<a id="pl.66.5"></a><var>66.5</var>of teaching reading that stresses learning how letters correspond to sounds and how to <br/>
<a id="pl.66.6"></a><var>66.6</var>apply this knowledge in reading and spelling.<br/>
<a id="pl.66.7"></a><var>66.7</var>    (e) "Reading comprehension" is an active process that requires intentional thinking <br/>
<a id="pl.66.8"></a><var>66.8</var>during which meaning is constructed through interactions between text and reader. <br/>
<a id="pl.66.9"></a><var>66.9</var>Comprehension skills are taught explicitly by demonstrating, explaining, modeling, and <br/>
<a id="pl.66.10"></a><var>66.10</var>implementing specific cognitive strategies to help beginning readers derive meaning <br/>
<a id="pl.66.11"></a><var>66.11</var>through intentional, problem-solving thinking processes.<br/>
<a id="pl.66.12"></a><var>66.12</var>    (f) "Vocabulary development" is the process of teaching vocabulary both directly <br/>
<a id="pl.66.13"></a><var>66.13</var>and indirectly, with repetition and multiple exposures to vocabulary items. Learning in <br/>
<a id="pl.66.14"></a><var>66.14</var>rich contexts, incidental learning, and use of computer technology enhance the acquiring <br/>
<a id="pl.66.15"></a><var>66.15</var>of vocabulary.<br/>
<a id="pl.66.16"></a><var>66.16</var>(g) Nothing in this subdivision limits the authority of a school district to select a <br/>
<a id="pl.66.17"></a><var>66.17</var>school's reading program or curriculum.<br/>
<br/>
<a id="bill.7.9.0"></a><a id="pl.66.18"></a><var>66.18</var>    Sec. 9. Minnesota Statutes 2013 Supplement, section 122A.09, subdivision 4, is <br/>
<a id="pl.66.19"></a><var>66.19</var>amended to read:<br/>
<a id="pl.66.20"></a><var>66.20</var>    Subd. 4. <b>License and rules.</b> (a) The board must adopt rules to license public school <br/>
<a id="pl.66.21"></a><var>66.21</var>teachers and interns subject to chapter 14.<br/>
<a id="pl.66.22"></a><var>66.22</var>(b) The board must adopt rules requiring a person to pass a skills examination in <br/>
<a id="pl.66.23"></a><var>66.23</var>reading, writing, and mathematics as a requirement for initial teacher licensure, except <br/>
<a id="pl.66.24"></a><var>66.24</var>that the board may issue up to two additional temporary, one-year teaching licenses to an <br/>
<a id="pl.66.25"></a><var>66.25</var>otherwise qualified candidate who has not yet passed the skills exam. Such rules must <br/>
<a id="pl.66.26"></a><var>66.26</var>require college and universities offering a board-approved teacher preparation program to <br/>
<a id="pl.66.27"></a><var>66.27</var>provide remedial assistance to persons who did not achieve a qualifying score on the skills <br/>
<a id="pl.66.28"></a><var>66.28</var>examination, including those for whom English is a second language.<br/>
<a id="pl.66.29"></a><var>66.29</var>(c) The board must adopt rules to approve teacher preparation programs. The board, <br/>
<a id="pl.66.30"></a><var>66.30</var>upon the request of a postsecondary student preparing for teacher licensure or a licensed <br/>
<a id="pl.66.31"></a><var>66.31</var>graduate of a teacher preparation program, shall assist in resolving a dispute between the <br/>
<a id="pl.66.32"></a><var>66.32</var>person and a postsecondary institution providing a teacher preparation program when the <br/>
<a id="pl.66.33"></a><var>66.33</var>dispute involves an institution's recommendation for licensure affecting the person or the <br/>
<a id="pl.66.34"></a><var>66.34</var>person's credentials. At the board's discretion, assistance may include the application <br/>
<a id="pl.66.35"></a><var>66.35</var>of chapter 14.<br/>
<a id="pl.67.1"></a><var>67.1</var>(d) The board must provide the leadership and adopt rules for the redesign of teacher <br/>
<a id="pl.67.2"></a><var>67.2</var>education programs to implement a research based, results-oriented curriculum that <br/>
<a id="pl.67.3"></a><var>67.3</var>focuses on the skills teachers need in order to be effective. The board shall implement new <br/>
<a id="pl.67.4"></a><var>67.4</var>systems of teacher preparation program evaluation to assure program effectiveness based <br/>
<a id="pl.67.5"></a><var>67.5</var>on proficiency of graduates in demonstrating attainment of program outcomes. Teacher <br/>
<a id="pl.67.6"></a><var>67.6</var>preparation programs including alternative teacher preparation programs under section <br/>
<statute_ref><a id="pl.67.7"></a><var>67.7</var>122A.245
         </statute_ref>, among other programs, must include a content-specific, board-approved, <br/>
<a id="pl.67.8"></a><var>67.8</var>performance-based assessment that measures teacher candidates in three areas: planning <br/>
<a id="pl.67.9"></a><var>67.9</var>for instruction and assessment; engaging students and supporting learning; and assessing <br/>
<a id="pl.67.10"></a><var>67.10</var>student learning.<br/>
<a id="pl.67.11"></a><var>67.11</var>(e) The board must adopt rules requiring candidates for initial licenses to pass an <br/>
<a id="pl.67.12"></a><var>67.12</var>examination of general pedagogical knowledge and examinations of licensure-specific <br/>
<a id="pl.67.13"></a><var>67.13</var>teaching skills. The rules shall be effective by September 1, 2001. The rules under this <br/>
<a id="pl.67.14"></a><var>67.14</var>paragraph also must require candidates for initial licenses to teach prekindergarten or <br/>
<a id="pl.67.15"></a><var>67.15</var>elementary students to pass, as part of the examination of licensure-specific teaching <br/>
<a id="pl.67.16"></a><var>67.16</var>skills, test items assessing the candidates' knowledge, skill, and ability in comprehensive, <br/>
<a id="pl.67.17"></a><var>67.17</var>scientifically based reading instruction under section 
         <statute_ref>122A.06</statute_ref>, subdivision 4, and their <br/>
<a id="pl.67.18"></a><var>67.18</var>knowledge and understanding of the foundations of reading development, the development <br/>
<a id="pl.67.19"></a><var>67.19</var>of reading comprehension, and reading assessment and instruction, and their ability to <br/>
<a id="pl.67.20"></a><var>67.20</var>integrate that knowledge and understanding.<br/>
<a id="pl.67.21"></a><var>67.21</var>(f) The board must adopt rules requiring teacher educators to work directly with <br/>
<a id="pl.67.22"></a><var>67.22</var>elementary or secondary school teachers in elementary or secondary schools to obtain <br/>
<a id="pl.67.23"></a><var>67.23</var>periodic exposure to the elementary or secondary teaching environment.<br/>
<a id="pl.67.24"></a><var>67.24</var>(g) The board must grant licenses to interns and to candidates for initial licenses <br/>
<a id="pl.67.25"></a><var>67.25</var>based on appropriate professional competencies that are aligned with the board's licensing <br/>
<a id="pl.67.26"></a><var>67.26</var>system and students' diverse learning needs. All teacher candidates must have preparation <br/>
<a id="pl.67.27"></a><var>67.27</var>in English language development and content instruction for English learners in order to be <br/>
<a id="pl.67.28"></a><var>67.28</var>able to effectively instruct the English learners in their classrooms. The board must include <br/>
<a id="pl.67.29"></a><var>67.29</var>these licenses in a statewide differentiated licensing system that creates new leadership <br/>
<a id="pl.67.30"></a><var>67.30</var>roles for successful experienced teachers premised on a collaborative professional culture <br/>
<a id="pl.67.31"></a><var>67.31</var>dedicated to meeting students' diverse learning needs in the 21st century, recognizes the <br/>
<a id="pl.67.32"></a><var>67.32</var>importance of cultural and linguistic competencies, including the ability to teach and <br/>
<a id="pl.67.33"></a><var>67.33</var>communicate in culturally competent and aware ways, and formalizes mentoring and <br/>
<a id="pl.67.34"></a><var>67.34</var>induction for newly licensed teachers that is provided through a teacher support framework.<br/>
<a id="pl.68.1"></a><var>68.1</var>(h) The board must design and implement an assessment system which requires a <br/>
<a id="pl.68.2"></a><var>68.2</var>candidate for an initial license and first continuing license to demonstrate the abilities <br/>
<a id="pl.68.3"></a><var>68.3</var>necessary to perform selected, representative teaching tasks at appropriate levels.<br/>
<a id="pl.68.4"></a><var>68.4</var>(i) The board must receive recommendations from local committees as established <br/>
<a id="pl.68.5"></a><var>68.5</var>by the board for the renewal of teaching licenses. The board must require licensed teachers <br/>
<a id="pl.68.6"></a><var>68.6</var>who are renewing a continuing license to include in the renewal requirements further <br/>
<a id="pl.68.7"></a><var>68.7</var>preparation in English language development and specially designed content instruction <br/>
<a id="pl.68.8"></a><var>68.8</var>in English for English learners.<br/>
<a id="pl.68.9"></a><var>68.9</var>(j) The board must grant life licenses to those who qualify according to requirements <br/>
<a id="pl.68.10"></a><var>68.10</var>established by the board, and suspend or revoke licenses pursuant to sections 
         <statute_ref>122A.20</statute_ref> and <br/>
<statute_ref><a id="pl.68.11"></a><var>68.11</var>214.10
         </statute_ref>. The board must not establish any expiration date for application for life licenses.<br/>
<a id="pl.68.12"></a><var>68.12</var>(k) The board must adopt rules that require all licensed teachers who are renewing <br/>
<a id="pl.68.13"></a><var>68.13</var>their continuing license to include in their renewal requirements further preparation in <br/>
<a id="pl.68.14"></a><var>68.14</var>the areas of using positive behavior interventions and in accommodating, modifying, and <br/>
<a id="pl.68.15"></a><var>68.15</var>adapting curricula, materials, and strategies to appropriately meet the needs of individual <br/>
<a id="pl.68.16"></a><var>68.16</var>students and ensure adequate progress toward the state's graduation rule.<br/>
<a id="pl.68.17"></a><var>68.17</var>(l) In adopting rules to license public school teachers who provide health-related <br/>
<a id="pl.68.18"></a><var>68.18</var>services for disabled children, the board shall adopt rules consistent with license or <br/>
<a id="pl.68.19"></a><var>68.19</var>registration requirements of the commissioner of health and the health-related boards who <br/>
<a id="pl.68.20"></a><var>68.20</var>license personnel who perform similar services outside of the school.<br/>
<a id="pl.68.21"></a><var>68.21</var>(m) The board must adopt rules that require all licensed teachers who are renewing <br/>
<a id="pl.68.22"></a><var>68.22</var>their continuing license to include in their renewal requirements further reading <br/>
<a id="pl.68.23"></a><var>68.23</var>preparation, consistent with section 
         <statute_ref>122A.06, subdivision 4</statute_ref>. The rules do not take effect <br/>
<a id="pl.68.24"></a><var>68.24</var>until they are approved by law. Teachers who do not provide direct instruction including, at <br/>
<a id="pl.68.25"></a><var>68.25</var>least, counselors, school psychologists, school nurses, school social workers, audiovisual <br/>
<a id="pl.68.26"></a><var>68.26</var>directors and coordinators, and recreation personnel are exempt from this section.<br/>
<a id="pl.68.27"></a><var>68.27</var>(n) The board must adopt rules that require all licensed teachers who are renewing <br/>
<a id="pl.68.28"></a><var>68.28</var>their continuing license to include in their renewal requirements further preparation, <br/>
<a id="pl.68.29"></a><var>68.29</var>first, in understanding the key warning signs of early-onset mental illness in children <br/>
<a id="pl.68.30"></a><var>68.30</var>and adolescents and then, during subsequent licensure renewal periods, preparation may <br/>
<a id="pl.68.31"></a><var>68.31</var>include providing a more in-depth understanding of students' mental illness trauma, <br/>
<a id="pl.68.32"></a><var>68.32</var>accommodations for students' mental illness, parents' role in addressing students' mental <br/>
<a id="pl.68.33"></a><var>68.33</var>illness, Fetal Alcohol Spectrum Disorders, autism, the requirements of section 
         <statute_ref>125A.0942 <br/>
</statute_ref><a id="pl.68.34"></a><var>68.34</var>governing restrictive procedures, and de-escalation methods, among other similar topics.<br/>
<a id="pl.68.35"></a><var>68.35</var><b>EFFECTIVE DATE.</b>This section is effective August 1, 2015, and applies to <br/>
<a id="pl.68.36"></a><var>68.36</var>individuals entering a teacher preparation program after that date.<br/>
<br/>
<a id="bill.7.10.0"></a><a id="pl.69.1"></a><var>69.1</var>    Sec. 10. Minnesota Statutes 2012, section 122A.14, subdivision 2, is amended to read:<br/>
<a id="pl.69.2"></a><var>69.2</var>    Subd. 2. <b>Preparation programs.</b> The board shall review and approve or <br/>
<a id="pl.69.3"></a><var>69.3</var>disapprove preparation programs for school administrators and alternative preparation <br/>
<a id="pl.69.4"></a><var>69.4</var>programs for administrators under section 
         <statute_ref>122A.27</statute_ref>, and must consider other alternative <br/>
<a id="pl.69.5"></a><var>69.5</var>competency-based preparation programs leading to licensure. Among other requirements, <br/>
<a id="pl.69.6"></a><var>69.6</var>preparation programs must include instruction on meeting the varied needs of English <br/>
<a id="pl.69.7"></a><var>69.7</var>learners, from young children to adults, in English and, where practicable, in students' <br/>
<a id="pl.69.8"></a><var>69.8</var>native language.<br/>
<a id="pl.69.9"></a><var>69.9</var><b>EFFECTIVE DATE.</b>This section is effective August 1, 2015, and applies to <br/>
<a id="pl.69.10"></a><var>69.10</var>individuals entering a school administrator preparation program after that date.<br/>
<br/>
<a id="bill.7.11.0"></a><a id="pl.69.11"></a><var>69.11</var>    Sec. 11. Minnesota Statutes 2012, section 122A.14, subdivision 3, is amended to read:<br/>
<a id="pl.69.12"></a><var>69.12</var>    Subd. 3. <b>Rules for continuing education requirements.</b> The board shall <br/>
<a id="pl.69.13"></a><var>69.13</var>adopt rules establishing continuing education requirements that promote continuous <br/>
<a id="pl.69.14"></a><var>69.14</var>improvement and acquisition of new and relevant skills by school administrators. <br/>
<a id="pl.69.15"></a><var>69.15</var>Continuing education programs, among other things, must provide school administrators <br/>
<a id="pl.69.16"></a><var>69.16</var>with information and training about building coherent and effective English learner <br/>
<a id="pl.69.17"></a><var>69.17</var>strategies that include relevant professional development, accountability for student <br/>
<a id="pl.69.18"></a><var>69.18</var>progress, students' access to the general curriculum, and sufficient staff capacity to effect <br/>
<a id="pl.69.19"></a><var>69.19</var>these strategies. A retired school principal who serves as a substitute principal or assistant <br/>
<a id="pl.69.20"></a><var>69.20</var>principal for the same person on a day-to-day basis for no more than 15 consecutive <br/>
<a id="pl.69.21"></a><var>69.21</var>school days is not subject to continuing education requirements as a condition of serving <br/>
<a id="pl.69.22"></a><var>69.22</var>as a substitute principal or assistant principal.<br/>
<a id="pl.69.23"></a><var>69.23</var><b>EFFECTIVE DATE.</b>This section is effective August 1, 2015, and applies to school <br/>
<a id="pl.69.24"></a><var>69.24</var>administrators renewing an administrator's license after that date.<br/>
<br/>
<a id="bill.7.12.0"></a><a id="pl.69.25"></a><var>69.25</var>    Sec. 12. Minnesota Statutes 2013 Supplement, section 122A.18, subdivision 2, is <br/>
<a id="pl.69.26"></a><var>69.26</var>amended to read:<br/>
<a id="pl.69.27"></a><var>69.27</var>    Subd. 2. <b>Teacher and support personnel qualifications.</b> (a) The Board of <br/>
<a id="pl.69.28"></a><var>69.28</var>Teaching must issue licenses under its jurisdiction to persons the board finds to be <br/>
<a id="pl.69.29"></a><var>69.29</var>qualified and competent for their respective positions.<br/>
<a id="pl.69.30"></a><var>69.30</var>(b) The board must require a person to pass an examination of skills in reading, <br/>
<a id="pl.69.31"></a><var>69.31</var>writing, and mathematics before being granted an initial teaching license to provide direct <br/>
<a id="pl.69.32"></a><var>69.32</var>instruction to pupils in prekindergarten, elementary, secondary, or special education <br/>
<a id="pl.69.33"></a><var>69.33</var>programs, except that the board may issue up to two additional temporary, one-year <br/>
<a id="pl.70.1"></a><var>70.1</var>teaching licenses to an otherwise qualified candidate who has not yet passed the skills <br/>
<a id="pl.70.2"></a><var>70.2</var>exam. The board must require colleges and universities offering a board approved teacher <br/>
<a id="pl.70.3"></a><var>70.3</var>preparation program to make available upon request remedial assistance that includes a <br/>
<a id="pl.70.4"></a><var>70.4</var>formal diagnostic component to persons enrolled in their institution who did not achieve a <br/>
<a id="pl.70.5"></a><var>70.5</var>qualifying score on the skills examination, including those for whom English is a second <br/>
<a id="pl.70.6"></a><var>70.6</var>language. The colleges and universities must make available assistance in the specific <br/>
<a id="pl.70.7"></a><var>70.7</var>academic areas of deficiency in which the person did not achieve a qualifying score. <br/>
<a id="pl.70.8"></a><var>70.8</var>School districts may make available upon request similar, appropriate, and timely remedial <br/>
<a id="pl.70.9"></a><var>70.9</var>assistance that includes a formal diagnostic component to those persons employed by the <br/>
<a id="pl.70.10"></a><var>70.10</var>district who completed their teacher education program, who did not achieve a qualifying <br/>
<a id="pl.70.11"></a><var>70.11</var>score on the skills examination, including those persons for whom English is a second <br/>
<a id="pl.70.12"></a><var>70.12</var>language and persons under section 
         <statute_ref>122A.23, subdivision 2</statute_ref>, paragraph (h), who completed <br/>
<a id="pl.70.13"></a><var>70.13</var>their teacher's education program outside the state of Minnesota, and who received a <br/>
<a id="pl.70.14"></a><var>70.14</var>temporary license to teach in Minnesota. The Board of Teaching shall report annually <br/>
<a id="pl.70.15"></a><var>70.15</var>to the education committees of the legislature on the total number of teacher candidates <br/>
<a id="pl.70.16"></a><var>70.16</var>during the most recent school year taking the skills examination, the number who achieve <br/>
<a id="pl.70.17"></a><var>70.17</var>a qualifying score on the examination, the number who do not achieve a qualifying score <br/>
<a id="pl.70.18"></a><var>70.18</var>on the examination, the distribution of all candidates' scores, the number of candidates <br/>
<a id="pl.70.19"></a><var>70.19</var>who have taken the examination at least once before, and the number of candidates who <br/>
<a id="pl.70.20"></a><var>70.20</var>have taken the examination at least once before and achieve a qualifying score.<br/>
<a id="pl.70.21"></a><var>70.21</var>(c) The Board of Teaching must grant continuing licenses only to those persons who <br/>
<a id="pl.70.22"></a><var>70.22</var>have met board criteria for granting a continuing license, which includes passing the <br/>
<a id="pl.70.23"></a><var>70.23</var>skills examination in reading, writing, and mathematics consistent with paragraph (b) and <br/>
<a id="pl.70.24"></a><var>70.24</var>section 
         <statute_ref>122A.09, subdivision 4</statute_ref>, paragraph (b).<br/>
<a id="pl.70.25"></a><var>70.25</var>(d) All colleges and universities approved by the board of teaching to prepare persons <br/>
<a id="pl.70.26"></a><var>70.26</var>for teacher licensure must include in their teacher preparation programs a common core <br/>
<a id="pl.70.27"></a><var>70.27</var>of teaching knowledge and skills to be acquired by all persons recommended for teacher <br/>
<a id="pl.70.28"></a><var>70.28</var>licensure. Among other requirements, teacher candidates must demonstrate the knowledge <br/>
<a id="pl.70.29"></a><var>70.29</var>and skills needed to provide appropriate instruction to English learners to support and <br/>
<a id="pl.70.30"></a><var>70.30</var>accelerate their academic literacy, including oral academic language, and achievement in <br/>
<a id="pl.70.31"></a><var>70.31</var>content areas in a regular classroom setting. This common core shall meet the standards <br/>
<a id="pl.70.32"></a><var>70.32</var>developed by the interstate new teacher assessment and support consortium in its 1992 <br/>
<a id="pl.70.33"></a><var>70.33</var>"model standards for beginning teacher licensing and development." Amendments to <br/>
<a id="pl.70.34"></a><var>70.34</var>standards adopted under this paragraph are covered by chapter 14. The board of teaching <br/>
<a id="pl.70.35"></a><var>70.35</var>shall report annually to the education committees of the legislature on the performance <br/>
<a id="pl.71.1"></a><var>71.1</var>of teacher candidates on common core assessments of knowledge and skills under this <br/>
<a id="pl.71.2"></a><var>71.2</var>paragraph during the most recent school year.<br/>
<a id="pl.71.3"></a><var>71.3</var><b>EFFECTIVE DATE.</b>This section is effective August 1, 2015, and applies to <br/>
<a id="pl.71.4"></a><var>71.4</var>individuals entering a teacher preparation program after that date.<br/>
<br/>
<a id="bill.7.13.0"></a><a id="pl.71.5"></a><var>71.5</var>    Sec. 13. Minnesota Statutes 2012, section 122A.18, subdivision 2a, is amended to read:<br/>
<a id="pl.71.6"></a><var>71.6</var>    Subd. 2a. <b>Reading strategies.</b> (a) All colleges and universities approved by the <br/>
<a id="pl.71.7"></a><var>71.7</var>Board of Teaching to prepare persons for classroom teacher licensure must include in <br/>
<a id="pl.71.8"></a><var>71.8</var>their teacher preparation programs research-based best practices in reading, consistent <br/>
<a id="pl.71.9"></a><var>71.9</var>with section 
         <statute_ref>122A.06, subdivision 4</statute_ref>, that enable the licensure candidate to know how to <br/>
<a id="pl.71.10"></a><var>71.10</var>teach reading in the candidate's content areas. Teacher candidates must be instructed <br/>
<a id="pl.71.11"></a><var>71.11</var>in using students' native languages as a resource in creating effective differentiated <br/>
<a id="pl.71.12"></a><var>71.12</var>instructional strategies for English learners developing literacy skills. These colleges and <br/>
<a id="pl.71.13"></a><var>71.13</var>universities also must prepare candidates for initial licenses to teach prekindergarten or <br/>
<a id="pl.71.14"></a><var>71.14</var>elementary students for the assessment of reading instruction portion of the examination <br/>
<a id="pl.71.15"></a><var>71.15</var>of licensure-specific teaching skills under section 
         <statute_ref>122A.09, subdivision 4</statute_ref>, paragraph (e).<br/>
<a id="pl.71.16"></a><var>71.16</var>(b) Board-approved teacher preparation programs for teachers of elementary <br/>
<a id="pl.71.17"></a><var>71.17</var>education must require instruction in the application of comprehensive, scientifically <br/>
<a id="pl.71.18"></a><var>71.18</var>based, and balanced reading instruction programs that:<br/>
<a id="pl.71.19"></a><var>71.19</var>(1) teach students to read using foundational knowledge, practices, and strategies <br/>
<a id="pl.71.20"></a><var>71.20</var>consistent with section 
         <statute_ref>122A.06, subdivision 4</statute_ref>, so that all students will achieve continuous <br/>
<a id="pl.71.21"></a><var>71.21</var>progress in reading; and<br/>
<a id="pl.71.22"></a><var>71.22</var>(2) teach specialized instruction in reading strategies, interventions, and remediations <br/>
<a id="pl.71.23"></a><var>71.23</var>that enable students of all ages and proficiency levels to become proficient readers.<br/>
<a id="pl.71.24"></a><var>71.24</var>(c) Nothing in this section limits the authority of a school district to select a school's <br/>
<a id="pl.71.25"></a><var>71.25</var>reading program or curriculum.<br/>
<a id="pl.71.26"></a><var>71.26</var><b>EFFECTIVE DATE.</b>This section is effective August 1, 2015, and applies to <br/>
<a id="pl.71.27"></a><var>71.27</var>individuals entering a teacher preparation program after that date.<br/>
<br/>
<a id="bill.7.14.0"></a><a id="pl.71.28"></a><var>71.28</var>    Sec. 14. Minnesota Statutes 2012, section 122A.18, subdivision 4, is amended to read:<br/>
<a id="pl.71.29"></a><var>71.29</var>    Subd. 4. <b>Expiration and renewal.</b> (a) Each license the Department of Education <br/>
<a id="pl.71.30"></a><var>71.30</var>issues through its licensing section must bear the date of issue. Licenses must expire <br/>
<a id="pl.71.31"></a><var>71.31</var>and be renewed according to the respective rules the Board of Teaching, the Board <br/>
<a id="pl.71.32"></a><var>71.32</var>of School Administrators, or the commissioner of education adopts. Requirements for <br/>
<a id="pl.71.33"></a><var>71.33</var>renewing a license must include showing satisfactory evidence of successful teaching or <br/>
<a id="pl.72.1"></a><var>72.1</var>administrative experience for at least one school year during the period covered by the <br/>
<a id="pl.72.2"></a><var>72.2</var>license in grades or subjects for which the license is valid or completing such additional <br/>
<a id="pl.72.3"></a><var>72.3</var>preparation as the Board of Teaching prescribes. The Board of School Administrators <br/>
<a id="pl.72.4"></a><var>72.4</var>shall establish requirements for renewing the licenses of supervisory personnel except <br/>
<a id="pl.72.5"></a><var>72.5</var>athletic coaches. The State Board of Teaching shall establish requirements for renewing <br/>
<a id="pl.72.6"></a><var>72.6</var>the licenses of athletic coaches.<br/>
<a id="pl.72.7"></a><var>72.7</var>(b) Relicensure applicants who have been employed as a teacher during the renewal <br/>
<a id="pl.72.8"></a><var>72.8</var>period of their expiring license, as a condition of relicensure, must present to their local <br/>
<a id="pl.72.9"></a><var>72.9</var>continuing education and relicensure committee or other local relicensure committee <br/>
<a id="pl.72.10"></a><var>72.10</var>evidence of work that demonstrates professional reflection and growth in best teaching <br/>
<a id="pl.72.11"></a><var>72.11</var>practices, including among other things, practices in meeting the varied needs of English <br/>
<a id="pl.72.12"></a><var>72.12</var>learners, from young children to adults under section 124D.59, subdivisions 2 and 2a. The <br/>
<a id="pl.72.13"></a><var>72.13</var>applicant must include a reflective statement of professional accomplishment and the <br/>
<a id="pl.72.14"></a><var>72.14</var>applicant's own assessment of professional growth showing evidence of:<br/>
<a id="pl.72.15"></a><var>72.15</var>(1) support for student learning;<br/>
<a id="pl.72.16"></a><var>72.16</var>(2) use of best practices techniques and their applications to student learning;<br/>
<a id="pl.72.17"></a><var>72.17</var>(3) collaborative work with colleagues that includes examples of collegiality such as <br/>
<a id="pl.72.18"></a><var>72.18</var>attested-to committee work, collaborative staff development programs, and professional <br/>
<a id="pl.72.19"></a><var>72.19</var>learning community work; or<br/>
<a id="pl.72.20"></a><var>72.20</var>(4) continual professional development that may include (i) job-embedded or other <br/>
<a id="pl.72.21"></a><var>72.21</var>ongoing formal professional learning or (ii) for teachers employed for only part of the <br/>
<a id="pl.72.22"></a><var>72.22</var>renewal period of their expiring license, other similar professional development efforts <br/>
<a id="pl.72.23"></a><var>72.23</var>made during the relicensure period.<br/>
<a id="pl.72.24"></a><var>72.24</var>The Board of Teaching must ensure that its teacher relicensing requirements also include <br/>
<a id="pl.72.25"></a><var>72.25</var>this paragraph.<br/>
<a id="pl.72.26"></a><var>72.26</var>(c) The Board of Teaching shall offer alternative continuing relicensure options for <br/>
<a id="pl.72.27"></a><var>72.27</var>teachers who are accepted into and complete the National Board for Professional Teaching <br/>
<a id="pl.72.28"></a><var>72.28</var>Standards certification process, and offer additional continuing relicensure options for <br/>
<a id="pl.72.29"></a><var>72.29</var>teachers who earn National Board for Professional Teaching Standards certification. <br/>
<a id="pl.72.30"></a><var>72.30</var>Continuing relicensure requirements for teachers who do not maintain National Board for <br/>
<a id="pl.72.31"></a><var>72.31</var>Professional Teaching Standards certification are those the board prescribes, consistent <br/>
<a id="pl.72.32"></a><var>72.32</var>with this section.<br/>
<a id="pl.72.33"></a><var>72.33</var><b>EFFECTIVE DATE.</b>This section is effective August 1, 2015, and applies to <br/>
<a id="pl.72.34"></a><var>72.34</var>licensed teachers renewing a teaching license after that date.<br/>
<br/>
<a id="bill.7.15.0"></a><a id="pl.73.1"></a><var>73.1</var>    Sec. 15. Minnesota Statutes 2012, section 122A.19, is amended to read:<br/>
<a id="pl.73.2"></a><var>73.2</var><b>122A.19 BILINGUAL AND ENGLISH AS A SECOND LANGUAGE </b><br/>
<a id="pl.73.3"></a><var>73.3</var><b>TEACHERS; LICENSES.</b><br/>
<a id="pl.73.4"></a><var>73.4</var>    Subdivision 1. <b>Bilingual and English as a second language licenses.</b> The Board of <br/>
<a id="pl.73.5"></a><var>73.5</var>Teaching, hereinafter the board, must grant teaching licenses in bilingual education and <br/>
<a id="pl.73.6"></a><var>73.6</var>English as a second language to persons who present satisfactory evidence that they:<br/>
<a id="pl.73.7"></a><var>73.7</var>(a) Possess competence and communicative skills in English and in another language;<br/>
<a id="pl.73.8"></a><var>73.8</var>(b) Possess a bachelor's degree or other academic degree approved by the board, <br/>
<a id="pl.73.9"></a><var>73.9</var>and meet such requirements as to course of study and training as the board may prescribe, <br/>
<a id="pl.73.10"></a><var>73.10</var>consistent with subdivision 4.<br/>
<a id="pl.73.11"></a><var>73.11</var>    Subd. 2. <b>Persons holding general teaching licenses.</b> The board may license a <br/>
<a id="pl.73.12"></a><var>73.12</var>person holding who holds a general teaching license and who presents the board with <br/>
<a id="pl.73.13"></a><var>73.13</var>satisfactory evidence of competence and communicative skills in a language other than <br/>
<a id="pl.73.14"></a><var>73.14</var>English may be licensed under this section.<br/>
<a id="pl.73.15"></a><var>73.15</var>    Subd. 3. <b>Employment of teachers.</b> Teachers employed in a bilingual education <br/>
<a id="pl.73.16"></a><var>73.16</var>or English as a second language program established pursuant to sections 
<statute_ref>124D.58</statute_ref> to <br/>
<a id="pl.73.17"></a><var>73.17</var><statute_ref>124D.64</statute_ref> shall not be employed to replace any presently employed teacher who otherwise <br/>
<a id="pl.73.18"></a><var>73.18</var>would not be replaced.<br/>
<a id="pl.73.19"></a><var>73.19</var>    Subd. 4. <b>Teacher preparation programs.</b> For the purpose of licensing bilingual <br/>
<a id="pl.73.20"></a><var>73.20</var>and English as a second language teachers, the board may approve programs at colleges <br/>
<a id="pl.73.21"></a><var>73.21</var>or universities designed for their training. These programs must provide instruction in <br/>
<a id="pl.73.22"></a><var>73.22</var>implementing research-based practices designed specifically for English learners. The <br/>
<a id="pl.73.23"></a><var>73.23</var>programs must focus on developing English learners' academic language proficiency in <br/>
<a id="pl.73.24"></a><var>73.24</var>English, including oral academic language, giving English learners meaningful access to <br/>
<a id="pl.73.25"></a><var>73.25</var>the full school curriculum, developing culturally relevant teaching practices appropriate <br/>
<a id="pl.73.26"></a><var>73.26</var>for immigrant students, and providing more intensive instruction and resources to English <br/>
<a id="pl.73.27"></a><var>73.27</var>learners with lower levels of academic English proficiency and varied needs, consistent <br/>
<a id="pl.73.28"></a><var>73.28</var>with section 124D.59, subdivisions 2 and 2a.<br/>
<a id="pl.73.29"></a><var>73.29</var>    Subd. 5. <b>Persons eligible for employment.</b> Any person licensed under this section <br/>
<a id="pl.73.30"></a><var>73.30</var>shall be is eligible for employment by a school board as a teacher in a bilingual education <br/>
<a id="pl.73.31"></a><var>73.31</var>or English as a second language program in which the language for which the person is <br/>
<a id="pl.73.32"></a><var>73.32</var>licensed is taught or used as a medium of instruction. A board may prescribe only those <br/>
<a id="pl.73.33"></a><var>73.33</var>additional qualifications for teachers licensed under this section as that are approved <br/>
<a id="pl.73.34"></a><var>73.34</var>by the board of teaching.<br/>
<a id="pl.73.35"></a><var>73.35</var>    Subd. 6. <b>Affirmative efforts in hiring.</b> In hiring for all positions in bilingual <br/>
<a id="pl.73.36"></a><var>73.36</var>education programs program positions, districts must give preference to and make <br/>
<a id="pl.74.1"></a><var>74.1</var>affirmative efforts to seek, recruit, and employ persons who (1) are (a) native speakers of <br/>
<a id="pl.74.2"></a><var>74.2</var>the language which is the medium of instruction in the bilingual education program or share <br/>
<a id="pl.74.3"></a><var>74.3</var>a native language with the majority of their students, and (b)(2) who share the culture of the <br/>
<a id="pl.74.4"></a><var>74.4</var>English learners who are enrolled in the program. The district shall provide procedures for <br/>
<a id="pl.74.5"></a><var>74.5</var>the involvement of involving the parent advisory committees in designing the procedures <br/>
<a id="pl.74.6"></a><var>74.6</var>for the recruitment recruiting, screening, and selection of selecting applicants. This section <br/>
<a id="pl.74.7"></a><var>74.7</var>must not be construed to limit the school board's authority to hire and discharge personnel.<br/>
<a id="pl.74.8"></a><var>74.8</var><b>EFFECTIVE DATE.</b>Subdivisions 1, 2, 5, and 6 are effective August 1, 2015. <br/>
<a id="pl.74.9"></a><var>74.9</var>Subdivision 3 is effective the day following final enactment. Subdivision 4 is effective <br/>
<a id="pl.74.10"></a><var>74.10</var>August 1, 2015, and applies to an individual entering a teacher preparation program after <br/>
<a id="pl.74.11"></a><var>74.11</var>that date.<br/>
<br/>
<a id="bill.7.16.0"></a><a id="pl.74.12"></a><var>74.12</var>    Sec. 16. Minnesota Statutes 2013 Supplement, section 122A.40, subdivision 8, is <br/>
<a id="pl.74.13"></a><var>74.13</var>amended to read:<br/>
<a id="pl.74.14"></a><var>74.14</var>    Subd. 8. <b>Development, evaluation, and peer coaching for continuing contract </b><br/>
<a id="pl.74.15"></a><var>74.15</var><b>teachers.</b> (a) To improve student learning and success, a school board and an exclusive <br/>
<a id="pl.74.16"></a><var>74.16</var>representative of the teachers in the district, consistent with paragraph (b), may develop <br/>
<a id="pl.74.17"></a><var>74.17</var>a teacher evaluation and peer review process for probationary and continuing contract <br/>
<a id="pl.74.18"></a><var>74.18</var>teachers through joint agreement. If a school board and the exclusive representative of the <br/>
<a id="pl.74.19"></a><var>74.19</var>teachers do not agree to an annual teacher evaluation and peer review process, then the <br/>
