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Minnesota Legislature

Office of the Revisor of Statutes

HF 2397

4th Engrossment - 88th Legislature (2013 - 2014) Posted on 05/14/2014 09:40am

KEY: stricken = removed, old language.
underscored = added, new language.

Current Version - 4th Engrossment

Line numbers 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 1.11 1.12 1.13 1.14 1.15 1.16 1.17 1.18 1.19 1.20 1.21 1.22 1.23 1.24 1.25 1.26 1.27 1.28 1.29 1.30 1.31 1.32 1.33 1.34 1.35 1.36 1.37
2.1 2.2
2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.12 2.13 2.14 2.15 2.16 2.17 2.18 2.19 2.20 2.21 2.22 2.23 2.24 2.25 2.26 2.27 2.28 2.29 2.30 2.31 2.32 2.33 2.34 2.35 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11 3.12 3.13 3.14 3.15 3.16 3.17
3.18 3.19 3.20 3.21 3.22 3.23 3.24 3.25 3.26 3.27 3.28 3.29 3.30 3.31 3.32 3.33 3.34 3.35 4.1 4.2
4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 4.12 4.13 4.14 4.15 4.16 4.17 4.18 4.19 4.20 4.21 4.22 4.23 4.24 4.25 4.26 4.27 4.28 4.29 4.30 4.31 4.32 4.33 4.34 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 5.10 5.11 5.12 5.13 5.14 5.15 5.16 5.17 5.18 5.19 5.20 5.21 5.22 5.23 5.24 5.25 5.26 5.27 5.28 5.29 5.30 5.31 5.32 5.33 5.34 5.35 5.36 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 6.9 6.10 6.11 6.12 6.13
6.14 6.15 6.16 6.17
6.18 6.19 6.20 6.21 6.22 6.23 6.24 6.25 6.26 6.27 6.28 6.29 6.30 6.31 6.32 6.33 7.1 7.2 7.3 7.4 7.5 7.6 7.7 7.8 7.9 7.10 7.11 7.12 7.13 7.14 7.15 7.16 7.17 7.18 7.19 7.20 7.21 7.22 7.23 7.24 7.25 7.26 7.27 7.28 7.29 7.30 7.31 7.32 7.33 7.34 7.35 7.36 8.1 8.2 8.3 8.4 8.5 8.6 8.7 8.8 8.9 8.10 8.11 8.12 8.13 8.14 8.15 8.16 8.17 8.18 8.19 8.20 8.21 8.22 8.23 8.24 8.25 8.26 8.27 8.28 8.29 8.30 8.31 8.32 8.33 8.34 8.35 9.1 9.2 9.3 9.4 9.5 9.6 9.7 9.8 9.9 9.10 9.11 9.12
9.13 9.14 9.15 9.16 9.17 9.18 9.19 9.20 9.21 9.22 9.23 9.24 9.25 9.26 9.27 9.28 9.29 9.30 9.31 9.32 9.33 9.34 9.35 10.1 10.2 10.3 10.4 10.5 10.6 10.7 10.8 10.9 10.10 10.11 10.12 10.13 10.14
10.15 10.16 10.17 10.18 10.19 10.20 10.21 10.22 10.23 10.24 10.25 10.26 10.27 10.28 10.29 10.30 10.31 10.32 10.33 10.34 10.35 11.1 11.2 11.3 11.4 11.5 11.6 11.7 11.8 11.9 11.10 11.11 11.12 11.13 11.14 11.15 11.16 11.17 11.18 11.19 11.20 11.21 11.22 11.23 11.24 11.25 11.26 11.27 11.28 11.29 11.30 11.31 11.32 11.33 11.34 11.35 12.1 12.2 12.3 12.4 12.5 12.6 12.7
12.8 12.9 12.10 12.11 12.12 12.13 12.14 12.15 12.16 12.17 12.18 12.19 12.20 12.21 12.22 12.23 12.24 12.25 12.26 12.27 12.28 12.29 12.30 12.31 12.32 12.33 12.34 13.1 13.2 13.3 13.4 13.5 13.6 13.7 13.8 13.9 13.10 13.11 13.12 13.13 13.14 13.15
13.16 13.17 13.18 13.19 13.20 13.21 13.22 13.23 13.24 13.25 13.26 13.27 13.28 13.29 13.30 13.31 13.32 13.33 13.34 14.1 14.2 14.3 14.4 14.5 14.6 14.7 14.8 14.9 14.10 14.11 14.12 14.13 14.14 14.15 14.16 14.17 14.18 14.19 14.20 14.21 14.22 14.23 14.24 14.25 14.26 14.27 14.28 14.29 14.30 14.31 14.32 14.33 14.34 14.35 14.36 15.1 15.2 15.3 15.4 15.5 15.6 15.7 15.8 15.9 15.10 15.11 15.12 15.13 15.14 15.15 15.16 15.17 15.18 15.19 15.20 15.21 15.22 15.23 15.24 15.25 15.26 15.27 15.28 15.29 15.30 15.31 15.32 15.33 15.34 15.35 15.36 16.1 16.2 16.3 16.4 16.5 16.6 16.7 16.8 16.9 16.10 16.11 16.12 16.13 16.14 16.15 16.16 16.17 16.18 16.19 16.20 16.21 16.22 16.23 16.24 16.25 16.26 16.27 16.28 16.29 16.30 16.31 16.32 16.33 16.34 16.35 16.36 17.1 17.2 17.3 17.4 17.5 17.6 17.7 17.8 17.9 17.10 17.11 17.12 17.13 17.14 17.15 17.16 17.17 17.18 17.19 17.20 17.21 17.22 17.23 17.24 17.25 17.26 17.27 17.28 17.29 17.30 17.31 17.32 17.33 17.34 17.35 17.36 18.1 18.2 18.3 18.4 18.5 18.6 18.7 18.8 18.9 18.10 18.11 18.12 18.13 18.14
18.15 18.16 18.17 18.18 18.19 18.20 18.21 18.22 18.23 18.24 18.25 18.26 18.27 18.28 18.29 18.30 18.31 18.32 18.33 18.34 18.35 19.1 19.2 19.3 19.4 19.5 19.6 19.7 19.8 19.9 19.10 19.11 19.12 19.13 19.14 19.15 19.16 19.17 19.18 19.19 19.20 19.21 19.22 19.23 19.24 19.25 19.26 19.27 19.28 19.29 19.30 19.31 19.32 19.33 19.34 19.35 19.36 20.1 20.2 20.3 20.4 20.5 20.6 20.7 20.8 20.9 20.10 20.11 20.12 20.13 20.14 20.15 20.16 20.17 20.18 20.19 20.20
20.21 20.22 20.23 20.24 20.25 20.26 20.27 20.28 20.29 20.30 20.31 20.32 20.33 20.34 20.35 21.1 21.2 21.3 21.4 21.5 21.6 21.7 21.8 21.9 21.10 21.11 21.12 21.13 21.14 21.15 21.16 21.17 21.18
21.19 21.20 21.21 21.22 21.23 21.24 21.25 21.26 21.27 21.28 21.29 21.30 21.31 21.32 21.33 21.34 21.35 22.1 22.2 22.3 22.4 22.5 22.6 22.7 22.8 22.9 22.10 22.11 22.12 22.13 22.14 22.15 22.16 22.17
22.18 22.19 22.20 22.21 22.22 22.23 22.24 22.25 22.26 22.27 22.28 22.29 22.30 22.31 22.32 22.33 22.34 22.35 23.1 23.2 23.3 23.4 23.5 23.6 23.7 23.8 23.9 23.10 23.11 23.12 23.13 23.14 23.15 23.16 23.17 23.18 23.19 23.20 23.21 23.22 23.23 23.24 23.25 23.26 23.27 23.28 23.29 23.30 23.31 23.32 23.33 23.34 24.1 24.2 24.3 24.4 24.5 24.6 24.7 24.8 24.9 24.10 24.11 24.12 24.13 24.14 24.15 24.16 24.17 24.18 24.19 24.20 24.21 24.22 24.23 24.24 24.25 24.26 24.27 24.28 24.29 24.30 24.31 24.32 24.33 24.34
25.1 25.2 25.3
25.4 25.5 25.6 25.7 25.8 25.9 25.10 25.11
25.12 25.13
25.14 25.15 25.16 25.17 25.18 25.19 25.20 25.21 25.22 25.23 25.24 25.25
25.26 25.27
25.28 25.29 25.30 25.31 25.32 26.1 26.2 26.3 26.4 26.5 26.6 26.7 26.8 26.9 26.10 26.11 26.12 26.13 26.14 26.15 26.16 26.17 26.18 26.19 26.20 26.21 26.22 26.23 26.24 26.25 26.26 26.27 26.28 26.29 26.30 26.31 26.32 26.33 26.34 26.35 26.36 27.1 27.2 27.3 27.4 27.5
27.6 27.7
27.8 27.9 27.10 27.11 27.12 27.13 27.14 27.15 27.16 27.17 27.18 27.19 27.20 27.21 27.22 27.23 27.24 27.25 27.26 27.27 27.28
27.29 27.30
27.31 27.32 27.33 28.1 28.2 28.3 28.4 28.5 28.6 28.7 28.8 28.9 28.10 28.11 28.12 28.13 28.14 28.15 28.16 28.17 28.18 28.19 28.20 28.21 28.22 28.23 28.24 28.25 28.26 28.27 28.28 28.29 28.30 28.31 28.32 28.33 28.34 28.35
29.1 29.2
29.3 29.4 29.5 29.6 29.7 29.8 29.9 29.10 29.11 29.12 29.13 29.14 29.15 29.16 29.17 29.18 29.19 29.20 29.21 29.22 29.23 29.24 29.25 29.26 29.27 29.28 29.29 29.30 29.31 29.32 29.33 29.34 30.1 30.2 30.3 30.4 30.5 30.6 30.7 30.8 30.9 30.10 30.11
30.12 30.13 30.14 30.15
30.16 30.17 30.18 30.19 30.20 30.21 30.22 30.23 30.24 30.25 30.26 30.27 30.28 30.29 30.30 30.31 30.32 30.33 30.34 30.35 31.1 31.2 31.3 31.4 31.5 31.6 31.7 31.8 31.9 31.10 31.11 31.12 31.13 31.14 31.15 31.16 31.17 31.18 31.19 31.20 31.21 31.22 31.23 31.24 31.25 31.26 31.27 31.28 31.29 31.30 31.31 31.32 31.33 31.34 31.35 31.36 32.1 32.2 32.3 32.4 32.5 32.6 32.7 32.8 32.9 32.10
32.11 32.12 32.13 32.14 32.15 32.16 32.17 32.18 32.19 32.20 32.21 32.22 32.23 32.24 32.25 32.26 32.27 32.28 32.29 32.30 32.31 32.32 32.33 32.34 32.35 33.1 33.2 33.3 33.4 33.5 33.6 33.7 33.8 33.9 33.10 33.11 33.12 33.13 33.14 33.15 33.16 33.17 33.18 33.19 33.20 33.21 33.22 33.23 33.24 33.25 33.26 33.27 33.28 33.29 33.30 33.31 33.32 33.33 33.34 33.35 33.36 34.1 34.2 34.3 34.4
34.5 34.6 34.7 34.8 34.9 34.10 34.11 34.12 34.13 34.14 34.15 34.16 34.17 34.18 34.19 34.20 34.21 34.22 34.23 34.24
34.25 34.26
34.27 34.28 34.29 34.30 34.31 34.32 34.33 35.1 35.2 35.3 35.4 35.5 35.6 35.7 35.8 35.9 35.10 35.11 35.12 35.13 35.14 35.15 35.16 35.17 35.18 35.19 35.20 35.21 35.22 35.23 35.24 35.25 35.26 35.27
35.28 35.29
35.30 35.31 35.32 35.33 35.34 36.1 36.2 36.3 36.4 36.5 36.6 36.7 36.8 36.9 36.10 36.11 36.12 36.13 36.14 36.15 36.16 36.17 36.18 36.19 36.20 36.21 36.22 36.23 36.24 36.25 36.26 36.27 36.28
36.29 36.30 36.31 36.32 36.33 36.34 36.35 37.1 37.2 37.3 37.4 37.5 37.6 37.7
37.8 37.9 37.10 37.11 37.12 37.13 37.14 37.15 37.16 37.17 37.18 37.19 37.20 37.21 37.22 37.23 37.24 37.25 37.26 37.27 37.28 37.29 37.30
37.31 37.32 37.33 37.34 38.1 38.2 38.3 38.4 38.5 38.6 38.7 38.8 38.9 38.10 38.11 38.12 38.13 38.14 38.15 38.16 38.17 38.18
38.19 38.20 38.21 38.22 38.23 38.24 38.25 38.26 38.27 38.28 38.29 38.30 38.31 38.32 38.33 38.34 39.1 39.2 39.3 39.4 39.5 39.6 39.7 39.8 39.9 39.10 39.11 39.12 39.13 39.14
39.15 39.16 39.17 39.18 39.19 39.20 39.21 39.22 39.23 39.24 39.25 39.26 39.27 39.28 39.29
39.30 39.31 39.32 39.33 39.34 40.1 40.2 40.3 40.4 40.5 40.6 40.7 40.8 40.9 40.10 40.11 40.12 40.13
40.14 40.15 40.16 40.17 40.18 40.19 40.20 40.21 40.22 40.23 40.24 40.25 40.26 40.27 40.28 40.29 40.30 40.31 40.32 40.33 40.34 41.1 41.2 41.3 41.4 41.5 41.6 41.7 41.8 41.9 41.10 41.11 41.12 41.13 41.14 41.15 41.16 41.17
41.18 41.19 41.20 41.21 41.22 41.23 41.24 41.25 41.26 41.27 41.28 41.29 41.30 41.31 41.32 41.33 41.34 41.35 42.1 42.2 42.3 42.4 42.5 42.6 42.7 42.8 42.9 42.10 42.11 42.12 42.13 42.14 42.15 42.16 42.17 42.18 42.19 42.20 42.21
42.22 42.23 42.24 42.25 42.26 42.27 42.28 42.29 42.30 42.31 42.32 42.33 42.34 42.35 43.1 43.2 43.3 43.4 43.5 43.6
43.7 43.8 43.9 43.10 43.11 43.12 43.13 43.14 43.15 43.16 43.17 43.18 43.19 43.20 43.21 43.22 43.23 43.24 43.25 43.26 43.27 43.28 43.29 43.30 43.31 43.32 43.33 43.34 43.35 44.1 44.2 44.3 44.4 44.5 44.6 44.7 44.8 44.9 44.10 44.11 44.12 44.13 44.14 44.15 44.16 44.17 44.18 44.19 44.20 44.21 44.22 44.23 44.24 44.25 44.26 44.27 44.28 44.29
44.30 44.31 44.32 44.33 44.34 45.1 45.2 45.3 45.4 45.5 45.6 45.7 45.8 45.9 45.10 45.11 45.12 45.13 45.14 45.15 45.16 45.17 45.18 45.19 45.20 45.21 45.22 45.23 45.24 45.25 45.26 45.27 45.28 45.29 45.30 45.31 45.32 45.33 45.34 45.35 45.36 46.1 46.2 46.3 46.4 46.5 46.6 46.7 46.8 46.9 46.10 46.11 46.12 46.13 46.14 46.15 46.16 46.17 46.18 46.19 46.20 46.21 46.22 46.23 46.24 46.25 46.26 46.27 46.28 46.29 46.30 46.31 46.32 46.33 46.34 46.35 46.36 47.1 47.2 47.3 47.4 47.5 47.6 47.7 47.8 47.9 47.10 47.11 47.12 47.13 47.14 47.15 47.16 47.17 47.18 47.19 47.20 47.21 47.22 47.23 47.24 47.25 47.26 47.27 47.28 47.29 47.30 47.31 47.32 47.33 47.34 47.35 48.1 48.2 48.3 48.4 48.5 48.6 48.7 48.8 48.9 48.10 48.11 48.12 48.13 48.14 48.15 48.16 48.17 48.18 48.19 48.20 48.21 48.22 48.23 48.24 48.25 48.26 48.27 48.28 48.29 48.30 48.31 48.32 48.33 48.34 48.35 48.36 49.1 49.2 49.3 49.4 49.5 49.6 49.7 49.8 49.9 49.10 49.11 49.12 49.13 49.14 49.15 49.16 49.17 49.18 49.19 49.20 49.21 49.22 49.23 49.24 49.25 49.26 49.27 49.28 49.29 49.30 49.31 49.32 49.33 49.34 49.35 49.36 50.1 50.2 50.3 50.4 50.5 50.6 50.7 50.8 50.9 50.10 50.11 50.12 50.13 50.14 50.15 50.16 50.17 50.18 50.19 50.20 50.21 50.22 50.23 50.24 50.25
50.26 50.27 50.28 50.29 50.30 50.31 50.32 50.33 50.34 50.35 51.1 51.2 51.3 51.4 51.5 51.6 51.7 51.8 51.9 51.10 51.11 51.12 51.13 51.14 51.15 51.16 51.17 51.18
51.19 51.20 51.21 51.22 51.23 51.24 51.25 51.26 51.27 51.28 51.29 51.30 51.31 51.32 51.33 51.34 51.35 52.1 52.2 52.3 52.4 52.5 52.6 52.7 52.8 52.9 52.10 52.11
52.12 52.13
52.14 52.15 52.16 52.17 52.18 52.19 52.20 52.21 52.22 52.23 52.24 52.25
52.26 52.27
52.28 52.29 52.30 52.31 52.32 52.33 53.1 53.2 53.3 53.4 53.5 53.6 53.7 53.8 53.9 53.10 53.11 53.12 53.13 53.14 53.15 53.16 53.17 53.18 53.19 53.20 53.21 53.22 53.23 53.24 53.25
53.26 53.27
53.28 53.29 53.30 53.31 53.32 54.1 54.2 54.3 54.4 54.5 54.6 54.7 54.8 54.9 54.10 54.11 54.12 54.13 54.14 54.15 54.16 54.17 54.18 54.19 54.20 54.21 54.22 54.23 54.24 54.25 54.26 54.27 54.28 54.29 54.30 54.31 54.32 54.33 54.34 54.35 54.36 55.1 55.2 55.3 55.4 55.5 55.6 55.7 55.8 55.9 55.10 55.11 55.12 55.13 55.14 55.15 55.16 55.17 55.18 55.19 55.20 55.21 55.22 55.23 55.24
55.25 55.26 55.27 55.28 55.29 55.30 55.31 55.32 55.33 55.34 56.1 56.2 56.3 56.4 56.5 56.6 56.7 56.8 56.9 56.10 56.11 56.12 56.13 56.14 56.15 56.16 56.17 56.18 56.19 56.20 56.21
56.22 56.23 56.24 56.25 56.26 56.27 56.28 56.29 56.30 56.31 56.32 56.33 56.34 56.35 57.1 57.2 57.3 57.4 57.5 57.6 57.7 57.8 57.9 57.10 57.11 57.12 57.13 57.14 57.15 57.16 57.17 57.18 57.19 57.20 57.21 57.22 57.23 57.24 57.25 57.26 57.27 57.28 57.29
57.30 57.31 57.32 57.33 57.34 57.35 58.1 58.2 58.3 58.4
58.5
58.6 58.7 58.8
58.9 58.10
58.11 58.12 58.13 58.14 58.15 58.16 58.17
58.18 58.19 58.20
58.21
58.22 58.23
58.24 58.25 58.26 58.27 58.28 58.29 58.30 59.1 59.2 59.3 59.4 59.5 59.6 59.7 59.8 59.9 59.10 59.11 59.12 59.13
59.14 59.15 59.16 59.17 59.18 59.19 59.20 59.21 59.22 59.23 59.24 59.25 59.26 59.27 59.28 59.29 59.30 59.31 59.32
59.33 59.34 60.1 60.2 60.3 60.4 60.5 60.6 60.7 60.8 60.9 60.10 60.11 60.12 60.13 60.14 60.15 60.16 60.17 60.18 60.19 60.20 60.21 60.22 60.23 60.24 60.25 60.26 60.27 60.28 60.29 60.30 60.31 60.32 60.33 60.34
61.1 61.2 61.3 61.4 61.5 61.6 61.7 61.8 61.9 61.10 61.11 61.12 61.13 61.14 61.15 61.16 61.17 61.18 61.19
61.20 61.21 61.22 61.23 61.24 61.25 61.26 61.27 61.28 61.29
61.30 61.31 61.32 61.33 61.34 62.1 62.2 62.3 62.4 62.5 62.6 62.7 62.8 62.9 62.10 62.11 62.12 62.13 62.14 62.15 62.16 62.17 62.18 62.19 62.20 62.21 62.22 62.23 62.24 62.25 62.26 62.27
62.28 62.29 62.30 62.31 62.32 62.33 62.34 62.35 63.1 63.2 63.3 63.4 63.5 63.6 63.7 63.8 63.9 63.10 63.11 63.12 63.13 63.14 63.15 63.16 63.17 63.18 63.19 63.20 63.21 63.22 63.23 63.24 63.25 63.26 63.27 63.28 63.29 63.30 63.31 63.32 63.33 63.34 63.35 64.1 64.2 64.3 64.4
64.5
64.6 64.7 64.8 64.9 64.10 64.11 64.12 64.13
64.14 64.15 64.16 64.17 64.18
64.19 64.20 64.21 64.22 64.23 64.24 64.25 64.26 64.27 64.28 64.29 64.30 64.31 64.32 64.33 65.1 65.2 65.3 65.4 65.5 65.6 65.7 65.8 65.9 65.10 65.11 65.12 65.13 65.14 65.15 65.16 65.17 65.18 65.19 65.20 65.21 65.22 65.23 65.24 65.25 65.26 65.27 65.28 65.29 65.30 65.31 65.32 65.33 65.34 65.35 65.36 66.1 66.2 66.3 66.4 66.5 66.6 66.7 66.8 66.9 66.10 66.11 66.12 66.13 66.14 66.15 66.16 66.17 66.18 66.19 66.20 66.21 66.22 66.23 66.24 66.25 66.26 66.27 66.28 66.29 66.30 66.31 66.32 66.33 66.34 66.35 66.36 67.1 67.2 67.3 67.4 67.5 67.6 67.7 67.8 67.9 67.10 67.11
67.12 67.13
67.14 67.15 67.16 67.17 67.18 67.19 67.20 67.21 67.22 67.23 67.24 67.25 67.26 67.27 67.28 67.29 67.30 67.31 67.32 67.33 67.34 67.35 68.1 68.2 68.3 68.4 68.5 68.6 68.7 68.8 68.9 68.10 68.11 68.12 68.13 68.14 68.15 68.16 68.17 68.18 68.19 68.20 68.21 68.22 68.23 68.24 68.25 68.26 68.27 68.28 68.29 68.30 68.31 68.32 68.33 68.34 68.35 68.36 69.1 69.2 69.3
69.4 69.5
69.6 69.7 69.8 69.9 69.10 69.11 69.12 69.13 69.14 69.15 69.16 69.17 69.18 69.19 69.20 69.21 69.22 69.23 69.24 69.25 69.26 69.27 69.28 69.29 69.30 69.31 69.32 69.33 69.34 70.1 70.2 70.3 70.4 70.5 70.6 70.7 70.8 70.9 70.10 70.11 70.12 70.13 70.14 70.15 70.16 70.17 70.18 70.19 70.20 70.21 70.22 70.23 70.24 70.25 70.26 70.27
70.28
70.29 70.30 70.31 70.32 70.33 70.34 70.35 71.1 71.2 71.3 71.4 71.5 71.6 71.7 71.8 71.9 71.10 71.11 71.12 71.13 71.14 71.15 71.16 71.17 71.18 71.19 71.20 71.21 71.22 71.23 71.24 71.25 71.26 71.27 71.28 71.29 71.30 71.31
71.32
71.33 71.34 72.1 72.2 72.3 72.4 72.5 72.6 72.7 72.8 72.9 72.10 72.11 72.12 72.13 72.14 72.15 72.16 72.17 72.18 72.19 72.20 72.21 72.22 72.23 72.24 72.25 72.26 72.27 72.28 72.29 72.30 72.31 72.32 72.33 72.34 72.35 72.36 73.1 73.2 73.3 73.4 73.5 73.6 73.7 73.8 73.9 73.10 73.11 73.12 73.13 73.14 73.15 73.16 73.17 73.18 73.19 73.20 73.21 73.22 73.23 73.24 73.25 73.26 73.27 73.28 73.29 73.30 73.31
73.32 73.33
73.34 74.1 74.2 74.3 74.4 74.5 74.6 74.7 74.8 74.9 74.10 74.11 74.12 74.13 74.14 74.15 74.16 74.17 74.18 74.19 74.20 74.21 74.22 74.23 74.24 74.25 74.26 74.27 74.28 74.29 74.30 74.31 74.32 74.33
74.34
75.1 75.2 75.3 75.4 75.5 75.6 75.7 75.8 75.9 75.10 75.11 75.12 75.13 75.14 75.15 75.16 75.17 75.18 75.19 75.20 75.21 75.22 75.23 75.24 75.25 75.26 75.27 75.28 75.29 75.30 75.31 75.32 75.33 75.34 75.35 76.1 76.2 76.3 76.4 76.5 76.6 76.7 76.8 76.9 76.10 76.11 76.12 76.13 76.14 76.15 76.16 76.17 76.18 76.19 76.20 76.21 76.22 76.23 76.24 76.25 76.26 76.27 76.28 76.29 76.30 76.31 76.32 76.33
76.34 76.35
77.1 77.2 77.3 77.4 77.5 77.6 77.7 77.8 77.9 77.10 77.11 77.12 77.13 77.14 77.15 77.16 77.17 77.18 77.19 77.20 77.21 77.22 77.23 77.24 77.25 77.26 77.27 77.28 77.29 77.30 77.31 77.32 77.33 77.34 77.35 77.36 78.1
78.2 78.3 78.4
78.5 78.6 78.7 78.8 78.9 78.10
78.11
78.12 78.13 78.14 78.15 78.16 78.17 78.18 78.19 78.20 78.21 78.22 78.23 78.24 78.25 78.26 78.27 78.28 78.29 78.30 78.31 78.32 79.1 79.2 79.3 79.4 79.5 79.6 79.7 79.8 79.9 79.10
79.11 79.12 79.13 79.14 79.15 79.16 79.17 79.18 79.19 79.20 79.21 79.22 79.23 79.24
79.25 79.26 79.27 79.28 79.29 79.30 79.31 79.32 79.33 80.1 80.2 80.3 80.4 80.5 80.6 80.7 80.8 80.9 80.10 80.11 80.12 80.13 80.14 80.15
80.16 80.17 80.18 80.19 80.20 80.21
80.22 80.23 80.24 80.25 80.26 80.27 80.28 80.29 80.30 80.31 80.32 80.33 81.1 81.2 81.3 81.4 81.5 81.6 81.7 81.8 81.9 81.10 81.11 81.12 81.13 81.14 81.15 81.16 81.17 81.18 81.19 81.20 81.21 81.22 81.23 81.24 81.25 81.26 81.27 81.28 81.29 81.30 81.31 81.32 81.33 81.34 81.35 81.36 82.1 82.2 82.3 82.4 82.5 82.6 82.7 82.8 82.9 82.10 82.11 82.12 82.13 82.14 82.15 82.16 82.17 82.18 82.19 82.20 82.21 82.22 82.23 82.24 82.25 82.26 82.27 82.28 82.29 82.30 82.31 82.32 82.33 82.34 82.35 82.36 83.1 83.2 83.3 83.4 83.5 83.6 83.7 83.8 83.9 83.10 83.11 83.12 83.13
83.14
83.15 83.16 83.17 83.18 83.19 83.20 83.21 83.22 83.23 83.24 83.25 83.26 83.27 83.28 83.29 83.30 83.31 83.32
83.33 84.1 84.2 84.3 84.4 84.5 84.6 84.7 84.8 84.9 84.10 84.11 84.12