<a id="pl.74.20"></a><var>74.20</var>school board and the exclusive representative of the teachers must implement the plan <br/>
<a id="pl.74.21"></a><var>74.21</var>for evaluation and review under paragraph (c). The process must include having trained <br/>
<a id="pl.74.22"></a><var>74.22</var>observers serve as peer coaches or having teachers participate in professional learning <br/>
<a id="pl.74.23"></a><var>74.23</var>communities, consistent with paragraph (b).<br/>
<a id="pl.74.24"></a><var>74.24</var>(b) To develop, improve, and support qualified teachers and effective teaching <br/>
<a id="pl.74.25"></a><var>74.25</var>practices and improve student learning and success, the annual evaluation process for <br/>
<a id="pl.74.26"></a><var>74.26</var>teachers:<br/>
<a id="pl.74.27"></a><var>74.27</var>(1) must, for probationary teachers, provide for all evaluations required under <br/>
<a id="pl.74.28"></a><var>74.28</var>subdivision 5;<br/>
<a id="pl.74.29"></a><var>74.29</var>(2) must establish a three-year professional review cycle for each teacher that <br/>
<a id="pl.74.30"></a><var>74.30</var>includes an individual growth and development plan, a peer review process, the <br/>
<a id="pl.74.31"></a><var>74.31</var>opportunity to participate in a professional learning community under paragraph (a), and <br/>
<a id="pl.74.32"></a><var>74.32</var>at least one summative evaluation performed by a qualified and trained evaluator such as a <br/>
<a id="pl.74.33"></a><var>74.33</var>school administrator. For the years when a tenured teacher is not evaluated by a qualified <br/>
<a id="pl.74.34"></a><var>74.34</var>and trained evaluator, the teacher must be evaluated by a peer review;<br/>
<a id="pl.74.35"></a><var>74.35</var>(3) must be based on professional teaching standards established in rule;<br/>
<a id="pl.75.1"></a><var>75.1</var>(4) must coordinate staff development activities under sections 
         <statute_ref>122A.60</statute_ref> and <br/>
<statute_ref><a id="pl.75.2"></a><var>75.2</var>122A.61
         </statute_ref> with this evaluation process and teachers' evaluation outcomes;<br/>
<a id="pl.75.3"></a><var>75.3</var>(5) may provide time during the school day and school year for peer coaching and <br/>
<a id="pl.75.4"></a><var>75.4</var>teacher collaboration;<br/>
<a id="pl.75.5"></a><var>75.5</var>(6) may include mentoring and induction programs;<br/>
<a id="pl.75.6"></a><var>75.6</var>(7) must include an option for teachers to develop and present a portfolio <br/>
<a id="pl.75.7"></a><var>75.7</var>demonstrating evidence of reflection and professional growth, consistent with section <br/>
<statute_ref><a id="pl.75.8"></a><var>75.8</var>122A.18, subdivision 4
         </statute_ref>, paragraph (b), and include teachers' own performance assessment <br/>
<a id="pl.75.9"></a><var>75.9</var>based on student work samples and examples of teachers' work, which may include video <br/>
<a id="pl.75.10"></a><var>75.10</var>among other activities for the summative evaluation;<br/>
<a id="pl.75.11"></a><var>75.11</var>(8) must use data from valid and reliable assessments aligned to state and local <br/>
<a id="pl.75.12"></a><var>75.12</var>academic standards and must use state and local measures of student growth and literacy <br/>
<a id="pl.75.13"></a><var>75.13</var>that may include value-added models or student learning goals to determine 35 percent of <br/>
<a id="pl.75.14"></a><var>75.14</var>teacher evaluation results;<br/>
<a id="pl.75.15"></a><var>75.15</var>(9) must use longitudinal data on student engagement and connection, the academic <br/>
<a id="pl.75.16"></a><var>75.16</var>literacy, including oral academic language, and achievement of content areas of English <br/>
<a id="pl.75.17"></a><var>75.17</var>learners, and other student outcome measures explicitly aligned with the elements of <br/>
<a id="pl.75.18"></a><var>75.18</var>curriculum for which teachers are responsible;<br/>
<a id="pl.75.19"></a><var>75.19</var>(10) must require qualified and trained evaluators such as school administrators to <br/>
<a id="pl.75.20"></a><var>75.20</var>perform summative evaluations;<br/>
<a id="pl.75.21"></a><var>75.21</var>(11) must give teachers not meeting professional teaching standards under clauses <br/>
<a id="pl.75.22"></a><var>75.22</var>(3) through (10) support to improve through a teacher improvement process that includes <br/>
<a id="pl.75.23"></a><var>75.23</var>established goals and timelines; and<br/>
<a id="pl.75.24"></a><var>75.24</var>(12) must discipline a teacher for not making adequate progress in the teacher <br/>
<a id="pl.75.25"></a><var>75.25</var>improvement process under clause (11) that may include a last chance warning, <br/>
<a id="pl.75.26"></a><var>75.26</var>termination, discharge, nonrenewal, transfer to a different position, a leave of absence, or <br/>
<a id="pl.75.27"></a><var>75.27</var>other discipline a school administrator determines is appropriate.<br/>
<a id="pl.75.28"></a><var>75.28</var>Data on individual teachers generated under this subdivision are personnel data <br/>
<a id="pl.75.29"></a><var>75.29</var>under section 
         <statute_ref>13.43</statute_ref>.<br/>
<a id="pl.75.30"></a><var>75.30</var>(c) The department, in consultation with parents who may represent parent <br/>
<a id="pl.75.31"></a><var>75.31</var>organizations and teacher and administrator representatives appointed by their respective <br/>
<a id="pl.75.32"></a><var>75.32</var>organizations, representing the Board of Teaching, the Minnesota Association of School <br/>
<a id="pl.75.33"></a><var>75.33</var>Administrators, the Minnesota School Boards Association, the Minnesota Elementary <br/>
<a id="pl.75.34"></a><var>75.34</var>and Secondary Principals Associations, Education Minnesota, and representatives of <br/>
<a id="pl.75.35"></a><var>75.35</var>the Minnesota Assessment Group, the Minnesota Business Partnership, the Minnesota <br/>
<a id="pl.75.36"></a><var>75.36</var>Chamber of Commerce, and Minnesota postsecondary institutions with research expertise <br/>
<a id="pl.76.1"></a><var>76.1</var>in teacher evaluation, must create and publish a teacher evaluation process that complies <br/>
<a id="pl.76.2"></a><var>76.2</var>with the requirements in paragraph (b) and applies to all teachers under this section and <br/>
<a id="pl.76.3"></a><var>76.3</var>section 
         <statute_ref>122A.41</statute_ref> for whom no agreement exists under paragraph (a) for an annual teacher <br/>
<a id="pl.76.4"></a><var>76.4</var>evaluation and peer review process. The teacher evaluation process created under this <br/>
<a id="pl.76.5"></a><var>76.5</var>subdivision does not create additional due process rights for probationary teachers under <br/>
<a id="pl.76.6"></a><var>76.6</var>subdivision 5.<br/>
<br/>
<a id="bill.7.17.0"></a><a id="pl.76.7"></a><var>76.7</var>    Sec. 17. Minnesota Statutes 2013 Supplement, section 122A.41, subdivision 5, is <br/>
<a id="pl.76.8"></a><var>76.8</var>amended to read:<br/>
<a id="pl.76.9"></a><var>76.9</var>    Subd. 5. <b>Development, evaluation, and peer coaching for continuing contract </b><br/>
<a id="pl.76.10"></a><var>76.10</var><b>teachers.</b> (a) To improve student learning and success, a school board and an exclusive <br/>
<a id="pl.76.11"></a><var>76.11</var>representative of the teachers in the district, consistent with paragraph (b), may develop an <br/>
<a id="pl.76.12"></a><var>76.12</var>annual teacher evaluation and peer review process for probationary and nonprobationary <br/>
<a id="pl.76.13"></a><var>76.13</var>teachers through joint agreement. If a school board and the exclusive representative of <br/>
<a id="pl.76.14"></a><var>76.14</var>the teachers in the district do not agree to an annual teacher evaluation and peer review <br/>
<a id="pl.76.15"></a><var>76.15</var>process, then the school board and the exclusive representative of the teachers must <br/>
<a id="pl.76.16"></a><var>76.16</var>implement the plan for evaluation and review developed under paragraph (c). The process <br/>
<a id="pl.76.17"></a><var>76.17</var>must include having trained observers serve as peer coaches or having teachers participate <br/>
<a id="pl.76.18"></a><var>76.18</var>in professional learning communities, consistent with paragraph (b).<br/>
<a id="pl.76.19"></a><var>76.19</var>(b) To develop, improve, and support qualified teachers and effective teaching <br/>
<a id="pl.76.20"></a><var>76.20</var>practices and improve student learning and success, the annual evaluation process for <br/>
<a id="pl.76.21"></a><var>76.21</var>teachers:<br/>
<a id="pl.76.22"></a><var>76.22</var>(1) must, for probationary teachers, provide for all evaluations required under <br/>
<a id="pl.76.23"></a><var>76.23</var>subdivision 2;<br/>
<a id="pl.76.24"></a><var>76.24</var>(2) must establish a three-year professional review cycle for each teacher that <br/>
<a id="pl.76.25"></a><var>76.25</var>includes an individual growth and development plan, a peer review process, the <br/>
<a id="pl.76.26"></a><var>76.26</var>opportunity to participate in a professional learning community under paragraph (a), and <br/>
<a id="pl.76.27"></a><var>76.27</var>at least one summative evaluation performed by a qualified and trained evaluator such <br/>
<a id="pl.76.28"></a><var>76.28</var>as a school administrator;<br/>
<a id="pl.76.29"></a><var>76.29</var>(3) must be based on professional teaching standards established in rule;<br/>
<a id="pl.76.30"></a><var>76.30</var>(4) must coordinate staff development activities under sections 
         <statute_ref>122A.60</statute_ref> and <br/>
<statute_ref><a id="pl.76.31"></a><var>76.31</var>122A.61
         </statute_ref> with this evaluation process and teachers' evaluation outcomes;<br/>
<a id="pl.76.32"></a><var>76.32</var>(5) may provide time during the school day and school year for peer coaching and <br/>
<a id="pl.76.33"></a><var>76.33</var>teacher collaboration;<br/>
<a id="pl.76.34"></a><var>76.34</var>(6) may include mentoring and induction programs;<br/>
<a id="pl.77.1"></a><var>77.1</var>(7) must include an option for teachers to develop and present a portfolio <br/>
<a id="pl.77.2"></a><var>77.2</var>demonstrating evidence of reflection and professional growth, consistent with section <br/>
<statute_ref><a id="pl.77.3"></a><var>77.3</var>122A.18, subdivision 4
         </statute_ref>, paragraph (b), and include teachers' own performance assessment <br/>
<a id="pl.77.4"></a><var>77.4</var>based on student work samples and examples of teachers' work, which may include video <br/>
<a id="pl.77.5"></a><var>77.5</var>among other activities for the summative evaluation;<br/>
<a id="pl.77.6"></a><var>77.6</var>(8) must use data from valid and reliable assessments aligned to state and local <br/>
<a id="pl.77.7"></a><var>77.7</var>academic standards and must use state and local measures of student growth and literacy <br/>
<a id="pl.77.8"></a><var>77.8</var>that may include value-added models or student learning goals to determine 35 percent of <br/>
<a id="pl.77.9"></a><var>77.9</var>teacher evaluation results;<br/>
<a id="pl.77.10"></a><var>77.10</var>(9) must use longitudinal data on student engagement and connection, the academic <br/>
<a id="pl.77.11"></a><var>77.11</var>literacy, including oral academic language, and achievement of English learners, and <br/>
<a id="pl.77.12"></a><var>77.12</var>other student outcome measures explicitly aligned with the elements of curriculum for <br/>
<a id="pl.77.13"></a><var>77.13</var>which teachers are responsible;<br/>
<a id="pl.77.14"></a><var>77.14</var>(10) must require qualified and trained evaluators such as school administrators to <br/>
<a id="pl.77.15"></a><var>77.15</var>perform summative evaluations;<br/>
<a id="pl.77.16"></a><var>77.16</var>(11) must give teachers not meeting professional teaching standards under clauses <br/>
<a id="pl.77.17"></a><var>77.17</var>(3) through (10) support to improve through a teacher improvement process that includes <br/>
<a id="pl.77.18"></a><var>77.18</var>established goals and timelines; and<br/>
<a id="pl.77.19"></a><var>77.19</var>(12) must discipline a teacher for not making adequate progress in the teacher <br/>
<a id="pl.77.20"></a><var>77.20</var>improvement process under clause (11) that may include a last chance warning, <br/>
<a id="pl.77.21"></a><var>77.21</var>termination, discharge, nonrenewal, transfer to a different position, a leave of absence, or <br/>
<a id="pl.77.22"></a><var>77.22</var>other discipline a school administrator determines is appropriate.<br/>
<a id="pl.77.23"></a><var>77.23</var>Data on individual teachers generated under this subdivision are personnel data <br/>
<a id="pl.77.24"></a><var>77.24</var>under section 
         <statute_ref>13.43</statute_ref>.<br/>
<a id="pl.77.25"></a><var>77.25</var>(c) The department, in consultation with parents who may represent parent <br/>
<a id="pl.77.26"></a><var>77.26</var>organizations and teacher and administrator representatives appointed by their respective <br/>
<a id="pl.77.27"></a><var>77.27</var>organizations, representing the Board of Teaching, the Minnesota Association of School <br/>
<a id="pl.77.28"></a><var>77.28</var>Administrators, the Minnesota School Boards Association, the Minnesota Elementary <br/>
<a id="pl.77.29"></a><var>77.29</var>and Secondary Principals Associations, Education Minnesota, and representatives of <br/>
<a id="pl.77.30"></a><var>77.30</var>the Minnesota Assessment Group, the Minnesota Business Partnership, the Minnesota <br/>
<a id="pl.77.31"></a><var>77.31</var>Chamber of Commerce, and Minnesota postsecondary institutions with research expertise <br/>
<a id="pl.77.32"></a><var>77.32</var>in teacher evaluation, must create and publish a teacher evaluation process that complies <br/>
<a id="pl.77.33"></a><var>77.33</var>with the requirements in paragraph (b) and applies to all teachers under this section and <br/>
<a id="pl.77.34"></a><var>77.34</var>section 
         <statute_ref>122A.40</statute_ref> for whom no agreement exists under paragraph (a) for an annual teacher <br/>
<a id="pl.77.35"></a><var>77.35</var>evaluation and peer review process. The teacher evaluation process created under this <br/>
<a id="pl.78.1"></a><var>78.1</var>subdivision does not create additional due process rights for probationary teachers under <br/>
<a id="pl.78.2"></a><var>78.2</var>subdivision 2.<br/>
<br/>
<a id="bill.7.18.0"></a><a id="pl.78.3"></a><var>78.3</var>    Sec. 18. Minnesota Statutes 2012, section 122A.413, subdivision 2, is amended to read:<br/>
<a id="pl.78.4"></a><var>78.4</var>    Subd. 2. <b>Plan components.</b> The educational improvement plan must be approved <br/>
<a id="pl.78.5"></a><var>78.5</var>by the school board and have at least these elements:<br/>
<a id="pl.78.6"></a><var>78.6</var>(1) assessment and evaluation tools to measure student performance and progress, <br/>
<a id="pl.78.7"></a><var>78.7</var>including the academic literacy, oral academic language, and achievement of English <br/>
<a id="pl.78.8"></a><var>78.8</var>learners, among other measures;<br/>
<a id="pl.78.9"></a><var>78.9</var>(2) performance goals and benchmarks for improvement;<br/>
<a id="pl.78.10"></a><var>78.10</var>(3) measures of student attendance and completion rates;<br/>
<a id="pl.78.11"></a><var>78.11</var>(4) a rigorous research and practice-based professional development system, based <br/>
<a id="pl.78.12"></a><var>78.12</var>on national and state standards of effective teaching practice applicable to all students <br/>
<a id="pl.78.13"></a><var>78.13</var>including English learners with varied needs under section 124D.59, subdivisions 2 and <br/>
<a id="pl.78.14"></a><var>78.14</var>2a, and consistent with section 
         <statute_ref>122A.60</statute_ref>, that is aligned with educational improvement and <br/>
<a id="pl.78.15"></a><var>78.15</var>designed to achieve ongoing and schoolwide progress and growth in teaching practice;<br/>
<a id="pl.78.16"></a><var>78.16</var>(5) measures of student, family, and community involvement and satisfaction;<br/>
<a id="pl.78.17"></a><var>78.17</var>(6) a data system about students and their academic progress that provides parents <br/>
<a id="pl.78.18"></a><var>78.18</var>and the public with understandable information;<br/>
<a id="pl.78.19"></a><var>78.19</var>(7) a teacher induction and mentoring program for probationary teachers that <br/>
<a id="pl.78.20"></a><var>78.20</var>provides continuous learning and sustained teacher support; and<br/>
<a id="pl.78.21"></a><var>78.21</var>(8) substantial participation by the exclusive representative of the teachers in <br/>
<a id="pl.78.22"></a><var>78.22</var>developing the plan.<br/>
<a id="pl.78.23"></a><var>78.23</var><b>EFFECTIVE DATE.</b>This section is effective August 1, 2014, and applies to plans <br/>
<a id="pl.78.24"></a><var>78.24</var>approved after that date.<br/>
<br/>
<a id="bill.7.19.0"></a><a id="pl.78.25"></a><var>78.25</var>    Sec. 19. Minnesota Statutes 2012, section 122A.414, subdivision 2, is amended to read:<br/>
<a id="pl.78.26"></a><var>78.26</var>    Subd. 2. <b>Alternative teacher professional pay system.</b> (a) To participate in this <br/>
<a id="pl.78.27"></a><var>78.27</var>program, a school district, intermediate school district, school site, or charter school must <br/>
<a id="pl.78.28"></a><var>78.28</var>have an educational improvement plan under section 
         <statute_ref>122A.413</statute_ref> and an alternative teacher <br/>
<a id="pl.78.29"></a><var>78.29</var>professional pay system agreement under paragraph (b). A charter school participant also <br/>
<a id="pl.78.30"></a><var>78.30</var>must comply with subdivision 2a.<br/>
<a id="pl.78.31"></a><var>78.31</var>(b) The alternative teacher professional pay system agreement must:<br/>
<a id="pl.78.32"></a><var>78.32</var>(1) describe how teachers can achieve career advancement and additional <br/>
<a id="pl.78.33"></a><var>78.33</var>compensation;<br/>
<a id="pl.79.1"></a><var>79.1</var>(2) describe how the school district, intermediate school district, school site, or <br/>
<a id="pl.79.2"></a><var>79.2</var>charter school will provide teachers with career advancement options that allow teachers <br/>
<a id="pl.79.3"></a><var>79.3</var>to retain primary roles in student instruction and facilitate site-focused professional <br/>
<a id="pl.79.4"></a><var>79.4</var>development that helps other teachers improve their skills;<br/>
<a id="pl.79.5"></a><var>79.5</var>(3) reform the "steps and lanes" salary schedule, prevent any teacher's compensation <br/>
<a id="pl.79.6"></a><var>79.6</var>paid before implementing the pay system from being reduced as a result of participating <br/>
<a id="pl.79.7"></a><var>79.7</var>in this system, and base at least 60 percent of any compensation increase on teacher <br/>
<a id="pl.79.8"></a><var>79.8</var>performance using:<br/>
<a id="pl.79.9"></a><var>79.9</var>(i) schoolwide student achievement gains under section 
         <statute_ref>120B.35</statute_ref> or locally selected <br/>
<a id="pl.79.10"></a><var>79.10</var>standardized assessment outcomes, or both;<br/>
<a id="pl.79.11"></a><var>79.11</var>(ii) measures of student achievement, including the academic literacy, oral academic <br/>
<a id="pl.79.12"></a><var>79.12</var>language, and achievement of English learners, among other measures; and<br/>
<a id="pl.79.13"></a><var>79.13</var>(iii) an objective evaluation program that includes:<br/>
<a id="pl.79.14"></a><var>79.14</var>(A) individual teacher evaluations aligned with the educational improvement plan <br/>
<a id="pl.79.15"></a><var>79.15</var>under section 
         <statute_ref>122A.413</statute_ref> and the staff development plan under section 
         <statute_ref>122A.60</statute_ref>; and<br/>
<a id="pl.79.16"></a><var>79.16</var>(B) objective evaluations using multiple criteria conducted by a locally selected and <br/>
<a id="pl.79.17"></a><var>79.17</var>periodically trained evaluation team that understands teaching and learning;<br/>
<a id="pl.79.18"></a><var>79.18</var>(4) provide integrated ongoing site-based professional development activities to <br/>
<a id="pl.79.19"></a><var>79.19</var>improve instructional skills and learning that are aligned with student needs under section <br/>
<statute_ref><a id="pl.79.20"></a><var>79.20</var>122A.413
         </statute_ref>, consistent with the staff development plan under section 
         <statute_ref>122A.60</statute_ref> and led <br/>
<a id="pl.79.21"></a><var>79.21</var>during the school day by trained teacher leaders such as master or mentor teachers;<br/>
<a id="pl.79.22"></a><var>79.22</var>(5) allow any teacher in a participating school district, intermediate school district, <br/>
<a id="pl.79.23"></a><var>79.23</var>school site, or charter school that implements an alternative pay system to participate in <br/>
<a id="pl.79.24"></a><var>79.24</var>that system without any quota or other limit; and<br/>
<a id="pl.79.25"></a><var>79.25</var>(6) encourage collaboration rather than competition among teachers.<br/>
<a id="pl.79.26"></a><var>79.26</var><b>EFFECTIVE DATE.</b>This section is effective August 1, 2014, and applies to <br/>
<a id="pl.79.27"></a><var>79.27</var>agreements approved after that date.<br/>
<br/>
<a id="bill.7.20.0"></a><a id="pl.79.28"></a><var>79.28</var>    Sec. 20. Minnesota Statutes 2012, section 122A.60, subdivision 1a, is amended to read:<br/>
<a id="pl.79.29"></a><var>79.29</var>    Subd. 1a. <b>Effective staff development activities.</b> (a) Staff development activities <br/>
<a id="pl.79.30"></a><var>79.30</var>must:<br/>
<a id="pl.79.31"></a><var>79.31</var>(1) focus on the school classroom and research-based strategies that improve student <br/>
<a id="pl.79.32"></a><var>79.32</var>learning;<br/>
<a id="pl.79.33"></a><var>79.33</var>(2) provide opportunities for teachers to practice and improve their instructional <br/>
<a id="pl.79.34"></a><var>79.34</var>skills over time;<br/>
<a id="pl.80.1"></a><var>80.1</var>(3) provide opportunities for teachers to use student data as part of their daily work <br/>
<a id="pl.80.2"></a><var>80.2</var>to increase student achievement;<br/>
<a id="pl.80.3"></a><var>80.3</var>(4) enhance teacher content knowledge and instructional skills, including to <br/>
<a id="pl.80.4"></a><var>80.4</var>accommodate the delivery of digital and blended learning and curriculum and engage <br/>
<a id="pl.80.5"></a><var>80.5</var>students with technology;<br/>
<a id="pl.80.6"></a><var>80.6</var>(5) align with state and local academic standards;<br/>
<a id="pl.80.7"></a><var>80.7</var>(6) provide opportunities to build professional relationships, foster collaboration <br/>
<a id="pl.80.8"></a><var>80.8</var>among principals and staff who provide instruction, and provide opportunities for <br/>
<a id="pl.80.9"></a><var>80.9</var>teacher-to-teacher mentoring; and<br/>
<a id="pl.80.10"></a><var>80.10</var>(7) align with the plan of the district or site for an alternative teacher professional <br/>
<a id="pl.80.11"></a><var>80.11</var>pay system; and<br/>
<a id="pl.80.12"></a><var>80.12</var>(8) provide teachers of English learners, including English as a second language and <br/>
<a id="pl.80.13"></a><var>80.13</var>content teachers, with differentiated instructional strategies critical for ensuring students' <br/>
<a id="pl.80.14"></a><var>80.14</var>long-term academic success; the means to effectively use assessment data on the academic <br/>
<a id="pl.80.15"></a><var>80.15</var>literacy, oral academic language, and English language development of English learners; <br/>
<a id="pl.80.16"></a><var>80.16</var>and skills to support native and English language development across the curriculum.<br/>
<a id="pl.80.17"></a><var>80.17</var>Staff development activities may include curriculum development and curriculum training <br/>
<a id="pl.80.18"></a><var>80.18</var>programs, and activities that provide teachers and other members of site-based teams <br/>
<a id="pl.80.19"></a><var>80.19</var>training to enhance team performance. The school district also may implement other <br/>
<a id="pl.80.20"></a><var>80.20</var>staff development activities required by law and activities associated with professional <br/>
<a id="pl.80.21"></a><var>80.21</var>teacher compensation models.<br/>
<a id="pl.80.22"></a><var>80.22</var>(b) Release time provided for teachers to supervise students on field trips and school <br/>
<a id="pl.80.23"></a><var>80.23</var>activities, or independent tasks not associated with enhancing the teacher's knowledge <br/>
<a id="pl.80.24"></a><var>80.24</var>and instructional skills, such as preparing report cards, calculating grades, or organizing <br/>
<a id="pl.80.25"></a><var>80.25</var>classroom materials, may not be counted as staff development time that is financed with <br/>
<a id="pl.80.26"></a><var>80.26</var>staff development reserved revenue under section 
         <statute_ref>122A.61</statute_ref>.<br/>
<br/>
<a id="bill.7.21.0"></a><a id="pl.80.27"></a><var>80.27</var>    Sec. 21. Minnesota Statutes 2012, section 122A.60, subdivision 2, is amended to read:<br/>
<a id="pl.80.28"></a><var>80.28</var>    Subd. 2. <b>Contents of plan.</b> The plan must include the staff development outcomes <br/>
<a id="pl.80.29"></a><var>80.29</var>under subdivision 3, the means to achieve the outcomes, and procedures for evaluating <br/>
<a id="pl.80.30"></a><var>80.30</var>progress at each school site toward meeting education outcomes, consistent with <br/>
<a id="pl.80.31"></a><var>80.31</var>relicensure requirements under section 
         <statute_ref>122A.18</statute_ref>, subdivision 4. The plan also must:<br/>
<a id="pl.80.32"></a><var>80.32</var>(1) support stable and productive professional communities achieved through <br/>
<a id="pl.80.33"></a><var>80.33</var>ongoing and schoolwide progress and growth in teaching practice;<br/>
<a id="pl.80.34"></a><var>80.34</var>(2) emphasize coaching, professional learning communities, classroom action <br/>
<a id="pl.80.35"></a><var>80.35</var>research, and other job-embedded models;<br/>
<a id="pl.81.1"></a><var>81.1</var>(3) maintain a strong subject matter focus premised on students' learning goals;<br/>
<a id="pl.81.2"></a><var>81.2</var>(4) ensure specialized preparation and learning about issues related to teaching <br/>
<a id="pl.81.3"></a><var>81.3</var>English learners and students with special needs by focusing on long-term systemic efforts <br/>
<a id="pl.81.4"></a><var>81.4</var>to improve educational services and opportunities and raise student achievement; and<br/>
<a id="pl.81.5"></a><var>81.5</var>(5) reinforce national and state standards of effective teaching practice.<br/>
<br/>
<a id="bill.7.22.0"></a><a id="pl.81.6"></a><var>81.6</var>    Sec. 22. Minnesota Statutes 2012, section 122A.60, subdivision 3, is amended to read:<br/>
<a id="pl.81.7"></a><var>81.7</var>    Subd. 3. <b>Staff development outcomes.</b> The advisory staff development committee <br/>
<a id="pl.81.8"></a><var>81.8</var>must adopt a staff development plan for improving student achievement. The plan must <br/>
<a id="pl.81.9"></a><var>81.9</var>be consistent with education outcomes that the school board determines. The plan <br/>
<a id="pl.81.10"></a><var>81.10</var>must include ongoing staff development activities that contribute toward continuous <br/>
<a id="pl.81.11"></a><var>81.11</var>improvement in achievement of the following goals:<br/>
<a id="pl.81.12"></a><var>81.12</var>(1) improve student achievement of state and local education standards in all areas <br/>
<a id="pl.81.13"></a><var>81.13</var>of the curriculum by using research-based best practices methods;<br/>
<a id="pl.81.14"></a><var>81.14</var>(2) effectively meet the needs of a diverse student population, including at-risk <br/>
<a id="pl.81.15"></a><var>81.15</var>children, children with disabilities, English learners, and gifted children, within the <br/>
<a id="pl.81.16"></a><var>81.16</var>regular classroom and other settings;<br/>
<a id="pl.81.17"></a><var>81.17</var>(3) provide an inclusive curriculum for a racially, ethnically, linguistically, and <br/>
<a id="pl.81.18"></a><var>81.18</var>culturally diverse student population that is consistent with the state education diversity <br/>
<a id="pl.81.19"></a><var>81.19</var>rule and the district's education diversity plan;<br/>
<a id="pl.81.20"></a><var>81.20</var>(4) improve staff collaboration and develop mentoring and peer coaching programs <br/>
<a id="pl.81.21"></a><var>81.21</var>for teachers new to the school or district;<br/>
<a id="pl.81.22"></a><var>81.22</var>(5) effectively teach and model violence prevention policy and curriculum that <br/>
<a id="pl.81.23"></a><var>81.23</var>address early intervention alternatives, issues of harassment, and teach nonviolent <br/>
<a id="pl.81.24"></a><var>81.24</var>alternatives for conflict resolution;<br/>
<a id="pl.81.25"></a><var>81.25</var>(6) effectively deliver digital and blended learning and curriculum and engage <br/>
<a id="pl.81.26"></a><var>81.26</var>students with technology; and<br/>
<a id="pl.81.27"></a><var>81.27</var>(7) provide teachers and other members of site-based management teams with <br/>
<a id="pl.81.28"></a><var>81.28</var>appropriate management and financial management skills.<br/>
<br/>
<a id="bill.7.23.0"></a><a id="pl.81.29"></a><var>81.29</var>    Sec. 23. Minnesota Statutes 2012, section 122A.68, subdivision 3, is amended to read:<br/>
<a id="pl.81.30"></a><var>81.30</var>    Subd. 3. <b>Program components.</b> In order to be approved by the Board of Teaching, <br/>
<a id="pl.81.31"></a><var>81.31</var>a school district's residency program must at minimum include:<br/>
<a id="pl.81.32"></a><var>81.32</var>(1) training to prepare teachers to serve as mentors to teaching residents;<br/>
<a id="pl.81.33"></a><var>81.33</var>(2) a team mentorship approach to expose teaching residents to a variety of <br/>
<a id="pl.81.34"></a><var>81.34</var>teaching methods, philosophies, and classroom environments that includes differentiated <br/>
<a id="pl.82.1"></a><var>82.1</var>instructional strategies, effective use of student achievement data, and support for native <br/>
<a id="pl.82.2"></a><var>82.2</var>and English language development across the curriculum and grade levels, among other <br/>
<a id="pl.82.3"></a><var>82.3</var>things;<br/>
<a id="pl.82.4"></a><var>82.4</var>(3) ongoing peer coaching and assessment;<br/>
<a id="pl.82.5"></a><var>82.5</var>(4) assistance to the teaching resident in preparing an individual professional <br/>
<a id="pl.82.6"></a><var>82.6</var>development plan that includes goals, activities, and assessment methodologies; and<br/>
<a id="pl.82.7"></a><var>82.7</var>(5) collaboration with one or more teacher education institutions, career teachers, <br/>
<a id="pl.82.8"></a><var>82.8</var>and other community experts to provide local or regional professional development <br/>
<a id="pl.82.9"></a><var>82.9</var>seminars or other structured learning experiences for teaching residents.<br/>
<a id="pl.82.10"></a><var>82.10</var>A teaching resident's direct classroom supervision responsibilities shall not exceed <br/>
<a id="pl.82.11"></a><var>82.11</var>80 percent of the instructional time required of a full-time equivalent teacher in the <br/>
<a id="pl.82.12"></a><var>82.12</var>district. During the time a resident does not supervise a class, the resident shall participate <br/>
<a id="pl.82.13"></a><var>82.13</var>in professional development activities according to the individual plan developed by the <br/>
<a id="pl.82.14"></a><var>82.14</var>resident in conjunction with the school's mentoring team. Examples of development <br/>
<a id="pl.82.15"></a><var>82.15</var>activities include observing other teachers, sharing experiences with other teaching <br/>
<a id="pl.82.16"></a><var>82.16</var>residents, and professional meetings and workshops.<br/>
<br/>
<a id="bill.7.24.0"></a><a id="pl.82.17"></a><var>82.17</var>    Sec. 24. Minnesota Statutes 2012, section 122A.74, is amended to read:<br/>
<a id="pl.82.18"></a><var>82.18</var><b>122A.74 PRINCIPALS' LEADERSHIP INSTITUTE.</b><br/>
<a id="pl.82.19"></a><var>82.19</var>    Subdivision 1. <b>Establishment.</b> (a) The commissioner of education may contract <br/>
<a id="pl.82.20"></a><var>82.20</var>with the regents of the University of Minnesota to establish a Principals' Leadership <br/>
<a id="pl.82.21"></a><var>82.21</var>Institute to provide professional development to school principals by:<br/>
<a id="pl.82.22"></a><var>82.22</var>(1) creating a network of leaders in the educational and business communities to <br/>
<a id="pl.82.23"></a><var>82.23</var>communicate current and future trends in leadership techniques;<br/>
<a id="pl.82.24"></a><var>82.24</var>(2) helping to create a vision for the school that is aligned with the community <br/>
<a id="pl.82.25"></a><var>82.25</var>and district priorities; and<br/>
<a id="pl.82.26"></a><var>82.26</var>(3) developing strategies to retain highly qualified teachers and ensure that diverse <br/>
<a id="pl.82.27"></a><var>82.27</var>student populations, including at-risk students, children with disabilities, English learners, <br/>
<a id="pl.82.28"></a><var>82.28</var>and gifted students, among others, have equal access to these highly qualified teachers; and<br/>
<a id="pl.82.29"></a><var>82.29</var>(4) providing training to analyze data using culturally competent tools.<br/>
<a id="pl.82.30"></a><var>82.30</var>(b) The University of Minnesota must cooperate with participating members of the <br/>
<a id="pl.82.31"></a><var>82.31</var>business community to provide funding and content for the institute.<br/>
<a id="pl.82.32"></a><var>82.32</var>(c) Participants must agree to attend the Principals' Leadership Institute for four <br/>
<a id="pl.82.33"></a><var>82.33</var>weeks during the academic summer.<br/>
<a id="pl.82.34"></a><var>82.34</var>(d) The Principals' Leadership Institute must incorporate program elements offered <br/>
<a id="pl.82.35"></a><var>82.35</var>by leadership programs at the University of Minnesota and program elements used by <br/>
<a id="pl.83.1"></a><var>83.1</var>the participating members of the business community to enhance leadership within their <br/>
<a id="pl.83.2"></a><var>83.2</var>businesses.<br/>
<a id="pl.83.3"></a><var>83.3</var>    Subd. 2. <b>Method of selection and requirements.</b> (a) The board of each school <br/>
<a id="pl.83.4"></a><var>83.4</var>district in the state may select a principal, upon the recommendation of the district's <br/>
<a id="pl.83.5"></a><var>83.5</var>superintendent and based on the principal's leadership potential, to attend the institute.<br/>
<a id="pl.83.6"></a><var>83.6</var>(b) The school board annually shall forward its list of recommended participants to <br/>
<a id="pl.83.7"></a><var>83.7</var>the commissioner of education by February 1 each year. In addition, a principal may submit <br/>
<a id="pl.83.8"></a><var>83.8</var>an application directly to the commissioner by February 1. The commissioner of education<br/>
<a id="pl.83.9"></a><var>83.9</var> shall notify the school board, the principal candidates, and the University of Minnesota of <br/>
<a id="pl.83.10"></a><var>83.10</var>the principals selected to participate in the Principals' Leadership Institute each year.<br/>
<br/>
<a id="bill.7.25.0"></a><a id="pl.83.11"></a><var>83.11</var>    Sec. 25. Minnesota Statutes 2012, section 123A.06, subdivision 2, is amended to read:<br/>
<a id="pl.83.12"></a><var>83.12</var>    Subd. 2. <b>People to be served.</b> A state-approved alternative program shall provide <br/>
<a id="pl.83.13"></a><var>83.13</var>programs for secondary pupils and adults. A center may also provide programs and <br/>
<a id="pl.83.14"></a><var>83.14</var>services for elementary and secondary pupils who are not attending the state-approved <br/>