84.13 84.14 84.15 84.16 84.17 84.18 84.19 84.20 84.21 84.22 84.23 84.24 84.25 84.26 84.27 84.28 84.29 84.30 84.31
84.32 84.33 85.1 85.2 85.3 85.4 85.5 85.6
85.7 85.8 85.9 85.10 85.11 85.12 85.13 85.14 85.15 85.16 85.17
85.18 85.19 85.20 85.21 85.22 85.23 85.24 85.25 85.26 85.27 85.28 85.29 85.30 85.31 85.32 85.33 85.34 86.1 86.2 86.3 86.4 86.5 86.6
86.7 86.8
86.9 86.10 86.11 86.12 86.13 86.14 86.15 86.16 86.17 86.18 86.19 86.20 86.21 86.22 86.23 86.24 86.25 86.26 86.27 86.28 86.29 86.30
86.31 86.32 86.33 86.34 87.1 87.2 87.3 87.4 87.5
87.6 87.7 87.8 87.9 87.10 87.11 87.12 87.13 87.14 87.15 87.16 87.17 87.18 87.19 87.20
87.21
87.22 87.23 87.24 87.25 87.26 87.27 87.28 87.29 87.30 87.31 87.32 87.33 87.34 88.1 88.2 88.3 88.4 88.5 88.6 88.7 88.8 88.9 88.10 88.11
88.12 88.13 88.14 88.15 88.16 88.17 88.18 88.19 88.20 88.21 88.22 88.23 88.24 88.25 88.26 88.27 88.28 88.29 88.30 88.31 88.32 88.33 88.34 89.1 89.2 89.3 89.4 89.5 89.6 89.7 89.8 89.9 89.10 89.11 89.12 89.13 89.14 89.15 89.16 89.17 89.18 89.19 89.20 89.21 89.22 89.23 89.24 89.25 89.26 89.27 89.28 89.29 89.30 89.31 89.32 89.33 89.34 89.35 89.36 90.1 90.2 90.3 90.4 90.5 90.6 90.7 90.8 90.9 90.10 90.11 90.12 90.13 90.14 90.15 90.16 90.17 90.18 90.19 90.20 90.21 90.22 90.23 90.24 90.25 90.26 90.27 90.28 90.29 90.30 90.31 90.32 90.33 90.34 90.35 90.36 91.1 91.2 91.3 91.4 91.5 91.6 91.7 91.8 91.9 91.10 91.11 91.12 91.13 91.14 91.15 91.16 91.17 91.18 91.19 91.20 91.21 91.22 91.23 91.24 91.25 91.26 91.27
91.28
91.29 91.30 91.31 91.32 91.33 91.34 91.35 92.1 92.2 92.3 92.4 92.5 92.6 92.7 92.8 92.9 92.10 92.11 92.12 92.13 92.14 92.15 92.16 92.17 92.18 92.19 92.20 92.21 92.22 92.23 92.24 92.25 92.26 92.27 92.28 92.29 92.30 92.31 92.32 92.33 92.34 92.35 92.36 93.1 93.2 93.3 93.4 93.5 93.6 93.7 93.8 93.9 93.10 93.11 93.12 93.13 93.14 93.15 93.16 93.17 93.18 93.19 93.20 93.21 93.22 93.23 93.24 93.25 93.26 93.27 93.28 93.29 93.30 93.31 93.32 93.33 93.34 93.35 93.36 94.1 94.2 94.3 94.4 94.5 94.6 94.7 94.8 94.9 94.10 94.11 94.12 94.13 94.14 94.15 94.16 94.17 94.18 94.19 94.20 94.21 94.22 94.23 94.24 94.25 94.26 94.27 94.28 94.29 94.30 94.31 94.32 94.33 94.34 94.35 94.36 95.1 95.2 95.3 95.4 95.5 95.6 95.7 95.8 95.9 95.10 95.11 95.12 95.13 95.14 95.15 95.16 95.17 95.18 95.19 95.20 95.21 95.22 95.23 95.24
95.25 95.26 95.27 95.28 95.29 95.30 95.31 95.32 95.33 95.34 96.1 96.2 96.3 96.4 96.5 96.6 96.7 96.8 96.9 96.10 96.11 96.12 96.13 96.14 96.15 96.16 96.17 96.18 96.19 96.20 96.21 96.22 96.23 96.24 96.25 96.26 96.27 96.28 96.29 96.30 96.31 96.32 96.33 96.34 96.35 97.1 97.2 97.3 97.4 97.5 97.6 97.7 97.8
97.9 97.10 97.11 97.12 97.13 97.14 97.15 97.16 97.17 97.18 97.19 97.20 97.21 97.22 97.23 97.24 97.25 97.26 97.27 97.28 97.29 97.30 97.31 97.32
97.33 97.34 98.1 98.2 98.3 98.4 98.5 98.6 98.7 98.8 98.9 98.10 98.11 98.12 98.13 98.14 98.15 98.16 98.17 98.18 98.19 98.20 98.21 98.22 98.23 98.24 98.25 98.26 98.27 98.28 98.29 98.30 98.31 98.32 98.33 98.34 98.35 98.36 99.1 99.2 99.3 99.4 99.5 99.6 99.7 99.8 99.9 99.10 99.11 99.12 99.13 99.14 99.15 99.16 99.17 99.18 99.19 99.20 99.21 99.22 99.23 99.24 99.25 99.26 99.27 99.28 99.29 99.30 99.31
99.32 99.33 99.34 99.35 100.1 100.2 100.3 100.4 100.5 100.6 100.7 100.8 100.9 100.10 100.11 100.12 100.13 100.14 100.15 100.16 100.17 100.18 100.19 100.20 100.21 100.22 100.23 100.24 100.25 100.26 100.27 100.28 100.29 100.30 100.31 100.32 100.33
100.34 100.35
101.1 101.2 101.3 101.4 101.5 101.6 101.7 101.8 101.9 101.10 101.11 101.12 101.13 101.14 101.15 101.16 101.17 101.18 101.19 101.20 101.21 101.22 101.23 101.24 101.25 101.26 101.27 101.28 101.29 101.30 101.31 101.32 101.33 101.34 101.35 102.1 102.2 102.3 102.4 102.5 102.6 102.7 102.8 102.9 102.10 102.11 102.12 102.13 102.14 102.15 102.16 102.17 102.18 102.19 102.20 102.21 102.22 102.23 102.24 102.25 102.26
102.27 102.28 102.29 102.30 102.31 102.32 102.33 102.34 102.35 103.1 103.2 103.3 103.4 103.5
103.6 103.7 103.8 103.9 103.10 103.11 103.12 103.13 103.14 103.15 103.16 103.17 103.18 103.19 103.20 103.21 103.22 103.23 103.24 103.25 103.26 103.27
103.28 103.29 103.30
103.31 103.32 104.1 104.2 104.3 104.4 104.5 104.6 104.7 104.8 104.9 104.10 104.11 104.12 104.13 104.14 104.15 104.16 104.17 104.18 104.19 104.20 104.21 104.22 104.23 104.24 104.25 104.26 104.27 104.28 104.29 104.30 104.31 104.32 104.33 104.34
105.1 105.2 105.3 105.4 105.5 105.6 105.7
105.8 105.9 105.10 105.11 105.12 105.13 105.14 105.15 105.16 105.17
105.18 105.19 105.20 105.21 105.22 105.23 105.24 105.25 105.26 105.27 105.28 105.29 105.30 105.31 105.32 105.33 105.34
106.1
106.2 106.3 106.4 106.5 106.6 106.7 106.8 106.9 106.10 106.11 106.12 106.13 106.14 106.15 106.16 106.17 106.18 106.19 106.20 106.21 106.22 106.23 106.24 106.25 106.26 106.27 106.28 106.29 106.30 106.31 106.32 106.33 106.34 106.35 107.1 107.2 107.3 107.4 107.5 107.6 107.7 107.8 107.9 107.10 107.11 107.12 107.13 107.14 107.15 107.16 107.17 107.18 107.19 107.20 107.21 107.22 107.23 107.24 107.25 107.26 107.27 107.28 107.29 107.30 107.31 107.32 107.33 107.34 107.35 108.1 108.2 108.3 108.4 108.5 108.6 108.7 108.8 108.9 108.10 108.11 108.12 108.13
108.14
108.15 108.16 108.17 108.18 108.19 108.20 108.21 108.22 108.23
108.24
108.25 108.26 108.27 108.28 108.29 108.30 108.31 108.32 108.33 109.1 109.2 109.3 109.4 109.5 109.6 109.7 109.8 109.9 109.10 109.11 109.12 109.13 109.14 109.15 109.16 109.17 109.18 109.19 109.20 109.21 109.22 109.23 109.24 109.25 109.26 109.27 109.28 109.29 109.30 109.31 109.32
109.33 109.34 110.1 110.2 110.3 110.4 110.5 110.6 110.7 110.8 110.9 110.10 110.11 110.12 110.13 110.14 110.15 110.16 110.17 110.18 110.19 110.20 110.21 110.22 110.23 110.24 110.25 110.26 110.27 110.28 110.29 110.30 110.31 110.32 110.33 110.34 110.35 111.1 111.2 111.3 111.4 111.5 111.6 111.7 111.8 111.9 111.10 111.11 111.12 111.13 111.14 111.15 111.16 111.17 111.18 111.19 111.20 111.21 111.22 111.23 111.24
111.25
111.26 111.27 111.28 111.29 111.30 111.31 111.32 111.33 111.34 112.1 112.2 112.3 112.4 112.5 112.6 112.7 112.8 112.9 112.10 112.11
112.12 112.13
112.14 112.15
112.16 112.17
112.18 112.19
112.20 112.21
112.22 112.23 112.24 112.25 112.26 112.27 112.28
112.29
113.1 113.2 113.3 113.4 113.5
113.6
113.7 113.8 113.9 113.10 113.11 113.12 113.13 113.14 113.15 113.16 113.17 113.18 113.19 113.20 113.21 113.22 113.23 113.24 113.25 113.26 113.27 113.28 113.29 113.30 113.31 113.32 113.33 113.34 113.35 114.1 114.2 114.3 114.4
114.5 114.6
114.7 114.8
114.9 114.10
114.11 114.12 114.13 114.14 114.15 114.16 114.17 114.18 114.19 114.20 114.21
114.22
114.23 114.24 114.25 114.26 114.27 114.28 114.29 114.30 114.31 115.1 115.2 115.3 115.4 115.5 115.6 115.7 115.8 115.9 115.10 115.11 115.12 115.13 115.14 115.15 115.16 115.17 115.18 115.19 115.20 115.21 115.22 115.23 115.24 115.25 115.26 115.27 115.28 115.29 115.30 115.31 115.32 115.33 115.34 115.35 115.36 116.1 116.2 116.3 116.4 116.5 116.6 116.7 116.8 116.9 116.10
116.11 116.12 116.13 116.14 116.15 116.16 116.17 116.18 116.19 116.20 116.21 116.22 116.23 116.24 116.25 116.26 116.27 116.28 116.29 116.30 116.31 116.32 116.33 116.34 117.1 117.2 117.3 117.4 117.5 117.6 117.7 117.8 117.9 117.10 117.11 117.12 117.13
117.14 117.15 117.16 117.17 117.18 117.19 117.20 117.21 117.22 117.23 117.24 117.25 117.26 117.27 117.28 117.29 117.30 117.31 117.32 117.33 117.34 118.1 118.2 118.3 118.4 118.5 118.6 118.7 118.8 118.9 118.10 118.11 118.12
118.13 118.14 118.15 118.16 118.17 118.18 118.19 118.20 118.21 118.22 118.23 118.24 118.25 118.26 118.27 118.28 118.29 118.30 118.31 118.32 118.33 118.34
119.1 119.2 119.3 119.4 119.5 119.6 119.7 119.8 119.9 119.10 119.11 119.12 119.13 119.14 119.15 119.16 119.17 119.18 119.19 119.20 119.21 119.22 119.23 119.24 119.25 119.26 119.27 119.28 119.29 119.30 119.31 119.32 119.33 119.34 119.35
120.1 120.2 120.3 120.4 120.5 120.6 120.7 120.8 120.9 120.10 120.11 120.12 120.13 120.14 120.15 120.16 120.17 120.18 120.19 120.20 120.21 120.22 120.23 120.24 120.25 120.26 120.27 120.28 120.29 120.30 120.31 120.32 120.33 120.34 121.1 121.2 121.3 121.4 121.5 121.6 121.7 121.8 121.9 121.10 121.11 121.12 121.13 121.14 121.15 121.16 121.17 121.18 121.19 121.20 121.21 121.22 121.23 121.24 121.25 121.26 121.27 121.28
121.29
121.30 121.31 121.32 121.33 121.34 122.1 122.2 122.3 122.4 122.5 122.6 122.7 122.8 122.9 122.10 122.11 122.12 122.13 122.14 122.15 122.16 122.17 122.18 122.19 122.20 122.21 122.22 122.23 122.24 122.25
122.26 122.27 122.28 122.29 122.30 122.31 122.32 122.33 122.34 122.35 123.1 123.2 123.3 123.4 123.5 123.6 123.7 123.8 123.9 123.10 123.11 123.12 123.13 123.14 123.15 123.16 123.17 123.18 123.19 123.20 123.21 123.22 123.23 123.24 123.25 123.26 123.27 123.28 123.29 123.30 123.31 123.32 123.33 123.34 124.1 124.2 124.3 124.4 124.5 124.6
124.7 124.8 124.9 124.10 124.11 124.12
124.13 124.14 124.15 124.16 124.17 124.18 124.19 124.20 124.21 124.22 124.23 124.24 124.25 124.26 124.27 124.28 124.29 124.30 124.31 124.32 124.33 124.34 125.1 125.2 125.3 125.4 125.5 125.6 125.7 125.8 125.9 125.10 125.11 125.12 125.13 125.14 125.15 125.16 125.17 125.18 125.19 125.20 125.21 125.22 125.23 125.24 125.25 125.26 125.27 125.28 125.29 125.30 125.31 125.32 125.33 125.34 125.35 125.36 126.1 126.2 126.3 126.4 126.5 126.6 126.7 126.8 126.9 126.10 126.11 126.12 126.13 126.14 126.15 126.16 126.17 126.18 126.19 126.20
126.21 126.22 126.23 126.24 126.25 126.26 126.27 126.28 126.29 126.30 126.31 126.32 126.33 126.34 126.35 127.1 127.2 127.3 127.4 127.5 127.6 127.7 127.8 127.9 127.10 127.11 127.12 127.13 127.14 127.15 127.16 127.17 127.18 127.19 127.20 127.21 127.22 127.23 127.24 127.25 127.26 127.27 127.28 127.29 127.30 127.31 127.32 127.33 127.34 127.35 127.36 128.1 128.2 128.3 128.4 128.5 128.6 128.7 128.8 128.9 128.10 128.11 128.12 128.13 128.14 128.15 128.16 128.17 128.18 128.19 128.20 128.21 128.22 128.23 128.24 128.25 128.26 128.27 128.28 128.29 128.30 128.31 128.32 128.33 128.34 128.35 128.36 129.1 129.2 129.3 129.4 129.5 129.6 129.7 129.8 129.9 129.10 129.11 129.12 129.13 129.14 129.15 129.16 129.17 129.18 129.19 129.20 129.21 129.22 129.23 129.24 129.25 129.26 129.27 129.28 129.29 129.30 129.31 129.32 129.33 129.34 129.35 129.36 130.1 130.2 130.3 130.4 130.5 130.6 130.7 130.8 130.9 130.10 130.11 130.12 130.13 130.14 130.15 130.16 130.17 130.18 130.19 130.20 130.21 130.22 130.23 130.24 130.25 130.26 130.27 130.28 130.29 130.30 130.31 130.32 130.33 130.34 130.35 131.1 131.2 131.3 131.4 131.5 131.6 131.7 131.8 131.9 131.10 131.11 131.12 131.13 131.14 131.15 131.16 131.17 131.18 131.19 131.20 131.21 131.22 131.23 131.24 131.25 131.26 131.27 131.28 131.29 131.30 131.31 131.32 131.33 131.34 131.35 131.36 132.1 132.2 132.3 132.4 132.5 132.6 132.7 132.8 132.9 132.10 132.11 132.12 132.13 132.14 132.15 132.16 132.17
132.18
132.19 132.20 132.21 132.22 132.23 132.24 132.25 132.26 132.27 132.28 132.29 132.30
132.31
132.32 132.33
133.1 133.2
133.3 133.4 133.5 133.6 133.7 133.8 133.9 133.10 133.11 133.12 133.13 133.14 133.15 133.16 133.17 133.18 133.19 133.20 133.21 133.22 133.23 133.24 133.25 133.26 133.27 133.28 133.29 133.30 133.31 133.32 133.33 133.34 134.1 134.2 134.3 134.4 134.5 134.6 134.7 134.8 134.9 134.10 134.11 134.12
134.13 134.14 134.15 134.16 134.17 134.18 134.19 134.20 134.21
134.22 134.23 134.24
134.25 134.26 134.27 134.28 134.29 134.30 134.31 134.32 134.33 134.34 135.1 135.2 135.3
135.4 135.5 135.6 135.7 135.8 135.9 135.10 135.11 135.12 135.13 135.14 135.15 135.16 135.17 135.18 135.19 135.20 135.21 135.22 135.23 135.24 135.25 135.26 135.27 135.28 135.29 135.30 135.31 135.32 135.33
136.1 136.2 136.3 136.4 136.5 136.6 136.7 136.8 136.9 136.10
136.11 136.12
136.13 136.14 136.15 136.16 136.17 136.18 136.19 136.20 136.21 136.22 136.23 136.24 136.25 136.26
136.27 136.28 136.29 136.30 136.31 136.32 136.33 136.34 137.1 137.2 137.3 137.4 137.5 137.6 137.7 137.8
137.9
137.10 137.11
137.12 137.13 137.14 137.15 137.16 137.17 137.18 137.19 137.20 137.21 137.22 137.23 137.24 137.25 137.26 137.27 137.28 137.29 137.30 137.31 137.32 137.33 137.34 138.1 138.2 138.3
138.4 138.5 138.6 138.7 138.8 138.9 138.10 138.11 138.12
138.13 138.14 138.15 138.16
138.17 138.18 138.19 138.20
138.21 138.22
138.23 138.24 138.25 138.26
138.27 138.28 138.29 138.30 139.1 139.2 139.3 139.4 139.5
139.6 139.7 139.8 139.9 139.10 139.11 139.12 139.13 139.14
139.15 139.16 139.17 139.18 139.19 139.20 139.21 139.22 139.23
139.24 139.25
139.26 139.27 139.28 139.29 139.30 139.31 139.32 140.1 140.2 140.3 140.4 140.5 140.6 140.7 140.8 140.9 140.10 140.11 140.12 140.13 140.14 140.15 140.16 140.17 140.18 140.19 140.20 140.21
140.22 140.23 140.24 140.25 140.26 140.27 140.28 140.29 140.30 140.31 140.32 140.33 140.34 140.35 141.1 141.2 141.3 141.4 141.5 141.6 141.7 141.8 141.9 141.10 141.11 141.12 141.13 141.14 141.15 141.16 141.17 141.18 141.19 141.20 141.21 141.22 141.23 141.24 141.25 141.26 141.27 141.28 141.29 141.30 141.31 141.32 141.33 141.34 141.35 141.36 142.1 142.2 142.3 142.4 142.5 142.6 142.7 142.8 142.9 142.10 142.11 142.12 142.13 142.14 142.15 142.16 142.17 142.18 142.19 142.20 142.21 142.22 142.23 142.24 142.25 142.26 142.27 142.28 142.29 142.30 142.31 142.32 142.33 142.34 142.35 142.36 143.1 143.2 143.3 143.4 143.5 143.6 143.7 143.8 143.9 143.10 143.11 143.12 143.13 143.14 143.15 143.16 143.17 143.18 143.19 143.20 143.21 143.22 143.23 143.24 143.25 143.26 143.27 143.28 143.29 143.30 143.31 143.32 143.33 143.34 143.35 144.1 144.2 144.3 144.4 144.5 144.6 144.7 144.8 144.9 144.10 144.11 144.12 144.13 144.14 144.15 144.16 144.17 144.18 144.19 144.20 144.21 144.22 144.23 144.24 144.25 144.26 144.27 144.28 144.29 144.30 144.31 144.32 144.33 144.34 144.35 145.1 145.2 145.3 145.4 145.5 145.6 145.7 145.8 145.9 145.10 145.11 145.12 145.13 145.14 145.15 145.16 145.17 145.18 145.19 145.20 145.21 145.22 145.23 145.24 145.25 145.26 145.27 145.28 145.29 145.30 145.31 145.32 145.33 145.34 145.35 145.36 146.1 146.2 146.3 146.4 146.5 146.6 146.7 146.8 146.9 146.10 146.11 146.12 146.13 146.14 146.15 146.16 146.17 146.18 146.19 146.20 146.21 146.22 146.23 146.24 146.25 146.26 146.27 146.28 146.29 146.30 146.31 146.32 146.33 146.34 146.35 146.36 147.1 147.2 147.3 147.4 147.5 147.6 147.7 147.8 147.9 147.10 147.11 147.12 147.13 147.14 147.15 147.16 147.17 147.18 147.19 147.20 147.21 147.22 147.23 147.24 147.25 147.26 147.27 147.28 147.29 147.30 147.31 147.32 147.33 147.34 147.35 147.36 148.1 148.2 148.3 148.4 148.5 148.6 148.7 148.8 148.9 148.10 148.11 148.12 148.13 148.14 148.15 148.16 148.17 148.18 148.19 148.20 148.21 148.22 148.23 148.24 148.25 148.26 148.27 148.28 148.29 148.30 148.31 148.32 148.33 148.34 148.35 148.36 149.1 149.2 149.3 149.4 149.5 149.6 149.7 149.8 149.9 149.10 149.11 149.12 149.13 149.14 149.15 149.16 149.17 149.18 149.19 149.20 149.21 149.22 149.23 149.24 149.25 149.26 149.27 149.28 149.29 149.30 149.31 149.32 149.33 149.34 149.35 150.1 150.2 150.3 150.4 150.5 150.6 150.7 150.8 150.9 150.10 150.11 150.12 150.13 150.14 150.15 150.16 150.17 150.18 150.19 150.20 150.21 150.22 150.23 150.24 150.25 150.26 150.27 150.28 150.29 150.30 150.31 150.32 150.33 150.34 150.35 150.36 151.1 151.2 151.3 151.4 151.5 151.6 151.7 151.8 151.9 151.10 151.11 151.12 151.13 151.14 151.15 151.16 151.17 151.18 151.19 151.20 151.21 151.22 151.23 151.24 151.25 151.26 151.27 151.28 151.29 151.30 151.31 151.32 151.33 151.34 151.35 152.1 152.2 152.3 152.4 152.5 152.6 152.7 152.8 152.9 152.10 152.11 152.12 152.13 152.14 152.15 152.16 152.17 152.18 152.19 152.20 152.21 152.22 152.23 152.24 152.25 152.26 152.27 152.28 152.29 152.30 152.31 152.32 152.33 152.34 152.35 153.1 153.2 153.3 153.4 153.5 153.6 153.7 153.8 153.9 153.10 153.11 153.12 153.13 153.14 153.15 153.16 153.17 153.18 153.19 153.20 153.21 153.22 153.23 153.24 153.25 153.26 153.27 153.28 153.29 153.30 153.31 153.32 153.33 153.34 153.35 153.36 154.1 154.2 154.3 154.4 154.5 154.6 154.7 154.8 154.9 154.10 154.11 154.12 154.13 154.14 154.15 154.16 154.17 154.18 154.19 154.20 154.21 154.22 154.23 154.24 154.25 154.26 154.27 154.28 154.29 154.30 154.31 154.32 154.33 154.34 154.35 154.36 155.1 155.2 155.3 155.4 155.5 155.6 155.7 155.8 155.9 155.10 155.11 155.12 155.13 155.14 155.15 155.16 155.17 155.18 155.19 155.20 155.21 155.22 155.23 155.24 155.25 155.26 155.27 155.28 155.29 155.30 155.31 155.32 155.33 155.34 156.1 156.2 156.3 156.4 156.5 156.6 156.7 156.8 156.9 156.10 156.11 156.12 156.13 156.14 156.15 156.16 156.17 156.18 156.19 156.20 156.21 156.22 156.23 156.24 156.25 156.26 156.27 156.28 156.29 156.30 156.31 156.32 156.33 156.34 156.35 156.36 157.1 157.2 157.3 157.4 157.5 157.6 157.7 157.8 157.9 157.10 157.11 157.12 157.13 157.14 157.15 157.16 157.17 157.18 157.19 157.20 157.21 157.22 157.23 157.24 157.25 157.26 157.27 157.28 157.29 157.30 157.31 157.32 157.33 157.34
157.35 158.1 158.2 158.3 158.4 158.5 158.6 158.7 158.8 158.9 158.10
158.11 158.12 158.13 158.14 158.15 158.16 158.17 158.18 158.19 158.20

A bill for an act
relating to education; providing for policy and technical modifications in early
childhood and family, kindergarten through grade 12, and adult education
including general education, education excellence, English learners and language
proficiency, special programs, nutrition, libraries, unsession and conforming
changes, and an interstate compact; amending Minnesota Statutes 2012, sections
13.32, subdivision 6; 119A.50, subdivision 3; 119A.535; 120A.22, subdivision
2; 120A.32; 120B.022; 120B.12; 120B.31, by adding a subdivision; 120B.35,
subdivision 4; 121A.36; 121A.582, subdivision 1; 122A.06, subdivision 4;
122A.09, subdivision 7; 122A.14, subdivisions 2, 3; 122A.18, subdivisions
2a, 4; 122A.19; 122A.40, subdivision 5; 122A.41, subdivision 2; 122A.413,
subdivision 2; 122A.414, subdivision 2; 122A.48, subdivision 3; 122A.60,
subdivisions 1a, 2, 3; 122A.68, subdivision 3; 122A.74; 123A.06, subdivisions 2,
4; 123B.04, subdivision 4; 123B.147, subdivision 3; 124D.03, subdivisions 3,
4, 5, 6, by adding a subdivision; 124D.08, by adding a subdivision; 124D.09,
subdivisions 6, 7, 9; 124D.111, subdivision 3; 124D.13, subdivision 2; 124D.141,
subdivision 3; 124D.15, subdivision 3; 124D.49, subdivision 3; 124D.52,
as amended; 124D.522; 124D.59, subdivision 2, by adding a subdivision;
124D.895; 124D.8955; 124D.896; 125A.023, subdivisions 3, 4; 125A.027,
subdivisions 1, 4; 125A.03; 125A.08; 125A.22; 127A.065; 127A.41, subdivision
7; 127A.70, subdivision 1, by adding a subdivision; 128C.02, subdivision 5;
134.355, subdivision 8; 260D.06, subdivision 2; Minnesota Statutes 2013
Supplement, sections 120A.22, subdivision 5; 120B.021, subdivision 4; 120B.11;
120B.115; 120B.125; 120B.30, subdivision 1; 120B.35, subdivision 3; 120B.36,
subdivision 1; 122A.09, subdivision 4; 122A.18, subdivision 2; 122A.23,
subdivision 2; 122A.40, subdivision 8; 122A.41, subdivision 5; 124D.10,
subdivisions 1, 3, 4, 6, 6a, 8, 9, 17a, 17b; 124D.11, subdivision 4; 124D.165,
subdivisions 2, 4; 124D.4531, subdivisions 1, 3, 3a; 124D.52, subdivision
8; 124D.861, subdivision 3; 125A.30; 127A.70, subdivision 2; 626.556,
subdivision 2; Laws 2011, First Special Session chapter 11, article 2, sections
12; 17; proposing coding for new law in Minnesota Statutes, chapters 123A;
124D; 127A; repealing Minnesota Statutes 2012, sections 119A.04, subdivision
3; 120A.30; 120B.19; 120B.24; 121A.17, subdivision 9; 122A.19, subdivision
3; 122A.52; 122A.53; 122A.61, subdivision 2; 123B.15; 123B.16; 123B.17;
123B.18; 123B.26; 123B.27; 124D.24; 124D.25; 124D.26; 124D.27; 124D.28;
124D.29; 124D.30; 124D.31; 125A.027, subdivision 3.

BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:

ARTICLE 1

ENGLISH LEARNERS AND WORLD LANGUAGE PROFICIENCY

Section 1.

Minnesota Statutes 2012, section 119A.50, subdivision 3, is amended to read:


Subd. 3.

Early childhood literacy programs.

(a) A research-based early childhood
literacy program premised on actively involved parents, ongoing professional staff
development, and high quality early literacy program standards is established to increase
the literacy skills of children participating in Head Start to prepare them to be successful
readers and to increase families' participation in providing early literacy experiences to
their children. Program providers must:

(1) work to prepare children to be successful learners;

(2) work to close the achievement gap for at-risk children;

(3) use deleted text beginandeleted text endnew text begin a culturally relevantnew text end integrated approach to early literacy that daily offers
a literacy-rich classroom learning environment composed of books, writing materials,
writing centers, labels, rhyming, and other related literacy materials and opportunities;

(4) support children's home language while helping the children master English and
use multiple literacy strategies to provide a cultural bridge between home and school;

(5) use literacy mentors, ongoing literacy groups, and other teachers and staff to
provide appropriate, extensive professional development opportunities in early literacy
and classroom strategies for preschool teachers and other preschool staff;

(6) use ongoing data-based assessments that enable preschool teachers to understand,
plan, and implement literacy strategies, activities, and curriculum that meet children's
literacy needs and continuously improve children's literacy; deleted text beginand
deleted text end

(7) foster participation by parents, community stakeholders, literacy advisors, and
evaluation specialistsnew text begin; and
new text end

new text begin (8) provide parents of English learners with oral and written information to monitor
the program's impact on their children's English language development, to know whether
their children are progressing in developing their English proficiency and, where
practicable, their native language proficiency, and to actively engage with their children in
developing their English and native language proficiency
new text end.

Program providers are encouraged to collaborate with qualified, community-based
early childhood providers in implementing this program and to seek nonstate funds to
supplement the program.

(b) Program providers under paragraph (a) interested in extending literacy programs
to children in kindergarten through grade 3 may elect to form a partnership with an
eligible organization under section 124D.38, subdivision 2, or 124D.42, subdivision 6,
clause (3), schools enrolling children in kindergarten through grade 3, and other interested
and qualified community-based entities to provide ongoing literacy programs that offer
seamless literacy instruction focused on closing the literacy achievement gap. To close the
literacy achievement gap by the end of third grade, partnership members must agree to use
best efforts and practices and to work collaboratively to implement a seamless literacy
model from age three to grade 3, consistent with paragraph (a). Literacy programs under
this paragraph must collect and use literacy data to:

(1) evaluate children's literacy skills; deleted text beginand
deleted text end

(2) new text beginmonitor the progress and provide reading instruction appropriate to the specific
needs of English learners; and
new text end

new text begin (3) new text endformulate specific intervention strategies to provide reading instruction to
children premised on the outcomes of formative and summative assessments and
research-based indicators of literacy development.

The literacy programs under this paragraph also must train teachers and other
providers working with children to use the assessment outcomes under clause (2) to
develop and use effective, long-term literacy coaching models that are specific to the
program providers.

Sec. 2.

Minnesota Statutes 2012, section 119A.535, is amended to read:


119A.535 APPLICATION REQUIREMENTS.

Eligible Head Start organizations must submit a plan to the department for approval
on a form and in the manner prescribed by the commissioner. The plan must include:

(1) the number of low-income children and families the program will be able to serve;

(2) a description of the program design and service delivery area which meets the
needs of and encourages access by low-income working families;

(3) a program design that ensures fair and equitable access to Head Start services for
all populations and parts of the service area;

(4) a plan for providing Head Start services in conjunction with full-day child care
programs to minimize child transitions, increase program intensity and duration, and
improve child and family outcomes as required in section 119A.5411; deleted text beginand
deleted text end

(5) identification of regular Head Start, early Head Start, full-day services identified
in section 119A.5411, and innovative services based upon demonstrated needs to be
providednew text begin; and
new text end

new text begin (6) evidence parents of English learners are provided with oral or written information
to monitor the program's impact on their children's English language development, know
whether their children are progressing in developing their English proficiency, and, where
practicable, their native language proficiency, and actively engage with their children in
developing their English and native language proficiency
new text end.

Sec. 3.

Minnesota Statutes 2012, section 120B.022, is amended to read:


120B.022 ELECTIVE STANDARDS.

Subdivision 1.

Elective standards.

deleted text begin(a)deleted text end A district must establish its own standards in
the following subject areas:

(1) career and technical education; and

(2) world languages.

A school district must offer courses in all elective subject areas.

new text begin Subd. 1a. new text end

new text begin Foreign language and culture; proficiency certificates. new text end

deleted text begin(b)deleted text endnew text begin (a)new text end World
languages teachers and other school staff should develop and implement world languages
programs that acknowledge and reinforce the language proficiency and cultural awareness
that non-English language speakers already possess, and encourage students' proficiency
in multiple world languages. Programs under this deleted text beginparagraphdeleted text endnew text begin sectionnew text end must encompass
indigenous American Indian languages and cultures, among other world languages and
cultures. The department shall consult with postsecondary institutions in developing
related professional development opportunitiesnew text begin for purposes of this sectionnew text end.

deleted text begin (c)deleted text endnew text begin (b)new text end Any Minnesota public, charter, or nonpublic school may award Minnesota
World Language Proficiency Certificates or Minnesota World Language Proficiency High
Achievement Certificates, consistent with this subdivision.

new text begin (c) new text endThe Minnesota World Language Proficiency Certificate recognizes students who
demonstrate listening, speaking, reading, and writing language skills at the American
Council on the Teaching of Foreign Languages' Intermediate-Low level on a valid and
reliable assessment tool. For languages listed as Category 3 by the United States Foreign
Service Institute or Category 4 by the United States Defense Language Institute, the
standard is Intermediate-Low for listening and speaking and Novice-High for reading
and writing.

new text begin (d) new text endThe Minnesota World Language Proficiency High Achievement Certificate
recognizes students who demonstrate listening, speaking, reading, and writing language
skills at the American Council on the Teaching of Foreign Languages' Pre-Advanced level
for K-12 learners on a valid and reliable assessment tool. For languages listed as Category
3 by the United States Foreign Service Institute or Category 4 by the United States
Defense Language Institute, the standard is Pre-Advanced for listening and speaking and
Intermediate-Mid for reading and writing.

new text begin Subd. 1b. new text end

new text begin State bilingual and multilingual seals. new text end

new text begin (a) Consistent with efforts to
strive for the world's best workforce under sections 120B.11 and 124D.10, subdivision 8,
paragraph (u), and close the academic achievement and opportunity gap under sections
124D.861 and 124D.862, voluntary state bilingual and multilingual seals are established to
recognize high school graduates who demonstrate level 3 functional native proficiency in
listening, speaking, reading, and writing on either the Foreign Services Institute language
proficiency tests or on equivalent valid and reliable assessments in one or more languages
in addition to English. American Sign Language is a language other than English for
purposes of this subdivision and a world language for purposes of subdivision 1a.
new text end

new text begin (b) In addition to paragraph (a), to be eligible to receive a seal:
new text end

new text begin (1) students must satisfactorily complete all required English language arts credits;
and
new text end

new text begin (2) students whose primary language is other than English must demonstrate mastery
of Minnesota's English language proficiency standards.
new text end

new text begin (c) Consistent with this subdivision, a high school graduate who demonstrates
functional native proficiency in one language in addition to English is eligible to receive
the state bilingual seal. A high school graduate who demonstrates functional native
proficiency in more than one language in addition to English is eligible to receive the
state multilingual seal.
new text end

new text begin (d) School districts and charter schools, in consultation with regional centers
of excellence under section 120B.115, must give students periodic opportunities to
demonstrate their level of proficiency in listening, speaking, reading, and writing in a
language in addition to English. Where valid and reliable assessments are unavailable, a
school district or charter school may rely on a licensed foreign language immersion teacher
or a nonlicensed community expert under section 122A.25 to assess a student's level of
foreign, heritage, or indigenous language proficiency under this section. School districts
and charter schools must maintain appropriate records to identify high school graduates
eligible to receive the state bilingual or multilingual seal. The school district or charter
school must affix the appropriate seal to the transcript of each high school graduate who
meets the requirements of this subdivision and may affix the seal to the student's diploma. A
school district or charter school must not charge the high school graduate a fee for this seal.
new text end

new text begin (e) A school district or charter school may award elective course credits in world
languages to a student who demonstrates the requisite proficiency in a language other
than English under this section.
new text end

new text begin (f) A school district or charter school may award community service credit to a
student who demonstrates level 3 functional native proficiency in listening, speaking,
reading, and writing in a language other than English and who participates in community
service activities that are integrated into the curriculum, involve the participation of
teachers, and support biliteracy in the school or local community.
new text end

new text begin (g) The commissioner must develop a Web page for the electronic delivery of these
seals. The commissioner must list on the Web page those assessments that are equivalent
to the Foreign Services Institute language proficiency tests.
new text end

new text begin (h) The colleges and universities of the Minnesota State Colleges and Universities
system must award foreign language credits to a student who receives a state bilingual seal
or a state multilingual seal under this subdivision and may award foreign language credits to
a student who receives a Minnesota World Language Proficiency Certificate or a Minnesota
World Language Proficiency High Achievement Certificate under subdivision 1a.
new text end

Subd. 2.

Local assessments.

A district must use a locally selected assessment to
determine if a student has achieved an elective standard.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment
and applies to the 2014-2015 school year and later, except subdivision 1b, paragraph
(h), is effective for students enrolling in a MnSCU system college or university in the
2015-2016 school year or later.
new text end

Sec. 4.

Minnesota Statutes 2013 Supplement, section 120B.11, is amended to read:


120B.11 SCHOOL DISTRICT PROCESS FOR REVIEWING CURRICULUM,
INSTRUCTION, AND STUDENT ACHIEVEMENT; STRIVING FOR THE
WORLD'S BEST WORKFORCE.

Subdivision 1.

Definitions.

For the purposes of this section and section 120B.10,
the following terms have the meanings given them.

(a) "Instruction" means methods of providing learning experiences that enable a
student to meet state and district academic standards and graduation requirements.

(b) "Curriculum" means district or school adopted programs and written plans for
providing students with learning experiences that lead to expected knowledge and skills
and career and college readiness.

(c) "World's best workforce" means striving to: meet school readiness goals; have
all third grade students achieve grade-level literacy; close the academic achievement gap
among all racial and ethnic groups of students and between students living in poverty and
students not living in poverty; have all students attain career and college readiness before
graduating from high school; and have all students graduate from high school.

Subd. 1a.

Performance measures.

Measures to determine school district and
school site progress in striving to create the world's best workforce must include at least:

(1) student performance on the National deleted text beginAssociationdeleted text endnew text begin Assessmentnew text end of Education
Progress;

(2) the size of the academic achievement gapnew text begin, rigorous course taking under section
120B.35, subdivision 3, paragraph (c), clause (2), and enrichment experiences
new text end by student
subgroup;

(3) student performance on the Minnesota Comprehensive Assessments;

(4) high school graduation rates; and

(5) career and college readiness under section 120B.30, subdivision 1.

Subd. 2.

Adopting plans and budgets.

A school board, at a public meeting, shall
adopt a comprehensive, long-term strategic plan to support and improve teaching and
learning that is aligned with creating the world's best workforce and includes:

(1) clearly defined district and school site goals and benchmarks for instruction and
student achievement for all student subgroups identified in section 120B.35, subdivision 3,
paragraph (b), clause (2);

(2) a process for assessing and evaluating each student's progress toward meeting state
and local academic standards and identifying the strengths and weaknesses of instruction
in pursuit of student and school success and curriculum affecting students' progress and
growth toward career and college readiness and leading to the world's best workforce;

(3) a system to periodically review and evaluate the effectiveness of all instruction
and curriculum, taking into account strategies and best practices, student outcomes, school
principal evaluations under section 123B.147, subdivision 3, and teacher evaluations
under section 122A.40, subdivision 8, or 122A.41, subdivision 5;

(4) strategies for improving instruction, curriculum, and student achievementnew text begin,
including the English and, where practicable, the native language development and the
academic achievement of English learners
new text end;

(5) education effectiveness practices that integrate high-quality instruction, rigorous
curriculum, technology, and a collaborative professional culture that develops and
supports teacher quality, performance, and effectiveness; and

(6) an annual budget for continuing to implement the district plan.

Subd. 3.

District advisory committee.

Each school board shall establish an
advisory committee to ensure active community participation in all phases of planning and
improving the instruction and curriculum affecting state and district academic standards,
consistent with subdivision 2. A district advisory committee, to the extent possible,
shall reflect the diversity of the district and its school sites, deleted text beginand shalldeleted text end include teachers,
parents, support staff, students, and other community residentsnew text begin, and provide translation
to the extent appropriate and practicable
new text end. new text beginThe district advisory committee shall pursue
community support to accelerate the academic and native literacy and achievement of
English learners with varied needs, from young children to adults, consistent with section
124D.59, subdivisions 2 and 2a.
new text endThe district may establish site teams as subcommittees
of the district advisory committee under subdivision 4. The district advisory committee
shall recommend to the school board rigorous academic standards, student achievement
goals and measures consistent with subdivision 1a and sections 120B.022, deleted text beginsubdivision
1
deleted text end
deleted text begin, paragraphs (b) and (c)deleted text endnew text begin subdivisions 1a and 1bnew text end, and 120B.35, district assessments, and
program evaluations. School sites may expand upon district evaluations of instruction,
curriculum, assessments, or programs. Whenever possible, parents and other community
residents shall comprise at least two-thirds of advisory committee members.

Subd. 4.

Site team.

A school may establish a site team to develop and implement
strategies and education effectiveness practices to improve instruction, curriculum,
new text begincultural competencies, including cultural awareness and cross-cultural communication,
new text endand student achievement at the school site, consistent with subdivision 2. The team advises
the board and the advisory committee about developing the annual budget and revising an
instruction and curriculum improvement plan that aligns curriculum, assessment of student
progress, and growth in meeting state and district academic standards and instruction.

Subd. 5.

Report.

Consistent with requirements for school performance reports
under section 120B.36, subdivision 1, the school board shall publish a report in the local
newspaper with the largest circulation in the district, by mail, or by electronic means on
the district Web site. The school board shall hold an annual public meeting to review,
and revise where appropriate, student achievement goals, local assessment outcomes,
plans, strategies, and practices for improving curriculum and instructionnew text begin and cultural
competency
new text end, and to review district success in realizing the previously adopted student
achievement goals and related benchmarks and the improvement plans leading to the
world's best workforce. The school board must transmit an electronic summary of its
report to the commissioner in the form and manner the commissioner determines.

Subd. 7.

Periodic report.

Each school district shall periodically survey affected
constituenciesnew text begin, in their native languages where appropriate and practicable,new text end about their
connection to and level of satisfaction with school. The district shall include the results of
this evaluation in the summary report required under subdivision 5.

Subd. 9.

Annual evaluation.

(a) The commissioner must identify effective
strategies, practices, and use of resources by districts and school sites in striving for the
world's best workforce. The commissioner must assist districts and sites throughout the
state in implementing these effective strategies, practices, and use of resources.

(b) The commissioner must identify those districts in any consecutive three-year
period not making sufficient progress toward improving teaching and learning new text beginfor all
students, including English learners with varied needs, consistent with section 124D.59,
subdivisions 2 and 2a,
new text endand striving for the world's best workforce. The commissioner, in
collaboration with the identified district, may require the district to use up to two percent
of its basic general education revenue per fiscal year during the proximate three school
years to implement commissioner-specified strategies and practices, consistent with
paragraph (a), to improve and accelerate its progress in realizing its goals under this
section. In implementing this section, the commissioner must consider districts' budget
constraints and legal obligations.

Sec. 5.

Minnesota Statutes 2013 Supplement, section 120B.115, is amended to read:


120B.115 REGIONAL CENTERS OF EXCELLENCE.

(a) Regional centers of excellence are established to assist and support school
boards, school districts, school sites, and charter schools in implementing research-based
interventions and practices to increase the students' achievement within a region.
The centers must develop partnerships with local and regional service cooperatives,
postsecondary institutions, integrated school districts, the department, children's mental
health providers, or other local or regional entities interested in providing a cohesive
and consistent regional delivery system that serves all schools equitably. Centers must
assist school districts, school sites, and charter schools in developing similar partnerships.
Center support may include assisting school districts, school sites, and charter schools
with common principles of effective practice, including:

(1) defining measurable education goals under deleted text beginsectiondeleted text endnew text begin sections 120B.022,
subdivisions 1a and 1b, and
new text end 120B.11, subdivision 2;

(2) implementing evidence-based practices;

(3) engaging in data-driven decision-making;

(4) providing multilayered levels of support;

(5) supporting culturally responsive teaching and learning aligning new text beginthe development
of academic English proficiency,
new text endstate and local academic standardsnew text begin,new text end and career and
college readiness benchmarks; deleted text beginand
deleted text end

(6) engaging parents, families, youth, and local community members in programs
and activities at the school district, school site, or charter schoolnew text begin that foster collaboration
and shared accountability for the achievement of all students; and
new text end

new text begin (7) translating district forms and other information such as a multilingual glossary of
commonly used education terms and phrases
new text end.

Centers must work with school site leadership teams to build deleted text begincapacitydeleted text endnew text begin the expertise and
experience
new text end to implement programs that close the achievement gap, new text beginprovide effective and
differentiated programs and instruction for different types of English learners, including
English learners with limited or interrupted formal schooling and long-term English
learners under section 124D.59, subdivisions 2 and 2a,
new text endincrease students' progress and
growth toward career and college readiness, and increase student graduation rates.

(b) The department must assist the regional centers of excellence to meet staff,
facilities, and technical needs, provide the centers with programmatic support, and work
with the centers to establish a coherent statewide system of regional support, including
consulting, training, and technical support, to help school boards, school districts, school
sites, and charter schools effectively and efficiently implement the world's best workforce
goals under section 120B.11 and other state and federal education initiatives.

Sec. 6.

Minnesota Statutes 2012, section 120B.12, is amended to read:


120B.12 READING PROFICIENTLY NO LATER THAN THE END OF
GRADE 3.

Subdivision 1.

Literacy goal.

The legislature seeks to have every child reading at or
above grade level no later than the end of grade 3new text begin, including English learners,new text end and that
teachers provide comprehensive, scientifically based reading instruction consistent with
section 122A.06, subdivision 4.

Subd. 2.

Identification; report.

For the 2011-2012 school year and later, each
school district shall identify before the end of kindergarten, grade 1, and grade 2 students
who are not reading at grade level before the end of the current school year. Reading
assessments new text beginin English, and in the predominant languages of district students where
practicable,
new text endmust identify and evaluate students' areas of academic need related to literacy.
new text beginThe district also must monitor the progress and provide reading instruction appropriate
to the specific needs of English learners.
new text endThe district must use a locally adoptednew text begin,
developmentally appropriate, and culturally responsive
new text end assessment and annually report
summary assessment results to the commissioner by July 1.

Subd. 2a.

Parent notification and involvement.

Schools, at least annually,
must give the parent of each student who is not reading at or above grade level timely
information about:

(1) student's reading proficiency as measured by a locally adopted assessment;

(2) reading-related services currently being provided to the student; and

(3) strategies for parents to use new text beginat home new text endin helping their student succeed in becoming
grade-level proficient in readingnew text begin in English and in their native languagenew text end.