<a id="pl.83.15"></a><var>83.15</var>alternative program to assist them in being successful in school. A center shall use <br/>
<a id="pl.83.16"></a><var>83.16</var>research-based best practices for serving English learners and their parents, taking into <br/>
<a id="pl.83.17"></a><var>83.17</var>account the variations in students' backgrounds and needs and the amount of time and the <br/>
<a id="pl.83.18"></a><var>83.18</var>staff resources necessary for students to overcome gaps in their education and to develop <br/>
<a id="pl.83.19"></a><var>83.19</var>English proficiency and work-related skills. An individualized education program team <br/>
<a id="pl.83.20"></a><var>83.20</var>may identify a state-approved alternative program as an appropriate placement to the <br/>
<a id="pl.83.21"></a><var>83.21</var>extent a state-approved alternative program can provide the student with the appropriate <br/>
<a id="pl.83.22"></a><var>83.22</var>special education services described in the student's plan. Pupils eligible to be served are <br/>
<a id="pl.83.23"></a><var>83.23</var>those who qualify under the graduation incentives program in section 
         <statute_ref>124D.68, subdivision <br/>
<a id="pl.83.24"></a><var>83.24</var>2
         </statute_ref>, those enrolled under section 
         <statute_ref>124D.02</statute_ref>, subdivision 2, or those pupils who are eligible to <br/>
<a id="pl.83.25"></a><var>83.25</var>receive special education services under sections 
         <statute_ref>125A.03</statute_ref> to 
         <statute_ref>125A.24</statute_ref>, and 
         <statute_ref>125A.65</statute_ref>.<br/>
<br/>
<a id="bill.7.26.0"></a><a id="pl.83.26"></a><var>83.26</var>    Sec. 26. Minnesota Statutes 2012, section 123B.04, subdivision 4, is amended to read:<br/>
<a id="pl.83.27"></a><var>83.27</var>    Subd. 4. <b>Achievement contract.</b> A school board may enter a written education site <br/>
<a id="pl.83.28"></a><var>83.28</var>achievement contract with each site decision-making team for: (1) setting individualized <br/>
<a id="pl.83.29"></a><var>83.29</var>learning and achievement measures and short- and long-term educational goals for each <br/>
<a id="pl.83.30"></a><var>83.30</var>student at that site that may include site-based strategies for English language instruction <br/>
<a id="pl.83.31"></a><var>83.31</var>targeting the teachers of English learners and all teachers and school administrators; <br/>
<a id="pl.83.32"></a><var>83.32</var>(2) recognizing each student's educational needs and aptitudes and levels of academic <br/>
<a id="pl.83.33"></a><var>83.33</var>attainment, whether on grade level or above or below grade level, so as to improve student <br/>
<a id="pl.83.34"></a><var>83.34</var>performance through such means as a cost-effective, research-based formative assessment <br/>
<a id="pl.84.1"></a><var>84.1</var>system designed to promote individualized learning and assessment; (3) using student <br/>
<a id="pl.84.2"></a><var>84.2</var>performance data to diagnose a student's academic strengths and weaknesses and indicate <br/>
<a id="pl.84.3"></a><var>84.3</var>to the student's teachers the specific skills and concepts that need to be introduced to <br/>
<a id="pl.84.4"></a><var>84.4</var>the student and developed through academic instruction or applied learning, organized <br/>
<a id="pl.84.5"></a><var>84.5</var>by strands within subject areas and linked to state and local academic standards during <br/>
<a id="pl.84.6"></a><var>84.6</var>the next year, consistent with the student's short- and long-term educational goals; and <br/>
<a id="pl.84.7"></a><var>84.7</var>(4) assisting the education site if progress in achieving student or contract goals or other <br/>
<a id="pl.84.8"></a><var>84.8</var>performance expectations or measures agreed to by the board and the site decision-making <br/>
<a id="pl.84.9"></a><var>84.9</var>team are not realized or implemented.<br/>
<br/>
<a id="bill.7.27.0"></a><a id="pl.84.10"></a><var>84.10</var>    Sec. 27. Minnesota Statutes 2012, section 123B.147, subdivision 3, is amended to read:<br/>
<a id="pl.84.11"></a><var>84.11</var>    Subd. 3. <b>Duties; evaluation.</b> (a) The principal shall provide administrative, <br/>
<a id="pl.84.12"></a><var>84.12</var>supervisory, and instructional leadership services, under the supervision of the <br/>
<a id="pl.84.13"></a><var>84.13</var>superintendent of schools of the district and according to the policies, rules, and <br/>
<a id="pl.84.14"></a><var>84.14</var>regulations of the school board, for the planning, management, operation, and evaluation <br/>
<a id="pl.84.15"></a><var>84.15</var>of the education program of the building or buildings to which the principal is assigned.<br/>
<a id="pl.84.16"></a><var>84.16</var>(b) To enhance a principal's leadership skills and support and improve teaching <br/>
<a id="pl.84.17"></a><var>84.17</var>practices, school performance, and student achievement for diverse student populations, <br/>
<a id="pl.84.18"></a><var>84.18</var>including at-risk students, children with disabilities, English learners, and gifted students, <br/>
<a id="pl.84.19"></a><var>84.19</var>among others, a district must develop and implement a performance-based system for <br/>
<a id="pl.84.20"></a><var>84.20</var>annually evaluating school principals assigned to supervise a school building within the <br/>
<a id="pl.84.21"></a><var>84.21</var>district. The evaluation must be designed to improve teaching and learning by supporting <br/>
<a id="pl.84.22"></a><var>84.22</var>the principal in shaping the school's professional environment and developing teacher <br/>
<a id="pl.84.23"></a><var>84.23</var>quality, performance, and effectiveness. The annual evaluation must:<br/>
<a id="pl.84.24"></a><var>84.24</var>(1) support and improve a principal's instructional leadership, organizational <br/>
<a id="pl.84.25"></a><var>84.25</var>management, and professional development, and strengthen the principal's capacity in the <br/>
<a id="pl.84.26"></a><var>84.26</var>areas of instruction, supervision, evaluation, and teacher development;<br/>
<a id="pl.84.27"></a><var>84.27</var>(2) include formative and summative evaluations based on multiple measures of <br/>
<a id="pl.84.28"></a><var>84.28</var>student progress toward career and college readiness;<br/>
<a id="pl.84.29"></a><var>84.29</var>(3) be consistent with a principal's job description, a district's long-term plans and <br/>
<a id="pl.84.30"></a><var>84.30</var>goals, and the principal's own professional multiyear growth plans and goals, all of which <br/>
<a id="pl.84.31"></a><var>84.31</var>must support the principal's leadership behaviors and practices, rigorous curriculum, <br/>
<a id="pl.84.32"></a><var>84.32</var>school performance, and high-quality instruction;<br/>
<a id="pl.84.33"></a><var>84.33</var>(4) include on-the-job observations and previous evaluations;<br/>
<a id="pl.85.1"></a><var>85.1</var>(5) allow surveys to help identify a principal's effectiveness, leadership skills and <br/>
<a id="pl.85.2"></a><var>85.2</var>processes, and strengths and weaknesses in exercising leadership in pursuit of school <br/>
<a id="pl.85.3"></a><var>85.3</var>success;<br/>
<a id="pl.85.4"></a><var>85.4</var>(6) use longitudinal data on student academic growth as 35 percent of the evaluation <br/>
<a id="pl.85.5"></a><var>85.5</var>and incorporate district achievement goals and targets;<br/>
<a id="pl.85.6"></a><var>85.6</var>(7) be linked to professional development that emphasizes improved teaching and <br/>
<a id="pl.85.7"></a><var>85.7</var>learning, curriculum and instruction, student learning, and a collaborative professional <br/>
<a id="pl.85.8"></a><var>85.8</var>culture; and<br/>
<a id="pl.85.9"></a><var>85.9</var>(8) for principals not meeting standards of professional practice or other criteria <br/>
<a id="pl.85.10"></a><var>85.10</var>under this subdivision, implement a plan to improve the principal's performance and <br/>
<a id="pl.85.11"></a><var>85.11</var>specify the procedure and consequence if the principal's performance is not improved.<br/>
<a id="pl.85.12"></a><var>85.12</var>The provisions of this paragraph are intended to provide districts with sufficient <br/>
<a id="pl.85.13"></a><var>85.13</var>flexibility to accommodate district needs and goals related to developing, supporting, <br/>
<a id="pl.85.14"></a><var>85.14</var>and evaluating principals.<br/>
<br/>
<a id="bill.7.28.0"></a><a id="pl.85.15"></a><var>85.15</var>    Sec. 28. Minnesota Statutes 2012, section 124D.13, subdivision 2, is amended to read:<br/>
<a id="pl.85.16"></a><var>85.16</var>    Subd. 2. <b>Program requirements.</b> (a) Early childhood family education programs <br/>
<a id="pl.85.17"></a><var>85.17</var>are programs for children in the period of life from birth to kindergarten, for the parents <br/>
<a id="pl.85.18"></a><var>85.18</var>and other relatives of these children, and for expectant parents. To the extent that funds <br/>
<a id="pl.85.19"></a><var>85.19</var>are insufficient to provide programs for all children, early childhood family education <br/>
<a id="pl.85.20"></a><var>85.20</var>programs should emphasize programming for a child from birth to age three and <br/>
<a id="pl.85.21"></a><var>85.21</var>encourage parents and other relatives to involve four- and five-year-old children in school <br/>
<a id="pl.85.22"></a><var>85.22</var>readiness programs, and other public and nonpublic early learning programs. A district <br/>
<a id="pl.85.23"></a><var>85.23</var>may not limit participation to school district residents. Early childhood family education <br/>
<a id="pl.85.24"></a><var>85.24</var>programs must provide:<br/>
<a id="pl.85.25"></a><var>85.25</var>    (1) programs to educate parents and other relatives about the physical, mental, and <br/>
<a id="pl.85.26"></a><var>85.26</var>emotional development of children and to enhance the skills of parents and other relatives <br/>
<a id="pl.85.27"></a><var>85.27</var>in providing for their children's learning and development;<br/>
<a id="pl.85.28"></a><var>85.28</var>    (2) structured learning activities requiring interaction between children and their <br/>
<a id="pl.85.29"></a><var>85.29</var>parents or relatives;<br/>
<a id="pl.85.30"></a><var>85.30</var>    (3) structured learning activities for children that promote children's development <br/>
<a id="pl.85.31"></a><var>85.31</var>and positive interaction with peers, which are held while parents or relatives attend parent <br/>
<a id="pl.85.32"></a><var>85.32</var>education classes;<br/>
<a id="pl.85.33"></a><var>85.33</var>    (4) information on related community resources;<br/>
<a id="pl.85.34"></a><var>85.34</var>    (5) information, materials, and activities that support the safety of children, including <br/>
<a id="pl.85.35"></a><var>85.35</var>prevention of child abuse and neglect; and<br/>
<a id="pl.86.1"></a><var>86.1</var>    (6) a community outreach plan to ensure participation by families who reflect the <br/>
<a id="pl.86.2"></a><var>86.2</var>racial, cultural, linguistic, and economic diversity of the school district.<br/>
<a id="pl.86.3"></a><var>86.3</var>Early childhood family education programs are encouraged to provide parents of <br/>
<a id="pl.86.4"></a><var>86.4</var>English learners with translated oral and written information to monitor the program's <br/>
<a id="pl.86.5"></a><var>86.5</var>impact on their children's English language development, to know whether their children <br/>
<a id="pl.86.6"></a><var>86.6</var>are progressing in developing their English and native language proficiency, and to <br/>
<a id="pl.86.7"></a><var>86.7</var>actively engage with and support their children in developing their English and native <br/>
<a id="pl.86.8"></a><var>86.8</var>language proficiency.<br/>
<a id="pl.86.9"></a><var>86.9</var>    The programs must include learning experiences for children, parents, and other <br/>
<a id="pl.86.10"></a><var>86.10</var>relatives that promote children's early literacy and, where practicable, their native <br/>
<a id="pl.86.11"></a><var>86.11</var>language skills. The program must not include and activities for children that do not<br/>
<a id="pl.86.12"></a><var>86.12</var> require substantial involvement of the children's parents or other relatives. Providers must <br/>
<a id="pl.86.13"></a><var>86.13</var>review the program must be reviewed periodically to assure the instruction and materials <br/>
<a id="pl.86.14"></a><var>86.14</var>are not racially, culturally, or sexually biased. The programs must encourage parents to be <br/>
<a id="pl.86.15"></a><var>86.15</var>aware of practices that may affect equitable development of children.<br/>
<a id="pl.86.16"></a><var>86.16</var>    (b) For the purposes of this section, "relative" or "relatives" means noncustodial <br/>
<a id="pl.86.17"></a><var>86.17</var>grandparents or other persons related to a child by blood, marriage, adoption, or foster <br/>
<a id="pl.86.18"></a><var>86.18</var>placement, excluding parents.<br/>
<br/>
<a id="bill.7.29.0"></a><a id="pl.86.19"></a><var>86.19</var>    Sec. 29. Minnesota Statutes 2012, section 124D.15, subdivision 3, is amended to read:<br/>
<a id="pl.86.20"></a><var>86.20</var>    Subd. 3. <b>Program requirements.</b> A school readiness program provider must:<br/>
<a id="pl.86.21"></a><var>86.21</var>    (1) assess each child's cognitive and language skills with a comprehensive child <br/>
<a id="pl.86.22"></a><var>86.22</var>assessment instrument when the child enters and again before the child leaves the program <br/>
<a id="pl.86.23"></a><var>86.23</var>to inform improve program planning and implementation, communicate with parents, and <br/>
<a id="pl.86.24"></a><var>86.24</var>promote kindergarten readiness;<br/>
<a id="pl.86.25"></a><var>86.25</var>    (2) provide comprehensive program content and intentional instructional practice <br/>
<a id="pl.86.26"></a><var>86.26</var>aligned with the state early childhood learning guidelines and kindergarten standards and <br/>
<a id="pl.86.27"></a><var>86.27</var>based on early childhood research and professional practice that is focused on children's <br/>
<a id="pl.86.28"></a><var>86.28</var>cognitive, social, emotional, and physical skills and development and prepares children <br/>
<a id="pl.86.29"></a><var>86.29</var>for the transition to kindergarten, including early literacy and language skills;<br/>
<a id="pl.86.30"></a><var>86.30</var>(3) coordinate appropriate kindergarten transition with parents and kindergarten <br/>
<a id="pl.86.31"></a><var>86.31</var>teachers;<br/>
<a id="pl.86.32"></a><var>86.32</var>    (4) involve parents in program planning and decision making;<br/>
<a id="pl.86.33"></a><var>86.33</var>    (5) coordinate with relevant community-based services;<br/>
<a id="pl.86.34"></a><var>86.34</var>    (6) cooperate with adult basic education programs and other adult literacy programs;<br/>
<a id="pl.87.1"></a><var>87.1</var>(7) ensure staff-child ratios of one-to-ten and maximum group size of 20 children <br/>
<a id="pl.87.2"></a><var>87.2</var>with the first staff required to be a teacher; and<br/>
<a id="pl.87.3"></a><var>87.3</var>(8) have teachers knowledgeable in early childhood curriculum content, assessment, <br/>
<a id="pl.87.4"></a><var>87.4</var>native and English language development programs, and instruction.<br/>
<br/>
<a id="bill.7.30.0"></a><a id="pl.87.5"></a><var>87.5</var>    Sec. 30. Minnesota Statutes 2012, section 124D.49, subdivision 3, is amended to read:<br/>
<a id="pl.87.6"></a><var>87.6</var>    Subd. 3. <b>Local education and employment transitions systems.</b> A local education <br/>
<a id="pl.87.7"></a><var>87.7</var>and employment transitions partnership must assess the needs of employers, employees, <br/>
<a id="pl.87.8"></a><var>87.8</var>and learners, and develop a plan for implementing and achieving the objectives of a local <br/>
<a id="pl.87.9"></a><var>87.9</var>or regional education and employment transitions system. The plan must provide for a <br/>
<a id="pl.87.10"></a><var>87.10</var>comprehensive local system for assisting learners and workers in making the transition <br/>
<a id="pl.87.11"></a><var>87.11</var>from school to work or for retraining in a new vocational area. The objectives of a local <br/>
<a id="pl.87.12"></a><var>87.12</var>education and employment transitions system include:<br/>
<a id="pl.87.13"></a><var>87.13</var>(1) increasing the effectiveness of the educational programs and curriculum of <br/>
<a id="pl.87.14"></a><var>87.14</var>elementary, secondary, and postsecondary schools and the work site in preparing students <br/>
<a id="pl.87.15"></a><var>87.15</var>in the skills and knowledge needed to be successful in the workplace;<br/>
<a id="pl.87.16"></a><var>87.16</var>(2) implementing learner outcomes for students in grades kindergarten through 12 <br/>
<a id="pl.87.17"></a><var>87.17</var>designed to introduce the world of work and to explore career opportunities, including <br/>
<a id="pl.87.18"></a><var>87.18</var>nontraditional career opportunities;<br/>
<a id="pl.87.19"></a><var>87.19</var>(3) eliminating barriers to providing effective integrated applied learning, <br/>
<a id="pl.87.20"></a><var>87.20</var>service-learning, or work-based curriculum;<br/>
<a id="pl.87.21"></a><var>87.21</var>(4) increasing opportunities to apply academic knowledge and skills, including <br/>
<a id="pl.87.22"></a><var>87.22</var>skills needed in the workplace, in local settings which include the school, school-based <br/>
<a id="pl.87.23"></a><var>87.23</var>enterprises, postsecondary institutions, the workplace, and the community;<br/>
<a id="pl.87.24"></a><var>87.24</var>(5) increasing applied instruction in the attitudes and skills essential for success in <br/>
<a id="pl.87.25"></a><var>87.25</var>the workplace, including cooperative working, leadership, problem-solving, English <br/>
<a id="pl.87.26"></a><var>87.26</var>language proficiency, and respect for diversity;<br/>
<a id="pl.87.27"></a><var>87.27</var>(6) providing staff training for vocational guidance counselors, teachers, and other <br/>
<a id="pl.87.28"></a><var>87.28</var>appropriate staff in the importance of preparing learners for the transition to work, and in <br/>
<a id="pl.87.29"></a><var>87.29</var>methods of providing instruction that incorporate applied learning, work-based learning, <br/>
<a id="pl.87.30"></a><var>87.30</var>English language proficiency, and service-learning experiences;<br/>
<a id="pl.87.31"></a><var>87.31</var>(7) identifying and enlisting local and regional employers who can effectively <br/>
<a id="pl.87.32"></a><var>87.32</var>provide work-based or service-learning opportunities, including, but not limited to, <br/>
<a id="pl.87.33"></a><var>87.33</var>apprenticeships, internships, and mentorships;<br/>
<a id="pl.87.34"></a><var>87.34</var>(8) recruiting community and workplace mentors including peers, parents, employers <br/>
<a id="pl.87.35"></a><var>87.35</var>and employed individuals from the community, and employers of high school students;<br/>
<a id="pl.88.1"></a><var>88.1</var>(9) identifying current and emerging educational, training, native and English <br/>
<a id="pl.88.2"></a><var>88.2</var>language development, and employment needs of the area or region, especially within <br/>
<a id="pl.88.3"></a><var>88.3</var>industries with potential for job growth;<br/>
<a id="pl.88.4"></a><var>88.4</var>(10) improving the coordination and effectiveness of local vocational and job training <br/>
<a id="pl.88.5"></a><var>88.5</var>programs, including vocational education, adult basic education, tech prep, apprenticeship, <br/>
<a id="pl.88.6"></a><var>88.6</var>service-learning, youth entrepreneur, youth training and employment programs <br/>
<a id="pl.88.7"></a><var>88.7</var>administered by the commissioner of employment and economic development, and local <br/>
<a id="pl.88.8"></a><var>88.8</var>job training programs under the Workforce Investment Act of 1998, Public Law 105-220;<br/>
<a id="pl.88.9"></a><var>88.9</var>(11) identifying and applying for federal, state, local, and private sources of funding <br/>
<a id="pl.88.10"></a><var>88.10</var>for vocational or applied learning programs;<br/>
<a id="pl.88.11"></a><var>88.11</var>(12) providing students with current information and counseling about career <br/>
<a id="pl.88.12"></a><var>88.12</var>opportunities, potential employment, educational opportunities in postsecondary <br/>
<a id="pl.88.13"></a><var>88.13</var>institutions, workplaces, and the community, and the skills and knowledge necessary to <br/>
<a id="pl.88.14"></a><var>88.14</var>succeed;<br/>
<a id="pl.88.15"></a><var>88.15</var>(13) providing educational technology, including interactive television networks <br/>
<a id="pl.88.16"></a><var>88.16</var>and other distance learning methods, to ensure access to a broad variety of work-based <br/>
<a id="pl.88.17"></a><var>88.17</var>learning opportunities;<br/>
<a id="pl.88.18"></a><var>88.18</var>(14) including students with disabilities in a district's vocational or applied learning <br/>
<a id="pl.88.19"></a><var>88.19</var>program and ways to serve at-risk learners through collaboration with area learning <br/>
<a id="pl.88.20"></a><var>88.20</var>centers under sections 
         <statute_ref>123A.05</statute_ref> to 
         <statute_ref>123A.09</statute_ref>, or other alternative programs; and<br/>
<a id="pl.88.21"></a><var>88.21</var>(15) providing a warranty to employers, postsecondary education programs, and <br/>
<a id="pl.88.22"></a><var>88.22</var>other postsecondary training programs, that learners successfully completing a high school <br/>
<a id="pl.88.23"></a><var>88.23</var>work-based or applied learning program will be able to apply the knowledge and work <br/>
<a id="pl.88.24"></a><var>88.24</var>skills included in the program outcomes or graduation requirements. The warranty shall <br/>
<a id="pl.88.25"></a><var>88.25</var>require education and training programs to continue to work with those learners that need <br/>
<a id="pl.88.26"></a><var>88.26</var>additional skill or English language development until they can demonstrate achievement <br/>
<a id="pl.88.27"></a><var>88.27</var>of the program outcomes or graduation requirements.<br/>
<br/>
<a id="bill.7.31.0"></a><a id="pl.88.28"></a><var>88.28</var>    Sec. 31. Minnesota Statutes 2012, section 124D.52, as amended by Laws 2013, chapter <br/>
<a id="pl.88.29"></a><var>88.29</var>116, article 2, section 7, is amended to read:<br/>
<a id="pl.88.30"></a><var>88.30</var><b>124D.52 ADULT BASIC EDUCATION.</b><br/>
<a id="pl.88.31"></a><var>88.31</var>    Subdivision 1. <b>Program requirements.</b> (a) An adult basic education program is a <br/>
<a id="pl.88.32"></a><var>88.32</var>day or evening program offered by a district that is for people over 16 years of age who do <br/>
<a id="pl.88.33"></a><var>88.33</var>not attend an elementary or secondary school. The program offers academic and English <br/>
<a id="pl.88.34"></a><var>88.34</var>language instruction necessary to earn a high school diploma or equivalency certificate.<br/>
<a id="pl.89.1"></a><var>89.1</var>(b) Notwithstanding any law to the contrary, a school board or the governing body of <br/>
<a id="pl.89.2"></a><var>89.2</var>a consortium offering an adult basic education program may adopt a sliding fee schedule <br/>
<a id="pl.89.3"></a><var>89.3</var>based on a family's income, but must waive the fee for participants who are under the age <br/>
<a id="pl.89.4"></a><var>89.4</var>of 21 or unable to pay. The fees charged must be designed to enable individuals of all <br/>
<a id="pl.89.5"></a><var>89.5</var>socioeconomic levels to participate in the program. A program may charge a security <br/>
<a id="pl.89.6"></a><var>89.6</var>deposit to assure return of materials, supplies, and equipment.<br/>
<a id="pl.89.7"></a><var>89.7</var>(c) Each approved adult basic education program must develop a memorandum of <br/>
<a id="pl.89.8"></a><var>89.8</var>understanding with the local workforce development centers located in the approved <br/>
<a id="pl.89.9"></a><var>89.9</var>program's service delivery area. The memorandum of understanding must describe how <br/>
<a id="pl.89.10"></a><var>89.10</var>the adult basic education program and the workforce development centers will cooperate <br/>
<a id="pl.89.11"></a><var>89.11</var>and coordinate services to provide unduplicated, efficient, and effective services to clients.<br/>
<a id="pl.89.12"></a><var>89.12</var>(d) Adult basic education aid must be spent for adult basic education purposes as <br/>
<a id="pl.89.13"></a><var>89.13</var>specified in sections 
         <statute_ref>124D.518</statute_ref> to 
         <statute_ref>124D.531</statute_ref>.<br/>
<a id="pl.89.14"></a><var>89.14</var>(e) A state-approved adult basic education program must count and submit student <br/>
<a id="pl.89.15"></a><var>89.15</var>contact hours for a program that offers high school credit toward an adult high school <br/>
<a id="pl.89.16"></a><var>89.16</var>diploma according to student eligibility requirements and measures of student progress <br/>
<a id="pl.89.17"></a><var>89.17</var>toward work-based competency demonstration requirements and, where appropriate, <br/>
<a id="pl.89.18"></a><var>89.18</var>English language proficiency requirements established by the commissioner and posted on <br/>
<a id="pl.89.19"></a><var>89.19</var>the department Web site in a readily accessible location and format.<br/>
<a id="pl.89.20"></a><var>89.20</var>    Subd. 2. <b>Program approval.</b> (a) To receive aid under this section, a district, a <br/>
<a id="pl.89.21"></a><var>89.21</var>consortium of districts, the Department of Corrections, or a private nonprofit organization <br/>
<a id="pl.89.22"></a><var>89.22</var>must submit an application by June 1 describing the program, on a form provided by <br/>
<a id="pl.89.23"></a><var>89.23</var>the department. The program must be approved by the commissioner according to the <br/>
<a id="pl.89.24"></a><var>89.24</var>following criteria:<br/>
<a id="pl.89.25"></a><var>89.25</var>(1) how the needs of different levels of learning and English language proficiency <br/>
<a id="pl.89.26"></a><var>89.26</var>will be met;<br/>
<a id="pl.89.27"></a><var>89.27</var>(2) for continuing programs, an evaluation of results;<br/>
<a id="pl.89.28"></a><var>89.28</var>(3) anticipated number and education level of participants;<br/>
<a id="pl.89.29"></a><var>89.29</var>(4) coordination with other resources and services;<br/>
<a id="pl.89.30"></a><var>89.30</var>(5) participation in a consortium, if any, and money available from other participants;<br/>
<a id="pl.89.31"></a><var>89.31</var>(6) management and program design;<br/>
<a id="pl.89.32"></a><var>89.32</var>(7) volunteer training and use of volunteers;<br/>
<a id="pl.89.33"></a><var>89.33</var>(8) staff development services;<br/>
<a id="pl.89.34"></a><var>89.34</var>(9) program sites and schedules;<br/>
<a id="pl.89.35"></a><var>89.35</var>(10) program expenditures that qualify for aid;<br/>
<a id="pl.90.1"></a><var>90.1</var>(11) program ability to provide data related to learner outcomes as required by <br/>
<a id="pl.90.2"></a><var>90.2</var>law; and<br/>
<a id="pl.90.3"></a><var>90.3</var>(12) a copy of the memorandum of understanding described in subdivision 1 <br/>
<a id="pl.90.4"></a><var>90.4</var>submitted to the commissioner.<br/>
<a id="pl.90.5"></a><var>90.5</var>(b) Adult basic education programs may be approved under this subdivision for <br/>
<a id="pl.90.6"></a><var>90.6</var>up to five years. Five-year program approval must be granted to an applicant who has <br/>
<a id="pl.90.7"></a><var>90.7</var>demonstrated the capacity to:<br/>
<a id="pl.90.8"></a><var>90.8</var>(1) offer comprehensive learning opportunities and support service choices <br/>
<a id="pl.90.9"></a><var>90.9</var>appropriate for and accessible to adults at all basic skill need and English language levels<br/>
<a id="pl.90.10"></a><var>90.10</var> of need;<br/>
<a id="pl.90.11"></a><var>90.11</var>(2) provide a participatory and experiential learning approach based on the strengths, <br/>
<a id="pl.90.12"></a><var>90.12</var>interests, and needs of each adult, that enables adults with basic skill needs to:<br/>
<a id="pl.90.13"></a><var>90.13</var>(i) identify, plan for, and evaluate their own progress toward achieving their defined <br/>
<a id="pl.90.14"></a><var>90.14</var>educational and occupational goals;<br/>
<a id="pl.90.15"></a><var>90.15</var>(ii) master the basic academic reading, writing, and computational skills, as well <br/>
<a id="pl.90.16"></a><var>90.16</var>as the problem-solving, decision making, interpersonal effectiveness, and other life and <br/>
<a id="pl.90.17"></a><var>90.17</var>learning skills they need to function effectively in a changing society;<br/>
<a id="pl.90.18"></a><var>90.18</var>(iii) locate and be able to use the health, governmental, and social services and <br/>
<a id="pl.90.19"></a><var>90.19</var>resources they need to improve their own and their families' lives; and<br/>
<a id="pl.90.20"></a><var>90.20</var>(iv) continue their education, if they desire, to at least the level of secondary school <br/>
<a id="pl.90.21"></a><var>90.21</var>completion, with the ability to secure and benefit from continuing education that will <br/>
<a id="pl.90.22"></a><var>90.22</var>enable them to become more employable, productive, and responsible citizens;<br/>
<a id="pl.90.23"></a><var>90.23</var>(3) plan, coordinate, and develop cooperative agreements with community resources <br/>
<a id="pl.90.24"></a><var>90.24</var>to address the needs that the adults have for support services, such as transportation, English <br/>
<a id="pl.90.25"></a><var>90.25</var>language learning, flexible course scheduling, convenient class locations, and child care;<br/>
<a id="pl.90.26"></a><var>90.26</var>(4) collaborate with business, industry, labor unions, and employment-training <br/>
<a id="pl.90.27"></a><var>90.27</var>agencies, as well as with family and occupational education providers, to arrange for <br/>
<a id="pl.90.28"></a><var>90.28</var>resources and services through which adults can attain economic self-sufficiency;<br/>
<a id="pl.90.29"></a><var>90.29</var>(5) provide sensitive and well trained adult education personnel who participate in <br/>
<a id="pl.90.30"></a><var>90.30</var>local, regional, and statewide adult basic education staff development events to master <br/>
<a id="pl.90.31"></a><var>90.31</var>effective adult learning and teaching techniques;<br/>
<a id="pl.90.32"></a><var>90.32</var>(6) participate in regional adult basic education peer program reviews and evaluations;<br/>
<a id="pl.90.33"></a><var>90.33</var>(7) submit accurate and timely performance and fiscal reports;<br/>
<a id="pl.90.34"></a><var>90.34</var>(8) submit accurate and timely reports related to program outcomes and learner <br/>
<a id="pl.90.35"></a><var>90.35</var>follow-up information; and<br/>
<a id="pl.91.1"></a><var>91.1</var>(9) spend adult basic education aid on adult basic education purposes only, which <br/>
<a id="pl.91.2"></a><var>91.2</var>are specified in sections 
         <statute_ref>124D.518</statute_ref> to 
         <statute_ref>124D.531</statute_ref>.<br/>
<a id="pl.91.3"></a><var>91.3</var>(c) The commissioner shall require each district to provide notification by February <br/>
<a id="pl.91.4"></a><var>91.4</var>1, 2001, of its intent to apply for funds under this section as a single district or as part of <br/>
<a id="pl.91.5"></a><var>91.5</var>an identified consortium of districts. A district receiving funds under this section must <br/>
<a id="pl.91.6"></a><var>91.6</var>notify the commissioner by February 1 of its intent to change its application status for <br/>
<a id="pl.91.7"></a><var>91.7</var>applications due the following June 1.<br/>
<a id="pl.91.8"></a><var>91.8</var>    Subd. 3. <b>Accounts; revenue; aid.</b> (a) Each district, group of districts, or private <br/>
<a id="pl.91.9"></a><var>91.9</var>nonprofit organization providing adult basic education programs must establish and <br/>
<a id="pl.91.10"></a><var>91.10</var>maintain a reserve account within the community service fund for the receipt receiving<br/>
<a id="pl.91.11"></a><var>91.11</var> and disbursement of disbursing all funds related to these programs. All revenue received <br/>
<a id="pl.91.12"></a><var>91.12</var>pursuant to under this section must be utilized used solely for the purposes of adult basic <br/>
<a id="pl.91.13"></a><var>91.13</var>education programs. State aid must not equal more than 100 percent of the unreimbursed <br/>
<a id="pl.91.14"></a><var>91.14</var>expenses of providing these programs, excluding in-kind costs.<br/>
<a id="pl.91.15"></a><var>91.15</var>(b) For purposes of paragraph (a), an adult basic education program may include as <br/>
<a id="pl.91.16"></a><var>91.16</var>valid expenditures for the previous fiscal year program spending that occurs from July <br/>
<a id="pl.91.17"></a><var>91.17</var>1 to September 30 of the following year. A program may carry over a maximum of 20 <br/>
<a id="pl.91.18"></a><var>91.18</var>percent of its adult basic education aid revenue into the next fiscal year. Program spending <br/>
<a id="pl.91.19"></a><var>91.19</var>may only be counted for one fiscal year.<br/>
<a id="pl.91.20"></a><var>91.20</var>(c) Notwithstanding section 
         <statute_ref>123A.26</statute_ref> or any other law to the contrary, an adult basic <br/>
<a id="pl.91.21"></a><var>91.21</var>education consortium providing an approved adult basic education program may be its own <br/>
<a id="pl.91.22"></a><var>91.22</var>fiscal agent and is eligible to receive state-aid payments directly from the commissioner.<br/>
<a id="pl.91.23"></a><var>91.23</var>    Subd. 4. <b>English as a second language programs.</b> Persons may teach English <br/>
<a id="pl.91.24"></a><var>91.24</var>as a second language classes conducted at a worksite, if they meet the requirements <br/>
<a id="pl.91.25"></a><var>91.25</var>of section 
         <statute_ref>122A.19, subdivision 1</statute_ref>, clause (a), regardless of whether they are licensed <br/>
<a id="pl.91.26"></a><var>91.26</var>teachers. Persons teaching English as a second language for an approved adult basic <br/>
<a id="pl.91.27"></a><var>91.27</var>education program must possess a bachelor's or master's degree in English as a second <br/>
<a id="pl.91.28"></a><var>91.28</var>language, applied linguistics, or bilingual education, or a related degree as approved by <br/>
<a id="pl.91.29"></a><var>91.29</var>the commissioner.<br/>
<a id="pl.91.30"></a><var>91.30</var>    Subd. 5. <b>Basic service level.</b> A district, or a consortium of districts, with a program <br/>
<a id="pl.91.31"></a><var>91.31</var>approved by the commissioner under subdivision 2 must establish, in consultation with the <br/>
<a id="pl.91.32"></a><var>91.32</var>commissioner, a basic level of service for every adult basic education site in the district <br/>
<a id="pl.91.33"></a><var>91.33</var>or consortium. The basic service level must describe minimum levels of academic and <br/>
<a id="pl.91.34"></a><var>91.34</var>English language instruction and support services to be provided at each site. The program <br/>
<a id="pl.91.35"></a><var>91.35</var>must set a basic service level that promotes effective learning and student achievement <br/>
<a id="pl.92.1"></a><var>92.1</var>with measurable results. Each district or consortium of districts must submit its basic <br/>
<a id="pl.92.2"></a><var>92.2</var>service level to the commissioner for approval.<br/>
<a id="pl.92.3"></a><var>92.3</var>    Subd. 6. <b>Cooperative English as a second language and adult basic education </b><br/>
<a id="pl.92.4"></a><var>92.4</var><b>programs.</b> (a) A school district, or adult basic education consortium that receives revenue <br/>
<a id="pl.92.5"></a><var>92.5</var>under section 