Subd. 3.

Intervention.

For each student identified under subdivision 2, the district
shall provide reading intervention to accelerate student growth deleted text beginin order todeleted text endnew text begin andnew text end reach the
goal of reading at or above grade level by the end of the current grade and school year.
District intervention methods shall encourage deleted text beginparental involvementdeleted text endnew text begin family engagement
new text end and, where possible, collaboration with appropriate school and community programs.
Intervention methods may include, but are not limited to, requiring attendance in summer
school, intensified reading instruction that may require that the student be removed from
the regular classroom for part of the school day deleted text beginordeleted text endnew text begin,new text end extended-day programsnew text begin, or programs
that strengthen students' cultural connections
new text end.

Subd. 4.

Staff development.

Each district shall use the data under subdivision 2 to
identify the staff development needs so that:

(1) elementary teachers are able to implement comprehensive, scientifically based
reading new text beginand oral language new text endinstruction in the five reading areas of phonemic awareness,
phonics, fluency, vocabulary, and comprehension as defined in section 122A.06,
subdivision 4
, new text beginand other literacy-related areas including writing new text enduntil the student achieves
grade-level reading proficiency;

(2) elementary teachers have sufficient training to provide comprehensive,
scientifically based readingnew text begin and oral languagenew text end instruction new text beginthat meets students'
developmental, linguistic, and literacy needs
new text endusing the intervention methods or programs
selected by the district for the identified students;

(3) licensed teachers employed by the district have regular opportunities to improve
reading new text beginand writing new text endinstruction; deleted text beginand
deleted text end

(4) licensed teachers recognize students' diverse needs in cross-cultural settings
and are able to serve the oral language and linguistic needs of students who are English
learnersnew text begin by maximizing strengths in their native languages in order to cultivate students'
English language development, including oral academic language development, and
build academic literacy; and
new text end

new text begin (5) licensed teachers are well trained in culturally responsive pedagogy that enables
students to master content, develop skills to access content, and build relationships
new text end.

Subd. 4a.

Local literacy plan.

Consistent with this section, a school district must
adopt a local literacy plan to have every child reading at or above grade level no later than
the end of grade 3new text begin, including English learnersnew text end. The plan must include a process to assess
students' level of reading proficiency, notify and involve parents, intervene with students
who are not reading at or above grade level, and identify and meet staff development
needs. The district must post its literacy plan on the official school district Web site.

Subd. 5.

Commissioner.

The commissioner shall recommend to districts multiple
assessment tools to assist districts and teachers with identifying students under subdivision
2. The commissioner shall also make available examples of nationally recognized and
research-based instructional methods or programs to districts to provide comprehensive,
scientifically based reading instruction and intervention under this section.

Sec. 7.

Minnesota Statutes 2013 Supplement, section 120B.125, is amended to read:


120B.125 PLANNING FOR STUDENTS' SUCCESSFUL TRANSITION
TO POSTSECONDARY EDUCATION AND EMPLOYMENT; INVOLUNTARY
CAREER TRACKING PROHIBITED.

(a) Consistent with sections 120B.128, 120B.13, 120B.131, 120B.132, 120B.14,
120B.15, 120B.30, subdivision 1, paragraph (c), 125A.08, and other related sections,
school districts, beginning in the 2013-2014 school year, must assist all students by no
later than grade 9 to explore their college and career interests and aspirations and develop
a plan for a smooth and successful transition to postsecondary education or employment.
All students' plans must be designed to:

(1) provide a comprehensive academic plan for completing a college and
career-ready curriculum premised on meeting state and local academic standards
and developing 21st century skills such as team work, collaboration,new text begin creativity,
communication, critical thinking,
new text end and good work habits;

(2) emphasize academic rigor and high expectations;

(3) help students identify personal learning styles that may affect their postsecondary
education and employment choices;

(4) help students gain access to postsecondary education and career options;

(5) integrate strong academic content into career-focused courses and integrate
relevant career-focused courses into strong academic content;

(6) help students and families identify and gain access to appropriate counseling
and other supports and assistance that enable students to complete required coursework,
prepare for postsecondary education and careers, and obtain information about
postsecondary education costs and eligibility for financial aid and scholarship;

(7) help students and families identify collaborative partnerships of deleted text beginkindergarten
deleted text endnew text begin prekindergartennew text end through grade 12 schools, postsecondary institutions, economic
development agencies, and employers that support students' transition to postsecondary
education and employment and provide students with experiential learning opportunities;
and

(8) be reviewed and revised at least annually by the student, the student's parent or
guardian, and the school or district to ensure that the student's course-taking schedule
keeps the student making adequate progress to meet state and local high school graduation
requirements and with a reasonable chance to succeed with employment or postsecondary
education without the need to first complete remedial course work.

(b) A school district may develop grade-level curricula or provide instruction that
introduces students to various careers, but must not require any curriculum, instruction,
or employment-related activity that obligates an elementary or secondary student to
involuntarily select a career, career interest, employment goals, or related job training.

new text begin (c) Educators must possess the knowledge and skills to effectively teach all English
learners in their classrooms. School districts must provide appropriate curriculum,
targeted materials, professional development opportunities for educators, and sufficient
resources to enable English learners to become career- and college-ready.
new text end

Sec. 8.

Minnesota Statutes 2013 Supplement, section 120B.30, subdivision 1, is
amended to read:


Subdivision 1.

Statewide testing.

(a) The commissioner, with advice from experts
with appropriate technical qualifications and experience and stakeholders, consistent
with subdivision 1a, shall include in the comprehensive assessment system, for each
grade level to be tested, state-constructed tests developed as computer-adaptive reading
and mathematics assessments for students that are aligned with the state's required
academic standards under section 120B.021, include multiple choice questions, and are
administered annually to all students in grades 3 through 7. Reading and mathematics
assessments for all students in grade 8 must be aligned with the state's required reading and
mathematics standards, be administered annually, and include multiple choice questions.
State-developed high school tests aligned with the state's required academic standards
under section 120B.021 and administered to all high school students in a subject other than
writing must include multiple choice questions. The commissioner shall establish one or
more months during which schools shall administer the tests to students each school year.

(1) Students enrolled in grade 8 through the 2009-2010 school year are eligible
to be assessed under (i) the graduation-required assessment for diploma in reading,
mathematics, or writing under Minnesota Statutes 2012, section 120B.30, subdivision 1,
paragraphs (c), clauses (1) and (2), and (d), (ii) the WorkKeys job skills assessment, (iii)
the Compass college placement test, (iv) the ACT assessment for college admission, or (v)
a nationally recognized armed services vocational aptitude test.

(2) Students enrolled in grade 8 in the 2010-2011 or 2011-2012 school year are
eligible to be assessed under (i) the graduation-required assessment for diploma in reading,
mathematics, or writing under Minnesota Statutes 2012, section 120B.30, subdivision
1, paragraph (c), clauses (1) and (2), (ii) the WorkKeys job skills assessment, (iii) the
Compass college placement test, (iv) the ACT assessment for college admission, or (v) a
nationally recognized armed services vocational aptitude test.

(3) For students under clause (1) or (2), a school district may substitute a score from
an alternative, equivalent assessment to satisfy the requirements of this paragraph.

(b) The state assessment system must be aligned to the most recent revision of
academic standards as described in section 120B.023 in the following manner:

(1) mathematics;

(i) grades 3 through 8 beginning in the 2010-2011 school year; and

(ii) high school level beginning in the 2013-2014 school year;

(2) science; grades 5 and 8 and at the high school level beginning in the 2011-2012
school year; and

(3) language arts and reading; grades 3 through 8 and high school level beginning in
the 2012-2013 school year.

(c) For students enrolled in grade 8 in the 2012-2013 school year and later, students'
state graduation requirements, based on a longitudinal, systematic approach to student
education and career planning, assessment, instructional support, and evaluation, include
the following:

(1) demonstrate understanding of required academic standards on a nationally
normed college entrance exam;

(2) achievement and career and college readiness tests in mathematics, reading, and
writing, consistent with paragraph (e) and to the extent available, to monitor students'
continuous development of and growth in requisite knowledge and skills; analyze
students' progress and performance levels, identifying students' academic strengths and
diagnosing areas where students require curriculum or instructional adjustments, targeted
interventions, or remediation; and, based on analysis of students' progress and performance
data, determine students' learning and instructional needs and the instructional tools and
best practices that support academic rigor for the student; and

(3) consistent with this paragraph and section 120B.125, age-appropriate exploration
and planning activities and career assessments to encourage students to identify personally
relevant career interests and aptitudes and help students and their families develop a
regularly reexamined transition plan for postsecondary education or employment without
need for postsecondary remediation.

Based on appropriate state guidelines, students with an individualized education program
may satisfy state graduation requirements by achieving an individual score on the
state-identified alternative assessments.

Expectations of schools, districts, and the state for career or college readiness under
this subdivision must be comparable in rigor, clarity of purpose, and rates of student
completion. A student under clause (2) must receive targeted, relevant, academically
rigorous, and resourced instruction, which may include a targeted instruction and
intervention plan focused on improving the student's knowledge and skills in core subjects
so that the student has a reasonable chance to succeed in a career or college without need
for postsecondary remediation. Consistent with sections 120B.13, 124D.09, 124D.091,
124D.49, and related sections, an enrolling school or district must actively encourage a
student in grade 11 or 12 who is identified as academically ready for a career or college
to participate in courses and programs awarding college credit to high school students.
Students are not required to achieve a specified score or level of proficiency on an
assessment under this subdivision to graduate from high school.

(d) To improve the secondary and postsecondary outcomes of all students, the
alignment between secondary and postsecondary education programs and Minnesota's
workforce needs, and the efficiency and cost-effectiveness of secondary and postsecondary
programs, the commissioner, after consulting with the chancellor of the Minnesota State
Colleges and Universities and using a request for proposal process, shall contract for
a series of assessments that are consistent with this subdivision, aligned with state
academic standards, and include career and college readiness benchmarks. Mathematics,
reading, and writing assessments for students in grades 8 and 10 must be predictive of a
nationally normed assessment for career and college readiness. This nationally recognized
assessment must be a college entrance exam and given to students in grade 11. This
series of assessments must include a college placement diagnostic exam and contain
career exploration elements. The commissioner and the chancellor of the Minnesota
State Colleges and Universities must collaborate in aligning instruction and assessments
for adult basic education students new text beginand English learners new text endto provide the students with
diagnostic information about any targeted interventionsnew text begin, accommodations, modifications,
and supports
new text end they need so that new text beginassessments and other performance measures are accessible
to them and
new text endthey may seek postsecondary education or employment without need for
postsecondary remediation.new text begin When administering formative or summative assessments
used to measure the academic progress, including the oral academic development, of
English learners and inform their instruction, schools must ensure that the assessments are
accessible to the students and students have the modifications and supports they need to
sufficiently understand the assessments.
new text end

(1) Districts and schools, on an annual basis, must use the career exploration
elements in these assessments to help students, beginning no later than grade 9, and their
families explore and plan for postsecondary education or careers based on the students'
interests, aptitudes, and aspirations. Districts and schools must use timely regional labor
market information and partnerships, among other resources, to help students and their
families successfully develop, pursue, review, and revise an individualized plan for
postsecondary education or a career. This process must help increase students' engagement
in and connection to school, improve students' knowledge and skills, and deepen students'
understanding of career pathways as a sequence of academic and career courses that lead
to an industry-recognized credential, an associate's degree, or a bachelor's degree and are
available to all students, whatever their interests and career goals.

(2) Students in grade 10 or 11 not yet academically ready for a career or college based
on their growth in academic achievement between grades 8 and 10 must take the college
placement diagnostic exam before taking the college entrance exam under clause (3).
Students, their families, the school, and the district can then use the results of the college
placement diagnostic exam for targeted instruction, intervention, or remediation and
improve students' knowledge and skills in core subjects sufficient for a student to graduate
and have a reasonable chance to succeed in a career or college without remediation.

(3) All students except those eligible for alternative assessments must be given the
college entrance part of these assessments in grade 11. A student under this clause who
demonstrates attainment of required state academic standards, which include career and
college readiness benchmarks, on these assessments is academically ready for a career or
college and is encouraged to participate in courses awarding college credit to high school
students. Such courses and programs may include sequential courses of study within
broad career areas and technical skill assessments that extend beyond course grades.

(4) As appropriate, students through grade 12 must continue to participate in targeted
instruction, intervention, or remediation and be encouraged to participate in courses
awarding college credit to high school students.

(5) A study to determine the alignment between these assessments and state
academic standards under this chapter must be conducted. Where alignment exists, the
commissioner must seek federal approval to, and immediately upon receiving approval,
replace the federally required assessments referenced under subdivision 1a and section
120B.35, subdivision 2, with assessments under this paragraph.

(e) In developing, supporting, and improving students' academic readiness for a
career or college, schools, districts, and the state must have a continuum of empirically
derived, clearly defined benchmarks focused on students' attainment of knowledge and
skills so that students, their parents, and teachers know how well students must perform to
have a reasonable chance to succeed in a career or college without need for postsecondary
remediation. The commissioner, in consultation with local school officials and educators,
and Minnesota's public postsecondary institutions must ensure that the foundational
knowledge and skills for students' successful performance in postsecondary employment
or education and an articulated series of possible targeted interventions are clearly
identified and satisfy Minnesota's postsecondary admissions requirements.

(f) For students in grade 8 in the 2012-2013 school year and later, a school, district,
or charter school must record on the high school transcript a student's progress toward
career and college readiness, and for other students as soon as practicable.

(g) The school board granting students their diplomas may formally decide to
include a notation of high achievement on the high school diplomas of those graduating
seniors who, according to established school board criteria, demonstrate exemplary
academic achievement during high school.

(h) The 3rd through 7th grade computer-adaptive assessment results and grade 8
and high school test results shall be available to districts for diagnostic purposes affecting
student learning and district instruction and curriculum, and for establishing educational
accountability. The commissioner must establish empirically derived benchmarks on
adaptive assessments in grades 3 through 7 that reveal a trajectory toward career and
college readiness. The commissioner must disseminate to the public the computer-adaptive
assessments, grade 8, and high school test results upon receiving those results.

(i) The grades 3 through 7 computer-adaptive assessments and grade 8 and high
school tests must be aligned with state academic standards. The commissioner shall
determine the testing process and the order of administration. The statewide results shall
be aggregated at the site and district level, consistent with subdivision 1a.

(j) The commissioner shall include the following components in the statewide
public reporting system:

(1) uniform statewide computer-adaptive assessments of all students in grades 3
through 7 and testing at the grade 8 and high school levels that provides appropriate,
technically sound accommodations or alternate assessments;

(2) educational indicators that can be aggregated and compared across school
districts and across time on a statewide basis, including average daily attendance, high
school graduation rates, and high school drop-out rates by age and grade level;

(3) state results on the American College Test; and

(4) state results from participation in the National Assessment of Educational
Progress so that the state can benchmark its performance against the nation and other
states, and, where possible, against other countries, and contribute to the national effort
to monitor achievement.

new text begin (k) For purposes of statewide accountability, "career and college ready" means a
high school graduate has the knowledge, skills, and competencies to successfully pursue a
career pathway, including postsecondary credit leading to a degree, diploma, certificate, or
industry-recognized credential and employment. Students who are career and college ready
are able to successfully complete credit-bearing coursework at a two- or four-year college
or university or other credit-bearing postsecondary program without need for remediation.
new text end

new text begin (l) For purposes of statewide accountability, "cultural competence," "cultural
competency," or "culturally competent" means the ability and will to interact effectively
with people of different cultures, native languages, and socioeconomic backgrounds.
new text end

Sec. 9.

Minnesota Statutes 2013 Supplement, section 120B.35, subdivision 3, is
amended to read:


Subd. 3.

State growth target; other state measures.

(a) The state's educational
assessment system measuring individual students' educational growth is based on
indicators of achievement growth that show an individual student's prior achievement.
Indicators of achievement and prior achievement must be based on highly reliable
statewide or districtwide assessments.

(b) The commissioner, in consultation with a stakeholder group that includes
assessment and evaluation directors deleted text beginanddeleted text endnew text begin, districtnew text end staffnew text begin, experts in culturally responsive
teaching,
new text end and researchersnew text begin,new text end must implement a model that uses a value-added growth
indicator and includes criteria for identifying schools and school districts that demonstrate
medium and high growth under section 120B.299, subdivisions 8 and 9, and may
recommend other value-added measures under section 120B.299, subdivision 3. The model
may be used to advance educators' professional development and replicate programs that
succeed in meeting students' diverse learning needs. Data on individual teachers generated
under the model are personnel data under section 13.43. The model must allow users to:

(1) report student growth consistent with this paragraph; and

(2) for all student categories, report and compare aggregated and disaggregated state
growth data using the nine student categories identified under the federal 2001 No Child
Left Behind Act and two student gender categories of male and female, respectively,
following appropriate reporting practices to protect nonpublic student data.

The commissioner must report measures of student growth, consistent with this
paragraphnew text begin, including the English language development, academic progress, and oral
academic development of English learners and their native language development if the
native language is used as a language of instruction
new text end.

(c) When reporting student performance under section 120B.36, subdivision 1, the
commissioner annually, beginning July 1, 2011, must report two core measures indicating
the extent to which current high school graduates are being prepared for postsecondary
academic and career opportunities:

(1) a preparation measure indicating the number and percentage of high school
graduates in the most recent school year who completed course work important to
preparing them for postsecondary academic and career opportunities, consistent with
the core academic subjects required for admission to Minnesota's public colleges and
universities as determined by the Office of Higher Education under chapter 136A; and

(2) a rigorous coursework measure indicating the number and percentage of high
school graduates in the most recent school year who successfully completed one or more
college-level advanced placement, international baccalaureate, postsecondary enrollment
options including concurrent enrollment, other rigorous courses of study under section
120B.021, subdivision 1a, or industry certification courses or programs.

When reporting the core measures under clauses (1) and (2), the commissioner must also
analyze and report separate categories of information using the nine student categories
identified under the federal 2001 No Child Left Behind Act and two student gender
categories of male and female, respectively, following appropriate reporting practices to
protect nonpublic student data.

(d) When reporting student performance under section 120B.36, subdivision 1, the
commissioner annually, beginning July 1, 2014, must report summary data on school
safety and students' engagement and connection at school. The summary data under this
paragraph are separate from and must not be used for any purpose related to measuring
or evaluating the performance of classroom teachers. The commissioner, in consultation
with qualified experts on student engagement and connection and classroom teachers,
must identify highly reliable variables that generate summary data under this paragraph.
The summary data may be used at school, district, and state levels only. Any data on
individuals received, collected, or created that are used to generate the summary data
under this paragraph are nonpublic data under section 13.02, subdivision 9.

(e) For purposes of statewide educational accountability, the commissioner must
identify and report measures that demonstrate the success of learning year program
providers under sections 123A.05 and 124D.68, among other such providers, in improving
students' graduation outcomes. The commissioner, beginning July 1, 2015, must annually
report summary data on:

(1) the four- and six-year graduation rates of students under this paragraph;

(2) the percent of students under this paragraph whose progress and performance
levels are meeting career and college readiness benchmarks under section 120B.30,
subdivision 1; and

(3) the success that learning year program providers experience in:

(i) identifying at-risk and off-track student populations by grade;

(ii) providing successful prevention and intervention strategies for at-risk students;

(iii) providing successful recuperative and recovery or reenrollment strategies for
off-track students; and

(iv) improving the graduation outcomes of at-risk and off-track students.

The commissioner may include in the annual report summary data on other education
providers serving a majority of students eligible to participate in a learning year program.

new text begin (f) The commissioner, in consultation with recognized experts with knowledge and
experience in assessing the language proficiency and academic performance of English
learners, must identify and report appropriate and effective measures to improve current
categories of language difficulty and assessments, and monitor and report data on students'
English proficiency levels, program placement, and academic language development,
including oral academic language.
new text end

Sec. 10.

Minnesota Statutes 2013 Supplement, section 120B.36, subdivision 1, is
amended to read:


Subdivision 1.

School performance reports.

(a) The commissioner shall report
student academic performance under section 120B.35, subdivision 2; the percentages of
students showing low, medium, and high growth under section 120B.35, subdivision
3
, paragraph (b); school safety and student engagement and connection under section
120B.35, subdivision 3, paragraph (d); rigorous coursework under section 120B.35,
subdivision 3
, paragraph (c); the percentage of students under section 120B.35,
subdivision 3
, paragraph (b), clause (2), whose progress and performance levels are
meeting career and college readiness benchmarks under sections 120B.30, subdivision 1,
and 120B.35, subdivision 3, paragraph (e); longitudinal data on the progress of eligible
districts in reducing disparities in students' academic achievement and realizing racial and
economic integration under section 124D.861; new text beginthe acquisition of English, and where
practicable, native language academic literacy, including oral academic language, and
the academic progress of English learners under section 124D.59, subdivisions 2 and
2a;
new text endtwo separate student-to-teacher ratios that clearly indicate the definition of teacher
consistent with sections 122A.06 and 122A.15 for purposes of determining these ratios;
staff characteristics excluding salaries; student enrollment demographics; district mobility;
and extracurricular activities. The report also must indicate a school's adequate yearly
progress status under applicable federal law, and must not set any designations applicable
to high- and low-performing schools due solely to adequate yearly progress status.

(b) The commissioner shall develop, annually update, and post on the department
Web site school performance reports.

(c) The commissioner must make available performance reports by the beginning
of each school year.

(d) A school or district may appeal its adequate yearly progress status in writing to
the commissioner within 30 days of receiving the notice of its status. The commissioner's
decision to uphold or deny an appeal is final.

(e) School performance data are nonpublic data under section 13.02, subdivision 9,
until the commissioner publicly releases the data. The commissioner shall annually post
school performance reports to the department's public Web site no later than September 1,
except that in years when the reports reflect new performance standards, the commissioner
shall post the school performance reports no later than October 1.

Sec. 11.

Minnesota Statutes 2012, section 122A.06, subdivision 4, is amended to read:


Subd. 4.

Comprehensive, scientifically based reading instruction.

(a)
"Comprehensive, scientifically based reading instruction" includes a program or collection
of instructional practices that is based on valid, replicable evidence showing that when
these programs or practices are used, students can be expected to achieve, at a minimum,
satisfactory reading progress. The program or collection of practices must include, at a
minimum, effective, balanced instruction in all five areas of reading: phonemic awareness,
phonics, fluency, vocabulary development, and reading comprehension.

Comprehensive, scientifically based reading instruction also includes and integrates
instructional strategies for continuously assessing, evaluating, and communicating
the student's reading progress and needs in order to design and implement ongoing
interventions so that students of all ages and proficiency levels can read and comprehend
textnew text begin, write,new text end and apply higher level thinking skills.new text begin For English learners developing literacy
skills, districts are encouraged to use strategies that teach reading and writing in the
students' native language and English at the same time.
new text end

(b) "Fluency" is the ability of students to read text with speed, accuracy, and proper
expression.

(c) "Phonemic awareness" is the ability of students to notice, think about, and
manipulate individual sounds in spoken syllables and words.

(d) "Phonics" is the understanding that there are systematic and predictable
relationships between written letters and spoken words. Phonics instruction is a way
of teaching reading that stresses learning how letters correspond to sounds and how to
apply this knowledge in reading and spelling.

(e) "Reading comprehension" is an active process that requires intentional thinking
during which meaning is constructed through interactions between text and reader.
Comprehension skills are taught explicitly by demonstrating, explaining, modeling, and
implementing specific cognitive strategies to help beginning readers derive meaning
through intentional, problem-solving thinking processes.

(f) "Vocabulary development" is the process of teaching vocabulary both directly
and indirectly, with repetition and multiple exposures to vocabulary items. Learning in
rich contexts, incidental learning, and use of computer technology enhance the acquiring
of vocabulary.

(g) Nothing in this subdivision limits the authority of a school district to select a
school's reading program or curriculum.

Sec. 12.

Minnesota Statutes 2013 Supplement, section 122A.09, subdivision 4, is
amended to read:


Subd. 4.

License and rules.

(a) The board must adopt rules to license public school
teachers and interns subject to chapter 14.

(b) The board must adopt rules requiring a person to pass a skills examination in
reading, writing, and mathematics as a requirement for initial teacher licensure, except
that the board may issue up to two additional temporary, one-year teaching licenses to an
otherwise qualified candidate who has not yet passed the skills exam. Such rules must
require college and universities offering a board-approved teacher preparation program to
provide remedial assistance to persons who did not achieve a qualifying score on the skills
examination, including those for whom English is a second language.

(c) The board must adopt rules to approve teacher preparation programs. The board,
upon the request of a postsecondary student preparing for teacher licensure or a licensed
graduate of a teacher preparation program, shall assist in resolving a dispute between the
person and a postsecondary institution providing a teacher preparation program when the
dispute involves an institution's recommendation for licensure affecting the person or the
person's credentials. At the board's discretion, assistance may include the application
of chapter 14.

(d) The board must provide the leadership and adopt rules for the redesign of teacher
education programs to implement a research based, results-oriented curriculum that
focuses on the skills teachers need in order to be effective. The board shall implement new
systems of teacher preparation program evaluation to assure program effectiveness based
on proficiency of graduates in demonstrating attainment of program outcomes. Teacher
preparation programs including alternative teacher preparation programs under section
122A.245, among other programs, must include a content-specific, board-approved,
performance-based assessment that measures teacher candidates in three areas: planning
for instruction and assessment; engaging students and supporting learning; and assessing
student learning.

(e) The board must adopt rules requiring candidates for initial licenses to pass an
examination of general pedagogical knowledge and examinations of licensure-specific
teaching skills. The rules shall be effective by September 1, 2001. The rules under this
paragraph also must require candidates for initial licenses to teach prekindergarten or
elementary students to pass, as part of the examination of licensure-specific teaching
skills, test items assessing the candidates' knowledge, skill, and ability in comprehensive,
scientifically based reading instruction under section 122A.06, subdivision 4, and their
knowledge and understanding of the foundations of reading development, the development
of reading comprehension, and reading assessment and instruction, and their ability to
integrate that knowledge and understanding.

(f) The board must adopt rules requiring teacher educators to work directly with
elementary or secondary school teachers in elementary or secondary schools to obtain
periodic exposure to the elementary or secondary teaching environment.

(g) The board must grant licenses to interns and to candidates for initial licenses
based on appropriate professional competencies that are aligned with the board's licensing
system and students' diverse learning needs. new text beginAll teacher candidates must have preparation
in English language development and content instruction for English learners in order to be
able to effectively instruct the English learners in their classrooms.
new text endThe board must include
these licenses in a statewide differentiated licensing system that creates new leadership
roles for successful experienced teachers premised on a collaborative professional culture
dedicated to meeting students' diverse learning needs in the 21st centurynew text begin, recognizes the
importance of cultural and linguistic competencies, including the ability to teach and
communicate in culturally competent and aware ways,
new text end and formalizes mentoring and
induction for newly licensed teachers deleted text beginthat isdeleted text end provided through a teacher support framework.

(h) The board must design and implement an assessment system which requires a
candidate for an initial license and first continuing license to demonstrate the abilities
necessary to perform selected, representative teaching tasks at appropriate levels.

(i) The board must receive recommendations from local committees as established
by the board for the renewal of teaching licenses.new text begin The board must require licensed teachers
who are renewing a continuing license to include in the renewal requirements further
preparation in English language development and specially designed content instruction
in English for English learners.
new text end

(j) The board must grant life licenses to those who qualify according to requirements
established by the board, and suspend or revoke licenses pursuant to sections 122A.20 and
214.10. The board must not establish any expiration date for application for life licenses.

(k) The board must adopt rules that require all licensed teachers who are renewing
their continuing license to include in their renewal requirements further preparation in
the areas of using positive behavior interventions and in accommodating, modifying, and
adapting curricula, materials, and strategies to appropriately meet the needs of individual
students and ensure adequate progress toward the state's graduation rule.

(l) In adopting rules to license public school teachers who provide health-related
services for disabled children, the board shall adopt rules consistent with license or
registration requirements of the commissioner of health and the health-related boards who
license personnel who perform similar services outside of the school.

(m) The board must adopt rules that require all licensed teachers who are renewing
their continuing license to include in their renewal requirements further reading
preparation, consistent with section 122A.06, subdivision 4. The rules do not take effect
until they are approved by law. Teachers who do not provide direct instruction including, at
least, counselors, school psychologists, school nurses, school social workers, audiovisual
directors and coordinators, and recreation personnel are exempt from this section.

(n) The board must adopt rules that require all licensed teachers who are renewing
their continuing license to include in their renewal requirements further preparation,
first, in understanding the key warning signs of early-onset mental illness in children
and adolescents and then, during subsequent licensure renewal periods, preparation may
include providing a more in-depth understanding of students' mental illness trauma,
accommodations for students' mental illness, parents' role in addressing students' mental
illness, Fetal Alcohol Spectrum Disorders, autism, the requirements of section 125A.0942
governing restrictive procedures, and de-escalation methods, among other similar topics.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective August 1, 2015, and applies to
individuals entering a teacher preparation program or renewing a continuing teacher
license after that date.
new text end

Sec. 13.

Minnesota Statutes 2012, section 122A.14, subdivision 2, is amended to read:


Subd. 2.

Preparation programs.

The board shall review and approve or
disapprove preparation programs for school administrators and alternative preparation
programs for administrators under section 122A.27, and must consider other alternative
competency-based preparation programs leading to licensure.new text begin Among other requirements,
preparation programs must include instruction on meeting the varied needs of English
learners, from young children to adults, in English and, where practicable, in students'
native language.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective August 1, 2015, and applies to
individuals entering a school administrator preparation program after that date.
new text end

Sec. 14.

Minnesota Statutes 2012, section 122A.14, subdivision 3, is amended to read:


Subd. 3.

Rules for continuing education requirements.

The board shall
adopt rules establishing continuing education requirements that promote continuous
improvement and acquisition of new and relevant skills by school administrators.
new text beginContinuing education programs, among other things, must provide school administrators
with information and training about building coherent and effective English learner
strategies that include relevant professional development, accountability for student
progress, students' access to the general curriculum, and sufficient staff capacity to effect
these strategies.
new text endA retired school principal who serves as a substitute principal or assistant
principal for the same person on a day-to-day basis for no more than 15 consecutive
school days is not subject to continuing education requirements as a condition of serving
as a substitute principal or assistant principal.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective August 1, 2015, and applies to school
administrators renewing an administrator's license after that date.
new text end

Sec. 15.

Minnesota Statutes 2013 Supplement, section 122A.18, subdivision 2, is
amended to read:


Subd. 2.

Teacher and support personnel qualifications.

(a) The Board of
Teaching must issue licenses under its jurisdiction to persons the board finds to be
qualified and competent for their respective positions.

(b) The board must require a person to pass an examination of skills in reading,
writing, and mathematics before being granted an initial teaching license to provide direct
instruction to pupils in prekindergarten, elementary, secondary, or special education
programs, except that the board may issue up to two additional temporary, one-year
teaching licenses to an otherwise qualified candidate who has not yet passed the skills
exam. The board must require colleges and universities offering a board approved teacher
preparation program to make available upon request remedial assistance that includes a
formal diagnostic component to persons enrolled in their institution who did not achieve a
qualifying score on the skills examination, including those for whom English is a second
language. The colleges and universities must make available assistance in the specific
academic areas of deficiency in which the person did not achieve a qualifying score.
School districts may make available upon request similar, appropriate, and timely remedial
assistance that includes a formal diagnostic component to those persons employed by the
district who completed their teacher education program, who did not achieve a qualifying
score on the skills examination, including those persons for whom English is a second
language and persons under section 122A.23, subdivision 2, paragraph (h), who completed
their teacher's education program outside the state of Minnesota, and who received a
temporary license to teach in Minnesota. The Board of Teaching shall report annually
to the education committees of the legislature on the total number of teacher candidates
during the most recent school year taking the skills examination, the number who achieve
a qualifying score on the examination, the number who do not achieve a qualifying score
on the examination, the distribution of all candidates' scores, the number of candidates
who have taken the examination at least once before, and the number of candidates who
have taken the examination at least once before and achieve a qualifying score.

(c) The Board of Teaching must grant continuing licenses only to those persons who
have met board criteria for granting a continuing license, which includes passing the
skills examination in reading, writing, and mathematics consistent with paragraph (b) and
section 122A.09, subdivision 4, paragraph (b).

(d) All colleges and universities approved by the board of teaching to prepare persons
for teacher licensure must include in their teacher preparation programs a common core
of teaching knowledge and skills to be acquired by all persons recommended for teacher
licensure. new text beginAmong other requirements, teacher candidates must demonstrate the knowledge
and skills needed to provide appropriate instruction to English learners to support and
accelerate their academic literacy, including oral academic language, and achievement in
content areas in a regular classroom setting.
new text endThis common core shall meet the standards
developed by the interstate new teacher assessment and support consortium in its 1992
"model standards for beginning teacher licensing and development." Amendments to
standards adopted under this paragraph are covered by chapter 14. The board of teaching
shall report annually to the education committees of the legislature on the performance
of teacher candidates on common core assessments of knowledge and skills under this
paragraph during the most recent school year.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective August 1, 2015, and applies to
individuals entering a teacher preparation program after that date.
new text end

Sec. 16.

Minnesota Statutes 2012, section 122A.18, subdivision 2a, is amended to read:


Subd. 2a.

Reading strategies.

(a) All colleges and universities approved by the
Board of Teaching to prepare persons for classroom teacher licensure must include in
their teacher preparation programs research-based best practices in reading, consistent
with section 122A.06, subdivision 4, that enable the licensure candidate to know how to
teach reading in the candidate's content areas. new text beginTeacher candidates must be instructed
in using students' native languages as a resource in creating effective differentiated
instructional strategies for English learners developing literacy skills.
new text endThese colleges and
universities also must prepare candidates for initial licenses to teach prekindergarten or
elementary students for the assessment of reading instruction portion of the examination
of licensure-specific teaching skills under section 122A.09, subdivision 4, paragraph (e).

(b) Board-approved teacher preparation programs for teachers of elementary
education must require instruction in the application of comprehensive, scientifically
based, and balanced reading instruction programs that:

(1) teach students to read using foundational knowledge, practices, and strategies
consistent with section 122A.06, subdivision 4, so that all students will achieve continuous
progress in reading; and

(2) teach specialized instruction in reading strategies, interventions, and remediations
that enable students of all ages and proficiency levels to become proficient readers.

(c) Nothing in this section limits the authority of a school district to select a school's
reading program or curriculum.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective August 1, 2015, and applies to
individuals entering a teacher preparation program after that date.
new text end

Sec. 17.

Minnesota Statutes 2012, section 122A.18, subdivision 4, is amended to read:


Subd. 4.

Expiration and renewal.

(a) Each license the Department of Education
issues through its licensing section must bear the date of issue. Licenses must expire
and be renewed according to the respective rules the Board of Teaching, the Board
of School Administrators, or the commissioner of education adopts. Requirements for
renewing a license must include showing satisfactory evidence of successful teaching or
administrative experience for at least one school year during the period covered by the
license in grades or subjects for which the license is valid or completing such additional
preparation as the Board of Teaching prescribes. The Board of School Administrators
shall establish requirements for renewing the licenses of supervisory personnel except
athletic coaches. The State Board of Teaching shall establish requirements for renewing
the licenses of athletic coaches.

(b) Relicensure applicants who have been employed as a teacher during the renewal
period of their expiring license, as a condition of relicensure, must present to their local
continuing education and relicensure committee or other local relicensure committee
evidence of work that demonstrates professional reflection and growth in best teaching
practicesnew text begin, including among other things, practices in meeting the varied needs of English
learners, from young children to adults under section 124D.59, subdivisions 2 and 2a
new text end. The
applicant must include a reflective statement of professional accomplishment and the
applicant's own assessment of professional growth showing evidence of:

(1) support for student learning;

(2) use of best practices techniques and their applications to student learning;

(3) collaborative work with colleagues that includes examples of collegiality such as
attested-to committee work, collaborative staff development programs, and professional
learning community work; or

(4) continual professional development that may include (i) job-embedded or other
ongoing formal professional learning or (ii) for teachers employed for only part of the
renewal period of their expiring license, other similar professional development efforts
made during the relicensure period.

The Board of Teaching must ensure that its teacher relicensing requirements also include
this paragraph.

(c) The Board of Teaching shall offer alternative continuing relicensure options for
teachers who are accepted into and complete the National Board for Professional Teaching
Standards certification process, and offer additional continuing relicensure options for
teachers who earn National Board for Professional Teaching Standards certification.
Continuing relicensure requirements for teachers who do not maintain National Board for
Professional Teaching Standards certification are those the board prescribes, consistent
with this section.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective August 1, 2015, and applies to
licensed teachers renewing a teaching license after that date.
new text end

Sec. 18.

Minnesota Statutes 2012, section 122A.19, is amended to read:


122A.19 BILINGUAL AND ENGLISH AS A SECOND LANGUAGE
TEACHERS; LICENSES.

Subdivision 1.

Bilingual and English as a second language licenses.

The Board of
Teaching, hereinafter the board, must grant teaching licenses in bilingual education and
English as a second language to persons who present satisfactory evidence that they:

(a) Possess competence and communicative skills in English and in another language;

(b) Possess a bachelor's degree or other academic degree approved by the board,
and meet such requirements as to course of study and training as the board may prescribenew text begin,
consistent with subdivision 4
new text end.

Subd. 2.

Persons holding general teaching licenses.

new text beginThe board may license new text enda
person deleted text beginholdingdeleted text endnew text begin who holdsnew text end a general teaching license new text beginand new text endwho presents the board with
satisfactory evidence of competence and communicative skills in a language other than
English deleted text beginmay be licenseddeleted text end under this section.

deleted text begin Subd. 3. deleted text end

deleted text begin Employment of teachers. deleted text end

deleted text begin Teachers employed in a bilingual education
or English as a second language program established pursuant to sections 124D.58 to
124D.64 shall not be employed to replace any presently employed teacher who otherwise
would not be replaced.
deleted text end

Subd. 4.

Teacher preparation programs.

For the purpose of licensing bilingual
and English as a second language teachers, the board may approve programs at colleges
or universities designed for their training.new text begin These programs must provide instruction in
implementing research-based practices designed specifically for English learners. The
programs must focus on developing English learners' academic language proficiency in
English, including oral academic language, giving English learners meaningful access to
the full school curriculum, developing culturally relevant teaching practices appropriate
for immigrant students, and providing more intensive instruction and resources to English
learners with lower levels of academic English proficiency and varied needs, consistent
with section 124D.59, subdivisions 2 and 2a.
new text end

Subd. 5.

Persons eligible for employment.

Any person licensed under this section
deleted text beginshall bedeleted text endnew text begin isnew text end eligible for employment by a school board as a teacher in a bilingual education
or English as a second language program in which the language for which the person is
licensed is taught or used as a medium of instruction. A board may prescribe only those
additional qualifications for teachers licensed under this section deleted text beginasdeleted text endnew text begin thatnew text end are approved
by the board of teaching.

Subd. 6.

Affirmative efforts in hiring.

In hiring for all deleted text beginpositions indeleted text end bilingual
education deleted text beginprogramsdeleted text endnew text begin program positionsnew text end, districts must give preference to and make
affirmative efforts to seek, recruit, and employ persons who new text begin(1) new text endare deleted text begin(a)deleted text end native speakers of
the language which is the medium of instruction in the bilingual education programnew text begin or share
a native language with the majority of their students
new text end, and deleted text begin(b)deleted text endnew text begin(2)new text end deleted text beginwhodeleted text end share the culture of the
English learners deleted text beginwho aredeleted text end enrolled in the program. The district shall provide procedures for
deleted text beginthe involvement ofdeleted text endnew text begin involvingnew text end the parent advisory committees in designing the procedures
for deleted text beginthe recruitmentdeleted text endnew text begin recruitingnew text end, screeningnew text begin,new text end and deleted text beginselection ofdeleted text endnew text begin selectingnew text end applicants. This section
must not be construed to limit the school board's authority to hire and discharge personnel.

new text begin EFFECTIVE DATE. new text end

new text begin Subdivisions 1, 2, 5, and 6 are effective August 1, 2015.
Subdivision 3 is effective the day following final enactment. Subdivision 4 is effective
August 1, 2015, and applies to an individual entering a teacher preparation program after
that date.
new text end

Sec. 19.

Minnesota Statutes 2013 Supplement, section 122A.40, subdivision 8, is
amended to read:


Subd. 8.

Development, evaluation, and peer coaching for continuing contract
teachers.

(a) To improve student learning and success, a school board and an exclusive
representative of the teachers in the district, consistent with paragraph (b), may develop
a teacher evaluation and peer review process for probationary and continuing contract
teachers through joint agreement. If a school board and the exclusive representative of the
teachers do not agree to an annual teacher evaluation and peer review process, then the
school board and the exclusive representative of the teachers must implement the plan
for evaluation and review under paragraph (c). The process must include having trained
observers serve as peer coaches or having teachers participate in professional learning
communities, consistent with paragraph (b).

(b) To develop, improve, and support qualified teachers and effective teaching
practices and improve student learning and success, the annual evaluation process for
teachers:

(1) must, for probationary teachers, provide for all evaluations required under
subdivision 5;

(2) must establish a three-year professional review cycle for each teacher that
includes an individual growth and development plan, a peer review process, the
opportunity to participate in a professional learning community under paragraph (a), and
at least one summative evaluation performed by a qualified and trained evaluator such as a
school administrator. For the years when a tenured teacher is not evaluated by a qualified
and trained evaluator, the teacher must be evaluated by a peer review;

(3) must be based on professional teaching standards established in rule;

(4) must coordinate staff development activities under sections 122A.60 and
122A.61 with this evaluation process and teachers' evaluation outcomes;

(5) may provide time during the school day and school year for peer coaching and
teacher collaboration;

(6) may include mentoring and induction programs;

(7) must include an option for teachers to develop and present a portfolio
demonstrating evidence of reflection and professional growth, consistent with section
122A.18, subdivision 4, paragraph (b), and include teachers' own performance assessment
based on student work samples and examples of teachers' work, which may include video
among other activities for the summative evaluation;

(8) must use data from valid and reliable assessments aligned to state and local
academic standards and must use state and local measures of student growth new text beginand literacy
new text endthat may include value-added models or student learning goals to determine 35 percent of
teacher evaluation results;

(9) must use longitudinal data on student engagement and connection, and other
student outcome measures explicitly aligned with the elements of curriculum for which
teachers are responsiblenew text begin, including academic literacy, oral academic language, and
achievement of content areas of English learners
new text end;

(10) must require qualified and trained evaluators such as school administrators to
perform summative evaluations;

(11) must give teachers not meeting professional teaching standards under clauses
(3) through (10) support to improve through a teacher improvement process that includes
established goals and timelines; and

(12) must discipline a teacher for not making adequate progress in the teacher
improvement process under clause (11) that may include a last chance warning,
termination, discharge, nonrenewal, transfer to a different position, a leave of absence, or
other discipline a school administrator determines is appropriate.

Data on individual teachers generated under this subdivision are personnel data
under section 13.43.

(c) The department, in consultation with parents who may represent parent
organizations and teacher and administrator representatives appointed by their respective
organizations, representing the Board of Teaching, the Minnesota Association of School
Administrators, the Minnesota School Boards Association, the Minnesota Elementary
and Secondary Principals Associations, Education Minnesota, and representatives of
the Minnesota Assessment Group, the Minnesota Business Partnership, the Minnesota
Chamber of Commerce, and Minnesota postsecondary institutions with research expertise
in teacher evaluation, must create and publish a teacher evaluation process that complies
with the requirements in paragraph (b) and applies to all teachers under this section and
section 122A.41 for whom no agreement exists under paragraph (a) for an annual teacher
evaluation and peer review process. The teacher evaluation process created under this
subdivision does not create additional due process rights for probationary teachers under
subdivision 5.

Sec. 20.

Minnesota Statutes 2013 Supplement, section 122A.41, subdivision 5, is
amended to read:


Subd. 5.

Development, evaluation, and peer coaching for continuing contract
teachers.

(a) To improve student learning and success, a school board and an exclusive
representative of the teachers in the district, consistent with paragraph (b), may develop an
annual teacher evaluation and peer review process for probationary and nonprobationary
teachers through joint agreement. If a school board and the exclusive representative of
the teachers in the district do not agree to an annual teacher evaluation and peer review
process, then the school board and the exclusive representative of the teachers must
implement the plan for evaluation and review developed under paragraph (c). The process
must include having trained observers serve as peer coaches or having teachers participate
in professional learning communities, consistent with paragraph (b).

(b) To develop, improve, and support qualified teachers and effective teaching
practices and improve student learning and success, the annual evaluation process for
teachers:

(1) must, for probationary teachers, provide for all evaluations required under
subdivision 2;

(2) must establish a three-year professional review cycle for each teacher that
includes an individual growth and development plan, a peer review process, the
opportunity to participate in a professional learning community under paragraph (a), and
at least one summative evaluation performed by a qualified and trained evaluator such
as a school administrator;

(3) must be based on professional teaching standards established in rule;

(4) must coordinate staff development activities under sections 122A.60 and
122A.61 with this evaluation process and teachers' evaluation outcomes;

(5) may provide time during the school day and school year for peer coaching and
teacher collaboration;

(6) may include mentoring and induction programs;

(7) must include an option for teachers to develop and present a portfolio
demonstrating evidence of reflection and professional growth, consistent with section
122A.18, subdivision 4, paragraph (b), and include teachers' own performance assessment
based on student work samples and examples of teachers' work, which may include video
among other activities for the summative evaluation;

(8) must use data from valid and reliable assessments aligned to state and local
academic standards and must use state and local measures of student growth new text beginand literacy
new text endthat may include value-added models or student learning goals to determine 35 percent of
teacher evaluation results;

(9) must use longitudinal data on student engagement and connection and other
student outcome measures explicitly aligned with the elements of curriculum for which
teachers are responsiblenew text begin, including academic literacy, oral academic language, and
achievement of English learners
new text end;

(10) must require qualified and trained evaluators such as school administrators to
perform summative evaluations;

(11) must give teachers not meeting professional teaching standards under clauses
(3) through (10) support to improve through a teacher improvement process that includes
established goals and timelines; and

(12) must discipline a teacher for not making adequate progress in the teacher
improvement process under clause (11) that may include a last chance warning,
termination, discharge, nonrenewal, transfer to a different position, a leave of absence, or
other discipline a school administrator determines is appropriate.

Data on individual teachers generated under this subdivision are personnel data
under section 13.43.

(c) The department, in consultation with parents who may represent parent
organizations and teacher and administrator representatives appointed by their respective
organizations, representing the Board of Teaching, the Minnesota Association of School
Administrators, the Minnesota School Boards Association, the Minnesota Elementary
and Secondary Principals Associations, Education Minnesota, and representatives of
the Minnesota Assessment Group, the Minnesota Business Partnership, the Minnesota
Chamber of Commerce, and Minnesota postsecondary institutions with research expertise
in teacher evaluation, must create and publish a teacher evaluation process that complies
with the requirements in paragraph (b) and applies to all teachers under this section and
section 122A.40 for whom no agreement exists under paragraph (a) for an annual teacher
evaluation and peer review process. The teacher evaluation process created under this
subdivision does not create additional due process rights for probationary teachers under
subdivision 2.

Sec. 21.

Minnesota Statutes 2012, section 122A.413, subdivision 2, is amended to read:


Subd. 2.

Plan components.

The educational improvement plan must be approved
by the school board and have at least these elements:

(1) assessment and evaluation tools to measure student performance and progressnew text begin,
including the academic literacy, oral academic language, and achievement of English
learners, among other measures
new text end;

(2) performance goals and benchmarks for improvement;

(3) measures of student attendance and completion rates;

(4) a rigorous research and practice-based professional development system, based
on national and state standards of effective teaching practice new text beginapplicable to all students
including English learners with varied needs under section 124D.59, subdivisions 2 and
2a,
new text endand consistent with section 122A.60, that is aligned with educational improvement and
designed to achieve ongoing and schoolwide progress and growth in teaching practice;

(5) measures of student, family, and community involvement and satisfaction;

(6) a data system about students and their academic progress that provides parents
and the public with understandable information;

(7) a teacher induction and mentoring program for probationary teachers that
provides continuous learning and sustained teacher support; and

(8) substantial participation by the exclusive representative of the teachers in
developing the plan.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective August 1, 2014, and applies to plans
approved after that date.
new text end

Sec. 22.

Minnesota Statutes 2012, section 122A.414, subdivision 2, is amended to read:


Subd. 2.

Alternative teacher professional pay system.

(a) To participate in this
program, a school district, intermediate school district, school site, or charter school must
have an educational improvement plan under section 122A.413 and an alternative teacher
professional pay system agreement under paragraph (b). A charter school participant also
must comply with subdivision 2a.

(b) The alternative teacher professional pay system agreement must:

(1) describe how teachers can achieve career advancement and additional
compensation;

(2) describe how the school district, intermediate school district, school site, or
charter school will provide teachers with career advancement options that allow teachers
to retain primary roles in student instruction and facilitate site-focused professional
development that helps other teachers improve their skills;

(3) reform the "steps and lanes" salary schedule, prevent any teacher's compensation
paid before implementing the pay system from being reduced as a result of participating
in this system, and base at least 60 percent of any compensation increase on teacher
performance using:

(i) schoolwide student achievement gains under section 120B.35 or locally selected
standardized assessment outcomes, or both;

(ii) measures of student achievementnew text begin, including the academic literacy, oral academic
language, and achievement of English learners, among other measures
new text end; and

(iii) an objective evaluation program that includes:

(A) individual teacher evaluations aligned with the educational improvement plan
under section 122A.413 and the staff development plan under section 122A.60; and

(B) objective evaluations using multiple criteria conducted by a locally selected and
periodically trained evaluation team that understands teaching and learning;

(4) provide integrated ongoing site-based professional development activities to
improve instructional skills and learning that are aligned with student needs under section
122A.413, consistent with the staff development plan under section 122A.60 and led
during the school day by trained teacher leaders such as master or mentor teachers;

(5) allow any teacher in a participating school district, intermediate school district,
school site, or charter school that implements an alternative pay system to participate in
that system without any quota or other limit; and

(6) encourage collaboration rather than competition among teachers.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective August 1, 2014, and applies to
agreements approved after that date.
new text end

Sec. 23.