         <statute_ref>124D.531</statute_ref>, may deliver English as a second language, citizenship, or other <br/>
<a id="pl.92.6"></a><var>92.6</var>adult education programming in collaboration with community-based and nonprofit <br/>
<a id="pl.92.7"></a><var>92.7</var>organizations located within its district or region, and with correctional institutions. The <br/>
<a id="pl.92.8"></a><var>92.8</var>organization or correctional institution must have the demonstrated capacity to offer <br/>
<a id="pl.92.9"></a><var>92.9</var>education programs for adults. Community-based or nonprofit organizations must meet <br/>
<a id="pl.92.10"></a><var>92.10</var>the criteria in paragraph (b), or have prior experience. A community-based or nonprofit <br/>
<a id="pl.92.11"></a><var>92.11</var>organization or a correctional institution may be reimbursed for unreimbursed expenses <br/>
<a id="pl.92.12"></a><var>92.12</var>as defined in section 
         <statute_ref>124D.518, subdivision 5</statute_ref>, for the administration of administering<br/>
<a id="pl.92.13"></a><var>92.13</var> English as a second language or adult basic education programs, not to exceed eight <br/>
<a id="pl.92.14"></a><var>92.14</var>percent of the total funds provided by a school district or adult basic education consortium. <br/>
<a id="pl.92.15"></a><var>92.15</var>The administrative reimbursement for a school district or adult basic education consortium <br/>
<a id="pl.92.16"></a><var>92.16</var>that delivers services cooperatively with a community-based or nonprofit organization <br/>
<a id="pl.92.17"></a><var>92.17</var>or correctional institution is limited to five percent of the program aid, not to exceed the <br/>
<a id="pl.92.18"></a><var>92.18</var>unreimbursed expenses of administering programs delivered by community-based or <br/>
<a id="pl.92.19"></a><var>92.19</var>nonprofit organizations or correctional institutions.<br/>
<a id="pl.92.20"></a><var>92.20</var>(b) A community-based organization or nonprofit organization that delivers education <br/>
<a id="pl.92.21"></a><var>92.21</var>services under this section must demonstrate that it has met the following criteria:<br/>
<a id="pl.92.22"></a><var>92.22</var>(1) be legally established as a nonprofit organization;<br/>
<a id="pl.92.23"></a><var>92.23</var>(2) have an established system for fiscal accounting and reporting that is consistent <br/>
<a id="pl.92.24"></a><var>92.24</var>with the Department of Education's department's adult basic education completion report <br/>
<a id="pl.92.25"></a><var>92.25</var>and reporting requirements under section 
         <statute_ref>124D.531</statute_ref>;<br/>
<a id="pl.92.26"></a><var>92.26</var>(3) require all instructional staff to complete a training course in teaching adult <br/>
<a id="pl.92.27"></a><var>92.27</var>learners; and<br/>
<a id="pl.92.28"></a><var>92.28</var>(4) develop a learning plan for each student that identifies defined educational and <br/>
<a id="pl.92.29"></a><var>92.29</var>occupational goals with measures to evaluate progress.<br/>
<a id="pl.92.30"></a><var>92.30</var>    Subd. 7. <b>Performance tracking system.</b> (a) By July 1, 2000, each approved adult <br/>
<a id="pl.92.31"></a><var>92.31</var>basic education program must develop and implement a performance tracking system to <br/>
<a id="pl.92.32"></a><var>92.32</var>provide information necessary to comply with federal law and serve as one means of <br/>
<a id="pl.92.33"></a><var>92.33</var>assessing the effectiveness of adult basic education programs. For required reporting, <br/>
<a id="pl.92.34"></a><var>92.34</var>longitudinal studies, and program improvement, the tracking system must be designed to <br/>
<a id="pl.92.35"></a><var>92.35</var>collect data on the following core outcomes for learners, including English learners, who <br/>
<a id="pl.92.36"></a><var>92.36</var>have completed participating in the adult basic education program:<br/>
<a id="pl.93.1"></a><var>93.1</var>(1) demonstrated improvements in literacy skill levels in reading, writing, speaking <br/>
<a id="pl.93.2"></a><var>93.2</var>the English language, numeracy, problem solving, English language acquisition, and <br/>
<a id="pl.93.3"></a><var>93.3</var>other literacy skills;<br/>
<a id="pl.93.4"></a><var>93.4</var>(2) placement in, retention in, or completion of postsecondary education, training, <br/>
<a id="pl.93.5"></a><var>93.5</var>unsubsidized employment, or career advancement;<br/>
<a id="pl.93.6"></a><var>93.6</var>(3) receipt of a secondary school diploma or its recognized equivalent; and<br/>
<a id="pl.93.7"></a><var>93.7</var>(4) reduction in participation in the diversionary work program, Minnesota family <br/>
<a id="pl.93.8"></a><var>93.8</var>investment program, and food support education and training program.<br/>
<a id="pl.93.9"></a><var>93.9</var>(b) A district, group of districts, state agency, or private nonprofit organization <br/>
<a id="pl.93.10"></a><var>93.10</var>providing an adult basic education program may meet this requirement by developing a <br/>
<a id="pl.93.11"></a><var>93.11</var>tracking system based on either or both of the following methodologies:<br/>
<a id="pl.93.12"></a><var>93.12</var>(1) conducting a reliable follow-up survey; or<br/>
<a id="pl.93.13"></a><var>93.13</var>(2) submitting student information, including Social Security numbers for data <br/>
<a id="pl.93.14"></a><var>93.14</var>matching.<br/>
<a id="pl.93.15"></a><var>93.15</var>Data related to obtaining employment must be collected in the first quarter following <br/>
<a id="pl.93.16"></a><var>93.16</var>program completion or can be collected while the student is enrolled, if known. Data <br/>
<a id="pl.93.17"></a><var>93.17</var>related to employment retention must be collected in the third quarter following program <br/>
<a id="pl.93.18"></a><var>93.18</var>exit. Data related to any other specified outcome may be collected at any time during a <br/>
<a id="pl.93.19"></a><var>93.19</var>program year.<br/>
<a id="pl.93.20"></a><var>93.20</var>(c) When a student in a program is requested to provide the student's Social Security <br/>
<a id="pl.93.21"></a><var>93.21</var>number, the student must be notified in a written form easily understandable to the student <br/>
<a id="pl.93.22"></a><var>93.22</var>that:<br/>
<a id="pl.93.23"></a><var>93.23</var>(1) providing the Social Security number is optional and no adverse action may be <br/>
<a id="pl.93.24"></a><var>93.24</var>taken against the student if the student chooses not to provide the Social Security number;<br/>
<a id="pl.93.25"></a><var>93.25</var>(2) the request is made under section 
         <statute_ref>124D.52, subdivision 7</statute_ref>;<br/>
<a id="pl.93.26"></a><var>93.26</var>(3) if the student provides the Social Security number, it will be used to assess the <br/>
<a id="pl.93.27"></a><var>93.27</var>effectiveness of the program by tracking the student's subsequent career; and<br/>
<a id="pl.93.28"></a><var>93.28</var>(4) the Social Security number will be shared with the Department of Education; <br/>
<a id="pl.93.29"></a><var>93.29</var>Minnesota State Colleges and Universities; Office of Higher Education; Department of <br/>
<a id="pl.93.30"></a><var>93.30</var>Human Services; and Department of Employment and Economic Development in order <br/>
<a id="pl.93.31"></a><var>93.31</var>to accomplish the purposes described in paragraph (a) and will not be used for any other <br/>
<a id="pl.93.32"></a><var>93.32</var>purpose or reported to any other governmental entities.<br/>
<a id="pl.93.33"></a><var>93.33</var>(d) Annually a district, group of districts, state agency, or private nonprofit <br/>
<a id="pl.93.34"></a><var>93.34</var>organization providing programs under this section must forward the tracking data <br/>
<a id="pl.93.35"></a><var>93.35</var>collected to the Department of Education. For the purposes of longitudinal studies on the <br/>
<a id="pl.93.36"></a><var>93.36</var>employment status of former students under this section, the Department of Education <br/>
<a id="pl.94.1"></a><var>94.1</var>must forward the Social Security numbers to the Department of Employment and <br/>
<a id="pl.94.2"></a><var>94.2</var>Economic Development to electronically match the Social Security numbers of former <br/>
<a id="pl.94.3"></a><var>94.3</var>students with wage detail reports filed under section 
         <statute_ref>268.044</statute_ref>. The results of data matches <br/>
<a id="pl.94.4"></a><var>94.4</var>must, for purposes of this section and consistent with the requirements of the United <br/>
<a id="pl.94.5"></a><var>94.5</var>States Code, title 29, section 2871, of the Workforce Investment Act of 1998, be compiled <br/>
<a id="pl.94.6"></a><var>94.6</var>in a longitudinal form by the Department of Employment and Economic Development <br/>
<a id="pl.94.7"></a><var>94.7</var>and released to the Department of Education in the form of summary data that does not <br/>
<a id="pl.94.8"></a><var>94.8</var>identify the individual students. The Department of Education may release this summary <br/>
<a id="pl.94.9"></a><var>94.9</var>data. State funding for adult basic education programs must not be based on the number or <br/>
<a id="pl.94.10"></a><var>94.10</var>percentage of students who decline to provide their Social Security numbers or on whether <br/>
<a id="pl.94.11"></a><var>94.11</var>the program is evaluated by means of a follow-up survey instead of data matching.<br/>
<a id="pl.94.12"></a><var>94.12</var>    Subd. 8. <b>Standard high school diploma for adults.</b> (a) The commissioner shall <br/>
<a id="pl.94.13"></a><var>94.13</var>adopt rules for providing a standard adult high school diploma to persons who:<br/>
<a id="pl.94.14"></a><var>94.14</var>(1) are not eligible for kindergarten through grade 12 services;<br/>
<a id="pl.94.15"></a><var>94.15</var>(2) do not have a high school diploma; and<br/>
<a id="pl.94.16"></a><var>94.16</var>(3) successfully complete an adult basic education program of instruction approved <br/>
<a id="pl.94.17"></a><var>94.17</var>by the commissioner of education necessary to earn an adult high school diploma.<br/>
<a id="pl.94.18"></a><var>94.18</var>(b) Persons participating in an approved adult basic education program of instruction <br/>
<a id="pl.94.19"></a><var>94.19</var>must demonstrate the competencies, knowledge, and skills and, where appropriate, <br/>
<a id="pl.94.20"></a><var>94.20</var>English language proficiency, sufficient to ensure that postsecondary programs and <br/>
<a id="pl.94.21"></a><var>94.21</var>institutions and potential employers regard persons with a standard high school diploma <br/>
<a id="pl.94.22"></a><var>94.22</var>and persons with a standard adult high school diploma as equally well prepared and <br/>
<a id="pl.94.23"></a><var>94.23</var>qualified graduates. Approved adult basic education programs of instruction under this <br/>
<a id="pl.94.24"></a><var>94.24</var>subdivision must issue a standard adult high school diploma to persons who successfully <br/>
<a id="pl.94.25"></a><var>94.25</var>demonstrate the competencies, knowledge, and skills required by the program.<br/>
<br/>
<a id="bill.7.32.0"></a><a id="pl.94.26"></a><var>94.26</var>    Sec. 32. Minnesota Statutes 2012, section 124D.522, is amended to read:<br/>
<a id="pl.94.27"></a><var>94.27</var><b>124D.522 ADULT BASIC EDUCATION SUPPLEMENTAL SERVICE </b><br/>
<a id="pl.94.28"></a><var>94.28</var><b>GRANTS.</b><br/>
<a id="pl.94.29"></a><var>94.29</var>(a) The commissioner, in consultation with the policy review task force under <br/>
<a id="pl.94.30"></a><var>94.30</var>section 
         <statute_ref>124D.521</statute_ref>, may make grants to nonprofit organizations to provide services that are <br/>
<a id="pl.94.31"></a><var>94.31</var>not offered by a district adult basic education program or that are supplemental to either <br/>
<a id="pl.94.32"></a><var>94.32</var>the statewide adult basic education program, or a district's adult basic education program. <br/>
<a id="pl.94.33"></a><var>94.33</var>The commissioner may make grants for: staff development for adult basic education <br/>
<a id="pl.94.34"></a><var>94.34</var>teachers and administrators; training for volunteer tutors; training, services, and materials <br/>
<a id="pl.94.35"></a><var>94.35</var>for serving disabled students through adult basic education programs; statewide promotion <br/>
<a id="pl.95.1"></a><var>95.1</var>of adult basic education services and programs; development and dissemination of <br/>
<a id="pl.95.2"></a><var>95.2</var>instructional and administrative technology for adult basic education programs; programs <br/>
<a id="pl.95.3"></a><var>95.3</var>which primarily serve communities of color; adult basic education distance learning <br/>
<a id="pl.95.4"></a><var>95.4</var>projects, including television instruction programs; initiatives to accelerate English <br/>
<a id="pl.95.5"></a><var>95.5</var>language acquisition and the achievement of career- and college-ready skills among <br/>
<a id="pl.95.6"></a><var>95.6</var>English learners; and other supplemental services to support the mission of adult basic <br/>
<a id="pl.95.7"></a><var>95.7</var>education and innovative delivery of adult basic education services.<br/>
<a id="pl.95.8"></a><var>95.8</var>(b) The commissioner must establish eligibility criteria and grant application <br/>
<a id="pl.95.9"></a><var>95.9</var>procedures. Grants under this section must support services throughout the state, focus <br/>
<a id="pl.95.10"></a><var>95.10</var>on educational results for adult learners, and promote outcome-based achievement <br/>
<a id="pl.95.11"></a><var>95.11</var>through adult basic education programs. Beginning in fiscal year 2002, the commissioner <br/>
<a id="pl.95.12"></a><var>95.12</var>may make grants under this section from the state total adult basic education aid set <br/>
<a id="pl.95.13"></a><var>95.13</var>aside for supplemental service grants under section 
         <statute_ref>124D.531</statute_ref>. Up to one-fourth of the <br/>
<a id="pl.95.14"></a><var>95.14</var>appropriation for supplemental service grants must be used for grants for adult basic <br/>
<a id="pl.95.15"></a><var>95.15</var>education programs to encourage and support innovations in adult basic education <br/>
<a id="pl.95.16"></a><var>95.16</var>instruction and service delivery. A grant to a single organization cannot exceed 20 percent <br/>
<a id="pl.95.17"></a><var>95.17</var>of the total supplemental services aid. Nothing in this section prevents an approved adult <br/>
<a id="pl.95.18"></a><var>95.18</var>basic education program from using state or federal aid to purchase supplemental services.<br/>
<br/>
<a id="bill.7.33.0"></a><a id="pl.95.19"></a><var>95.19</var>    Sec. 33. Minnesota Statutes 2012, section 124D.59, subdivision 2, is amended to read:<br/>
<a id="pl.95.20"></a><var>95.20</var>    Subd. 2. <b>English learner.</b> (a) "English learner" means a pupil in kindergarten through <br/>
<a id="pl.95.21"></a><var>95.21</var>grade 12 who meets the requirements under subdivision 2a or the  following requirements:<br/>
<a id="pl.95.22"></a><var>95.22</var>(1) the pupil, as declared by a parent or guardian first learned a language other than <br/>
<a id="pl.95.23"></a><var>95.23</var>English, comes from a home where the language usually spoken is other than English, or <br/>
<a id="pl.95.24"></a><var>95.24</var>usually speaks a language other than English; and<br/>
<a id="pl.95.25"></a><var>95.25</var>(2) the pupil is determined by a valid assessment measuring the pupil's English <br/>
<a id="pl.95.26"></a><var>95.26</var>language proficiency and by developmentally appropriate measures, which might include <br/>
<a id="pl.95.27"></a><var>95.27</var>observations, teacher judgment, parent recommendations, or developmentally appropriate <br/>
<a id="pl.95.28"></a><var>95.28</var>assessment instruments, to lack the necessary English skills to participate fully in <br/>
<a id="pl.95.29"></a><var>95.29</var>academic classes taught in English.<br/>
<a id="pl.95.30"></a><var>95.30</var>(b) Notwithstanding paragraph (a), A pupil enrolled in a Minnesota public school <br/>
<a id="pl.95.31"></a><var>95.31</var>in grades any grade 4 through 12 who was enrolled in a Minnesota public school on <br/>
<a id="pl.95.32"></a><var>95.32</var>the dates during in the previous school year when a commissioner provided took a <br/>
<a id="pl.95.33"></a><var>95.33</var>commissioner-provided assessment that measures measuring the pupil's emerging <br/>
<a id="pl.95.34"></a><var>95.34</var>academic English was administered, shall not be counted as an English learner in <br/>
<a id="pl.95.35"></a><var>95.35</var>calculating English learner pupil units under section 
         <statute_ref>126C.05, subdivision 17</statute_ref>, and shall not<br/>
<a id="pl.96.1"></a><var>96.1</var> generate state English learner aid under section 
         <statute_ref>124D.65, subdivision 5</statute_ref>, unless if the pupil <br/>
<a id="pl.96.2"></a><var>96.2</var>scored below the state cutoff score or is otherwise counted as a nonproficient participant <br/>
<a id="pl.96.3"></a><var>96.3</var>on an the assessment measuring the pupil's emerging academic English provided by the <br/>
<a id="pl.96.4"></a><var>96.4</var>commissioner during the previous school year and in the judgment of the pupil's classroom <br/>
<a id="pl.96.5"></a><var>96.5</var>teachers, consistent with section 124D.61, clause (1), the pupil is unable to demonstrate <br/>
<a id="pl.96.6"></a><var>96.6</var>academic language proficiency in English, including oral academic language, sufficient to <br/>
<a id="pl.96.7"></a><var>96.7</var>successfully and fully participate in the general core curriculum in the regular classroom.<br/>
<a id="pl.96.8"></a><var>96.8</var>(c) Notwithstanding paragraphs (a) and (b), a pupil in kindergarten through grade <br/>
<a id="pl.96.9"></a><var>96.9</var>12 shall not be counted as an English learner in calculating English learner pupil units <br/>
<a id="pl.96.10"></a><var>96.10</var>under section 
         <statute_ref>126C.05, subdivision 17</statute_ref>, and shall not generate state English learner aid <br/>
<a id="pl.96.11"></a><var>96.11</var>under section 
         <statute_ref>124D.65, subdivision 5</statute_ref>, if:<br/>
<a id="pl.96.12"></a><var>96.12</var>(1) the pupil is not enrolled during the current fiscal year in an educational program <br/>
<a id="pl.96.13"></a><var>96.13</var>for English learners in accordance with under sections 
         <statute_ref>124D.58</statute_ref> to 
         <statute_ref>124D.64</statute_ref>; or<br/>
<a id="pl.96.14"></a><var>96.14</var>(2) the pupil has generated five or more years of average daily membership in <br/>
<a id="pl.96.15"></a><var>96.15</var>Minnesota public schools since July 1, 1996.<br/>
<br/>
<a id="bill.7.34.0"></a><a id="pl.96.16"></a><var>96.16</var>    Sec. 34. Minnesota Statutes 2012, section 124D.59, is amended by adding a <br/>
<a id="pl.96.17"></a><var>96.17</var>subdivision to read:<br/>
<a id="pl.96.18"></a><var>96.18</var>    Subd. 2a. <b>English learner; interrupted formal education.</b> Consistent with <br/>
<a id="pl.96.19"></a><var>96.19</var>subdivision 2, an English learner includes an English learner with an interrupted formal <br/>
<a id="pl.96.20"></a><var>96.20</var>education who:<br/>
<a id="pl.96.21"></a><var>96.21</var>(1) comes from a home where the language usually spoken is other than English, or <br/>
<a id="pl.96.22"></a><var>96.22</var>usually speaks a language other than English;<br/>
<a id="pl.96.23"></a><var>96.23</var>(2) enters school in the United States after grade 6;<br/>
<a id="pl.96.24"></a><var>96.24</var>(3) has at least two years less schooling than the English learner's peers;<br/>
<a id="pl.96.25"></a><var>96.25</var>(4) functions at least two years below expected grade level in reading and <br/>
<a id="pl.96.26"></a><var>96.26</var>mathematics; and<br/>
<a id="pl.96.27"></a><var>96.27</var>(5) may be preliterate in the English learner's native language.<br/>
<br/>
<a id="bill.7.35.0"></a><a id="pl.96.28"></a><var>96.28</var>    Sec. 35. Minnesota Statutes 2012, section 124D.895, is amended to read:<br/>
<a id="pl.96.29"></a><var>96.29</var><b>124D.895 PARENTAL INVOLVEMENT PROGRAMS.</b><br/>
<a id="pl.96.30"></a><var>96.30</var>    Subdivision 1. <b>Program goals.</b> The department, in consultation with the state <br/>
<a id="pl.96.31"></a><var>96.31</var>curriculum advisory committee, must develop guidelines and model plans for parental <br/>
<a id="pl.96.32"></a><var>96.32</var>involvement programs that will:<br/>
<a id="pl.97.1"></a><var>97.1</var>(1) engage the interests and talents of parents or guardians in recognizing and <br/>
<a id="pl.97.2"></a><var>97.2</var>meeting the emotional, intellectual, native and English language development, and <br/>
<a id="pl.97.3"></a><var>97.3</var>physical needs of their school-age children;<br/>
<a id="pl.97.4"></a><var>97.4</var>(2) promote healthy self-concepts among parents or guardians and other family <br/>
<a id="pl.97.5"></a><var>97.5</var>members;<br/>
<a id="pl.97.6"></a><var>97.6</var>(3) offer parents or guardians a chance to share and learn about educational skills, <br/>
<a id="pl.97.7"></a><var>97.7</var>techniques, and ideas;<br/>
<a id="pl.97.8"></a><var>97.8</var>(4) provide creative learning experiences for parents or guardians and their <br/>
<a id="pl.97.9"></a><var>97.9</var>school-age children, including involvement from parents or guardians of color;<br/>
<a id="pl.97.10"></a><var>97.10</var>(5) encourage parents to actively participate in their district's curriculum advisory <br/>
<a id="pl.97.11"></a><var>97.11</var>committee under section 
         <statute_ref>120B.11</statute_ref> in order to assist the school board in improving <br/>
<a id="pl.97.12"></a><var>97.12</var>children's education programs; and<br/>
<a id="pl.97.13"></a><var>97.13</var>(6) encourage parents to help in promoting school desegregation/integration under <br/>
<a id="pl.97.14"></a><var>97.14</var>sections 124D.861 and 124D.862.<br/>
<a id="pl.97.15"></a><var>97.15</var>    Subd. 2. <b>Plan contents.</b> Model plans for a parental involvement program must <br/>
<a id="pl.97.16"></a><var>97.16</var>include at least the following:<br/>
<a id="pl.97.17"></a><var>97.17</var>(1) program goals;<br/>
<a id="pl.97.18"></a><var>97.18</var>(2) means for achieving program goals;<br/>
<a id="pl.97.19"></a><var>97.19</var>(3) methods for informing parents or guardians, in a timely way, about the program;<br/>
<a id="pl.97.20"></a><var>97.20</var>(4) strategies for ensuring the full participation of parents or guardians, including <br/>
<a id="pl.97.21"></a><var>97.21</var>those parents or guardians who lack literacy skills or whose native language is not English, <br/>
<a id="pl.97.22"></a><var>97.22</var>including the involvement from of parents or guardians of color;<br/>
<a id="pl.97.23"></a><var>97.23</var>(5) procedures for coordinating the program with kindergarten through grade 12 <br/>
<a id="pl.97.24"></a><var>97.24</var>curriculum, with parental involvement programs currently available in the community, <br/>
<a id="pl.97.25"></a><var>97.25</var>with the process under sections 
<statute_ref>120B.10</statute_ref> to world's best workforce under section
<statute_ref>120B.11</statute_ref>, <br/>
<a id="pl.97.26"></a><var>97.26</var>and with other education facilities located in the community;<br/>
<a id="pl.97.27"></a><var>97.27</var>(6) strategies for training teachers and other school staff to work effectively with <br/>
<a id="pl.97.28"></a><var>97.28</var>parents and guardians;<br/>
<a id="pl.97.29"></a><var>97.29</var>(7) procedures for parents or guardians and educators to evaluate and report progress <br/>
<a id="pl.97.30"></a><var>97.30</var>toward program goals; and<br/>
<a id="pl.97.31"></a><var>97.31</var>(8) a mechanism for convening a local community advisory committee composed <br/>
<a id="pl.97.32"></a><var>97.32</var>primarily of parents or guardians to advise a district on implementing a parental <br/>
<a id="pl.97.33"></a><var>97.33</var>involvement program.<br/>
<a id="pl.97.34"></a><var>97.34</var>    Subd. 3. <b>Plan activities.</b> Activities contained in the model plans must include:<br/>
<a id="pl.97.35"></a><var>97.35</var>(1) educational opportunities for families that enhance children's learning and native <br/>
<a id="pl.97.36"></a><var>97.36</var>and English language development;<br/>
<a id="pl.98.1"></a><var>98.1</var>(2) educational programs for parents or guardians on families' educational <br/>
<a id="pl.98.2"></a><var>98.2</var>responsibilities and resources;<br/>
<a id="pl.98.3"></a><var>98.3</var>(3) the hiring, training, and use of parental involvement liaison workers to <br/>
<a id="pl.98.4"></a><var>98.4</var>coordinate family involvement activities and to foster linguistic and culturally competent <br/>
<a id="pl.98.5"></a><var>98.5</var>communication among families, educators, and students, consistent with the definition of <br/>
<a id="pl.98.6"></a><var>98.6</var>culturally competent under section 120B.11, subdivision 1, paragraph (d);<br/>
<a id="pl.98.7"></a><var>98.7</var>(4) curriculum materials and assistance in implementing home and community-based <br/>
<a id="pl.98.8"></a><var>98.8</var>learning activities that reinforce and extend classroom instruction and student motivation;<br/>
<a id="pl.98.9"></a><var>98.9</var>(5) technical assistance, including training to design and carry out family <br/>
<a id="pl.98.10"></a><var>98.10</var>involvement programs;<br/>
<a id="pl.98.11"></a><var>98.11</var>(6) parent resource centers;<br/>
<a id="pl.98.12"></a><var>98.12</var>(7) parent training programs and reasonable and necessary expenditures associated <br/>
<a id="pl.98.13"></a><var>98.13</var>with parents' attendance at training sessions;<br/>
<a id="pl.98.14"></a><var>98.14</var>(8) reports to parents on children's progress;<br/>
<a id="pl.98.15"></a><var>98.15</var>(9) use of parents as classroom volunteers, or as volunteers in before and after <br/>
<a id="pl.98.16"></a><var>98.16</var>school programs for school-age children, tutors, and aides;<br/>
<a id="pl.98.17"></a><var>98.17</var>(10) soliciting parents' suggestions in planning, developing, and implementing <br/>
<a id="pl.98.18"></a><var>98.18</var>school programs;<br/>
<a id="pl.98.19"></a><var>98.19</var>(11) educational programs and opportunities for parents or guardians that are <br/>
<a id="pl.98.20"></a><var>98.20</var>multicultural, multilingual, gender fair, and disability sensitive;<br/>
<a id="pl.98.21"></a><var>98.21</var>(12) involvement in a district's curriculum advisory committee or a school building <br/>
<a id="pl.98.22"></a><var>98.22</var>team under section 
         <statute_ref>120B.11</statute_ref>; and<br/>
<a id="pl.98.23"></a><var>98.23</var>(13) opportunities for parent involvement in developing, implementing, or evaluating <br/>
<a id="pl.98.24"></a><var>98.24</var>school and district desegregation/integration plans under sections 124D.861 and 124D.862.<br/>
<br/>
<a id="bill.7.36.0"></a><a id="pl.98.25"></a><var>98.25</var>    Sec. 36. Minnesota Statutes 2012, section 124D.8955, is amended to read:<br/>
<a id="pl.98.26"></a><var>98.26</var><b>124D.8955 PARENT AND FAMILY INVOLVEMENT POLICY.</b><br/>
<a id="pl.98.27"></a><var>98.27</var>    (a) In order to promote and support student achievement, a local school board is <br/>
<a id="pl.98.28"></a><var>98.28</var>encouraged to formally adopt and implement a parent and family involvement policy that <br/>
<a id="pl.98.29"></a><var>98.29</var>promotes and supports:<br/>
<a id="pl.98.30"></a><var>98.30</var>    (1) oral and written communication between home and school that is regular, <br/>
<a id="pl.98.31"></a><var>98.31</var>two-way, and meaningful, and in families' native language;<br/>
<a id="pl.98.32"></a><var>98.32</var>    (2) parenting skills;<br/>
<a id="pl.98.33"></a><var>98.33</var>    (3) parents and caregivers who play an integral role in assisting student learning and <br/>
<a id="pl.98.34"></a><var>98.34</var>learn about fostering students' academic success and learning at home and school;<br/>
<a id="pl.99.1"></a><var>99.1</var>    (4) welcoming parents in the school and using networks that support families' <br/>
<a id="pl.99.2"></a><var>99.2</var>cultural connections, seeking their support and assistance;<br/>
<a id="pl.99.3"></a><var>99.3</var>    (5) partnerships with parents in the decisions that affect children and families <br/>
<a id="pl.99.4"></a><var>99.4</var>in the schools; and<br/>
<a id="pl.99.5"></a><var>99.5</var>    (6) providing community resources to strengthen schools, families, and student <br/>
<a id="pl.99.6"></a><var>99.6</var>learning.<br/>
<a id="pl.99.7"></a><var>99.7</var>    (b) A school board that implements a parent and family involvement policy under <br/>
<a id="pl.99.8"></a><var>99.8</var>paragraph (a) must convene an advisory committee composed of an equal number of <br/>
<a id="pl.99.9"></a><var>99.9</var>resident parents who are not district employees and school staff to make recommendations <br/>
<a id="pl.99.10"></a><var>99.10</var>to the board on developing and evaluating the board's parent and family involvement <br/>
<a id="pl.99.11"></a><var>99.11</var>policy. If possible, the advisory committee must represent the diversity of the district. The <br/>
<a id="pl.99.12"></a><var>99.12</var>advisory committee must consider the district's demographic diversity and barriers to <br/>
<a id="pl.99.13"></a><var>99.13</var>parent involvement when developing its recommendations. The advisory committee must <br/>
<a id="pl.99.14"></a><var>99.14</var>present its recommendations to the board for board consideration.<br/>
<a id="pl.99.15"></a><var>99.15</var>    (c) The board must consider research-based best practices when implementing <br/>
<a id="pl.99.16"></a><var>99.16</var>this policy.<br/>
<a id="pl.99.17"></a><var>99.17</var>    (d) The board periodically must review this policy to determine whether it is aligned <br/>
<a id="pl.99.18"></a><var>99.18</var>with the most current research findings on parent involvement policies and practices and <br/>
<a id="pl.99.19"></a><var>99.19</var>how effective the policy is in supporting increased student achievement.<br/>
<a id="pl.99.20"></a><var>99.20</var>    (e) Nothing in this section obligates a school district to exceed any parent or family <br/>
<a id="pl.99.21"></a><var>99.21</var>involvement requirement under federal law.<br/>
<br/>
<a id="bill.7.37.0"></a><a id="pl.99.22"></a><var>99.22</var>    Sec. 37. Minnesota Statutes 2013 Supplement, section 127A.70, subdivision 2, is <br/>
<a id="pl.99.23"></a><var>99.23</var>amended to read:<br/>
<a id="pl.99.24"></a><var>99.24</var>    Subd. 2. <b>Powers and duties; report.</b> (a) The partnership shall develop <br/>
<a id="pl.99.25"></a><var>99.25</var>recommendations to the governor and the legislature designed to maximize the achievement <br/>
<a id="pl.99.26"></a><var>99.26</var>of all P-20 students while promoting the efficient use of state resources, thereby helping <br/>
<a id="pl.99.27"></a><var>99.27</var>the state realize the maximum value for its investment. These recommendations may <br/>
<a id="pl.99.28"></a><var>99.28</var>include, but are not limited to, strategies, policies, or other actions focused on:<br/>
<a id="pl.99.29"></a><var>99.29</var>    (1) improving the quality of and access to education at all points from preschool <br/>
<a id="pl.99.30"></a><var>99.30</var>through graduate education;<br/>
<a id="pl.99.31"></a><var>99.31</var>    (2) improving preparation for, and transitions to, postsecondary education and <br/>
<a id="pl.99.32"></a><var>99.32</var>work; and<br/>
<a id="pl.99.33"></a><var>99.33</var>    (3) ensuring educator quality by creating rigorous standards for teacher recruitment, <br/>
<a id="pl.99.34"></a><var>99.34</var>teacher preparation, induction and mentoring of beginning teachers, and continuous <br/>
<a id="pl.99.35"></a><var>99.35</var>professional development for career teachers.<br/>
<a id="pl.100.1"></a><var>100.1</var>    (b) Under the direction of the P-20 Education Partnership Statewide Longitudinal <br/>
<a id="pl.100.2"></a><var>100.2</var>Education Data System Governance Committee, the Office of Higher Education and the <br/>
<a id="pl.100.3"></a><var>100.3</var>Departments of Education and Employment and Economic Development shall improve <br/>
<a id="pl.100.4"></a><var>100.4</var>and expand the Statewide Longitudinal Education Data System (SLEDS) to provide <br/>
<a id="pl.100.5"></a><var>100.5</var>policymakers, education and workforce leaders, researchers, and members of the public <br/>
<a id="pl.100.6"></a><var>100.6</var>with data, research, and reports to:<br/>
<a id="pl.100.7"></a><var>100.7</var>(1) expand reporting on students' educational outcomes for diverse student <br/>
<a id="pl.100.8"></a><var>100.8</var>populations including at-risk students, children with disabilities, English learners, and <br/>
<a id="pl.100.9"></a><var>100.9</var>gifted students, among others, and include formative and summative evaluations based on <br/>
<a id="pl.100.10"></a><var>100.10</var>multiple measures of student progress toward career and college readiness;<br/>
<a id="pl.100.11"></a><var>100.11</var>(2) evaluate the effectiveness of educational and workforce programs; and<br/>
<a id="pl.100.12"></a><var>100.12</var>(3) evaluate the relationship between education and workforce outcomes, consistent <br/>
<a id="pl.100.13"></a><var>100.13</var>with section 124D.49.<br/>
<a id="pl.100.14"></a><var>100.14</var>To the extent possible under federal and state law, research and reports should be <br/>
<a id="pl.100.15"></a><var>100.15</var>accessible to the public on the Internet, and disaggregated by demographic characteristics, <br/>
<a id="pl.100.16"></a><var>100.16</var>organization or organization characteristics, and geography.<br/>
<a id="pl.100.17"></a><var>100.17</var>It is the intent of the legislature that the Statewide Longitudinal Education Data <br/>
<a id="pl.100.18"></a><var>100.18</var>System inform public policy and decision-making. The SLEDS governance committee, <br/>
<a id="pl.100.19"></a><var>100.19</var>with assistance from staff of the Office of Higher Education, the Department of Education, <br/>
<a id="pl.100.20"></a><var>100.20</var>and the Department of Employment and Economic Development, shall respond to <br/>
<a id="pl.100.21"></a><var>100.21</var>legislative committee and agency requests on topics utilizing data made available through <br/>
<a id="pl.100.22"></a><var>100.22</var>the Statewide Longitudinal Education Data System as resources permit. Any analysis of <br/>
<a id="pl.100.23"></a><var>100.23</var>or report on the data must contain only summary data.<br/>
<a id="pl.100.24"></a><var>100.24</var>    (c) By January 15 of each year, the partnership shall submit a report to the governor <br/>
<a id="pl.100.25"></a><var>100.25</var>and to the chairs and ranking minority members of the legislative committees and <br/>
<a id="pl.100.26"></a><var>100.26</var>divisions with jurisdiction over P-20 education policy and finance that summarizes the <br/>
<a id="pl.100.27"></a><var>100.27</var>partnership's progress in meeting its goals and identifies the need for any draft legislation <br/>
<a id="pl.100.28"></a><var>100.28</var>when necessary to further the goals of the partnership to maximize student achievement <br/>
<a id="pl.100.29"></a><var>100.29</var>while promoting efficient use of resources.<br/>
<br/>
<a id="bill.7.38.0"></a><a id="pl.100.30"></a><var>100.30</var>    Sec. 38. <b> REPEALER.</b><br/>
<a id="pl.100.31"></a><var>100.31</var>Minnesota Statutes 2012, section 122A.19, subdivision 3, is repealed effective the <br/>
<a id="pl.100.32"></a><var>100.32</var>day following final enactment.<br/>
<br/>
<a id="bill.8.0.0"></a>