Minnesota Statutes 2012, section 122A.60, subdivision 1a, is amended to read:


Subd. 1a.

Effective staff development activities.

(a) Staff development activities
must:

(1) focus on the school classroom and research-based strategies that improve student
learning;

(2) provide opportunities for teachers to practice and improve their instructional
skills over time;

(3) provide opportunities for teachers to use student data as part of their daily work
to increase student achievement;

(4) enhance teacher content knowledge and instructional skills, including to
accommodate the delivery of digital and blended learning and curriculum and engage
students with technology;

(5) align with state and local academic standards;

(6) provide opportunities to build professional relationships, foster collaboration
among principals and staff who provide instruction, and provide opportunities for
teacher-to-teacher mentoring; deleted text beginand
deleted text end

(7) align with the plan of the district or site for an alternative teacher professional
pay systemnew text begin; and
new text end

new text begin (8) provide teachers of English learners, including English as a second language and
content teachers, with differentiated instructional strategies critical for ensuring students'
long-term academic success; the means to effectively use assessment data on the academic
literacy, oral academic language, and English language development of English learners;
and skills to support native and English language development across the curriculum
new text end.

Staff development activities may include curriculum development and curriculum training
programs, and activities that provide teachers and other members of site-based teams
training to enhance team performance. The school district also may implement other
staff development activities required by law and activities associated with professional
teacher compensation models.

(b) Release time provided for teachers to supervise students on field trips and school
activities, or independent tasks not associated with enhancing the teacher's knowledge
and instructional skills, such as preparing report cards, calculating grades, or organizing
classroom materials, may not be counted as staff development time that is financed with
staff development reserved revenue under section 122A.61.

Sec. 24.

Minnesota Statutes 2012, section 122A.60, subdivision 2, is amended to read:


Subd. 2.

Contents of plan.

The plan must include the staff development outcomes
under subdivision 3, the means to achieve the outcomes, and procedures for evaluating
progress at each school site toward meeting education outcomes, consistent with
relicensure requirements under section 122A.18, subdivision 4. The plan also must:

(1) support stable and productive professional communities achieved through
ongoing and schoolwide progress and growth in teaching practice;

(2) emphasize coaching, professional learning communities, classroom action
research, and other job-embedded models;

(3) maintain a strong subject matter focus premised on students' learning goals;

(4) ensure specialized preparation and learning about issues related to teaching
English learners and students with special needsnew text begin by focusing on long-term systemic efforts
to improve educational services and opportunities and raise student achievement
new text end; and

(5) reinforce national and state standards of effective teaching practice.

Sec. 25.

Minnesota Statutes 2012, section 122A.60, subdivision 3, is amended to read:


Subd. 3.

Staff development outcomes.

The advisory staff development committee
must adopt a staff development plan for improving student achievement. The plan must
be consistent with education outcomes that the school board determines. The plan
must include ongoing staff development activities that contribute toward continuous
improvement in achievement of the following goals:

(1) improve student achievement of state and local education standards in all areas
of the curriculum by using new text beginresearch-based new text endbest practices methods;

(2) effectively meet the needs of a diverse student population, including at-risk
children, children with disabilities, new text beginEnglish learners, new text endand gifted children, within the
regular classroom and other settings;

(3) provide an inclusive curriculum for a racially, ethnically, new text beginlinguistically, new text endand
culturally diverse student population that is consistent with the state education diversity
rule and the district's education diversity plan;

(4) improve staff collaboration and develop mentoring and peer coaching programs
for teachers new to the school or district;

(5) effectively teach and model violence prevention policy and curriculum that
address early intervention alternatives, issues of harassment, and teach nonviolent
alternatives for conflict resolution;

(6) effectively deliver digital and blended learning and curriculum and engage
students with technology; and

(7) provide teachers and other members of site-based management teams with
appropriate management and financial management skills.

Sec. 26.

Minnesota Statutes 2012, section 122A.68, subdivision 3, is amended to read:


Subd. 3.

Program components.

In order to be approved by the Board of Teaching,
a school district's residency program must at minimum include:

(1) training to prepare teachers to serve as mentors to teaching residents;

(2) a team mentorship approach to expose teaching residents to a variety of
teaching methods, philosophies, and classroom environmentsnew text begin that includes differentiated
instructional strategies, effective use of student achievement data, and support for native
and English language development across the curriculum and grade levels, among other
things
new text end;

(3) ongoing peer coaching and assessment;

(4) assistance to the teaching resident in preparing an individual professional
development plan that includes goals, activities, and assessment methodologies; and

(5) collaboration with one or more teacher education institutions, career teachers,
and other community experts to provide local or regional professional development
seminars or other structured learning experiences for teaching residents.

A teaching resident's direct classroom supervision responsibilities shall not exceed
80 percent of the instructional time required of a full-time equivalent teacher in the
district. During the time a resident does not supervise a class, the resident shall participate
in professional development activities according to the individual plan developed by the
resident in conjunction with the school's mentoring team. Examples of development
activities include observing other teachers, sharing experiences with other teaching
residents, and professional meetings and workshops.

Sec. 27.

Minnesota Statutes 2012, section 122A.74, is amended to read:


122A.74 PRINCIPALS' LEADERSHIP INSTITUTE.

Subdivision 1.

Establishment.

(a) The commissioner of education may contract
with new text beginthe Minnesota State University Mankato ornew text end the regents of the University of Minnesota
to establish a Principals' Leadership Institute to provide professional development to
school principals by:

(1) creating a network of leaders in the educational and business communities to
communicate current and future trends in leadership techniques;

(2) helping to create a vision for the school that is aligned with the community
and district priorities; deleted text beginand
deleted text end

(3) developing strategies to retain highly qualified teachersnew text begin and ensure that diverse
student populations, including at-risk students, children with disabilities, English learners,
and gifted students, among others, have equal access to these highly qualified teachers; and
new text end

new text begin (4) providing training to analyze data using culturally competent toolsnew text end.

(b) The University of Minnesota must cooperate with participating members of the
business community to provide funding and content for the institute.

(c) Participants must agree to attend the Principals' Leadership Institute for four
weeks during the academic summer.

(d) The Principals' Leadership Institute must incorporate program elements offered
by leadership programs at the University of Minnesota and program elements used by
the participating members of the business community to enhance leadership within their
businesses.

Subd. 2.

Method of selection and requirements.

(a) The board of each school
district in the state may select a principal, upon the recommendation of the district's
superintendent and based on the principal's leadership potential, to attend the institute.

(b) The school board new text beginannually new text endshall forward its list of recommended participants to
the commissioner deleted text beginof educationdeleted text end by February 1 deleted text begineach yeardeleted text end. In addition, a principal may submit
an application directly to the commissioner by February 1. The commissioner deleted text beginof education
deleted text end shall notify the school board, the principal candidates, and the University of Minnesota of
the principals selected to participate in the Principals' Leadership Institute each year.

Sec. 28.

Minnesota Statutes 2012, section 123A.06, subdivision 2, is amended to read:


Subd. 2.

People to be served.

A state-approved alternative program shall provide
programs for secondary pupils and adults. A center may also provide programs and
services for elementary and secondary pupils who are not attending the state-approved
alternative program to assist them in being successful in school. A center shall use
research-based best practices for serving English learners and their parentsnew text begin, taking into
account the variations in students' backgrounds and needs and the amount of time and the
staff resources necessary for students to overcome gaps in their education and to develop
English proficiency and work-related skills
new text end. An individualized education program team
may identify a state-approved alternative program as an appropriate placement to the
extent a state-approved alternative program can provide the student with the appropriate
special education services described in the student's plan. Pupils eligible to be served are
those who qualify under the graduation incentives program in section 124D.68, subdivision
2
, those enrolled under section 124D.02, subdivision 2, or those pupils who are eligible to
receive special education services under sections 125A.03 to 125A.24, and 125A.65.

Sec. 29.

Minnesota Statutes 2012, section 123B.04, subdivision 4, is amended to read:


Subd. 4.

Achievement contract.

A school board may enter a written education site
achievement contract with each site decision-making team for: (1) setting individualized
learning and achievement measures and short- and long-term educational goals for each
student at that sitenew text begin that may include site-based strategies for English language instruction
targeting the teachers of English learners and all teachers and school administrators
new text end;
(2) recognizing each student's educational needs and aptitudes and levels of academic
attainment, whether on grade level or above or below grade level, so as to improve student
performance through such means as a cost-effective, research-based formative assessment
system designed to promote individualized learning and assessment; (3) using student
performance data to diagnose a student's academic strengths and weaknesses and indicate
to the student's teachers the specific skills and concepts that need to be introduced to
the student and developed through academic instruction or applied learning, organized
by strands within subject areas and linked to state and local academic standards during
the next year, consistent with the student's short- and long-term educational goals; and
(4) assisting the education site if progress in achieving student or contract goals or other
performance expectations or measures agreed to by the board and the site decision-making
team are not realized or implemented.

Sec. 30.

Minnesota Statutes 2012, section 123B.147, subdivision 3, is amended to read:


Subd. 3.

Duties; evaluation.

(a) The principal shall provide administrative,
supervisory, and instructional leadership services, under the supervision of the
superintendent of schools of the district and according to the policies, rules, and
regulations of the school board, for the planning, management, operation, and evaluation
of the education program of the building or buildings to which the principal is assigned.

(b) To enhance a principal's leadership skills and support and improve teaching
practices, school performance, and student achievementnew text begin for diverse student populations,
including at-risk students, children with disabilities, English learners, and gifted students,
among others
new text end, a district must develop and implement a performance-based system for
annually evaluating school principals assigned to supervise a school building within the
district. The evaluation must be designed to improve teaching and learning by supporting
the principal in shaping the school's professional environment and developing teacher
quality, performance, and effectiveness. The annual evaluation must:

(1) support and improve a principal's instructional leadership, organizational
management, and professional development, and strengthen the principal's capacity in the
areas of instruction, supervision, evaluation, and teacher development;

(2) include formative and summative evaluationsnew text begin based on multiple measures of
student progress toward career and college readiness
new text end;

(3) be consistent with a principal's job description, a district's long-term plans and
goals, and the principal's own professional multiyear growth plans and goals, all of which
must support the principal's leadership behaviors and practices, rigorous curriculum,
school performance, and high-quality instruction;

(4) include on-the-job observations and previous evaluations;

(5) allow surveys to help identify a principal's effectiveness, leadership skills and
processes, and strengths and weaknesses in exercising leadership in pursuit of school
success;

(6) use longitudinal data on student academic growth as 35 percent of the evaluation
and incorporate district achievement goals and targets;

(7) be linked to professional development that emphasizes improved teaching and
learning, curriculum and instruction, student learning, and a collaborative professional
culture; and

(8) for principals not meeting standards of professional practice or other criteria
under this subdivision, implement a plan to improve the principal's performance and
specify the procedure and consequence if the principal's performance is not improved.

The provisions of this paragraph are intended to provide districts with sufficient
flexibility to accommodate district needs and goals related to developing, supporting,
and evaluating principals.

Sec. 31.

Minnesota Statutes 2012, section 124D.13, subdivision 2, is amended to read:


Subd. 2.

Program requirements.

(a) Early childhood family education programs
are programs for children in the period of life from birth to kindergarten, for the parents
and other relatives of these children, and for expectant parents. To the extent that funds
are insufficient to provide programs for all children, early childhood family education
programs should emphasize programming for a child from birth to age three and
encourage parents and other relatives to involve four- and five-year-old children in school
readiness programs, and other public and nonpublic early learning programs. A district
may not limit participation to school district residents. Early childhood family education
programs must provide:

(1) programs to educate parents and other relatives about the physical, mental, and
emotional development of children and to enhance the skills of parents and other relatives
in providing for their children's learning and development;

(2) structured learning activities requiring interaction between children and their
parents or relatives;

(3) structured learning activities for children that promote children's development
and positive interaction with peers, which are held while parents or relatives attend parent
education classes;

(4) information on related community resources;

(5) information, materials, and activities that support the safety of children, including
prevention of child abuse and neglect; and

(6) a community outreach plan to ensure participation by families who reflect the
racial, cultural, new text beginlinguistic, new text endand economic diversity of the school district.

new text begin Early childhood family education programs are encouraged to provide parents of
English learners with translated oral and written information to monitor the program's
impact on their children's English language development, to know whether their children
are progressing in developing their English and native language proficiency, and to
actively engage with and support their children in developing their English and native
language proficiency.
new text end

The programs must include learning experiences for children, parents, and other
relatives that promote children's early literacy new text beginand, where practicable, their native
language
new text endskillsdeleted text begin. The program must not includedeleted text endnew text begin andnew text end activities for children that deleted text begindo not
deleted text end require substantial involvement of the children's parents or other relatives. new text beginProviders must
review
new text endthe program deleted text beginmust be revieweddeleted text end periodically to assure the instruction and materials
are not racially, culturally, or sexually biased. The programs must encourage parents to be
aware of practices that may affect equitable development of children.

(b) For the purposes of this section, "relative" or "relatives" means noncustodial
grandparents or other persons related to a child by blood, marriage, adoption, or foster
placement, excluding parents.

Sec. 32.

Minnesota Statutes 2012, section 124D.15, subdivision 3, is amended to read:


Subd. 3.

Program requirements.

A school readiness program provider must:

(1) assess each child's cognitive new text beginand language new text endskills with a comprehensive child
assessment instrument when the child enters and again before the child leaves the program
to deleted text begininformdeleted text endnew text begin improvenew text end program planning and new text beginimplementation, communicate with new text endparentsnew text begin,new text end and
promote kindergarten readiness;

(2) provide comprehensive program content and intentional instructional practice
aligned with the state early childhood learning guidelines and kindergarten standards and
based on early childhood research and professional practice that is focused on children's
cognitive, social, emotional, and physical skills and development and prepares children
for the transition to kindergarten, including early literacy new text beginand language new text endskills;

(3) coordinate appropriate kindergarten transition with parents and kindergarten
teachers;

(4) involve parents in program planning and decision making;

(5) coordinate with relevant community-based services;

(6) cooperate with adult basic education programs and other adult literacy programs;

(7) ensure staff-child ratios of one-to-ten and maximum group size of 20 children
with the first staff required to be a teacher; and

(8) have teachers knowledgeable in early childhood curriculum content, assessment,
new text beginnative and English language development programs, new text endand instruction.

Sec. 33.

Minnesota Statutes 2012, section 124D.49, subdivision 3, is amended to read:


Subd. 3.

Local education and employment transitions systems.

A local education
and employment transitions partnership must assess the needs of employers, employees,
and learners, and develop a plan for implementing and achieving the objectives of a local
or regional education and employment transitions system. The plan must provide for a
comprehensive local system for assisting learners and workers in making the transition
from school to work or for retraining in a new vocational area. The objectives of a local
education and employment transitions system include:

(1) increasing the effectiveness of the educational programs and curriculum of
elementary, secondary, and postsecondary schools and the work site in preparing students
in the skills and knowledge needed to be successful in the workplace;

(2) implementing learner outcomes for students in grades kindergarten through 12
designed to introduce the world of work and to explore career opportunities, including
nontraditional career opportunities;

(3) eliminating barriers to providing effective integrated applied learning,
service-learning, or work-based curriculum;

(4) increasing opportunities to apply academic knowledge and skills, including
skills needed in the workplace, in local settings which include the school, school-based
enterprises, postsecondary institutions, the workplace, and the community;

(5) increasing applied instruction in the attitudes and skills essential for success in
the workplace, including cooperative working, leadership, problem-solving, new text beginEnglish
language proficiency,
new text endand respect for diversity;

(6) providing staff training for vocational guidance counselors, teachers, and other
appropriate staff in the importance of preparing learners for the transition to work, and in
methods of providing instruction that incorporate applied learning, work-based learning,
new text beginEnglish language proficiency, new text endand service-learning experiences;

(7) identifying and enlisting local and regional employers who can effectively
provide work-based or service-learning opportunities, including, but not limited to,
apprenticeships, internships, and mentorships;

(8) recruiting community and workplace mentors including peers, parents, employers
and employed individuals from the community, and employers of high school students;

(9) identifying current and emerging educational, training, new text beginnative and English
language development,
new text endand employment needs of the area or region, especially within
industries with potential for job growth;

(10) improving the coordination and effectiveness of local vocational and job training
programs, including vocational education, adult basic education, tech prep, apprenticeship,
service-learning, youth entrepreneur, youth training and employment programs
administered by the commissioner of employment and economic development, and local
job training programs under the Workforce Investment Act of 1998, Public Law 105-220;

(11) identifying and applying for federal, state, local, and private sources of funding
for vocational or applied learning programs;

(12) providing students with current information and counseling about career
opportunities, potential employment, educational opportunities in postsecondary
institutions, workplaces, and the community, and the skills and knowledge necessary to
succeed;

(13) providing educational technology, including interactive television networks
and other distance learning methods, to ensure access to a broad variety of work-based
learning opportunities;

(14) including students with disabilities in a district's vocational or applied learning
program and ways to serve at-risk learners through collaboration with area learning
centers under sections 123A.05 to 123A.09, or other alternative programs; and

(15) providing a warranty to employers, postsecondary education programs, and
other postsecondary training programs, that learners successfully completing a high school
work-based or applied learning program will be able to apply the knowledge and work
skills included in the program outcomes or graduation requirements. The warranty shall
require education and training programs to continue to work with those learners that need
additional skill new text beginor English language new text enddevelopment until they can demonstrate achievement
of the program outcomes or graduation requirements.

Sec. 34.

Minnesota Statutes 2012, section 124D.52, as amended by Laws 2013, chapter
116, article 2, section 7, is amended to read:


124D.52 ADULT BASIC EDUCATION.

Subdivision 1.

Program requirements.

(a) An adult basic education program is a
day or evening program offered by a district that is for people over 16 years of age who do
not attend an elementary or secondary school. The program offers academic new text beginand English
language
new text endinstruction necessary to earn a high school diploma or equivalency certificate.

(b) Notwithstanding any law to the contrary, a school board or the governing body of
a consortium offering an adult basic education program may adopt a sliding fee schedule
based on a family's income, but must waive the fee for participants who are under the age
of 21 or unable to pay. The fees charged must be designed to enable individuals of all
socioeconomic levels to participate in the program. A program may charge a security
deposit to assure return of materials, supplies, and equipment.

(c) Each approved adult basic education program must develop a memorandum of
understanding with the local workforce development centers located in the approved
program's service delivery area. The memorandum of understanding must describe how
the adult basic education program and the workforce development centers will cooperate
and coordinate services to provide unduplicated, efficient, and effective services to clients.

(d) Adult basic education aid must be spent for adult basic education purposes as
specified in sections 124D.518 to 124D.531.

(e) A state-approved adult basic education program must count and submit student
contact hours for a program that offers high school credit toward an adult high school
diploma according to student eligibility requirements and new text beginmeasures of student progress
toward work-based
new text endcompetency deleted text begindemonstration requirementsdeleted text endnew text begin and, where appropriate,
English language proficiency requirements
new text end established by the commissionernew text begin and posted on
the department Web site in a readily accessible location and format
new text end.

Subd. 2.

Program approval.

(a) To receive aid under this section, a district, a
consortium of districts, the Department of Corrections, or a private nonprofit organization
must submit an application by June 1 describing the program, on a form provided by
the department. The program must be approved by the commissioner according to the
following criteria:

(1) how the needs of different levels of learning new text beginand English language proficiency
new text endwill be met;

(2) for continuing programs, an evaluation of results;

(3) anticipated number and education level of participants;

(4) coordination with other resources and services;

(5) participation in a consortium, if any, and money available from other participants;

(6) management and program design;

(7) volunteer training and use of volunteers;

(8) staff development services;

(9) program sites and schedules;

(10) program expenditures that qualify for aid;

(11) program ability to provide data related to learner outcomes as required by
law; and

(12) a copy of the memorandum of understanding described in subdivision 1
submitted to the commissioner.

(b) Adult basic education programs may be approved under this subdivision for
up to five years. Five-year program approval must be granted to an applicant who has
demonstrated the capacity to:

(1) offer comprehensive learning opportunities and support service choices
appropriate for and accessible to adults at all basic skill deleted text beginneeddeleted text endnew text begin and English languagenew text end levels
new text begin of neednew text end;

(2) provide a participatory and experiential learning approach based on the strengths,
interests, and needs of each adult, that enables adults with basic skill needs to:

(i) identify, plan for, and evaluate their own progress toward achieving their defined
educational and occupational goals;

(ii) master the basic academic reading, writing, and computational skills, as well
as the problem-solving, decision making, interpersonal effectiveness, and other life and
learning skills they need to function effectively in a changing society;

(iii) locate and be able to use the health, governmental, and social services and
resources they need to improve their own and their families' lives; and

(iv) continue their education, if they desire, to at least the level of secondary school
completion, with the ability to secure and benefit from continuing education that will
enable them to become more employable, productive, and responsible citizens;

(3) plan, coordinate, and develop cooperative agreements with community resources
to address the needs that the adults have for support services, such as transportation, new text beginEnglish
language learning,
new text endflexible course scheduling, convenient class locations, and child care;

(4) collaborate with business, industry, labor unions, and employment-training
agencies, as well as with family and occupational education providers, to arrange for
resources and services through which adults can attain economic self-sufficiency;

(5) provide sensitive and well trained adult education personnel who participate in
local, regional, and statewide adult basic education staff development events to master
effective adult learning and teaching techniques;

(6) participate in regional adult basic education peer program reviews and evaluations;

(7) submit accurate and timely performance and fiscal reports;

(8) submit accurate and timely reports related to program outcomes and learner
follow-up information; and

(9) spend adult basic education aid on adult basic education purposes only, which
are specified in sections 124D.518 to 124D.531.

(c) The commissioner shall require each district to provide notification by February
1, 2001, of its intent to apply for funds under this section as a single district or as part of
an identified consortium of districts. A district receiving funds under this section must
notify the commissioner by February 1 of its intent to change its application status for
applications due the following June 1.

Subd. 3.

Accounts; revenue; aid.

(a) Each district, group of districts, or private
nonprofit organization providing adult basic education programs must establish and
maintain a reserve account within the community service fund for deleted text beginthe receiptdeleted text endnew text begin receiving
new text end and deleted text begindisbursement ofdeleted text endnew text begin disbursingnew text end all funds related to these programs. All revenue received
deleted text beginpursuant todeleted text endnew text begin undernew text end this section must be deleted text beginutilizeddeleted text endnew text begin usednew text end solely for the purposes of adult basic
education programs. State aid must not equal more than 100 percent of the unreimbursed
expenses of providing these programs, excluding in-kind costs.

(b) For purposes of paragraph (a), an adult basic education program may include as
valid expenditures for the previous fiscal year program spending that occurs from July
1 to September 30 of the following year. A program may carry over a maximum of 20
percent of its adult basic education aid revenue into the next fiscal year. Program spending
may only be counted for one fiscal year.

(c) Notwithstanding section 123A.26 or any other law to the contrary, an adult basic
education consortium providing an approved adult basic education program may be its own
fiscal agent and is eligible to receive state-aid payments directly from the commissioner.

Subd. 4.

English as a second language programs.

Persons may teach English
as a second language classes deleted text beginconducteddeleted text end at a worksite, if they meet the requirements
of section 122A.19, subdivision 1, clause (a), regardless of whether they are licensed
teachers. Persons teaching English as a second language for an approved adult basic
education program must possess a bachelor's or master's degree in English as a second
language, applied linguistics, or bilingual education, or a related degree deleted text beginasdeleted text end approved by
the commissioner.

Subd. 5.

Basic service level.

A district, or a consortium of districts, with a program
approved by the commissioner under subdivision 2 must establish, in consultation with the
commissioner, a basic level of service for every adult basic education site in the district
or consortium. The basic service level must describe minimum levels of academic new text beginand
English language
new text endinstruction and support services to be provided at each site. The program
must set a basic service level that promotes effective learning and student achievement
with measurable results. Each district or consortium of districts must submit its basic
service level to the commissioner for approval.

Subd. 6.

Cooperative English as a second language and adult basic education
programs.

(a) A school district, or adult basic education consortium that receives revenue
under section 124D.531, may deliver English as a second language, citizenship, or other
adult education programming in collaboration with community-based and nonprofit
organizations located within its district or region, and with correctional institutions. The
organization or correctional institution must have the demonstrated capacity to offer
education programs for adults. Community-based or nonprofit organizations must meet
the criteria in paragraph (b), or have prior experience. A community-based or nonprofit
organization or a correctional institution may be reimbursed for unreimbursed expenses
as defined in section 124D.518, subdivision 5, for deleted text beginthe administration ofdeleted text endnew text begin administering
new text end English as a second language or adult basic education programs, not to exceed eight
percent of the total funds provided by a school district or adult basic education consortium.
The administrative reimbursement for a school district or adult basic education consortium
that delivers services cooperatively with a community-based or nonprofit organization
or correctional institution is limited to five percent of the program aid, not to exceed the
unreimbursed expenses of administering programs delivered by community-based or
nonprofit organizations or correctional institutions.