<a id="pl.101.3"></a><var>101.3</var><b>FOR MILITARY CHILDREN</b><br/>

<a id="bill.8.1.0"></a><a id="pl.101.4"></a><var>101.4</var>    Section 1. Minnesota Statutes 2012, section 127A.70, subdivision 1, is amended to read:<br/>
<a id="pl.101.5"></a><var>101.5</var>    Subdivision 1. <b>Establishment; membership.</b> (a) A P-20 education partnership is <br/>
<a id="pl.101.6"></a><var>101.6</var>established to create a seamless system of education that maximizes achievements of <br/>
<a id="pl.101.7"></a><var>101.7</var>all students, from early childhood through elementary, secondary, and postsecondary <br/>
<a id="pl.101.8"></a><var>101.8</var>education, while promoting the efficient use of financial and human resources. The <br/>
<a id="pl.101.9"></a><var>101.9</var>partnership shall consist of major statewide educational groups or constituencies or <br/>
<a id="pl.101.10"></a><var>101.10</var>noneducational statewide organizations with a stated interest in P-20 education. The initial <br/>
<a id="pl.101.11"></a><var>101.11</var>membership of the partnership includes the members serving on the Minnesota P-16 <br/>
<a id="pl.101.12"></a><var>101.12</var>Education Partnership and four legislators appointed as follows:<br/>
<a id="pl.101.13"></a><var>101.13</var>    (1) one senator from the majority party and one senator from the minority party, <br/>
<a id="pl.101.14"></a><var>101.14</var>appointed by the Subcommittee on Committees of the Committee on Rules and <br/>
<a id="pl.101.15"></a><var>101.15</var>Administration; and<br/>
<a id="pl.101.16"></a><var>101.16</var>    (2) one member of the house of representatives appointed by the speaker of the <br/>
<a id="pl.101.17"></a><var>101.17</var>house and one member appointed by the minority leader of the house of representatives.<br/>
<a id="pl.101.18"></a><var>101.18</var>    (b) The chair of the P-16 education partnership must convene the first meeting <br/>
<a id="pl.101.19"></a><var>101.19</var>of the P-20 partnership. Prospective members may be nominated by any partnership <br/>
<a id="pl.101.20"></a><var>101.20</var>member and new members will be added with the approval of a two-thirds majority of the <br/>
<a id="pl.101.21"></a><var>101.21</var>partnership. The partnership will also seek input from nonmember organizations whose <br/>
<a id="pl.101.22"></a><var>101.22</var>expertise can help inform the partnership's work.<br/>
<a id="pl.101.23"></a><var>101.23</var>    (c) Partnership members shall be represented by the chief executives, presidents, or <br/>
<a id="pl.101.24"></a><var>101.24</var>other formally designated leaders of their respective organizations, or their designees. The <br/>
<a id="pl.101.25"></a><var>101.25</var>partnership shall meet at least three times during each calendar year.<br/>
<a id="pl.101.26"></a><var>101.26</var>(d) The P-20 education partnership shall be the state council for the Interstate <br/>
<a id="pl.101.27"></a><var>101.27</var>Compact on Educational Opportunity for Military Children under section 127A.85 with <br/>
<a id="pl.101.28"></a><var>101.28</var>the chair serving as the compact commissioner responsible for the administration and <br/>
<a id="pl.101.29"></a><var>101.29</var>management of the state's participation in the compact. When conducting business <br/>
<a id="pl.101.30"></a><var>101.30</var>required under section 127A.85, the P-20 partnership shall include a representative from a <br/>
<a id="pl.101.31"></a><var>101.31</var>military installation appointed by the adjutant general of the Minnesota National Guard.<br/>
<br/>
<a id="bill.8.2.0"></a><a id="pl.101.32"></a><var>101.32</var>    Sec. 2. <b>[127A.85] INTERSTATE COMPACT ON EDUCATIONAL </b><br/>
<a id="pl.101.33"></a><var>101.33</var><b>OPPORTUNITY FOR MILITARY CHILDREN.</b><br/>

<a id="pl.102.3"></a><var>102.3</var>children of military families because of frequent moves and deployment of their parents by:<br/>
<a id="pl.102.4"></a><var>102.4</var>A. facilitating the timely enrollment of children of military families and ensuring <br/>
<a id="pl.102.5"></a><var>102.5</var>that they are not placed at a disadvantage due to difficulty in the transfer of education <br/>
<a id="pl.102.6"></a><var>102.6</var>records from the previous school district(s) or variations in entrance/age requirements.<br/>
<a id="pl.102.7"></a><var>102.7</var>B. Facilitating the student placement process through which children of military <br/>
<a id="pl.102.8"></a><var>102.8</var>families are not disadvantaged by variations in attendance requirements, scheduling, <br/>
<a id="pl.102.9"></a><var>102.9</var>sequencing, grading, course content, or assessment.<br/>
<a id="pl.102.10"></a><var>102.10</var>C. Facilitating the qualification and eligibility for enrollment, educational programs, <br/>
<a id="pl.102.11"></a><var>102.11</var>and participation in extracurricular academic, athletic, and social activities.<br/>
<a id="pl.102.12"></a><var>102.12</var>D. Facilitating the on-time graduation of children of military families.<br/>
<a id="pl.102.13"></a><var>102.13</var>E. Providing for the promulgation and enforcement of administrative rules <br/>
<a id="pl.102.14"></a><var>102.14</var>implementing the provisions of this compact.<br/>
<a id="pl.102.15"></a><var>102.15</var>F. Providing for the uniform collection and sharing of information between and <br/>
<a id="pl.102.16"></a><var>102.16</var>among member states, schools, and military families under this compact.<br/>
<a id="pl.102.17"></a><var>102.17</var>G. Promoting coordination between this compact and other compacts affecting <br/>
<a id="pl.102.18"></a><var>102.18</var>military children.<br/>
<a id="pl.102.19"></a><var>102.19</var>H. Promoting flexibility and cooperation between the educational system, parents, <br/>
<a id="pl.102.20"></a><var>102.20</var>and the student in order to achieve educational success for the student.<br/>