(b) A community-based organization or nonprofit organization that delivers education
services under this section must demonstrate that it has met the following criteria:

(1) be legally established as a nonprofit organization;

(2) have an established system for fiscal accounting and reporting that is consistent
with the deleted text beginDepartment of Education'sdeleted text endnew text begin department'snew text end adult basic education completion report
and reporting requirements under section 124D.531;

(3) require all instructional staff to complete a training course in teaching adult
learners; and

(4) develop a learning plan for each student that identifies defined educational and
occupational goals with measures to evaluate progress.

Subd. 7.

Performance tracking system.

(a) By July 1, 2000, each approved adult
basic education program must develop and implement a performance tracking system to
provide information necessary to comply with federal law and serve as one means of
assessing the effectiveness of adult basic education programs. For required reporting,
longitudinal studies, and program improvement, the tracking system must be designed to
collect data on the following core outcomes for learnersnew text begin, including English learners,new text end who
have completed participating in the adult basic education program:

(1) demonstrated improvements in literacy skill levels in reading, writing, speaking
the English language, numeracy, problem solving, English language acquisition, and
other literacy skills;

(2) placement in, retention in, or completion of postsecondary education, training,
unsubsidized employment, or career advancement;

(3) receipt of a secondary school diploma or its recognized equivalent; and

(4) reduction in participation in the diversionary work program, Minnesota family
investment program, and food support education and training program.

(b) A district, group of districts, state agency, or private nonprofit organization
providing an adult basic education program may meet this requirement by developing a
tracking system based on either or both of the following methodologies:

(1) conducting a reliable follow-up survey; or

(2) submitting student information, including Social Security numbers for data
matching.

Data related to obtaining employment must be collected in the first quarter following
program completion or can be collected while the student is enrolled, if known. Data
related to employment retention must be collected in the third quarter following program
exit. Data related to any other specified outcome may be collected at any time during a
program year.

(c) When a student in a program is requested to provide the student's Social Security
number, the student must be notified in a written form easily understandable to the student
that:

(1) providing the Social Security number is optional and no adverse action may be
taken against the student if the student chooses not to provide the Social Security number;

(2) the request is made under section 124D.52, subdivision 7;

(3) if the student provides the Social Security number, it will be used to assess the
effectiveness of the program by tracking the student's subsequent career; and

(4) the Social Security number will be shared with the Department of Education;
Minnesota State Colleges and Universities; Office of Higher Education; Department of
Human Services; and Department of Employment and Economic Development in order
to accomplish the purposes described in paragraph (a) and will not be used for any other
purpose or reported to any other governmental entities.

(d) Annually a district, group of districts, state agency, or private nonprofit
organization providing programs under this section must forward the tracking data
collected to the Department of Education. For the purposes of longitudinal studies on the
employment status of former students under this section, the Department of Education
must forward the Social Security numbers to the Department of Employment and
Economic Development to electronically match the Social Security numbers of former
students with wage detail reports filed under section 268.044. The results of data matches
must, for purposes of this section and consistent with the requirements of the United
States Code, title 29, section 2871, of the Workforce Investment Act of 1998, be compiled
in a longitudinal form by the Department of Employment and Economic Development
and released to the Department of Education in the form of summary data that does not
identify the individual students. The Department of Education may release this summary
data. State funding for adult basic education programs must not be based on the number or
percentage of students who decline to provide their Social Security numbers or on whether
the program is evaluated by means of a follow-up survey instead of data matching.

Subd. 8.

Standard high school diploma for adults.

(a) The commissioner shall
adopt rules for providing a standard adult high school diploma to persons who:

(1) are not eligible for kindergarten through grade 12 services;

(2) do not have a high school diploma; and

(3) successfully complete an adult basic education program of instruction approved
by the commissioner of education necessary to earn an adult high school diploma.

(b) Persons participating in an approved adult basic education program of instruction
must demonstrate the competencies, knowledge, and skills new text beginand, where appropriate,
English language proficiency,
new text endsufficient to ensure that postsecondary programs and
institutions and potential employers regard persons with a standard high school diploma
and persons with a standard adult high school diploma as equally well prepared and
qualified graduates. Approved adult basic education programs of instruction under this
subdivision must issue a standard adult high school diploma to persons who successfully
demonstrate the competencies, knowledge, and skills required by the program.

Sec. 35.

Minnesota Statutes 2012, section 124D.522, is amended to read:


124D.522 ADULT BASIC EDUCATION SUPPLEMENTAL SERVICE
GRANTS.

(a) The commissioner, in consultation with the policy review task force under
section 124D.521, may make grants to nonprofit organizations to provide services that are
not offered by a district adult basic education program or that are supplemental to either
the statewide adult basic education program, or a district's adult basic education program.
The commissioner may make grants for: staff development for adult basic education
teachers and administrators; training for volunteer tutors; training, services, and materials
for serving disabled students through adult basic education programs; statewide promotion
of adult basic education services and programs; development and dissemination of
instructional and administrative technology for adult basic education programs; programs
which primarily serve communities of color; adult basic education distance learning
projects, including television instruction programs; new text begininitiatives to accelerate English
language acquisition and the achievement of career- and college-ready skills among
English learners;
new text endand other supplemental services to support the mission of adult basic
education and innovative delivery of adult basic education services.

(b) The commissioner must establish eligibility criteria and grant application
procedures. Grants under this section must support services throughout the state, focus
on educational results for adult learners, and promote outcome-based achievement
through adult basic education programs. Beginning in fiscal year 2002, the commissioner
may make grants under this section from the state total adult basic education aid set
aside for supplemental service grants under section 124D.531. Up to one-fourth of the
appropriation for supplemental service grants must be used for grants for adult basic
education programs to encourage and support innovations in adult basic education
instruction and service delivery. A grant to a single organization cannot exceed 20 percent
of the total supplemental services aid. Nothing in this section prevents an approved adult
basic education program from using state or federal aid to purchase supplemental services.

Sec. 36.

Minnesota Statutes 2012, section 124D.59, subdivision 2, is amended to read:


Subd. 2.

English learner.

(a) "English learner" means a pupil in kindergarten through
grade 12 who meets the new text beginrequirements under subdivision 2a or the new text endfollowing requirements:

(1) the pupil, as declared by a parent or guardian first learned a language other than
English, comes from a home where the language usually spoken is other than English, or
usually speaks a language other than English; and

(2) the pupil is determined by new text begina valid assessment measuring the pupil's English
language proficiency and by
new text enddevelopmentally appropriate measures, which might include
observations, teacher judgment, parent recommendations, or developmentally appropriate
assessment instruments, to lack the necessary English skills to participate fully in
new text beginacademic new text endclasses taught in English.

(b) deleted text beginNotwithstanding paragraph (a),deleted text end A pupil in grades 4 through 12 who was
enrolled in a Minnesota public school on the dates during the previous school year when
a commissioner provided assessment that measures the pupil's emerging academic
English was administered, shall not be counted as an English learner in calculating
English learner pupil units under section 126C.05, subdivision 17, and shall not generate
state English learner aid under section 124D.65, subdivision 5, unless the pupil scored
below the state cutoff score or is otherwise counted as a nonproficient participant on an
assessment measuring emerging academic English provided by the commissioner during
the previous school year.

(c) Notwithstanding paragraphs (a) and (b), a pupil in kindergarten through grade
12 shall not be counted as an English learner in calculating English learner pupil units
under section 126C.05, subdivision 17, and shall not generate state English learner aid
under section 124D.65, subdivision 5, if:

(1) the pupil is not enrolled during the current fiscal year in an educational program
for English learners deleted text beginin accordance withdeleted text endnew text begin undernew text end sections 124D.58 to 124D.64; or

(2) the pupil has generated five or more years of average daily membership in
Minnesota public schools since July 1, 1996.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2015-2016 school year and
later.
new text end

Sec. 37.

Minnesota Statutes 2012, section 124D.59, is amended by adding a
subdivision to read:


new text begin Subd. 2a. new text end

new text begin English learner; interrupted formal education. new text end

new text begin Consistent with
subdivision 2, an English learner includes an English learner with an interrupted formal
education who:
new text end

new text begin (1) comes from a home where the language usually spoken is other than English, or
usually speaks a language other than English;
new text end

new text begin (2) enters school in the United States after grade 6;
new text end

new text begin (3) has at least two years less schooling than the English learner's peers;
new text end

new text begin (4) functions at least two years below expected grade level in reading and
mathematics; and
new text end

new text begin (5) may be preliterate in the English learner's native language.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2015-2016 school year and
later.
new text end

Sec. 38.

Minnesota Statutes 2013 Supplement, section 124D.861, subdivision 3,
is amended to read:


Subd. 3.

Public engagement; progress report and budget process.

(a) To
receive revenue under section 124D.862, the school board of an eligible district must
incorporate school and district plan components under section 120B.11 into the district's
comprehensive integration plan.

(b) A school board must hold at least one formal annual hearing to publicly report its
progress in realizing the goals identified in its plan. At the hearing, the board must provide
the public with longitudinal data demonstrating district and school progress in reducing
the disparities in student academic performance among the specified categories of students
and in realizing racial and economic integration, consistent with the district plan and the
measures in paragraph (a). At least 30 days before the formal hearing under this paragraph,
the board must post its plan, its preliminary analysis, relevant student performance data,
and other longitudinal data on the district's Web site. A district must hold one hearing to
meet the hearing requirements of both this section and section 120B.11.

(c) The district must submit a detailed budget to the commissioner by March 15 in
the year before it implements its plan. The commissioner must review, and approve or
disapprove the district's budget by June 1 of that year.

(d) The longitudinal data required under paragraph (a) must be based on student
growth and progress in reading and mathematics, as defined under section 120B.30,
subdivision 1, and student performance data and achievement reports from fully adaptive
reading and mathematics assessments for grades 3 through 7 beginning in the 2015-2016
school year under section 120B.30, subdivision 1a, and either (i) school enrollment
choices, (ii) the number of world language proficiency or high achievement certificates
awarded under section 120B.022, subdivision deleted text begin1deleted text enddeleted text begin, paragraphs (b) and (c)deleted text endnew text begin 1a, or the number
of state bilingual and multilingual seals issued under section 120B.022, subdivision 1b
new text end,
or (iii) school safety and students' engagement and connection at school under section
120B.35, subdivision 3, paragraph (d). Additional longitudinal data may be based on:
students' progress toward career and college readiness under section 120B.30, subdivision
1
; or rigorous coursework completed under section 120B.35, subdivision 3, paragraph
(c), clause (2).

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2014-2015 school year and
later.
new text end

Sec. 39.

Minnesota Statutes 2012, section 124D.895, is amended to read:


124D.895 PARENTAL INVOLVEMENT PROGRAMS.

Subdivision 1.

Program goals.

The department, in consultation with the state
curriculum advisory committee, must develop guidelines and model plans for parental
involvement programs that will:

(1) engage the interests and talents of parents or guardians in recognizing and
meeting the emotional, intellectual, new text beginnative and English language development, new text endand
physical needs of their school-age children;

(2) promote healthy self-concepts among parents or guardians and other family
members;

(3) offer parents or guardians a chance to share and learn about educational skills,
techniques, and ideas;

(4) provide creative learning experiences for parents or guardians and their
school-age children, including involvement from parents or guardians of color;

(5) encourage parents to actively participate in their district's curriculum advisory
committee under section 120B.11 in order to assist the school board in improving
children's education programs; and

(6) encourage parents to help in promoting school desegregation/integrationnew text begin under
sections 124D.861 and 124D.862
new text end.

Subd. 2.

Plan contents.

Model plans for a parental involvement program must
include at least the following:

(1) program goals;

(2) means for achieving program goals;

(3) methods for informing parents or guardians, in a timely way, about the program;

(4) strategies for ensuring the full participation of parents or guardians, including
those parents or guardians who lack literacy skills or whose native language is not English,
including new text beginthe new text endinvolvement deleted text beginfromdeleted text endnew text begin ofnew text end parents or guardians of color;

(5) procedures for coordinating the program with kindergarten through grade 12
curriculum, with parental involvement programs currently available in the community,
with the deleted text beginprocess under sections 120B.10 todeleted text endnew text begin world's best workforce under sectionnew text end 120B.11,
and with other education facilities located in the community;

(6) strategies for training teachers and other school staff to work effectively with
parents and guardians;

(7) procedures for parents or guardians and educators to evaluate and report progress
toward program goals; and

(8) a mechanism for convening a local community advisory committee composed
primarily of parents or guardians to advise a district on implementing a parental
involvement program.

Subd. 3.

Plan activities.

Activities contained in the model plans must include:

(1) educational opportunities for families that enhance children's learning new text beginand native
and English language
new text enddevelopment;

(2) educational programs for parents or guardians on families' educational
responsibilities and resources;

(3) the hiring, training, and use of parental involvement liaison workers to
coordinate family involvement activities and to foster new text beginlinguistic and culturally competent
new text endcommunication among families, educators, and studentsnew text begin, consistent with the definition of
culturally competent under section 120B.30, subdivision 1, paragraph (l)
new text end;

(4) curriculum materials and assistance in implementing home and community-based
learning activities that reinforce and extend classroom instruction and student motivation;

(5) technical assistance, including training to design and carry out family
involvement programs;

(6) parent resource centers;

(7) parent training programs and reasonable and necessary expenditures associated
with parents' attendance at training sessions;

(8) reports to parents on children's progress;

(9) use of parents as classroom volunteers, or as volunteers in before and after
school programs for school-age children, tutors, and aides;

(10) soliciting parents' suggestions in planning, developing, and implementing
school programs;

(11) educational programs and opportunities for parents or guardians that are
multicultural, new text beginmultilingual, new text endgender fair, and disability sensitive;

(12) involvement in a district's curriculum advisory committee or a school building
team under section 120B.11; and

(13) opportunities for parent involvement in developing, implementing, or evaluating
school and district desegregation/integration plansnew text begin under sections 124D.861 and 124D.862new text end.

Sec. 40.

Minnesota Statutes 2012, section 124D.8955, is amended to read:


124D.8955 PARENT AND FAMILY INVOLVEMENT POLICY.

(a) In order to promote and support student achievement, a local school board is
encouraged to formally adopt and implement a parent and family involvement policy that
promotes and supports:

(1) new text beginoral and written new text endcommunication between home and school that is regular,
two-way, deleted text beginanddeleted text end meaningfulnew text begin, and in families' native languagenew text end;

(2) parenting skills;

(3) parents and caregivers who play an integral role in assisting student learning and
learn about fostering students' academic success and learning at home and school;

(4) welcoming parents in the school and new text beginusing networks that support families'
cultural connections,
new text endseeking their support and assistance;

(5) partnerships with parents in the decisions that affect children and families
in the schools; and

(6) providing community resources to strengthen schools, families, and student
learning.

(b) A school board that implements a parent and family involvement policy under
paragraph (a) must convene an advisory committee composed of an equal number of
resident parents who are not district employees and school staff to make recommendations
to the board on developing and evaluating the board's parent and family involvement
policy. If possible, the advisory committee must represent the diversity of the district. The
advisory committee must consider the district's demographic diversity and barriers to
parent involvement when developing its recommendations. The advisory committee must
present its recommendations to the board for board consideration.

(c) The board must consider new text beginresearch-based new text endbest practices when implementing
this policy.

(d) The board periodically must review this policy to determine whether it is aligned
with the most current research findings on parent involvement policies and practices and
how effective the policy is in supporting increased student achievement.

(e) Nothing in this section obligates a school district to exceed any parent or family
involvement requirement under federal law.

Sec. 41.

Minnesota Statutes 2013 Supplement, section 127A.70, subdivision 2, is
amended to read:


Subd. 2.

Powers and duties; report.

(a) The partnership shall develop
recommendations to the governor and the legislature designed to maximize the achievement
of all P-20 students while promoting the efficient use of state resources, thereby helping
the state realize the maximum value for its investment. These recommendations may
include, but are not limited to, strategies, policies, or other actions focused on:

(1) improving the quality of and access to education at all points from preschool
through graduate education;

(2) improving preparation for, and transitions to, postsecondary education and
work; and

(3) ensuring educator quality by creating rigorous standards for teacher recruitment,
teacher preparation, induction and mentoring of beginning teachers, and continuous
professional development for career teachers.

(b) Under the direction of the P-20 Education Partnership Statewide Longitudinal
Education Data System Governance Committee, the Office of Higher Education and the
Departments of Education and Employment and Economic Development shall improve
and expand the Statewide Longitudinal Education Data System (SLEDS) to provide
policymakers, education and workforce leaders, researchers, and members of the public
with data, research, and reports to:

(1) expand reporting on students' educational outcomesnew text begin for diverse student
populations including at-risk students, children with disabilities, English learners, and
gifted students, among others, and include formative and summative evaluations based on
multiple measures of student progress toward career and college readiness
new text end;

(2) evaluate the effectiveness of educational and workforce programs; and

(3) evaluate the relationship between education and workforce outcomesnew text begin, consistent
with section 124D.49
new text end.

To the extent possible under federal and state law, research and reports should be
accessible to the public on the Internet, and disaggregated by demographic characteristics,
organization or organization characteristics, and geography.

It is the intent of the legislature that the Statewide Longitudinal Education Data
System inform public policy and decision-making. The SLEDS governance committee,
with assistance from staff of the Office of Higher Education, the Department of Education,
and the Department of Employment and Economic Development, shall respond to
legislative committee and agency requests on topics utilizing data made available through
the Statewide Longitudinal Education Data System as resources permit. Any analysis of
or report on the data must contain only summary data.

(c) By January 15 of each year, the partnership shall submit a report to the governor
and to the chairs and ranking minority members of the legislative committees and
divisions with jurisdiction over P-20 education policy and finance that summarizes the
partnership's progress in meeting its goals and identifies the need for any draft legislation
when necessary to further the goals of the partnership to maximize student achievement
while promoting efficient use of resources.

Sec. 42. new text beginREVIEW OF WORLD LANGUAGE COMPETENCIES.
new text end

new text begin The commissioner of education and the Minnesota State Colleges and Universities
(MnSCU) chancellor, after consulting with the world language faculty at the University of
Minnesota and MnSCU, must review the specific competencies a K-12 student masters in
attaining a state bilingual seal, multilingual seal, Minnesota World Language Proficiency
Certificate, or Minnesota World Language Proficiency High Achievement Certificate
under Minnesota Statutes, section 120B.22, subdivisions 1a and 1b, and determine credit
and course equivalencies for each seal or certificate. The commissioner and the chancellor,
or their designees, must report findings, determinations, and any recommendations to the
education policy and finance committees of the legislature by February 15, 2015.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment.
new text end

Sec. 43. new text begin REPEALER.
new text end

new text begin Minnesota Statutes 2012, section 122A.19, subdivision 3, new text end new text begin is repealed effective the
day following final enactment.
new text end

ARTICLE 2

GENERAL EDUCATION

Section 1.

Minnesota Statutes 2012, section 124D.08, is amended by adding a
subdivision to read:


new text begin Subd. 2b. new text end

new text begin Continued enrollment for students placed in foster care.
new text end

new text begin Notwithstanding subdivision 2, a pupil who has been enrolled in a district who is placed
in foster care in another district may continue to enroll in the prior district without the
approval of the board of the prior district. The approval of the board where the pupil's
foster home is located is not required.
new text end

Sec. 2. new text begin REPEALER.
new text end

new text begin Minnesota Statutes 2012, sections 123B.15; 123B.16; 123B.17; 123B.18; 123B.26;
and 123B.27,
new text end new text begin are repealed.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment.
new text end

ARTICLE 3

EDUCATION EXCELLENCE

Section 1.

Minnesota Statutes 2012, section 13.32, subdivision 6, is amended to read:


Subd. 6.

Admissions forms; remedial instruction.

(a) Minnesota postsecondary
education institutions, for purposes of reporting and research, may collect on the
1986-1987 admissions form, and disseminate to any public educational agency or
institution the following data on individuals: student sex, ethnic background, age, and
disabilities. The data shall not be required of any individual and shall not be used for
purposes of determining the person's admission to an institution.

(b) A school district that receives information under subdivision 3, paragraph
(h) from a postsecondary institution about an identifiable student shall maintain the
data as educational data and use that data to conduct studies to improve instruction.
Public postsecondary systems deleted text beginannually shall provide summary data to the Department
of Education indicating
deleted text endnew text begin as part of their participation in the Statewide Longitudinal
Education Data System shall provide data on
new text end the extent and content of the remedial
instruction received deleted text beginin each system during the prior academic yeardeleted text end bynew text begin individual studentsnew text end,
and the results of assessment testing and the academic performance of, students who
graduated from a Minnesota school district within two years before receiving the remedial
instruction. The deleted text begindepartmentdeleted text endnew text begin Office of Higher Education, in collaboration with the
Department of Education,
new text end shall evaluate the data and annually report its findings to the
education committees of the legislature.

(c) This section supersedes any inconsistent provision of law.

Sec. 2.

Minnesota Statutes 2013 Supplement, section 120A.22, subdivision 5, is
amended to read:


Subd. 5.

Ages and terms.

(a) Every child between seven and 17 years of age must
receive instruction unless the child has graduated. Every child under the age of seven who
is enrolled in a half-day kindergarten, or a full-day kindergarten program on alternate days,
or other kindergarten programs shall receive instruction. Except as provided in subdivision
6, a parent may withdraw a child under the age of seven from enrollment at any time.

(b) A school district by annual board action may require children subject to this
subdivision to receive instruction in summer school. A district that acts to require children
to receive instruction in summer school shall establish at the time of its action the criteria
for determining which children must receive instruction.

(c) A pupil 16 years of age or older who meets the criteria of section 124D.68,
subdivision 2, new text beginand under clause (5) of that subdivision has been excluded or expelled
from school or under clause (11) of that subdivision has been chronically truant
new text endmay be
deleted text beginassigneddeleted text endnew text begin referrednew text end to an area learning center. Such deleted text beginassignmentdeleted text endnew text begin referralnew text end may be made only
after deleted text beginconsultation withdeleted text endnew text begin consultingnew text end the principal, area learning center director, new text beginstudent, new text endand
parent or guardiannew text begin and only if, in the school administrator's professional judgment, the
referral is in the best educational interest of the pupil. Nothing in this paragraph limits a
pupil's eligibility to apply to enroll in other eligible programs under section 124D.68
new text end.

Sec. 3.

Minnesota Statutes 2013 Supplement, section 120B.021, subdivision 4, is
amended to read:


Subd. 4.

Revisions and reviews required.

(a) The commissioner of education must
revise and appropriately embed technology and information literacy standards consistent
with recommendations from school media specialists into the state's academic standards
and graduation requirements and implement a ten-year cycle to review andnew text begin, consistent
with the review,
new text end revise state academic standards and related benchmarks, consistent with
this subdivision. During each ten-year review and revision cycle, the commissioner also
must examine the alignment of each required academic standard and related benchmark
with the knowledge and skills students need for career and college readiness and advanced
work in the particular subject area. The commissioner must include the contributions of
Minnesota American Indian tribes and communities as related to the academic standards
during the review and revision of the required academic standards.

(b) The commissioner must ensure that the statewide mathematics assessments
administered to students in grades 3 through 8 and 11 are aligned with the state academic
standards in mathematics, consistent with section 120B.30, subdivision 1, paragraph
(b). The commissioner must implement a review of the academic standards and related
benchmarks in mathematics beginning in the 2015-2016 school yearnew text begin and every ten years
thereafter
new text end.

(c) The commissioner must implement a review of the academic standards and related
benchmarks in arts beginning in the 2016-2017 school yearnew text begin and every ten years thereafternew text end.

(d) The commissioner must implement a review of the academic standards and
related benchmarks in science beginning in the 2017-2018 school yearnew text begin and every ten
years thereafter
new text end.

(e) The commissioner must implement a review of the academic standards and
related benchmarks in language arts beginning in the 2018-2019 school yearnew text begin and every
ten years thereafter
new text end.

(f) The commissioner must implement a review of the academic standards and
related benchmarks in social studies beginning in the 2019-2020 school yearnew text begin and every
ten years thereafter
new text end.

(g) School districts and charter schools must revise and align local academic
standards and high school graduation requirements in health, world languages, and career
and technical education to require students to complete the revised standards beginning
in a school year determined by the school district or charter school. School districts and
charter schools must formally establish a periodic review cycle for the academic standards
and related benchmarks in health, world languages, and career and technical education.

Sec. 4.

Minnesota Statutes 2013 Supplement, section 120B.11, subdivision 1, is
amended to read:


Subdivision 1.

Definitions.

For the purposes of this section and section 120B.10,
the following terms have the meanings given them.

(a) "Instruction" means methods of providing learning experiences that enable
a student to meet state and district academic standards and graduation requirements
new text begin including applied and experiential learningnew text end.

(b) "Curriculum" means district or school adopted programs and written plans for
providing students with learning experiences that lead to expected knowledge and skills
and career and college readiness.