<a id="pl.102.24"></a><var>102.24</var>A. "Active duty" means: full-time duty status in the active uniformed service of the <br/>
<a id="pl.102.25"></a><var>102.25</var>United States, including members of the National Guard and Reserve on active duty orders <br/>
<a id="pl.102.26"></a><var>102.26</var>pursuant to United States code, title 10, sections 1209 and 1211.<br/>
<a id="pl.102.27"></a><var>102.27</var>B. "Children of military families" means: a school-aged child(ren), enrolled in <br/>
<a id="pl.102.28"></a><var>102.28</var>kindergarten through grade 12, in the household of an active duty member.<br/>
<a id="pl.102.29"></a><var>102.29</var>C. "Compact commissioner" means: the voting representative of each compacting <br/>
<a id="pl.102.30"></a><var>102.30</var>state appointed pursuant to Article VIII of this compact.<br/>
<a id="pl.102.31"></a><var>102.31</var>D. "Deployment" means: the period one month prior to the service members' <br/>
<a id="pl.102.32"></a><var>102.32</var>departure from their home station on military orders through six months after return to <br/>
<a id="pl.102.33"></a><var>102.33</var>their home station.<br/>
<a id="pl.102.34"></a><var>102.34</var>E. "Education(al) records" means: those official records, files, and data directly <br/>
<a id="pl.102.35"></a><var>102.35</var>related to a student and maintained by the school or local education agency, including but <br/>
<a id="pl.102.36"></a><var>102.36</var>not limited to records encompassing all the material kept in the student's cumulative <br/>
<a id="pl.103.1"></a><var>103.1</var>folder, such as general identifying data, records of attendance and of academic work <br/>
<a id="pl.103.2"></a><var>103.2</var>completed, records of achievement and results of evaluative tests, health data, disciplinary <br/>
<a id="pl.103.3"></a><var>103.3</var>status, test protocols, and individualized education programs.<br/>
<a id="pl.103.4"></a><var>103.4</var>F. "Extracurricular activities" means: a voluntary activity sponsored by the school <br/>
<a id="pl.103.5"></a><var>103.5</var>or local education agency or an organization sanctioned by the local education agency. <br/>
<a id="pl.103.6"></a><var>103.6</var>Extracurricular activities include, but are not limited to, preparation for and involvement <br/>
<a id="pl.103.7"></a><var>103.7</var>in public performances, contests, athletic competitions, demonstrations, displays, and <br/>
<a id="pl.103.8"></a><var>103.8</var>club activities.<br/>
<a id="pl.103.9"></a><var>103.9</var>G. "Interstate Commission on Educational Opportunity for Military Children" <br/>
<a id="pl.103.10"></a><var>103.10</var>means: the commission that is created under Article IX of this compact, which is generally <br/>
<a id="pl.103.11"></a><var>103.11</var>referred to as Interstate Commission.<br/>
<a id="pl.103.12"></a><var>103.12</var>H. "Local education agency" means: a public authority legally constituted by the <br/>
<a id="pl.103.13"></a><var>103.13</var>state as an administrative agency to provide control of and direction for kindergarten <br/>
<a id="pl.103.14"></a><var>103.14</var>through grade 12 public educational institutions.<br/>
<a id="pl.103.15"></a><var>103.15</var>I. "Member state" means: a state that has enacted this compact.<br/>
<a id="pl.103.16"></a><var>103.16</var>J. "Military installation" means: a base, camp, post, station, yard, center, homeport <br/>
<a id="pl.103.17"></a><var>103.17</var>facility for any ship, or other activity under the jurisdiction of the Department of Defence, <br/>
<a id="pl.103.18"></a><var>103.18</var>including any leased facility, which is located within any of the several states, the District <br/>
<a id="pl.103.19"></a><var>103.19</var>of Columbia, the Commonwealth of Puerto Rico, the United States Virgin Islands, Guam, <br/>
<a id="pl.103.20"></a><var>103.20</var>American Samoa, the Northern Mariana Islands, and any other United States territory.<br/>
<a id="pl.103.21"></a><var>103.21</var> Such term does not include any facility used primarily for civil works, rivers and harbors <br/>
<a id="pl.103.22"></a><var>103.22</var>projects, or flood control projects.<br/>
<a id="pl.103.23"></a><var>103.23</var>K. "Nonmember state" means: a state that has not enacted this compact.<br/>
<a id="pl.103.24"></a><var>103.24</var>L. "Receiving state" means: the state to which a child of a military family is sent, <br/>
<a id="pl.103.25"></a><var>103.25</var>brought, or caused to be sent or brought.<br/>
<a id="pl.103.26"></a><var>103.26</var>M. "Rule" means: a written statement by the Interstate Commission promulgated <br/>
<a id="pl.103.27"></a><var>103.27</var>pursuant to Article XII of this compact that is of general applicability, implements, <br/>
<a id="pl.103.28"></a><var>103.28</var>interprets, or prescribes a policy or provision of the Compact, or an organizational, <br/>
<a id="pl.103.29"></a><var>103.29</var>procedural, or practice requirement of the Interstate Commission, and has the force <br/>
<a id="pl.103.30"></a><var>103.30</var>and effect of statutory law in a member state, and includes the amendment, repeal, or <br/>
<a id="pl.103.31"></a><var>103.31</var>suspension of an existing rule.<br/>
<a id="pl.103.32"></a><var>103.32</var>N. "Sending state" means: the state from which a child of a military family is sent, <br/>
<a id="pl.103.33"></a><var>103.33</var>brought, or caused to be sent or brought.<br/>
<a id="pl.103.34"></a><var>103.34</var>O. "State" means: a state of the United States, the District of Columbia, the <br/>
<a id="pl.103.35"></a><var>103.35</var>Commonwealth of Puerto Rico, the United States Virgin Islands, Guam, American Samoa, <br/>
<a id="pl.103.36"></a><var>103.36</var>the Northern Mariana Islands, and any other United States territory.<br/>
<a id="pl.104.1"></a><var>104.1</var>P. "Student" means: the child of a military family for whom the local education <br/>
<a id="pl.104.2"></a><var>104.2</var>agency receives public funding and who is formally enrolled in kindergarten through <br/>
<a id="pl.104.3"></a><var>104.3</var>grade 12.<br/>
<a id="pl.104.4"></a><var>104.4</var>Q. "Transition" means: (1) the formal and physical process of transferring from <br/>
<a id="pl.104.5"></a><var>104.5</var>school to school or (2) the period of time in which a student moves from one school in <br/>
<a id="pl.104.6"></a><var>104.6</var>the sending state to another school in the receiving state.<br/>
<a id="pl.104.7"></a><var>104.7</var>R. "Uniformed service(s)" means: the Army, Navy, Air Force, Marine Corps, Coast <br/>
<a id="pl.104.8"></a><var>104.8</var>Guard as well as the commissioned Corps of the National Oceanic and Atmospheric <br/>
<a id="pl.104.9"></a><var>104.9</var>Administration, and Public Health Services.<br/>
<a id="pl.104.10"></a><var>104.10</var>S. "Veteran" means: a person who served in the uniformed services and who was <br/>
<a id="pl.104.11"></a><var>104.11</var>discharged or released there from under conditions other than dishonorable.<br/>

<a id="pl.104.15"></a><var>104.15</var>children of:<br/>
<a id="pl.104.16"></a><var>104.16</var>1. active duty members of the uniformed services as defined in this compact, <br/>
<a id="pl.104.17"></a><var>104.17</var>including members of the National Guard and Reserve on active duty orders pursuant to <br/>
<a id="pl.104.18"></a><var>104.18</var>United States Code, title 10, sections 1209 and 1211;<br/>
<a id="pl.104.19"></a><var>104.19</var>2. members or veterans of the uniformed services who are severely injured and <br/>
<a id="pl.104.20"></a><var>104.20</var>medically discharged or retired for a period of one year after medical discharge or <br/>
<a id="pl.104.21"></a><var>104.21</var>retirement; and<br/>
<a id="pl.104.22"></a><var>104.22</var>3. members of the uniformed services who die on active duty or as a result of <br/>
<a id="pl.104.23"></a><var>104.23</var>injuries sustained on active duty for a period of one year after death.<br/>
<a id="pl.104.24"></a><var>104.24</var>B. The provisions of this interstate compact shall only apply to local education <br/>
<a id="pl.104.25"></a><var>104.25</var>agencies as defined in this compact.<br/>
<a id="pl.104.26"></a><var>104.26</var>C. The provisions of this compact shall not apply to the children of:<br/>
<a id="pl.104.27"></a><var>104.27</var>1. inactive members of the national guard and military reserves;<br/>
<a id="pl.104.28"></a><var>104.28</var>2. members of the uniformed services now retired, except as provided in Section A;<br/>
<a id="pl.104.29"></a><var>104.29</var>3. veterans of the uniformed services, except as provided in Section A; and<br/>
<a id="pl.104.30"></a><var>104.30</var>4. other United States Department of Defense personnel and other federal agency <br/>
<a id="pl.104.31"></a><var>104.31</var>civilian and contract employees not defined as active duty members of the uniformed <br/>
<a id="pl.104.32"></a><var>104.32</var>services.<br/>

<a id="pl.104.36"></a><var>104.36</var>education records cannot be released to the parents for the purpose of transfer, the <br/>
<a id="pl.105.1"></a><var>105.1</var>custodian of the records in the sending state shall prepare and furnish to the parent <br/>
<a id="pl.105.2"></a><var>105.2</var>a complete set of unofficial educational records containing uniform information as <br/>
<a id="pl.105.3"></a><var>105.3</var>determined by the Interstate Commission. Upon receipt of the unofficial education records <br/>
<a id="pl.105.4"></a><var>105.4</var>by a school in the receiving state, the school shall enroll and appropriately place the <br/>
<a id="pl.105.5"></a><var>105.5</var>student based on the information provided in the unofficial records pending validation by <br/>
<a id="pl.105.6"></a><var>105.6</var>the official records, as quickly as possible.<br/>
<a id="pl.105.7"></a><var>105.7</var>B. Official education records/transcripts - Simultaneous with the enrollment and <br/>
<a id="pl.105.8"></a><var>105.8</var>conditional placement of the student, the school in the receiving state shall request the <br/>
<a id="pl.105.9"></a><var>105.9</var>student's official education record from the school in the sending state. Upon receipt of <br/>
<a id="pl.105.10"></a><var>105.10</var>this request, the school in the sending state will process and furnish the official education <br/>
<a id="pl.105.11"></a><var>105.11</var>records to the school in the receiving state within ten days or within such time as <br/>
<a id="pl.105.12"></a><var>105.12</var>reasonably determined under rules promulgated by the Interstate Commission.<br/>
<a id="pl.105.13"></a><var>105.13</var>C. Immunizations - Compacting states shall give 30 days from the date of enrollment <br/>
<a id="pl.105.14"></a><var>105.14</var>or within such time as is reasonably determined under the rules promulgated by the <br/>
<a id="pl.105.15"></a><var>105.15</var>Interstate Commission, for students to obtain any immunization(s) required by the <br/>
<a id="pl.105.16"></a><var>105.16</var>receiving state. For a series of immunizations, initial vaccinations must be obtained within <br/>
<a id="pl.105.17"></a><var>105.17</var>30 days or within such time as is reasonably determined under the rules promulgated by <br/>
<a id="pl.105.18"></a><var>105.18</var>the Interstate Commission.<br/>
<a id="pl.105.19"></a><var>105.19</var>D. Kindergarten and first grade entrance age - Students shall be allowed to continue <br/>
<a id="pl.105.20"></a><var>105.20</var>their enrollment at grade level in the receiving state commensurate with their grade level <br/>
<a id="pl.105.21"></a><var>105.21</var>(including kindergarten) from a local education agency in the sending state at the time of <br/>
<a id="pl.105.22"></a><var>105.22</var>transition, regardless of age. A student that has satisfactorily completed the prerequisite <br/>
<a id="pl.105.23"></a><var>105.23</var>grade level in the local education agency in the sending state shall be eligible for enrollment <br/>
<a id="pl.105.24"></a><var>105.24</var>in the next highest grade level in the receiving state, regardless of age. A student <br/>
<a id="pl.105.25"></a><var>105.25</var>transferring after the start of the school year in the receiving state shall enter the school in <br/>
<a id="pl.105.26"></a><var>105.26</var>the receiving state on their validated level from an accredited school in the sending state.<br/>

<a id="pl.105.30"></a><var>105.30</var>the receiving state school shall initially honor placement of the student in educational <br/>
<a id="pl.105.31"></a><var>105.31</var>courses based on the student's enrollment in the sending state school and/or educational <br/>
<a id="pl.105.32"></a><var>105.32</var>assessments conducted at the school in the sending state if the courses are offered. Course <br/>
<a id="pl.105.33"></a><var>105.33</var>placement includes but is not limited to Honors, International Baccalaureate, Advanced <br/>
<a id="pl.105.34"></a><var>105.34</var>Placement, vocational, technical, and career pathways courses. Continuing the student's <br/>
<a id="pl.105.35"></a><var>105.35</var>academic program from the previous school and promoting placement in academically and <br/>
<a id="pl.105.36"></a><var>105.36</var>career challenging courses should be paramount when considering placement. This does <br/>
<a id="pl.106.1"></a><var>106.1</var>not preclude the school in the receiving state from performing subsequent evaluations to <br/>
<a id="pl.106.2"></a><var>106.2</var>ensure appropriate placement and continued enrollment of the student in the course(s).<br/>
<a id="pl.106.3"></a><var>106.3</var>B. Educational program placement - The receiving state school shall initially honor <br/>
<a id="pl.106.4"></a><var>106.4</var>placement of the student in educational programs based on the current educational <br/>
<a id="pl.106.5"></a><var>106.5</var>assessments conducted at the school in the sending state or participation/placement in <br/>
<a id="pl.106.6"></a><var>106.6</var>like programs in the sending state. Such programs include, but are not limited to: (1) <br/>
<a id="pl.106.7"></a><var>106.7</var>gifted and talented programs; and (2) English as a second language (ESL). This does not <br/>
<a id="pl.106.8"></a><var>106.8</var>preclude the school in the receiving state from performing subsequent evaluations to <br/>
<a id="pl.106.9"></a><var>106.9</var>ensure appropriate placement of the student.<br/>
<a id="pl.106.10"></a><var>106.10</var>C. Special education services - (1) in compliance with the federal requirements of the <br/>
<a id="pl.106.11"></a><var>106.11</var>Individuals with Disabilities Education Act (IDEA), United States Code Annotated, Title <br/>
<a id="pl.106.12"></a><var>106.12</var>20, section 1400 et seq., the receiving state shall initially provide comparable services to a <br/>
<a id="pl.106.13"></a><var>106.13</var>student with disabilities based on his/her current Individualized Education Program (IEP); <br/>
<a id="pl.106.14"></a><var>106.14</var>and (2) in compliance with the requirements of Section 504 of the Rehabilitation Act, <br/>
<a id="pl.106.15"></a><var>106.15</var>United States Code Annotated, title 29, section 794, and with Title II of the Americans <br/>
<a id="pl.106.16"></a><var>106.16</var>with Disabilities Act, United States Code Annotated, title 42, sections 12131 to12165, <br/>
<a id="pl.106.17"></a><var>106.17</var>the receiving state shall make reasonable accommodations and modifications to address <br/>
<a id="pl.106.18"></a><var>106.18</var>the needs of incoming students with disabilities, subject to an existing 504 or Title II <br/>
<a id="pl.106.19"></a><var>106.19</var>Plan, to provide the student with equal access to education. This does not preclude the <br/>
<a id="pl.106.20"></a><var>106.20</var>school in the receiving state from performing subsequent evaluations to ensure appropriate <br/>
<a id="pl.106.21"></a><var>106.21</var>placement of the student.<br/>
<a id="pl.106.22"></a><var>106.22</var>D. Placement flexibility - Local education agency administrative officials shall have <br/>
<a id="pl.106.23"></a><var>106.23</var>flexibility in waiving course/program prerequisites, or other preconditions for placement <br/>
<a id="pl.106.24"></a><var>106.24</var>in courses/programs offered under the jurisdiction of the local education agency.<br/>
<a id="pl.106.25"></a><var>106.25</var>E. Absence as related to deployment activities - A student whose parent or legal <br/>
<a id="pl.106.26"></a><var>106.26</var>guardian is an active duty member of the uniformed services, as defined by the compact, <br/>
<a id="pl.106.27"></a><var>106.27</var>and has been called to duty for, is on leave from, or immediately returned from deployment <br/>
<a id="pl.106.28"></a><var>106.28</var>to a combat zone or combat support posting, shall be granted additional excused absences <br/>
<a id="pl.106.29"></a><var>106.29</var>at the discretion of the local education agency superintendent to visit with his or her parent <br/>
<a id="pl.106.30"></a><var>106.30</var>or legal guardian relative to such leave or deployment of the parent or guardian.<br/>

<a id="pl.106.34"></a><var>106.34</var>1. Special power of attorney, relative to the guardianship of a child of a military <br/>
<a id="pl.106.35"></a><var>106.35</var>family and executed under applicable law shall be sufficient for the purposes of enrollment <br/>
<a id="pl.106.36"></a><var>106.36</var>and all other actions requiring parental participation and consent.<br/>
<a id="pl.107.1"></a><var>107.1</var>2. A local education agency shall be prohibited from charging local tuition to a <br/>
<a id="pl.107.2"></a><var>107.2</var>transitioning military child placed in the care of a noncustodial parent or other person <br/>
<a id="pl.107.3"></a><var>107.3</var>standing in loco parentis who lives in a jurisdiction other than that of the custodial parent.<br/>
<a id="pl.107.4"></a><var>107.4</var>3. A transitioning military child, placed in the care of a noncustodial parent or <br/>
<a id="pl.107.5"></a><var>107.5</var>other person standing in loco parentis who lives in a jurisdiction other than that of the <br/>
<a id="pl.107.6"></a><var>107.6</var>custodial parent, may continue to attend the school in which he/she was enrolled while <br/>
<a id="pl.107.7"></a><var>107.7</var>residing with the custodial parent.<br/>
<a id="pl.107.8"></a><var>107.8</var>B. Eligibility for extracurricular participation - State and local education <br/>
<a id="pl.107.9"></a><var>107.9</var>agencies shall facilitate the opportunity for transitioning military children's inclusion <br/>
<a id="pl.107.10"></a><var>107.10</var>in extracurricular activities, regardless of application deadlines, to the extent they are <br/>
<a id="pl.107.11"></a><var>107.11</var>otherwise qualified.<br/>

<a id="pl.107.15"></a><var>107.15</var>and local education agencies shall incorporate the following procedures:<br/>
<a id="pl.107.16"></a><var>107.16</var>A. Waiver requirements - Local education agency administrative officials shall waive <br/>
<a id="pl.107.17"></a><var>107.17</var>specific courses required for graduation if similar coursework has been satisfactorily <br/>
<a id="pl.107.18"></a><var>107.18</var>completed in another local education agency or shall provide reasonable justification for <br/>
<a id="pl.107.19"></a><var>107.19</var>denial. Should a waiver not be granted to a student who would qualify to graduate from <br/>
<a id="pl.107.20"></a><var>107.20</var>the sending school, the local education agency shall provide an alternative means of <br/>
<a id="pl.107.21"></a><var>107.21</var>acquiring required coursework so that graduation may occur on time.<br/>
<a id="pl.107.22"></a><var>107.22</var>B. Exit exams - States shall accept: (1) exit or end-of-course exams required for <br/>
<a id="pl.107.23"></a><var>107.23</var>graduation from the sending state, (2) national norm-referenced achievement tests, or (3) <br/>
<a id="pl.107.24"></a><var>107.24</var>alternative testing, in lieu of testing requirements for graduation in the receiving state. <br/>
<a id="pl.107.25"></a><var>107.25</var>In the event the above alternatives cannot be accommodated by the receiving state for a <br/>
<a id="pl.107.26"></a><var>107.26</var>student transferring in his or her senior year, then the provisions of Article VII, Section <br/>
<a id="pl.107.27"></a><var>107.27</var>C shall apply.<br/>
<a id="pl.107.28"></a><var>107.28</var>C. Transfers during senior year - Should a military student transferring at the <br/>
<a id="pl.107.29"></a><var>107.29</var>beginning or during his or her senior year be ineligible to graduate from the receiving local <br/>
<a id="pl.107.30"></a><var>107.30</var>education agency after all alternatives have been considered, the sending and receiving <br/>
<a id="pl.107.31"></a><var>107.31</var>local education agencies shall ensure the receipt of a diploma from the sending local <br/>
<a id="pl.107.32"></a><var>107.32</var>education agency, if the student meets the graduation requirements of the sending local <br/>
<a id="pl.107.33"></a><var>107.33</var>education agency. In the event that one of the states in question is not a member of this <br/>
<a id="pl.107.34"></a><var>107.34</var>compact, the member state shall use best efforts to facilitate the on-time graduation of the <br/>
<a id="pl.107.35"></a><var>107.35</var>student in accordance with Sections A and B of this Article.<br/>

<a id="pl.108.3"></a><var>108.3</var>existing body or board, provide for the coordination among its agencies of government, <br/>
<a id="pl.108.4"></a><var>108.4</var>local education agencies, and military installations concerning the state's participation in, <br/>
<a id="pl.108.5"></a><var>108.5</var>and compliance with, this compact and Interstate Commission activities. While each <br/>
<a id="pl.108.6"></a><var>108.6</var>member state may determine the membership of its own State Council, its membership <br/>
<a id="pl.108.7"></a><var>108.7</var>must include at least: the state superintendent of education, superintendent of a school <br/>
<a id="pl.108.8"></a><var>108.8</var>district with a high concentration of military children, representative from a military <br/>
<a id="pl.108.9"></a><var>108.9</var>installation, one representative each from the legislative and executive branches of <br/>
<a id="pl.108.10"></a><var>108.10</var>government, and other offices and stakeholder groups the State Council deems appropriate. <br/>
<a id="pl.108.11"></a><var>108.11</var>A member state that does not have a school district deemed to contain a high concentration <br/>
<a id="pl.108.12"></a><var>108.12</var>of military children may appoint a superintendent from another school district to represent <br/>
<a id="pl.108.13"></a><var>108.13</var>local education agencies on the State Council.<br/>
<a id="pl.108.14"></a><var>108.14</var>B. The State Council of each member state shall appoint or designate a military <br/>
<a id="pl.108.15"></a><var>108.15</var>family education liaison to assist military families and the state in facilitating the <br/>
<a id="pl.108.16"></a><var>108.16</var>implementation of this compact.<br/>
<a id="pl.108.17"></a><var>108.17</var>C. The compact commissioner responsible for the administration and management <br/>
<a id="pl.108.18"></a><var>108.18</var>of the state's participation in the compact shall be appointed by the governor or as <br/>
<a id="pl.108.19"></a><var>108.19</var>otherwise determined by each member state.<br/>
<a id="pl.108.20"></a><var>108.20</var>D. The compact commissioner and the military family education liaison designated <br/>
<a id="pl.108.21"></a><var>108.21</var>herein shall be ex-officio members of the State Council, unless either is already a full <br/>
<a id="pl.108.22"></a><var>108.22</var>voting member of the State council.<br/>

<a id="pl.108.25"></a><var>108.25</var><b>FOR MILITARY CHILDREN</b><br/>
<a id="pl.108.26"></a><var>108.26</var>The member states hereby create the "Interstate Commission on Educational <br/>
<a id="pl.108.27"></a><var>108.27</var>Opportunity for Military Children." The activities of the Interstate Commission are <br/>
<a id="pl.108.28"></a><var>108.28</var>the formation of public policy and are a discretionary state function. The Interstate <br/>
<a id="pl.108.29"></a><var>108.29</var>Commission shall:<br/>
<a id="pl.108.30"></a><var>108.30</var>A. Be a body corporate and joint agency of the member states and shall have all the <br/>
<a id="pl.108.31"></a><var>108.31</var>responsibilities, powers, and duties set forth herein, and such additional powers as may be <br/>
<a id="pl.108.32"></a><var>108.32</var>conferred upon it by a subsequent concurrent action of the respective legislatures of the <br/>
<a id="pl.108.33"></a><var>108.33</var>member states in accordance with the terms of this compact.<br/>
<a id="pl.108.34"></a><var>108.34</var>B. Consist of one Interstate Commission voting representative from each member <br/>
<a id="pl.108.35"></a><var>108.35</var>state who shall be that state's compact commissioner.<br/>
<a id="pl.108.36"></a><var>108.36</var>1. Each member state represented at a meeting of the Interstate Commission is <br/>
<a id="pl.108.37"></a><var>108.37</var>entitled to one vote.<br/>
<a id="pl.109.1"></a><var>109.1</var>2. A majority of the total member states shall constitute a quorum for the transaction <br/>
<a id="pl.109.2"></a><var>109.2</var>of business, unless a larger quorum is required by the bylaws of the Interstate Commission.<br/>
<a id="pl.109.3"></a><var>109.3</var>3. A representative shall not delegate a vote to another member state. In the event <br/>
<a id="pl.109.4"></a><var>109.4</var>the compact commissioner is unable to attend a meeting of the Interstate Commission, <br/>
<a id="pl.109.5"></a><var>109.5</var>the Governor or State Council may delegate voting authority to another person from <br/>
<a id="pl.109.6"></a><var>109.6</var>their state for a specified meeting.<br/>
<a id="pl.109.7"></a><var>109.7</var>4. The bylaws may provide for meetings of the Interstate Commission to be <br/>
<a id="pl.109.8"></a><var>109.8</var>conducted by telecommunication or electronic communication.<br/>
<a id="pl.109.9"></a><var>109.9</var>C. Consist of ex-officio, nonvoting representatives who are members of interested <br/>
<a id="pl.109.10"></a><var>109.10</var>organizations. Such ex-officio members, as defined in the bylaws, may include, but not <br/>
<a id="pl.109.11"></a><var>109.11</var>be limited to, members of the representative organizations of military family advocates, <br/>
<a id="pl.109.12"></a><var>109.12</var>local education agency officials, parent and teacher groups, the United States Department <br/>
<a id="pl.109.13"></a><var>109.13</var>of Defense, the Education Commission of the States, the Interstate Agreement on the <br/>
<a id="pl.109.14"></a><var>109.14</var>Qualification of Educational Personnel, and other interstate compacts affecting the <br/>
<a id="pl.109.15"></a><var>109.15</var>education of children of military members.<br/>
<a id="pl.109.16"></a><var>109.16</var>D. Meet at least once each calendar year. The chairperson may call additional <br/>
<a id="pl.109.17"></a><var>109.17</var>meetings and, upon the request of a simple majority of the member states, shall call <br/>
<a id="pl.109.18"></a><var>109.18</var>additional meetings.<br/>
<a id="pl.109.19"></a><var>109.19</var>E. Establish an executive committee, whose members shall include the officers of the <br/>
<a id="pl.109.20"></a><var>109.20</var>Interstate Commission and such other members of the Interstate Commission as determined <br/>
<a id="pl.109.21"></a><var>109.21</var>by the bylaws. Members of the executive committee shall serve a one-year term. Members <br/>
<a id="pl.109.22"></a><var>109.22</var>of the executive committee shall be entitled to one vote each. The executive committee <br/>
<a id="pl.109.23"></a><var>109.23</var>shall have the power to act on behalf of the Interstate Commission, with the exception <br/>
<a id="pl.109.24"></a><var>109.24</var>of rulemaking, during periods when the Interstate Commission is not in session. The <br/>
<a id="pl.109.25"></a><var>109.25</var>executive committee shall oversee the day-to-day activities of the administration of the <br/>
<a id="pl.109.26"></a><var>109.26</var>compact, including enforcement and compliance with the provisions of the compact, its <br/>
<a id="pl.109.27"></a><var>109.27</var>bylaws and rules, and other such duties as deemed necessary. The U.S. Department of <br/>
<a id="pl.109.28"></a><var>109.28</var>Defense, shall serve as an ex-officio, nonvoting member of the executive committee.<br/>
<a id="pl.109.29"></a><var>109.29</var>F. Establish bylaws and rules that provide for conditions and procedures under which <br/>
<a id="pl.109.30"></a><var>109.30</var>the Interstate Commission shall make its information and official records available to the <br/>
<a id="pl.109.31"></a><var>109.31</var>public for inspection or copying. The Interstate Commission may exempt from disclosure <br/>
<a id="pl.109.32"></a><var>109.32</var>information or official records to the extent they would adversely affect personal privacy <br/>
<a id="pl.109.33"></a><var>109.33</var>rights or proprietary interests.<br/>
<a id="pl.109.34"></a><var>109.34</var>G. Public notice shall be given by the Interstate Commission of all meetings and <br/>
<a id="pl.109.35"></a><var>109.35</var>all meetings shall be open to the public, except as set forth in the rules or as otherwise <br/>
<a id="pl.109.36"></a><var>109.36</var>provided in the compact. The Interstate Commission and its committees may close a <br/>
<a id="pl.110.1"></a><var>110.1</var>meeting, or portion thereof, where it determines by two-thirds vote that an open meeting <br/>
<a id="pl.110.2"></a><var>110.2</var>would be likely to:<br/>
<a id="pl.110.3"></a><var>110.3</var>1. Relate solely to the Interstate Commission's internal personnel practices and <br/>
<a id="pl.110.4"></a><var>110.4</var>procedures;<br/>
<a id="pl.110.5"></a><var>110.5</var>2. Disclose matters specifically exempted from disclosure by federal and state statute;<br/>
<a id="pl.110.6"></a><var>110.6</var>3. Disclose trade secrets or commercial or financial information which is privileged <br/>
<a id="pl.110.7"></a><var>110.7</var>or confidential;<br/>
<a id="pl.110.8"></a><var>110.8</var>4. Involve accusing a person of a crime, or formally censuring a person;<br/>
<a id="pl.110.9"></a><var>110.9</var>5. Disclose information of a personal nature where disclosure would constitute a <br/>
<a id="pl.110.10"></a><var>110.10</var>clearly unwarranted invasion of personal privacy;<br/>
<a id="pl.110.11"></a><var>110.11</var>6. Disclose investigative records compiled for law enforcement purposes; or<br/>
<a id="pl.110.12"></a><var>110.12</var>7. Specifically relate to the Interstate Commission's participation in a civil action <br/>
<a id="pl.110.13"></a><var>110.13</var>or other legal proceeding.<br/>
<a id="pl.110.14"></a><var>110.14</var>H. For a meeting, or a portion of a meeting, closed pursuant to this provision, the <br/>
<a id="pl.110.15"></a><var>110.15</var>Interstate Commission's legal counsel or designee shall certify that the meeting may be <br/>
<a id="pl.110.16"></a><var>110.16</var>closed and shall reference each relevant exemptible provision. the Interstate Commission <br/>
<a id="pl.110.17"></a><var>110.17</var>shall keep minutes which shall fully and clearly describe all matters discussed in a meeting <br/>
<a id="pl.110.18"></a><var>110.18</var>and shall provide a full and accurate summary of actions taken, and the reasons therefore, <br/>
<a id="pl.110.19"></a><var>110.19</var>including a description of the views expressed and the record of a roll call vote. All <br/>
<a id="pl.110.20"></a><var>110.20</var>documents considered in connection with an action shall be identified in such minutes. All <br/>
<a id="pl.110.21"></a><var>110.21</var>minutes and documents of a closed meeting shall remain under seal, subject to release by a <br/>
<a id="pl.110.22"></a><var>110.22</var>majority vote of the Interstate Commission.<br/>
<a id="pl.110.23"></a><var>110.23</var>I. The Interstate Commission shall collect standardized data concerning the <br/>
<a id="pl.110.24"></a><var>110.24</var>educational transition of the children of military families under this compact as directed <br/>
<a id="pl.110.25"></a><var>110.25</var>through its rules which shall specify the data to be collected, the means of collection, and <br/>
<a id="pl.110.26"></a><var>110.26</var>data exchange and reporting requirements. Such methods of data collection, exchange, <br/>
<a id="pl.110.27"></a><var>110.27</var>and reporting shall, insofar as is reasonably possible, conform to current technology and <br/>
<a id="pl.110.28"></a><var>110.28</var>coordinate its information functions with the appropriate custodian of records as identified <br/>
<a id="pl.110.29"></a><var>110.29</var>in the bylaws and rules.<br/>
<a id="pl.110.30"></a><var>110.30</var>J. The Interstate Commission shall create a process that permits military officials, <br/>
<a id="pl.110.31"></a><var>110.31</var>education officials, and parents to inform the Interstate Commission if and when there <br/>
<a id="pl.110.32"></a><var>110.32</var>are alleged violations of the compact or its rules or when issues subject to the jurisdiction <br/>
<a id="pl.110.33"></a><var>110.33</var>of the compact or its rules are not addressed by the state or local education agency. This <br/>
<a id="pl.110.34"></a><var>110.34</var>section shall not be construed to create a private right of action against the Interstate <br/>
<a id="pl.110.35"></a><var>110.35</var>Commission or any member state.<br/>

<a id="pl.111.3"></a><var>111.3</var>A. To provide for dispute resolution among member states.<br/>
<a id="pl.111.4"></a><var>111.4</var>B. To promulgate rules and take all necessary actions to effect the goals, purposes, <br/>
<a id="pl.111.5"></a><var>111.5</var>and obligations as enumerated in this compact. The rules shall have the force and effect of <br/>
<a id="pl.111.6"></a><var>111.6</var>statutory law and shall be binding in the compact states to the extent and in the manner <br/>
<a id="pl.111.7"></a><var>111.7</var>provided in this compact.<br/>
<a id="pl.111.8"></a><var>111.8</var>C. To issue, upon request of a member state, advisory opinions concerning the <br/>
<a id="pl.111.9"></a><var>111.9</var>meaning or interpretation of the interstate compact, its bylaws, rules, and actions.<br/>
<a id="pl.111.10"></a><var>111.10</var>D. To enforce compliance with the compact provisions, the rules promulgated by the <br/>
<a id="pl.111.11"></a><var>111.11</var>Interstate Commission, and the bylaws, using all necessary and proper means, including <br/>
<a id="pl.111.12"></a><var>111.12</var>but not limited to the use of judicial process.<br/>
<a id="pl.111.13"></a><var>111.13</var>E. To establish and maintain offices which shall be located within one or more of <br/>
<a id="pl.111.14"></a><var>111.14</var>the member states.<br/>
<a id="pl.111.15"></a><var>111.15</var>F. To purchase and maintain insurance and bonds.<br/>
<a id="pl.111.16"></a><var>111.16</var>G. To borrow, accept, hire, or contract for services of personnel.<br/>
<a id="pl.111.17"></a><var>111.17</var>H. To establish and appoint committees including, but not limited to, an executive <br/>
<a id="pl.111.18"></a><var>111.18</var>committee as required by Article IX, Section E, which shall have the power to act on <br/>
<a id="pl.111.19"></a><var>111.19</var>behalf of the Interstate Commission in carrying out its powers and duties hereunder.<br/>
<a id="pl.111.20"></a><var>111.20</var>I. To elect or appoint such officers, attorneys, employees, agents, or consultants, and <br/>
<a id="pl.111.21"></a><var>111.21</var>to fix their compensation, define their duties, and determine their qualifications; and to <br/>
<a id="pl.111.22"></a><var>111.22</var>establish the Interstate Commission's personnel policies and programs relating to conflicts <br/>
<a id="pl.111.23"></a><var>111.23</var>of interest, rates of compensation, and qualifications of personnel.<br/>
<a id="pl.111.24"></a><var>111.24</var>J. To accept any and all donations and grants of money, equipment, supplies, <br/>
<a id="pl.111.25"></a><var>111.25</var>materials, and services, and to receive, utilize, and dispose of it.<br/>
<a id="pl.111.26"></a><var>111.26</var>K. To lease, purchase, accept contributions or donations of, or otherwise to own, <br/>
<a id="pl.111.27"></a><var>111.27</var>hold, improve, or use any property, real, personal, or mixed.<br/>
<a id="pl.111.28"></a><var>111.28</var>L. To sell, convey, mortgage, pledge, lease, exchange, abandon, or otherwise dispose <br/>
<a id="pl.111.29"></a><var>111.29</var>of any property, real, personal, or mixed.<br/>
<a id="pl.111.30"></a><var>111.30</var>M. To establish a budget and make expenditures.<br/>
<a id="pl.111.31"></a><var>111.31</var>N. To adopt a seal and bylaws governing the management and operation of the <br/>
<a id="pl.111.32"></a><var>111.32</var>Interstate Commission.<br/>
<a id="pl.111.33"></a><var>111.33</var>O. To report annually to the legislatures, governors, judiciary, and State Councils <br/>
<a id="pl.111.34"></a><var>111.34</var>of the member states concerning the activities of the Interstate Commission during the <br/>
<a id="pl.111.35"></a><var>111.35</var>preceding year. Such reports shall also include any recommendations that may have <br/>
<a id="pl.111.36"></a><var>111.36</var>been adopted by the Interstate Commission.<br/>
<a id="pl.112.1"></a><var>112.1</var>P. To coordinate education, training, and public awareness regarding the compact, its <br/>
<a id="pl.112.2"></a><var>112.2</var>implementation and operation for officials and parents involved in such activity.<br/>
<a id="pl.112.3"></a><var>112.3</var>Q. To establish uniform standards for the reporting, collecting, and exchanging of <br/>
<a id="pl.112.4"></a><var>112.4</var>data.<br/>
<a id="pl.112.5"></a><var>112.5</var>R. To maintain corporate books and records in accordance with the bylaws.<br/>
<a id="pl.112.6"></a><var>112.6</var>S. To perform such functions as may be necessary or appropriate to achieve the <br/>
<a id="pl.112.7"></a><var>112.7</var>purposes of this compact.<br/>
<a id="pl.112.8"></a><var>112.8</var>T. To provide for the uniform collection and sharing of information between and <br/>
<a id="pl.112.9"></a><var>112.9</var>among member states, schools, and military families under this compact.<br/>

<a id="pl.112.13"></a><var>112.13</var>voting, within 12 months after the first interstate Commission meeting, adopt bylaws to <br/>
<a id="pl.112.14"></a><var>112.14</var>govern its conduct as may be necessary or appropriate to carry out the purposes of the <br/>
<a id="pl.112.15"></a><var>112.15</var>compact, including, but not limited to:<br/>
<a id="pl.112.16"></a><var>112.16</var>1. Establishing the fiscal year of the Interstate Commission;<br/>
<a id="pl.112.17"></a><var>112.17</var>2. Establishing an executive committee, and such other committees as may be <br/>
<a id="pl.112.18"></a><var>112.18</var>necessary;<br/>
<a id="pl.112.19"></a><var>112.19</var>3. Providing for the establishment of committees and for governing any general or <br/>
<a id="pl.112.20"></a><var>112.20</var>specific delegation of authority or function of the Interstate Commission;<br/>
<a id="pl.112.21"></a><var>112.21</var>4. Providing reasonable procedures for calling and conducting meetings of the <br/>
<a id="pl.112.22"></a><var>112.22</var>Interstate Commission, and ensuring reasonable notice of each such meeting;<br/>
<a id="pl.112.23"></a><var>112.23</var>5. Establishing the titles and responsibilities of the officers and staff of the Interstate <br/>
<a id="pl.112.24"></a><var>112.24</var>Commission;<br/>
<a id="pl.112.25"></a><var>112.25</var>6. Providing a mechanism for concluding the operations of the Interstate <br/>
<a id="pl.112.26"></a><var>112.26</var>Commission and the return of surplus funds that may exist upon the termination of the <br/>
<a id="pl.112.27"></a><var>112.27</var>compact after the payment and reserving of all of its debts and obligations.<br/>
<a id="pl.112.28"></a><var>112.28</var>7. Providing "start up" rules for initial administration of the compact.<br/>
<a id="pl.112.29"></a><var>112.29</var>B. The Interstate Commission shall, by a majority of the members, elect annually <br/>
<a id="pl.112.30"></a><var>112.30</var>from among its members a chairperson, a vice-chairperson, and a treasurer, each of whom <br/>
<a id="pl.112.31"></a><var>112.31</var>shall have such authority and duties as may be specified in the bylaws. The chairperson or, <br/>
<a id="pl.112.32"></a><var>112.32</var>in the chairperson's absence or disability, the vice-chairperson, shall preside at all meetings <br/>
<a id="pl.112.33"></a><var>112.33</var>of the Interstate Commission. The officers so elected shall serve without compensation or <br/>
<a id="pl.112.34"></a><var>112.34</var>remuneration from the Interstate Commission; provided that, subject to the availability <br/>
<a id="pl.112.35"></a><var>112.35</var>of budgeted funds, the officers shall be reimbursed for ordinary and necessary costs and <br/>
<a id="pl.113.1"></a><var>113.1</var>expenses incurred by them in the performance of their responsibilities as officers of the <br/>
<a id="pl.113.2"></a><var>113.2</var>Interstate Commission.<br/>
<a id="pl.113.3"></a><var>113.3</var>C. Executive Committee, Officers and Personnel<br/>
<a id="pl.113.4"></a><var>113.4</var>1. The executive committee shall have such authority and duties as may be set forth <br/>
<a id="pl.113.5"></a><var>113.5</var>in the bylaws, including but not limited to:<br/>
<a id="pl.113.6"></a><var>113.6</var>a. Managing the affairs of the Interstate Commission in a manner consistent with the <br/>
<a id="pl.113.7"></a><var>113.7</var>bylaws and purposes of the Interstate Commission;<br/>
<a id="pl.113.8"></a><var>113.8</var>b. Overseeing an organizational structure within, and appropriate procedures for, <br/>
<a id="pl.113.9"></a><var>113.9</var>the Interstate Commission to provide for the creation of rules, operating procedures, and <br/>
<a id="pl.113.10"></a><var>113.10</var>administrative and technical support functions; and<br/>
<a id="pl.113.11"></a><var>113.11</var>c. Planning, implementing, and coordinating communications and activities with <br/>
<a id="pl.113.12"></a><var>113.12</var>other state, federal, and local government organizations in order to advance the goals of <br/>
<a id="pl.113.13"></a><var>113.13</var>the Interstate Commission.<br/>
<a id="pl.113.14"></a><var>113.14</var>2. The executive committee may, subject to the approval of the Interstate <br/>
<a id="pl.113.15"></a><var>113.15</var>Commission, appoint or retain an executive director for such period, upon such terms and <br/>
<a id="pl.113.16"></a><var>113.16</var>conditions and for compensation, as the Interstate Commission may deem appropriate. <br/>
<a id="pl.113.17"></a><var>113.17</var>The executive director shall serve as secretary to the Interstate Commission, but shall not <br/>
<a id="pl.113.18"></a><var>113.18</var>be a member of the Interstate Commission. The executive director shall hire and supervise <br/>
<a id="pl.113.19"></a><var>113.19</var>such other persons as may be authorized by the Interstate Commission.<br/>
<a id="pl.113.20"></a><var>113.20</var>D. The Interstate Commission's executive director and its employees shall be <br/>
<a id="pl.113.21"></a><var>113.21</var>immune from suit and liability, either personally or in their official capacity, for a claim <br/>
<a id="pl.113.22"></a><var>113.22</var>for damage to or loss of property or personal injury or other civil liability caused or arising <br/>
<a id="pl.113.23"></a><var>113.23</var>out of or relating to an actual or alleged act, error, or omission that occurred, or that <br/>
<a id="pl.113.24"></a><var>113.24</var>such person had a reasonable basis for believing occurred, within the scope of Interstate <br/>
<a id="pl.113.25"></a><var>113.25</var>Commission employment, duties, or responsibilities; provided that such person shall <br/>
<a id="pl.113.26"></a><var>113.26</var>not be protected from suit or liability for damage, loss, injury, or liability caused by the <br/>
<a id="pl.113.27"></a><var>113.27</var>intentional or willful and wanton misconduct of such person.<br/>
<a id="pl.113.28"></a><var>113.28</var>1. The liability of the Interstate Commission's executive director and employees <br/>
<a id="pl.113.29"></a><var>113.29</var>or Interstate Commission representatives, acting within the scope of such person's <br/>
<a id="pl.113.30"></a><var>113.30</var>employment or duties for acts, errors, or omissions occurring within such person's state <br/>
<a id="pl.113.31"></a><var>113.31</var>may not exceed the limits of liability set forth under the Constitution and laws of that state <br/>
<a id="pl.113.32"></a><var>113.32</var>for state officials, employees, and agents. The Interstate Commission is considered to be an <br/>
<a id="pl.113.33"></a><var>113.33</var>instrumentality of the states for the purposes of any such action. Nothing in this subsection <br/>
<a id="pl.113.34"></a><var>113.34</var>shall be construed to protect such person from suit or liability for damage, loss, injury, or <br/>
<a id="pl.113.35"></a><var>113.35</var>liability caused by the intentional or willful and wanton misconduct of such person.<br/>
<a id="pl.114.1"></a><var>114.1</var>2. The Interstate Commission shall defend the executive director and its employees <br/>
<a id="pl.114.2"></a><var>114.2</var>and, subject to the approval of the attorney general or other appropriate legal counsel of the <br/>
<a id="pl.114.3"></a><var>114.3</var>member state represented by an Interstate Commission representative, shall defend such <br/>
<a id="pl.114.4"></a><var>114.4</var>Interstate Commission representative in any civil action seeking to impose liability arising <br/>
<a id="pl.114.5"></a><var>114.5</var>out of an actual or alleged act, error, or omission that occurred within the scope of Interstate <br/>
<a id="pl.114.6"></a><var>114.6</var>Commission employment, duties or responsibilities, or that the defendant had a reasonable <br/>
<a id="pl.114.7"></a><var>114.7</var>basis for believing occurred within the scope of the Interstate Commission employment, <br/>
<a id="pl.114.8"></a><var>114.8</var>duties, or responsibilities, provided that the actual or alleged act, error, or omission did not <br/>
<a id="pl.114.9"></a><var>114.9</var>result from intentional or willful and wanton misconduct on the part of such person.<br/>
<a id="pl.114.10"></a><var>114.10</var>3. To the extent not covered by the state involved, member state, or the Interstate <br/>
<a id="pl.114.11"></a><var>114.11</var>Commission, the representatives or employees of the Interstate Commission shall be held <br/>
<a id="pl.114.12"></a><var>114.12</var>harmless in the amount of a settlement or judgment, including attorney fees and costs, <br/>
<a id="pl.114.13"></a><var>114.13</var>obtained against such persons arising out of an actual or alleged act, error, or omission <br/>
<a id="pl.114.14"></a><var>114.14</var>that occurred within the scope of the Interstate Commission employment, duties, or <br/>
<a id="pl.114.15"></a><var>114.15</var>responsibilities, or that such persons had a reasonable basis for believing occurred within <br/>
<a id="pl.114.16"></a><var>114.16</var>the scope of Interstate Commission employment, duties, or responsibilities, provided that <br/>
<a id="pl.114.17"></a><var>114.17</var>the actual or alleged act, error, or omission did not result from intentional or willful and <br/>
<a id="pl.114.18"></a><var>114.18</var>wanton misconduct on the part of such persons.<br/>

<a id="pl.114.22"></a><var>114.22</var>rules in order to effectively and efficiently achieve the purposes of this Compact. <br/>
<a id="pl.114.23"></a><var>114.23</var>Notwithstanding the foregoing, in the event the Interstate Commission exercises its <br/>
<a id="pl.114.24"></a><var>114.24</var>rulemaking authority in a manner that is beyond the scope of the purposes of this Act, or <br/>
<a id="pl.114.25"></a><var>114.25</var>the powers granted hereunder, then such an action by the Interstate Commission shall be <br/>
<a id="pl.114.26"></a><var>114.26</var>invalid and have no force or effect.<br/>
<a id="pl.114.27"></a><var>114.27</var>B. Rulemaking Procedure - Rules shall be made pursuant to a rulemaking process <br/>
<a id="pl.114.28"></a><var>114.28</var>that substantially conforms to the "Model State Administrative Procedure Act," of 1981 <br/>
<a id="pl.114.29"></a><var>114.29</var>Act, Uniform Laws Annotated, Vol. 15, p.1 (2000) as amended, as may be appropriate to <br/>
<a id="pl.114.30"></a><var>114.30</var>the operations of the Interstate Commission.<br/>
<a id="pl.114.31"></a><var>114.31</var>C. Not later than 30 days after a rule is promulgated, any person may file a petition <br/>
<a id="pl.114.32"></a><var>114.32</var>for judicial review of the rule; provided that the filing of such a petition shall not stay <br/>
<a id="pl.114.33"></a><var>114.33</var>or otherwise prevent the rule from becoming effective unless the court finds that the <br/>
<a id="pl.114.34"></a><var>114.34</var>petitioner has a substantial likelihood of success. The court shall give deference to <br/>
<a id="pl.114.35"></a><var>114.35</var>the actions of the Interstate Commission consistent with applicable law and shall not <br/>
<a id="pl.115.1"></a><var>115.1</var>find the rule to be unlawful if the rule represents a reasonable exercise of the Interstate <br/>
<a id="pl.115.2"></a><var>115.2</var>Commission's authority.<br/>
<a id="pl.115.3"></a><var>115.3</var>D. If a majority of the legislatures of the compacting states reject a Rule by <br/>
<a id="pl.115.4"></a><var>115.4</var>enactment of a statute or resolution in the same manner used to adopt the compact, then <br/>
<a id="pl.115.5"></a><var>115.5</var>such rule shall have no further force and effect in any compacting state.<br/>

<a id="pl.115.9"></a><var>115.9</var>1. The executive, legislative, and judicial branches of state government in each <br/>
<a id="pl.115.10"></a><var>115.10</var>member state shall enforce this compact and shall take all actions necessary and <br/>
<a id="pl.115.11"></a><var>115.11</var>appropriate to effectuate the compact's purposes and intent. The provisions of this compact <br/>
<a id="pl.115.12"></a><var>115.12</var>and the rules promulgated hereunder shall have standing as statutory law.<br/>
<a id="pl.115.13"></a><var>115.13</var>2. All courts shall take judicial notice of the compact and the rules in any judicial or <br/>
<a id="pl.115.14"></a><var>115.14</var>administrative proceeding in a member state pertaining to the subject matter of this compact <br/>
<a id="pl.115.15"></a><var>115.15</var>which may affect the powers, responsibilities, or actions of the Interstate Commission.<br/>
<a id="pl.115.16"></a><var>115.16</var>3. The Interstate Commission shall be entitled to receive all service of process in any <br/>
<a id="pl.115.17"></a><var>115.17</var>such proceeding, and shall have standing to intervene in the proceeding for all purposes. <br/>
<a id="pl.115.18"></a><var>115.18</var>Failure to provide service of process to the Interstate Commission shall render a judgment <br/>
<a id="pl.115.19"></a><var>115.19</var>or order void as to the Interstate Commission, this compact, or promulgated rules.<br/>
<a id="pl.115.20"></a><var>115.20</var>B. Default, Technical Assistance, Suspension, and Termination - If the Interstate <br/>
<a id="pl.115.21"></a><var>115.21</var>Commission determines that a member state has defaulted in the performance of its <br/>
<a id="pl.115.22"></a><var>115.22</var>obligations or responsibilities under this compact, or the bylaws or promulgated rules, <br/>
<a id="pl.115.23"></a><var>115.23</var>the Interstate Commission shall:<br/>
<a id="pl.115.24"></a><var>115.24</var>1. Provide written notice to the defaulting state and other member states of the <br/>
<a id="pl.115.25"></a><var>115.25</var>nature of the default, the means of curing the default, and any action taken by the Interstate <br/>
<a id="pl.115.26"></a><var>115.26</var>Commission. The Interstate Commission shall specify the conditions by which the <br/>
<a id="pl.115.27"></a><var>115.27</var>defaulting state must cure its default.<br/>
<a id="pl.115.28"></a><var>115.28</var>2. Provide remedial training and specific technical assistance regarding the default.<br/>
<a id="pl.115.29"></a><var>115.29</var>3. If the defaulting state fails to cure the default, the defaulting state shall be <br/>
<a id="pl.115.30"></a><var>115.30</var>terminated from the compact upon an affirmative vote of a majority of the member states <br/>
<a id="pl.115.31"></a><var>115.31</var>and all rights, privileges, and benefits conferred by this compact shall be terminated from <br/>
<a id="pl.115.32"></a><var>115.32</var>the effective date of termination. A cure of the default does not relieve the offending state <br/>
<a id="pl.115.33"></a><var>115.33</var>of obligations or liabilities incurred during the period of the default.<br/>
<a id="pl.115.34"></a><var>115.34</var>4. Suspension or termination of membership in the compact shall be imposed only <br/>
<a id="pl.115.35"></a><var>115.35</var>after all other means of securing compliance have been exhausted. Notice of intent <br/>
<a id="pl.115.36"></a><var>115.36</var>to suspend or terminate shall be given by the Interstate Commission to the governor, <br/>
<a id="pl.116.1"></a><var>116.1</var>the majority and minority leaders of the defaulting state's legislature, and each of the <br/>
<a id="pl.116.2"></a><var>116.2</var>member states.<br/>
<a id="pl.116.3"></a><var>116.3</var>5. The state which has been suspended or terminated is responsible for all <br/>
<a id="pl.116.4"></a><var>116.4</var>assessments, obligations, and liabilities incurred through the effective date of suspension <br/>
<a id="pl.116.5"></a><var>116.5</var>or termination, including obligations, the performance of which extends beyond the <br/>
<a id="pl.116.6"></a><var>116.6</var>effective date of suspension or termination.<br/>
<a id="pl.116.7"></a><var>116.7</var>6. The Interstate Commission shall not bear any costs relating to any state that has <br/>
<a id="pl.116.8"></a><var>116.8</var>been found to be in default or which has been suspended or terminated from the compact, <br/>
<a id="pl.116.9"></a><var>116.9</var>unless otherwise mutually agreed upon in writing between the Interstate Commission <br/>
<a id="pl.116.10"></a><var>116.10</var>and the defaulting state.<br/>
<a id="pl.116.11"></a><var>116.11</var>7. The defaulting state may appeal the action of the Interstate Commission by <br/>
<a id="pl.116.12"></a><var>116.12</var>petitioning the United States District Court for the District of Columbia or the federal <br/>
<a id="pl.116.13"></a><var>116.13</var>district where the Interstate Commission has its principle offices. The prevailing party <br/>
<a id="pl.116.14"></a><var>116.14</var>shall be awarded all costs of such litigation including reasonable attorney fees.<br/>
<a id="pl.116.15"></a><var>116.15</var>C. Dispute Resolution<br/>
<a id="pl.116.16"></a><var>116.16</var>1. The Interstate Commission shall attempt, upon the request of a member state, to <br/>
<a id="pl.116.17"></a><var>116.17</var>resolve disputes which are subject to the compact and which may arise among member <br/>
<a id="pl.116.18"></a><var>116.18</var>states and between member and nonmember states.<br/>
<a id="pl.116.19"></a><var>116.19</var>2. The Interstate Commission shall promulgate a rule providing for both mediation <br/>
<a id="pl.116.20"></a><var>116.20</var>and nonbinding dispute resolution for disputes as appropriate.<br/>
<a id="pl.116.21"></a><var>116.21</var>D. Enforcement<br/>
<a id="pl.116.22"></a><var>116.22</var>1. The Interstate Commission, in the reasonable exercise of its discretion, shall <br/>
<a id="pl.116.23"></a><var>116.23</var>enforce the provisions and rules of this compact.<br/>
<a id="pl.116.24"></a><var>116.24</var>2. The Interstate Commission may, by majority vote of the members, initiate legal <br/>
<a id="pl.116.25"></a><var>116.25</var>action in the United States District Court for the District of Columbia or, at the discretion <br/>
<a id="pl.116.26"></a><var>116.26</var>of the Interstate Commission, in the federal district where the Interstate Commission <br/>
<a id="pl.116.27"></a><var>116.27</var>has its principal offices, to enforce compliance with the provisions of the compact, its <br/>
<a id="pl.116.28"></a><var>116.28</var>promulgated rules and bylaws, against a member state in default. The relief sought may <br/>
<a id="pl.116.29"></a><var>116.29</var>include both injunctive relief and damages.<br/>
<a id="pl.116.30"></a><var>116.30</var>3. The remedies herein shall not be the exclusive remedies of the Interstate <br/>
<a id="pl.116.31"></a><var>116.31</var>Commission. The Interstate Commission may avail itself of any other remedies available <br/>
<a id="pl.116.32"></a><var>116.32</var>under state law or the regulation of a profession.<br/>

<a id="pl.116.36"></a><var>116.36</var>expenses of its establishment, organization, and ongoing activities.<br/>
<a id="pl.117.1"></a><var>117.1</var>B. The Interstate Commission may levy on and collect an annual assessment from <br/>
<a id="pl.117.2"></a><var>117.2</var>each member state to cover the cost of the operations and activities of the Interstate <br/>
<a id="pl.117.3"></a><var>117.3</var>Commission and its staff which must be in a total amount sufficient to cover the Interstate <br/>
<a id="pl.117.4"></a><var>117.4</var>Commission's annual budget as approved each year. The aggregate annual assessment <br/>
<a id="pl.117.5"></a><var>117.5</var>amount shall be allocated based upon a formula to be determined by the Interstate <br/>
<a id="pl.117.6"></a><var>117.6</var>Commission, which shall promulgate a rule binding upon all member states.<br/>
<a id="pl.117.7"></a><var>117.7</var>C. The Interstate Commission shall not incur obligations of any kind prior to securing <br/>
<a id="pl.117.8"></a><var>117.8</var>the funds adequate to meet the same; nor shall the Interstate Commission pledge the credit <br/>
<a id="pl.117.9"></a><var>117.9</var>of any of the member states, except by and with the authority of the member state.<br/>
<a id="pl.117.10"></a><var>117.10</var>D. The Interstate Commission shall keep accurate accounts of all receipts and <br/>
<a id="pl.117.11"></a><var>117.11</var>disbursements. The receipts and disbursements of the Interstate Commission shall be <br/>
<a id="pl.117.12"></a><var>117.12</var>subject to the audit and accounting procedures established under its bylaws. However, <br/>
<a id="pl.117.13"></a><var>117.13</var>all receipts and disbursements of funds handled by the Interstate Commission shall be <br/>
<a id="pl.117.14"></a><var>117.14</var>audited yearly by a certified or licensed public accountant and the report of the audit shall <br/>
<a id="pl.117.15"></a><var>117.15</var>be included in and become part of the annual report of the Interstate Commission.<br/>

<a id="pl.117.19"></a><var>117.19</var>B. The compact shall become effective and binding upon legislative enactment of the <br/>
<a id="pl.117.20"></a><var>117.20</var>compact into law by no less than ten of the states. The effective date shall be no earlier than <br/>
<a id="pl.117.21"></a><var>117.21</var>December 1, 2007. Thereafter, it shall become effective and binding as to any other member <br/>
<a id="pl.117.22"></a><var>117.22</var>state upon enactment of the compact into law by that state. The governors of nonmember <br/>
<a id="pl.117.23"></a><var>117.23</var>states or their designees shall be invited to participate in the activities of the Interstate <br/>
<a id="pl.117.24"></a><var>117.24</var>Commission on a nonvoting basis prior to the adoption of the compact by all states.<br/>
<a id="pl.117.25"></a><var>117.25</var>C. The Interstate Commission may propose amendments to the compact for <br/>
<a id="pl.117.26"></a><var>117.26</var>enactment by the member states. No amendment shall become effective and binding upon <br/>
<a id="pl.117.27"></a><var>117.27</var>the Interstate Commission and the member states unless and until it is enacted into law by <br/>
<a id="pl.117.28"></a><var>117.28</var>unanimous consent of the member states.<br/>

<a id="pl.117.32"></a><var>117.32</var>1. Once effective, the compact shall continue in force and remain binding upon each <br/>
<a id="pl.117.33"></a><var>117.33</var>and every member state; provided that a member state may withdraw from the compact <br/>
<a id="pl.117.34"></a><var>117.34</var>specifically repealing the statute, which enacted the compact into law.<br/>
<a id="pl.117.35"></a><var>117.35</var>2. Withdrawal from this compact shall be by the enactment of a statute repealing <br/>
<a id="pl.117.36"></a><var>117.36</var>the same, but shall not take effect until one year after the effective date of such statute <br/>
<a id="pl.118.1"></a><var>118.1</var>and until written notice of the withdrawal has been given by the withdrawing state to the <br/>
<a id="pl.118.2"></a><var>118.2</var>governor of each other member jurisdiction.<br/>
<a id="pl.118.3"></a><var>118.3</var>3. The withdrawing state shall immediately notify the chairperson of the Interstate <br/>
<a id="pl.118.4"></a><var>118.4</var>Commission in writing upon the introduction of legislation repealing this compact in the <br/>
<a id="pl.118.5"></a><var>118.5</var>withdrawing state. The Interstate Commission shall notify the other member states of the <br/>
<a id="pl.118.6"></a><var>118.6</var>withdrawing state's intent to withdraw within 60 days of its receipt thereof.<br/>
<a id="pl.118.7"></a><var>118.7</var>4. The withdrawing state is responsible for all assessments, obligations and liabilities <br/>
<a id="pl.118.8"></a><var>118.8</var>incurred through the effective date of withdrawal, including obligations, the performance <br/>
<a id="pl.118.9"></a><var>118.9</var>of which extend beyond the effective date of withdrawal.<br/>
<a id="pl.118.10"></a><var>118.10</var>5. Reinstatement following withdrawal of a member state shall occur upon the <br/>
<a id="pl.118.11"></a><var>118.11</var>withdrawing state reenacting the compact or upon such later date as determined by the <br/>
<a id="pl.118.12"></a><var>118.12</var>Interstate Commission.<br/>
<a id="pl.118.13"></a><var>118.13</var>B. Dissolution of Compact<br/>
<a id="pl.118.14"></a><var>118.14</var>1. This compact shall dissolve effective upon the date of the withdrawal or default <br/>
<a id="pl.118.15"></a><var>118.15</var>of the member state which reduces the membership in the compact to one member state.<br/>
<a id="pl.118.16"></a><var>118.16</var>2. Upon he dissolution of this compact, the compact becomes null and void and shall <br/>
<a id="pl.118.17"></a><var>118.17</var>be of no further force or effect, and the business and affairs of the Interstate Commission <br/>
<a id="pl.118.18"></a><var>118.18</var>shall be concluded and surplus funds shall be distributed in accordance with the bylaws.<br/>

<a id="pl.118.22"></a><var>118.22</var>sentence, or provision is deemed unenforceable, the remaining provisions of the compact <br/>
<a id="pl.118.23"></a><var>118.23</var>shall be enforceable.<br/>
<a id="pl.118.24"></a><var>118.24</var>B. The provisions of this compact shall be liberally construed to effectuate its <br/>
<a id="pl.118.25"></a><var>118.25</var>purposes.<br/>
<a id="pl.118.26"></a><var>118.26</var>C. Nothing in this compact shall be construed to prohibit the applicability of other <br/>
<a id="pl.118.27"></a><var>118.27</var>interstate compacts to which the states are members.<br/>

<a id="pl.118.31"></a><var>118.31</var>1. Nothing herein prevents the enforcement of any other law of a member state <br/>
<a id="pl.118.32"></a><var>118.32</var>that is not inconsistent with this compact.<br/>
<a id="pl.118.33"></a><var>118.33</var>2. All member states' laws conflicting with this compact are superseded to the <br/>
<a id="pl.118.34"></a><var>118.34</var>extent of the conflict.<br/>
<a id="pl.118.35"></a><var>118.35</var>B. Binding Effect of the Compact<br/>
<a id="pl.119.1"></a><var>119.1</var>1. All lawful actions of the Interstate Commission, including all rules and bylaws <br/>
<a id="pl.119.2"></a><var>119.2</var>promulgated by the Interstate Commission, are binding upon the member states.<br/>
<a id="pl.119.3"></a><var>119.3</var>2. All agreements between the Interstate Commission and the member states are <br/>
<a id="pl.119.4"></a><var>119.4</var>binding in accordance with their terms.<br/>
<a id="pl.119.5"></a><var>119.5</var>3. In the event any provision of this compact exceeds the constitutional limits <br/>
<a id="pl.119.6"></a><var>119.6</var>imposed on the legislature of any member state, such provision shall be ineffective to the <br/>
<a id="pl.119.7"></a><var>119.7</var>extent of the conflict with the constitutional provision in question in that member state.<br/>
<br/>
<a id="bill.8.3.0"></a><a id="pl.119.8"></a><var>119.8</var>    Sec. 3. <b>MILITARY-CONNECTED YOUTH IDENTIFIER.</b><br/>
<a id="pl.119.9"></a><var>119.9</var>(a) When a school district updates its enrollment forms in the ordinary course <br/>
<a id="pl.119.10"></a><var>119.10</var>of business, the district must include a box on the enrollment form to allow students <br/>
<a id="pl.119.11"></a><var>119.11</var>to self-identify as a military-connected youth. For purposes of this section, a <br/>
<a id="pl.119.12"></a><var>119.12</var>"military-connected youth" means having an immediate family member, including a <br/>
<a id="pl.119.13"></a><var>119.13</var>parent or sibling, who is currently in the armed forces either as a reservist or on active <br/>
<a id="pl.119.14"></a><var>119.14</var>duty or has recently retired from the armed forces.<br/>
<a id="pl.119.15"></a><var>119.15</var>(b) Data collected under this section is private data on individuals, as defined in <br/>
<a id="pl.119.16"></a><var>119.16</var>Minnesota Statutes, section 13.02, subdivision 12, but summary data may be published <br/>
<a id="pl.119.17"></a><var>119.17</var>by the Department of Education.<br/>
<br/>
<a id="bill.9.0.0"></a>

<a id="bill.9.1.0"></a><a id="pl.119.20"></a><var>119.20</var>    Section 1. Minnesota Statutes 2012, section 121A.36, is amended to read:<br/>
<a id="pl.119.21"></a><var>119.21</var><b>121A.36 MOTORCYCLE SAFETY EDUCATION PROGRAM.</b><br/>
<a id="pl.119.22"></a><var>119.22</var>    Subdivision 1. <b>Established; administration; rules.</b> A motorcycle safety education <br/>
<a id="pl.119.23"></a><var>119.23</var>program is established. The program shall be administered by the commissioners<br/>
<a id="pl.119.24"></a><var>119.24</var> commissioner of public safety and education. The program shall include but is not limited <br/>
<a id="pl.119.25"></a><var>119.25</var>to training and coordination of motorcycle safety instructors, motorcycle safety promotion <br/>
<a id="pl.119.26"></a><var>119.26</var>and public information, and reimbursement for the cost of approved courses offered by <br/>
<a id="pl.119.27"></a><var>119.27</var>schools and organizations.<br/>
<a id="pl.119.28"></a><var>119.28</var>    Subd. 2. <b>Reimbursements.</b> The commissioner of education public safety, to the <br/>
<a id="pl.119.29"></a><var>119.29</var>extent that funds are available, may reimburse schools and other approved organizations <br/>
<a id="pl.119.30"></a><var>119.30</var>offering approved motorcycle safety education courses for up to 50 percent of the actual <br/>
<a id="pl.119.31"></a><var>119.31</var>cost of the courses. If sufficient funds are not available, reimbursements shall be prorated. <br/>
<a id="pl.119.32"></a><var>119.32</var>The commissioner may conduct audits and otherwise examine the records and accounts of <br/>
<a id="pl.119.33"></a><var>119.33</var>schools and approved organizations offering the courses to insure the accuracy of the costs.<br/>
<a id="pl.120.1"></a><var>120.1</var>    Subd. 3. <b>Appropriation.</b> (a) All funds in the motorcycle safety fund created by <br/>
<a id="pl.120.2"></a><var>120.2</var>section 
         <statute_ref>171.06, subdivision 2a</statute_ref>, are hereby annually appropriated to the commissioner of <br/>
<a id="pl.120.3"></a><var>120.3</var>public safety to carry out the purposes of subdivisions 1 and 2. The commissioner of <br/>
<a id="pl.120.4"></a><var>120.4</var>public safety may make grants from the fund to the commissioner of education at such <br/>
<a id="pl.120.5"></a><var>120.5</var>times and in such amounts as the commissioner deems necessary to carry out the purposes <br/>
<a id="pl.120.6"></a><var>120.6</var>of subdivisions 1 and 2.<br/>
<a id="pl.120.7"></a><var>120.7</var>(b) Of the money appropriated under paragraph (a):<br/>
<a id="pl.120.8"></a><var>120.8</var>(1) not more than five percent shall be expended to defray the administrative costs <br/>
<a id="pl.120.9"></a><var>120.9</var>of carrying out the purposes of subdivisions 1 and 2; and<br/>
<a id="pl.120.10"></a><var>120.10</var>(2) not more than 65 percent shall be expended for the combined purpose of <br/>
<a id="pl.120.11"></a><var>120.11</var>training and coordinating the activities of motorcycle safety instructors and making <br/>
<a id="pl.120.12"></a><var>120.12</var>reimbursements to schools and other approved organizations.<br/>
<br/>
<a id="bill.9.2.0"></a><a id="pl.120.13"></a><var>120.13</var>    Sec. 2. Minnesota Statutes 2012, section 124D.141, subdivision 2, is amended to read:<br/>
<a id="pl.120.14"></a><var>120.14</var>    Subd. 2. <b>Additional duties.</b> The following duties are added to those assigned <br/>
<a id="pl.120.15"></a><var>120.15</var>to the council under federal law:<br/>
<a id="pl.120.16"></a><var>120.16</var>    (1) make recommendations on the most efficient and effective way to leverage state <br/>
<a id="pl.120.17"></a><var>120.17</var>and federal funding streams for early childhood and child care programs;<br/>
<a id="pl.120.18"></a><var>120.18</var>    (2) make recommendations on how to coordinate or colocate early childhood and <br/>
<a id="pl.120.19"></a><var>120.19</var>child care programs in one state Office of Early Learning. The council shall establish a task <br/>
<a id="pl.120.20"></a><var>120.20</var>force to develop these recommendations. The task force shall include two nonexecutive <br/>
<a id="pl.120.21"></a><var>120.21</var>branch or nonlegislative branch representatives from the council; six representatives from <br/>
<a id="pl.120.22"></a><var>120.22</var>the early childhood caucus; two representatives each from the Departments of Education, <br/>
<a id="pl.120.23"></a><var>120.23</var>Human Services, and Health; one representative each from a local public health agency, a <br/>
<a id="pl.120.24"></a><var>120.24</var>local county human services agency, and a school district; and two representatives from <br/>
<a id="pl.120.25"></a><var>120.25</var>the private nonprofit organizations that support early childhood programs in Minnesota. <br/>
<a id="pl.120.26"></a><var>120.26</var>In developing recommendations in coordination with existing efforts of the council, the <br/>
<a id="pl.120.27"></a><var>120.27</var>task force shall consider how to:<br/>
<a id="pl.120.28"></a><var>120.28</var>(i) consolidate and coordinate resources and public funding streams for early <br/>
<a id="pl.120.29"></a><var>120.29</var>childhood education and child care, and ensure the accountability and coordinated <br/>
<a id="pl.120.30"></a><var>120.30</var>development of all early childhood education and child care services to children from birth <br/>
<a id="pl.120.31"></a><var>120.31</var>to kindergarten entrance;<br/>
<a id="pl.120.32"></a><var>120.32</var>(ii) create a seamless transition from early childhood programs to kindergarten;<br/>
<a id="pl.120.33"></a><var>120.33</var>(iii) encourage family choice by ensuring a mixed system of high-quality public and <br/>
<a id="pl.120.34"></a><var>120.34</var>private programs, with local points of entry, staffed by well-qualified professionals;<br/>
<a id="pl.121.1"></a><var>121.1</var>(iv) ensure parents a decisive role in the planning, operation, and evaluation of <br/>
<a id="pl.121.2"></a><var>121.2</var>programs that aid families in the care of children;<br/>
<a id="pl.121.3"></a><var>121.3</var>(v) provide consumer education and accessibility to early childhood education <br/>
<a id="pl.121.4"></a><var>121.4</var>and child care resources;<br/>
<a id="pl.121.5"></a><var>121.5</var>(vi) advance the quality of early childhood education and child care programs in order <br/>
<a id="pl.121.6"></a><var>121.6</var>to support the healthy development of children and preparation for their success in school;<br/>
<a id="pl.121.7"></a><var>121.7</var>(vii) develop a seamless service delivery system with local points of entry for early <br/>
<a id="pl.121.8"></a><var>121.8</var>childhood education and child care programs administered by local, state, and federal <br/>
<a id="pl.121.9"></a><var>121.9</var>agencies;<br/>
<a id="pl.121.10"></a><var>121.10</var>(viii) ensure effective collaboration between state and local child welfare programs <br/>
<a id="pl.121.11"></a><var>121.11</var>and early childhood mental health programs and the Office of Early Learning;<br/>
<a id="pl.121.12"></a><var>121.12</var>(ix) develop and manage an effective data collection system to support the necessary <br/>
<a id="pl.121.13"></a><var>121.13</var>functions of a coordinated system of early childhood education and child care in order to <br/>
<a id="pl.121.14"></a><var>121.14</var>enable accurate evaluation of its impact;<br/>
<a id="pl.121.15"></a><var>121.15</var>(x) respect and be sensitive to family values and cultural heritage; and<br/>
<a id="pl.121.16"></a><var>121.16</var>(xi) establish the administrative framework for and promote the development of <br/>
<a id="pl.121.17"></a><var>121.17</var>early childhood education and child care services in order to provide that these services, <br/>
<a id="pl.121.18"></a><var>121.18</var>staffed by well-qualified professionals, are available in every community for all families <br/>
<a id="pl.121.19"></a><var>121.19</var>that express a need for them.<br/>
<a id="pl.121.20"></a><var>121.20</var>In addition, the task force must consider the following responsibilities for transfer <br/>
<a id="pl.121.21"></a><var>121.21</var>to the Office of Early Learning:<br/>
<a id="pl.121.22"></a><var>121.22</var>(A) responsibilities of the commissioner of education for early childhood education <br/>
<a id="pl.121.23"></a><var>121.23</var>programs and financing under sections 
<statute_ref>119A.50</statute_ref> to 
<statute_ref>119A.535</statute_ref>, 
<statute_ref>121A.16</statute_ref> to 
<statute_ref>121A.19</statute_ref>, and <br/>
<a id="pl.121.24"></a><var>121.24</var><statute_ref>124D.129</statute_ref> to 
<statute_ref>124D.2211</statute_ref>;<br/>
<a id="pl.121.25"></a><var>121.25</var>(B) responsibilities of the commissioner of human services for child care assistance, <br/>
<a id="pl.121.26"></a><var>121.26</var>child care development, and early childhood learning and child protection facilities <br/>
<a id="pl.121.27"></a><var>121.27</var>programs and financing under chapter 119B and section 
<statute_ref>256E.37</statute_ref>; and<br/>
<a id="pl.121.28"></a><var>121.28</var>(C) responsibilities of the commissioner of health for family home visiting programs <br/>
<a id="pl.121.29"></a><var>121.29</var>and financing under section 
<statute_ref>145A.17</statute_ref>.<br/>
<a id="pl.121.30"></a><var>121.30</var>Any costs incurred by the council in making these recommendations must be paid <br/>
<a id="pl.121.31"></a><var>121.31</var>from private funds. If no private funds are received, the council must not proceed in <br/>
<a id="pl.121.32"></a><var>121.32</var>making these recommendations. The council must report its recommendations to the <br/>
<a id="pl.121.33"></a><var>121.33</var>governor and the legislature by January 15, 2011;<br/>
<a id="pl.121.34"></a><var>121.34</var>    (3) (2) review program evaluations regarding high-quality early childhood programs;<br/>
<a id="pl.121.35"></a><var>121.35</var> and<br/>
<a id="pl.122.1"></a><var>122.1</var>    (4) (3) make recommendations to the governor and legislature, including proposed <br/>
<a id="pl.122.2"></a><var>122.2</var>legislation on how to most effectively create a high-quality early childhood system in <br/>
<a id="pl.122.3"></a><var>122.3</var>Minnesota in order to improve the educational outcomes of children so that all children <br/>
<a id="pl.122.4"></a><var>122.4</var>are school-ready by 2020;.<br/>
<a id="pl.122.5"></a><var>122.5</var>(5) make recommendations to the governor and the legislature by March 1, 2011, on <br/>
<a id="pl.122.6"></a><var>122.6</var>the creation and implementation of a statewide school readiness report card to monitor <br/>
<a id="pl.122.7"></a><var>122.7</var>progress toward the goal of having all children ready for kindergarten by the year 2020. <br/>
<a id="pl.122.8"></a><var>122.8</var>The recommendations shall include what should be measured including both children and <br/>
<a id="pl.122.9"></a><var>122.9</var>system indicators, what benchmarks should be established to measure state progress <br/>
<a id="pl.122.10"></a><var>122.10</var>toward the goal, and how frequently the report card should be published. In making their <br/>
<a id="pl.122.11"></a><var>122.11</var>recommendations, the council shall consider the indicators and strategies for Minnesota's <br/>
<a id="pl.122.12"></a><var>122.12</var>early childhood system report, the Minnesota school readiness study, developmental <br/>
<a id="pl.122.13"></a><var>122.13</var>assessment at kindergarten entrance, and the work of the council's accountability <br/>
<a id="pl.122.14"></a><var>122.14</var>committee. Any costs incurred by the council in making these recommendations must be <br/>
<a id="pl.122.15"></a><var>122.15</var>paid from private funds. If no private funds are received, the council must not proceed in <br/>
<a id="pl.122.16"></a><var>122.16</var>making these recommendations; and<br/>
<a id="pl.122.17"></a><var>122.17</var>(6) make recommendations to the governor and the legislature on how to screen <br/>
<a id="pl.122.18"></a><var>122.18</var>earlier and comprehensively assess children for school readiness in order to provide <br/>
<a id="pl.122.19"></a><var>122.19</var>increased early interventions and increase the number of children ready for kindergarten. <br/>
<a id="pl.122.20"></a><var>122.20</var>In formulating their recommendations, the council shall consider (i) ways to interface <br/>
<a id="pl.122.21"></a><var>122.21</var>with parents of children who are not participating in early childhood education or care <br/>
<a id="pl.122.22"></a><var>122.22</var>programs, (ii) ways to interface with family child care providers, child care centers, and <br/>
<a id="pl.122.23"></a><var>122.23</var>school-based early childhood and Head Start programs, (iii) if there are age-appropriate <br/>
<a id="pl.122.24"></a><var>122.24</var>and culturally sensitive screening and assessment tools for three-, four-, and five-year-olds, <br/>
<a id="pl.122.25"></a><var>122.25</var>(iv) the role of the medical community in screening, (v) incentives for parents to have <br/>
<a id="pl.122.26"></a><var>122.26</var>children screened at an earlier age, (vi) incentives for early education and care providers <br/>
<a id="pl.122.27"></a><var>122.27</var>to comprehensively assess children in order to improve instructional practice, (vii) how to <br/>
<a id="pl.122.28"></a><var>122.28</var>phase in increases in screening and assessment over time, (viii) how the screening and <br/>
<a id="pl.122.29"></a><var>122.29</var>assessment data will be collected and used and who will have access to the data, (ix) <br/>
<a id="pl.122.30"></a><var>122.30</var>how to monitor progress toward the goal of having 50 percent of three-year-old children <br/>
<a id="pl.122.31"></a><var>122.31</var>screened and 50 percent of entering kindergarteners assessed for school readiness by 2015 <br/>
<a id="pl.122.32"></a><var>122.32</var>and 100 percent of three-year-old children screened and entering kindergarteners assessed <br/>
<a id="pl.122.33"></a><var>122.33</var>for school readiness by 2020, and (x) costs to meet these benchmarks. The council shall <br/>
<a id="pl.122.34"></a><var>122.34</var>consider the screening instruments and comprehensive assessment tools used in Minnesota <br/>
<a id="pl.122.35"></a><var>122.35</var>early childhood education and care programs and kindergarten. The council may survey <br/>
<a id="pl.122.36"></a><var>122.36</var>early childhood education and care programs in the state to determine the screening and <br/>
<a id="pl.123.1"></a><var>123.1</var>assessment tools being used or rely on previously collected survey data, if available. For <br/>
<a id="pl.123.2"></a><var>123.2</var>purposes of this subdivision, "school readiness" is defined as the child's skills, knowledge, <br/>
<a id="pl.123.3"></a><var>123.3</var>and behaviors at kindergarten entrance in these areas of child development: social; <br/>
<a id="pl.123.4"></a><var>123.4</var>self-regulation; cognitive, including language, literacy, and mathematical thinking; and <br/>
<a id="pl.123.5"></a><var>123.5</var>physical. For purposes of this subdivision, "screening" is defined as the activities used to <br/>
<a id="pl.123.6"></a><var>123.6</var>identify a child who may need further evaluation to determine delay in development or <br/>
<a id="pl.123.7"></a><var>123.7</var>disability. For purposes of this subdivision, "assessment" is defined as the activities used <br/>
<a id="pl.123.8"></a><var>123.8</var>to determine a child's level of performance in order to promote the child's learning and <br/>
<a id="pl.123.9"></a><var>123.9</var>development. Work on this duty will begin in fiscal year 2012. Any costs incurred by the <br/>
<a id="pl.123.10"></a><var>123.10</var>council in making these recommendations must be paid from private funds. If no private <br/>
<a id="pl.123.11"></a><var>123.11</var>funds are received, the council must not proceed in making these recommendations. The <br/>
<a id="pl.123.12"></a><var>123.12</var>council must report its recommendations to the governor and legislature by January 15, <br/>
<a id="pl.123.13"></a><var>123.13</var>2013, with an interim report on February 15, 2011.<br/>
<br/>
<a id="bill.9.3.0"></a><a id="pl.123.14"></a><var>123.14</var>    Sec. 3. Minnesota Statutes 2012, section 124D.141, subdivision 3, is amended to read:<br/>
<a id="pl.123.15"></a><var>123.15</var>    Subd. 3. <b>Administration.</b> An amount up to $12,500 from federal child care and <br/>
<a id="pl.123.16"></a><var>123.16</var>development fund administrative funds and up to $12,500 from prekindergarten exploratory <br/>
<a id="pl.123.17"></a><var>123.17</var>project funds appropriated under Laws 2007, chapter 147, article 19, section 3, may be <br/>
<a id="pl.123.18"></a><var>123.18</var>used to reimburse the parents on the council and for technical assistance and administrative <br/>
<a id="pl.123.19"></a><var>123.19</var>support of the State Advisory Council on Early Childhood Education and Care. This <br/>
<a id="pl.123.20"></a><var>123.20</var>funding stream is for fiscal year 2009. The council may pursue additional funds from state, <br/>
<a id="pl.123.21"></a><var>123.21</var>federal, and private sources. If additional operational funds are received, the council must <br/>
<a id="pl.123.22"></a><var>123.22</var>reduce the amount of prekindergarten exploratory project funds used in an equal amount.<br/>
<br/>
<a id="bill.9.4.0"></a><a id="pl.123.23"></a><var>123.23</var>    Sec. 4. <b>REVISOR'S INSTRUCTION.</b><br/>
<a id="pl.123.24"></a><var>123.24</var>The revisor of statutes shall renumber Minnesota Statutes, section 121A.36, as <br/>
<a id="pl.123.25"></a><var>123.25</var>section 171.335. The revisor of statutes shall also make cross-reference changes in <br/>
<a id="pl.123.26"></a><var>123.26</var>Minnesota Statutes and Minnesota Rules consistent with the renumbering.<br/>
<br/>
<a id="bill.9.5.0"></a><a id="pl.123.27"></a><var>123.27</var>    Sec. 5. <b> REPEALER.</b><br/>
<a id="pl.123.28"></a><var>123.28</var>Minnesota Statutes 2012, sections 119A.04, subdivision 3; 120A.30; 120B.19; <br/>
<a id="pl.123.29"></a><var>123.29</var>120B.24; 121A.17, subdivision 9; 122A.52; 122A.53; 122A.61, subdivision 2; 122A.71; <br/>
<a id="pl.123.30"></a><var>123.30</var>124D.24; 124D.25; 124D.26; 124D.27; 124D.28; 124D.29; 124D.30; and 124D.31, are <br/>
<a id="pl.123.31"></a><var>123.31</var>repealed.<br/>
<br/>
<a id="bill.10.0.0"></a>

<a id="bill.10.1.0"></a><a id="pl.124.3"></a><var>124.3</var>    Section 1. Minnesota Statutes 2012, section 120A.22, subdivision 2, is amended to read:<br/>
<a id="pl.124.4"></a><var>124.4</var>    Subd. 2. <b>Applicability.</b> This section and sections 
         <statute_ref>120A.24</statute_ref>; 
         <statute_ref>120A.26</statute_ref>; 120A.30; <br/>
<a id="pl.124.5"></a><var>124.5</var><statute_ref>120A.32</statute_ref>; and 
         <statute_ref>120A.34</statute_ref> apply only to a child required to receive instruction according to <br/>
<a id="pl.124.6"></a><var>124.6</var>subdivision 5 and to instruction that is intended to fulfill that requirement.<br/>
<br/>
<a id="bill.10.2.0"></a><a id="pl.124.7"></a><var>124.7</var>    Sec. 2. Minnesota Statutes 2012, section 120A.32, is amended to read:<br/>
<a id="pl.124.8"></a><var>124.8</var><b>120A.32 OFFICERS, TEACHERS; NEGLECT OF DUTY; PENALTY.</b><br/>
<a id="pl.124.9"></a><var>124.9</var>Any school officer, truant officer, public or nonpublic school teacher, principal, <br/>
<a id="pl.124.10"></a><var>124.10</var>district superintendent, or person providing instruction other than a parent refusing, <br/>
<a id="pl.124.11"></a><var>124.11</var>willfully failing, or neglecting to perform any duty imposed by sections 
         <statute_ref>120A.22</statute_ref> to<br/>
<a id="pl.124.12"></a><var>124.12</var> 120A.30 120A.26, 
         <statute_ref>120A.35</statute_ref>, 
         <statute_ref>120A.41</statute_ref>, and 
         <statute_ref>123B.03</statute_ref> is guilty of a misdemeanor. All <br/>
<a id="pl.124.13"></a><var>124.13</var>persons found guilty shall be punished for each offense by a fine of not more than $10 or <br/>
<a id="pl.124.14"></a><var>124.14</var>by imprisonment for not more than ten days. All fines, when collected, shall be paid into <br/>
<a id="pl.124.15"></a><var>124.15</var>the county treasury for the benefit of the school district in which the offense is committed.<br/>
<br/>
<a id="bill.10.3.0"></a><a id="pl.124.16"></a><var>124.16</var>    Sec. 3. Minnesota Statutes 2012, section 122A.09, subdivision 7, is amended to read:<br/>
<a id="pl.124.17"></a><var>124.17</var>    Subd. 7. <b>Commissioner's assistance; board money.</b> The commissioner shall <br/>
<a id="pl.124.18"></a><var>124.18</var>provide all necessary materials and assistance for the transaction of the business of the <br/>
<a id="pl.124.19"></a><var>124.19</var>Board of Teaching and all moneys received by the Board of Teaching shall be paid into <br/>
<a id="pl.124.20"></a><var>124.20</var>the state treasury as provided by law. The expenses of administering sections 
         <statute_ref>122A.01</statute_ref>, <br/>
<statute_ref><a id="pl.124.21"></a><var>124.21</var>122A.05
         </statute_ref> to 
         <statute_ref>122A.09</statute_ref>, 
         <statute_ref>122A.15</statute_ref>, 
         <statute_ref>122A.16</statute_ref>, 
         <statute_ref>122A.17</statute_ref>, 
         <statute_ref>122A.18</statute_ref>, 
         <statute_ref>122A.20</statute_ref>, 
         <statute_ref>122A.21</statute_ref>, 
         <statute_ref>122A.22</statute_ref>, <br/>
<statute_ref><a id="pl.124.22"></a><var>124.22</var>122A.23
         </statute_ref>, 
         <statute_ref>122A.26</statute_ref>, 
         <statute_ref>122A.30</statute_ref>, 
         <statute_ref>122A.40</statute_ref>, 
         <statute_ref>122A.41</statute_ref>, 
         <statute_ref>122A.42</statute_ref>, 
         <statute_ref>122A.45</statute_ref>, 
         <statute_ref>122A.49</statute_ref>, 122A.52, <br/>
<a id="pl.124.23"></a><var>124.23</var>122A.53,
<statute_ref>122A.54</statute_ref>, 
         <statute_ref>122A.55</statute_ref>, 
         <statute_ref>122A.56</statute_ref>, 
         <statute_ref>122A.57</statute_ref>, and 
         <statute_ref>122A.58</statute_ref> which are incurred by the <br/>
<a id="pl.124.24"></a><var>124.24</var>Board of Teaching shall be paid for from appropriations made to the Board of Teaching.<br/>
<br/>
<a id="bill.10.4.0"></a><a id="pl.124.25"></a><var>124.25</var>    Sec. 4. Minnesota Statutes 2012, section 127A.41, subdivision 7, is amended to read:<br/>
<a id="pl.124.26"></a><var>124.26</var>    Subd. 7. <b>Schedule adjustments.</b> (a) It is the intention of the legislature to encourage <br/>
<a id="pl.124.27"></a><var>124.27</var>efficient and effective use of staff and facilities by districts. Districts are encouraged to <br/>
<a id="pl.124.28"></a><var>124.28</var>consider both cost and energy saving measures.<br/>
<a id="pl.124.29"></a><var>124.29</var>(b) Any district operating a program pursuant to sections 
         <statute_ref>124D.12</statute_ref> to 
         <statute_ref>124D.127</statute_ref>, or<br/>
<a id="pl.124.30"></a><var>124.30</var>
<statute_ref>124D.128</statute_ref>, or 124D.25 to 124D.29, or operating a commissioner-designated area learning <br/>
<a id="pl.124.31"></a><var>124.31</var>center program under section 
         <statute_ref>123A.09</statute_ref>, or that otherwise receives the approval of the <br/>
<a id="pl.125.1"></a><var>125.1</var>commissioner to operate its instructional program to avoid an aid reduction in any year, <br/>
<a id="pl.125.2"></a><var>125.2</var>may adjust the annual school schedule for that program throughout the calendar year.<br/>