(c) "World's best workforce" means striving to: meet school readiness goals; have
all third grade students achieve grade-level literacy; close the academic achievement gap
among all racial and ethnic groups of students and between students living in poverty and
students not living in poverty; have all students attain career and college readiness before
graduating from high school; and have all students graduate from high school.

new text begin (d) "Experiential learning" means learning for students that includes career
exploration through a specific class or course or through work-based experiences such as
job shadowing, mentoring, entrepreneurship, service learning, volunteering, internships,
other cooperative work experience, youth apprenticeship, or employment.
new text end

Sec. 5.

Minnesota Statutes 2013 Supplement, section 120B.11, subdivision 1a, is
amended to read:


Subd. 1a.

Performance measures.

Measures to determine school district and
school site progress in striving to create the world's best workforce must include at least:

(1) student performance on the National deleted text beginAssociationdeleted text endnew text begin Assessmentnew text end of Education
Progressnew text begin where applicablenew text end;

(2) the size of the academic achievement gap by student subgroup;

(3) student performance on the Minnesota Comprehensive Assessments;

(4) high school graduation rates; and

(5) career and college readiness under section 120B.30, subdivision 1.

Sec. 6.

Minnesota Statutes 2013 Supplement, section 120B.115, is amended to read:


120B.115 REGIONAL CENTERS OF EXCELLENCE.

(a) Regional centers of excellence are established to assist and support school
boards, school districts, school sites, and charter schools in implementing research-based
interventions and practices to increase the students' achievement within a region.
The centers must develop partnerships with local and regional service cooperatives,
postsecondary institutions, integrated school districts, the department, children's mental
health providers, or other local or regional entities interested in providing a cohesive
and consistent regional delivery system that serves all schools equitably. Centers must
assist school districts, school sites, and charter schools in developing similar partnerships.
Center support may include assisting school districts, school sites, and charter schools
with common principles of effective practice, including:

(1) defining measurable education goals under section 120B.11, subdivision 2;

(2) implementing evidence-based practicesnew text begin, including applied and experiential
learning, contextualized learning, competency-based curricula and assessments, and other
nontraditional learning opportunities, among other practices
new text end;

(3) engaging in data-driven decision-making;

(4) providing multilayered levels of support;

(5) supporting culturally responsive teaching and learning aligning state and local
academic standards and career and college readiness benchmarks; and

(6) engaging parents, families, youth, and local community members in programs
and activities at the school district, school site, or charter school.

Centers must work with school site leadership teams to build capacity to implement
programs that close the achievement gap, increase students' progress and growth toward
career and college readiness, and increase student graduation rates.

(b) The department must assist the regional centers of excellence to meet staff,
facilities, and technical needs, provide the centers with programmatic support, and work
with the centers to establish a coherent statewide system of regional support, including
consulting, training, and technical support, to help school boards, school districts, school
sites, and charter schools effectively and efficiently implement the world's best workforce
goals under section 120B.11 and other state and federal education initiativesnew text begin, including
secondary and postsecondary career pathways and technical education
new text end.

Sec. 7.

Minnesota Statutes 2013 Supplement, section 120B.125, is amended to read:


120B.125 PLANNING FOR STUDENTS' SUCCESSFUL TRANSITION
TO POSTSECONDARY EDUCATION AND EMPLOYMENT; deleted text beginINVOLUNTARY
CAREER TRACKING PROHIBITED
deleted text endnew text begin PERSONAL LEARNING PLANSnew text end.

(a) Consistent with sections 120B.128, 120B.13, 120B.131, 120B.132, 120B.14,
120B.15, 120B.30, subdivision 1, paragraph (c), 125A.08, and other related sections,
school districts, beginning in the 2013-2014 school year, must assist all students by no
later than grade 9 to explore their new text begineducational, new text endcollegenew text begin,new text end and career interestsnew text begin, aptitudes,new text end and
aspirations and develop a plan for a smooth and successful transition to postsecondary
education or employment. All students' plans must deleted text beginbe designed todeleted text end:

(1) provide a comprehensive deleted text beginacademicdeleted text end plan deleted text beginfor completingdeleted text endnew text begin to prepare for and
complete
new text end a deleted text begincollege and career-readydeleted text endnew text begin career and college-readynew text end curriculum deleted text beginpremised on
deleted text endnew text begin bynew text end meeting state and local academic standards and developing deleted text begin21st centurydeleted text endnew text begin career and
employment-related
new text end skills such as team work, collaboration, and good work habits;

(2) emphasize academic rigor and high expectations;

(3) help students identify new text begininterests, aptitudes, aspirations, and new text endpersonal learning
styles that may affect their new text begincareer and college-ready goals and new text endpostsecondary education
and employment choices;

new text begin (4) set appropriate career and college-ready goals with timelines that identify
effective means for achieving those goals;
new text end

deleted text begin (4)deleted text endnew text begin (5)new text end help students deleted text begingaindeleted text end access deleted text beginto postsecondarydeleted text end education and career options;

deleted text begin (5)deleted text endnew text begin (6)new text end integrate strong academic content into career-focused courses new text beginand applied
and experiential learning opportunities
new text endand integrate relevant career-focused courses new text beginand
applied and experiential learning opportunities
new text endinto strong academic content;

deleted text begin (6)deleted text endnew text begin (7)new text end help deleted text beginstudents and familiesdeleted text end identify and deleted text begingaindeleted text end access deleted text begintodeleted text end appropriate counseling
and other supports and assistance that enable students to complete required coursework,
prepare for postsecondary education and careers, and obtain information about
postsecondary education costs and eligibility for financial aid and scholarship;

deleted text begin (7)deleted text endnew text begin (8)new text end help deleted text beginstudents and familiesdeleted text end identify collaborative partnerships deleted text beginofdeleted text end new text beginamong
new text endkindergarten through grade 12 schools, postsecondary institutions, economic development
agencies, and new text beginlocal and regional new text endemployers that support students' transition to
postsecondary education and employment and provide students withnew text begin applied and
new text end experiential learning opportunities; and

deleted text begin (8)deleted text endnew text begin (9)new text end be reviewed and revised at least annually by the student, the student's parent or
guardian, and the school or district to ensure that the student's course-taking schedule keeps
the student making adequate progress to meet state and local new text beginacademic standards and new text endhigh
school graduation requirements and with a reasonable chance to succeed with employment
or postsecondary education without the need to first complete remedial course work.

(b) A school district may develop grade-level curricula or provide instruction that
introduces students to various careers, but must not require any curriculum, instruction,
or employment-related activity that obligates an elementary or secondary student to
involuntarily select new text beginor pursue new text enda career, career interest, employment goals, or related job
training.

new text begin (c) When assisting students in developing a plan for a smooth and successful
transition to postsecondary education and employment, districts must recognize the unique
possibilities of each student and ensure that the contents of each student's plan reflect the
student's unique talents, skills, and abilities as the student grows, develops, and learns.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment.
new text end

Sec. 8.

Minnesota Statutes 2012, section 120B.31, is amended by adding a subdivision
to read:


new text begin Subd. 5. new text end

new text begin Parent information. new text end

new text begin To ensure the effective involvement of parents and to
support a partnership between the school and parents, each district shall annually provide
parents a timely written summary, in an electronic or other format, of their student's
current and longitudinal performance and progress on the state's academic content
standards as measured by state assessments. Providing parents with a summary prepared
by the Department of Education fulfills the requirements of this subdivision.
new text end

Sec. 9.

Minnesota Statutes 2012, section 120B.35, subdivision 4, is amended to read:


Subd. 4.

Improving schools.

Consistent with the requirements of this section,
beginning June 20, 2012, the commissioner of education must annually report to the public
and the legislature deleted text beginthe organizational and curriculardeleted text endnew text begin bestnew text end practices implemented in those
schools that demonstrate deleted text beginmedium anddeleted text end high growth compared to the state growth target.

Sec. 10.

Minnesota Statutes 2013 Supplement, section 122A.09, subdivision 4, is
amended to read:


Subd. 4.

License and rules.

(a) The board must adopt rules to license public school
teachers and interns subject to chapter 14.

(b) The board must adopt rules requiring a person to pass a skills examination in
reading, writing, and mathematicsnew text begin or attain either a composite score composed of the
average of the scores in English and writing, reading, and mathematics on the ACT
Plus Writing recommended by the board, or an equivalent composite score composed
of the average of the scores in critical reading, mathematics, and writing on the SAT
recommended by the board,
new text end as a requirement for initial teacher licensure, except that
the board may issue up to two deleted text beginadditionaldeleted text end temporary, one-year teaching licenses to an
otherwise qualified candidate who has not yet passed the skills examnew text begin or attained the
requisite composite score on the ACT Plus Writing or SAT
new text end. Such rules must require
college and universities offering a board-approved teacher preparation program to
provide remedial assistance to persons who did not achieve a qualifying score on the
skills examinationnew text begin or attain the requisite composite score on the ACT Plus Writing or
SAT
new text end, including those for whom English is a second language.new text begin The requirement to pass
a reading, writing, and mathematics skills examination or attain the requisite composite
score on the ACT Plus Writing or SAT does not apply to nonnative English speakers, as
verified by qualified Minnesota school district personnel or Minnesota higher education
faculty, who, after meeting the content and pedagogy requirements under this subdivision,
apply for a teaching license to provide direct instruction in their native language or world
language instruction under section 120B.022, subdivision 1. A teacher candidate's official
ACT Plus Writing or SAT composite score report to the board must not be more than ten
years old at the time of licensure.
new text end

(c) The board must adopt rules to approve teacher preparation programs. The board,
upon the request of a postsecondary student preparing for teacher licensure or a licensed
graduate of a teacher preparation program, shall assist in resolving a dispute between the
person and a postsecondary institution providing a teacher preparation program when the
dispute involves an institution's recommendation for licensure affecting the person or the
person's credentials. At the board's discretion, assistance may include the application
of chapter 14.

(d) The board must provide the leadership and adopt rules for the redesign of teacher
education programs to implement a research based, results-oriented curriculum that
focuses on the skills teachers need in order to be effective. The board shall implement new
systems of teacher preparation program evaluation to assure program effectiveness based
on proficiency of graduates in demonstrating attainment of program outcomes. Teacher
preparation programs including alternative teacher preparation programs under section
122A.245, among other programs, must include a content-specific, board-approved,
performance-based assessment that measures teacher candidates in three areas: planning
for instruction and assessment; engaging students and supporting learning; and assessing
student learning.new text begin The board's redesign rules must include creating flexible, specialized
teaching licenses, credentials, and other endorsement forms to increase students'
participation in language immersion programs, world language instruction, career
development opportunities, work-based learning, early college courses and careers, career
and technical programs, Montessori schools, and project and place-based learning, among
other career and college ready learning offerings.
new text end

(e) The board must adopt rules requiring candidates for initial licenses to pass an
examination of general pedagogical knowledge and examinations of licensure-specific
teaching skills. The rules shall be effective by September 1, 2001. The rules under this
paragraph also must require candidates for initial licenses to teach prekindergarten or
elementary students to pass, as part of the examination of licensure-specific teaching
skills, test items assessing the candidates' knowledge, skill, and ability in comprehensive,
scientifically based reading instruction under section 122A.06, subdivision 4, and their
knowledge and understanding of the foundations of reading development, the development
of reading comprehension, and reading assessment and instruction, and their ability to
integrate that knowledge and understanding.

(f) The board must adopt rules requiring teacher educators to work directly with
elementary or secondary school teachers in elementary or secondary schools to obtain
periodic exposure to the elementary or secondary teaching environment.

(g) The board must grant licenses to interns and to candidates for initial licenses
based on appropriate professional competencies that are aligned with the board's licensing
system and students' diverse learning needs. The board must include these licenses in a
statewide differentiated licensing system that creates new leadership roles for successful
experienced teachers premised on a collaborative professional culture dedicated to meeting
students' diverse learning needs in the 21st century and formalizes mentoring and induction
for newly licensed teachers that is provided through a teacher support framework.

(h) The board must design and implement an assessment system which requires a
candidate for an initial license and first continuing license to demonstrate the abilities
necessary to perform selected, representative teaching tasks at appropriate levels.

(i) The board must receive recommendations from local committees as established
by the board for the renewal of teaching licenses.

(j) The board must grant life licenses to those who qualify according to requirements
established by the board, and suspend or revoke licenses pursuant to sections 122A.20 and
214.10. The board must not establish any expiration date for application for life licenses.

(k) The board must adopt rules that require all licensed teachers who are renewing
their continuing license to include in their renewal requirements further preparation in
the areas of using positive behavior interventions and in accommodating, modifying, and
adapting curricula, materials, and strategies to appropriately meet the needs of individual
students and ensure adequate progress toward the state's graduation rule.

(l) In adopting rules to license public school teachers who provide health-related
services for disabled children, the board shall adopt rules consistent with license or
registration requirements of the commissioner of health and the health-related boards who
license personnel who perform similar services outside of the school.

(m) The board must adopt rules that require all licensed teachers who are renewing
their continuing license to include in their renewal requirements further reading
preparation, consistent with section 122A.06, subdivision 4. The rules do not take effect
until they are approved by law. Teachers who do not provide direct instruction including, at
least, counselors, school psychologists, school nurses, school social workers, audiovisual
directors and coordinators, and recreation personnel are exempt from this section.

(n) The board must adopt rules that require all licensed teachers who are renewing
their continuing license to include in their renewal requirements further preparation,
first, in understanding the key warning signs of early-onset mental illness in children
and adolescents and then, during subsequent licensure renewal periods, preparation may
include providing a more in-depth understanding of students' mental illness trauma,
accommodations for students' mental illness, parents' role in addressing students' mental
illness, Fetal Alcohol Spectrum Disorders, autism, the requirements of section 125A.0942
governing restrictive procedures, and de-escalation methods, among other similar topics.

new text begin EFFECTIVE DATE. new text end

new text begin This section applies to persons applying to the Board of
Teaching for their initial teaching license July 1, 2014, or later.
new text end

Sec. 11.

Minnesota Statutes 2013 Supplement, section 122A.18, subdivision 2, is
amended to read:


Subd. 2.

Teacher and support personnel qualifications.

(a) The Board of
Teaching must issue licenses under its jurisdiction to persons the board finds to be
qualified and competent for their respective positions.

(b) The board must require a person to pass an examination of skills in reading,
writing, and mathematicsnew text begin or attain either a composite score composed of the average of
the scores in English and writing, reading, and mathematics on the ACT Plus Writing
recommended by the board, or an equivalent composite score composed of the average
of the scores in critical reading, mathematics, and writing on the SAT recommended by
the board,
new text end before being granted an initial teaching license to provide direct instruction to
pupils in prekindergarten, elementary, secondary, or special education programs, except
that the board may issue up to two deleted text beginadditionaldeleted text end temporary, one-year teaching licenses to
an otherwise qualified candidate who has not yet passed the skills examnew text begin or attained the
requisite composite score on the ACT Plus Writing or SAT
new text end. The board must require
colleges and universities offering a board approved teacher preparation program to make
available upon request remedial assistance that includes a formal diagnostic component
to persons enrolled in their institution who did not achieve a qualifying score on the
skills examinationnew text begin or attain the requisite composite ACT Plus Writing or SAT scorenew text end,
including those for whom English is a second language. The colleges and universities
must make available assistance in the specific academic areas of new text begincandidates' new text enddeficiency
deleted text beginin which the person did not achieve a qualifying scoredeleted text end. School districts may make
available upon request similar, appropriate, and timely remedial assistance that includes a
formal diagnostic component to those persons employed by the district who completed
their teacher education program, who did not achieve a qualifying score on the skills
examination, deleted text beginincluding those persons for whom English is a second language and persons
under section 122A.23, subdivision 2, paragraph (h), who completed their teacher's
education program outside the state of Minnesota
deleted text endnew text begin or attain the requisite composite ACT
Plus Writing or SAT score
new text end, and who received a temporary license to teach in Minnesota.
The Board of Teaching shall report annually to the education committees of the legislature
on the total number of teacher candidates during the most recent school year taking the
skills examination, the number who achieve a qualifying score on the examination, the
number who do not achieve a qualifying score on the examination, the distribution of all
candidates' scores, the number of candidates who have taken the examination at least once
before, and the number of candidates who have taken the examination at least once before
and achieve a qualifying scorenew text begin, and the candidates who have not attained the requisite
composite ACT Plus Writing or SAT score or have not passed a content or pedagogy
exam, disaggregated by categories of race, ethnicity, and eligibility for financial aid
new text end.

(c) The Board of Teaching must grant continuing licenses only to those persons who
have met board criteria for granting a continuing license, which includes passing the skills
examination in reading, writing, and mathematicsnew text begin or attaining the requisite composite
ACT Plus Writing or SAT score
new text end consistent with paragraph (b)new text begin,new text end andnew text begin the exceptions in
new text end section 122A.09, subdivision 4, paragraph (b)deleted text begin.deleted text endnew text begin, that are consistent with this paragraph.
The requirement to pass a reading, writing, and mathematics skills examination, or attain
the requisite composite score on the ACT Plus Writing or SAT does not apply to nonnative
English speakers, as verified by qualified Minnesota school district personnel or Minnesota
higher education faculty, who, after meeting the content and pedagogy requirements under
this subdivision, apply for a teaching license to provide direct instruction in their native
language or world language instruction under section 120B.022, subdivision 1. A teacher
candidate's official ACT Plus Writing or SAT composite score report to the board must not
be more than ten years old at the time of licensure.
new text end

(d) All colleges and universities approved by the board of teaching to prepare
persons for teacher licensure must include in their teacher preparation programs a common
core of teaching knowledge and skills to be acquired by all persons recommended
for teacher licensure. This common core shall meet the standards developed by the
interstate new teacher assessment and support consortium in its 1992 "model standards for
beginning teacher licensing and development." Amendments to standards adopted under
this paragraph are covered by chapter 14. The board of teaching shall report annually to
the education committees of the legislature on the performance of teacher candidates
on common core assessments of knowledge and skills under this paragraph during the
most recent school year.

new text begin EFFECTIVE DATE. new text end

new text begin This section applies to persons applying to the Board of
Teaching for their initial teaching license July 1, 2014, or later.
new text end

Sec. 12.

Minnesota Statutes 2013 Supplement, section 122A.23, subdivision 2, is
amended to read:


Subd. 2.

Applicants licensed in other states.

(a) Subject to the requirements of
sections 122A.18, subdivision 8, and 123B.03, the Board of Teaching must issue a teaching
license or a temporary teaching license under paragraphs (b) to (e) to an applicant who holds
at least a baccalaureate degree from a regionally accredited college or university and holds
or held a similar out-of-state teaching license that requires the applicant to successfully
complete a teacher preparation program approved by the issuing state, which includes
field-specific teaching methods and student teaching or essentially equivalent experience.

(b) The Board of Teaching must issue a teaching license to an applicant who:

(1) successfully completed all exams and human relations preparation components
required by the Board of Teaching; and

(2) holds or held an out-of-state teaching license to teach the same content field and
grade levels if the scope of the out-of-state license is no more than deleted text beginonedeleted text endnew text begin two new text end grade deleted text beginlevel
deleted text endnew text begin levelsnew text end less than a similar Minnesota license.

(c) The Board of Teaching, consistent with board rules and paragraph (h), must
issue up to three one-year temporary teaching licenses to an applicant who holds or held
an out-of-state teaching license to teach the same content field and grade levels, where
the scope of the out-of-state license is no more than deleted text beginonedeleted text endnew text begin twonew text end grade deleted text beginleveldeleted text endnew text begin levelsnew text end less than
a similar Minnesota license, but has not successfully completed all exams and human
relations preparation components required by the Board of Teaching.

(d) The Board of Teaching, consistent with board rules, must issue up to three
one-year temporary teaching licenses to an applicant who:

(1) successfully completed all exams and human relations preparation components
required by the Board of Teaching; and

(2) holds or held an out-of-state teaching license to teach the same content field and
grade levels, where the scope of the out-of-state license is no more than deleted text beginonedeleted text endnew text begin twonew text end grade
deleted text beginleveldeleted text endnew text begin levelsnew text end less than a similar Minnesota license, but has not completed field-specific
teaching methods or student teaching or equivalent experience.

The applicant may complete field-specific teaching methods and student teaching
or equivalent experience by successfully participating in a one-year school district
mentorship program consistent with board-adopted standards of effective practice and
Minnesota graduation requirements.

(e) The Board of Teaching must issue a temporary teaching license for a term of
up to three years only in the content field or grade levels specified in the out-of-state
license to an applicant who:

(1) successfully completed all exams and human relations preparation components
required by the Board of Teaching; and

(2) holds or held an out-of-state teaching license where the out-of-state license is
more limited in the content field or grade levels than a similar Minnesota license.

(f) The Board of Teaching must not issue to an applicant more than three one-year
temporary teaching licenses under this subdivision.

(g) The Board of Teaching must not issue a license under this subdivision if the
applicant has not attained the additional degrees, credentials, or licenses required in a
particular licensure field.

(h) The Board of Teaching must require an applicant for a teaching license or a
temporary teaching license under this subdivision to pass a skills examination in reading,
writing, and mathematicsnew text begin or demonstrate, consistent with section 122A.09, subdivision
4, the applicant's attainment of either the requisite composite ACT Plus Writing or SAT
score
new text end before the board issues the licensenew text begin unless, notwithstanding other provisions of
this subdivision, an applicable board-approved National Association of State Directors
of Teacher Education interstate reciprocity agreement exists to allow fully certified
teachers from other states to transfer their certification to Minnesota
new text end. deleted text beginConsistent with
section 122A.18, subdivision 2, paragraph (b), and notwithstanding other provisions of
this subdivision, the board may issue up to two additional temporary, one-year teaching
licenses to an otherwise qualified applicant who has not yet passed the skills exam.
deleted text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2014.
new text end

Sec. 13.

Minnesota Statutes 2012, section 122A.40, subdivision 5, is amended to read:


Subd. 5.

Probationary period.

(a) The first three consecutive years of a teacher's
first teaching experience in Minnesota in a single district is deemed to be a probationary
period of employment, and, the probationary period in each district in which the teacher is
thereafter employed shall be one year. The school board must adopt a plan for written
evaluation of teachers during the probationary period that is consistent with subdivision 8.
Evaluation must occur at least three times periodically throughout each school year for a
teacher performing services during that school year; the first evaluation must occur within
the first 90 days of teaching service. Days devoted to parent-teacher conferences, teachers'
workshops, and other staff development opportunities and days on which a teacher is absent
from school must not be included in determining the number of school days on which a
teacher performs services. Except as otherwise provided in paragraph (b), during the
probationary period any annual contract with any teacher may or may not be renewed as the
school board shall see fit. However, the board must give any such teacher whose contract
it declines to renew for the following school year written notice to that effect before July 1.
If the teacher requests reasons for any nonrenewal of a teaching contract, the board must
give the teacher its reason in writing, including a statement that appropriate supervision
was furnished describing the nature and the extent of such supervision furnished the
teacher during the employment by the board, within ten days after receiving such request.
The school board may, after a hearing held upon due notice, discharge a teacher during the
probationary period for cause, effective immediately, under section 122A.44.

(b) A board must discharge a probationary teacher, effective immediately, upon
receipt of notice under section 122A.20, subdivision 1, paragraph (b), that the teacher's
license has been revoked due to a conviction for child abuse or sexual abuse.

(c) A probationary teacher whose first three years of consecutive employment are
interrupted for active military service and who promptly resumes teaching consistent with
federal reemployment timelines for uniformed service personnel under United States
Code, title 38, section 4312(e), is considered to have a consecutive teaching experience
for purposes of paragraph (a).

(d) new text beginA probationary teacher whose first three years of consecutive employment are
interrupted for maternity, paternity, or medical leave and who resumes teaching within 12
months of when the leave began is considered to have a consecutive teaching experience
for purposes of paragraph (a) if the probationary teacher completes a combined total of
three years of teaching service immediately before and after the leave.
new text end

new text begin (e) new text endA probationary teacher must complete at least 120 days of teaching service each
year during the probationary period. Days devoted to parent-teacher conferences, teachers'
workshops, and other staff development opportunities and days on which a teacher is
absent from school do not count as days of teaching service under this paragraph.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective retroactively from July 1, 2013.
new text end

Sec. 14.

Minnesota Statutes 2013 Supplement, section 122A.40, subdivision 8, is
amended to read:


Subd. 8.

Development, evaluation, and peer coaching for continuing contract
teachers.

(a) To improve student learning and success, a school board and an exclusive
representative of the teachers in the district, consistent with paragraph (b), may develop
a teacher evaluation and peer review process for probationary and continuing contract
teachers through joint agreement. If a school board and the exclusive representative of the
teachers do not agree to an annual teacher evaluation and peer review process, then the
school board and the exclusive representative of the teachers must implement the new text beginstate
teacher evaluation
new text endplan deleted text beginfor evaluation and reviewdeleted text end under paragraph (c). The process must
include having trained observers serve as peer coaches or having teachers participate in
professional learning communities, consistent with paragraph (b).

(b) To develop, improve, and support qualified teachers and effective teaching
practices and improve student learning and success, the annual evaluation process for
teachers:

(1) must, for probationary teachers, provide for all evaluations required under
subdivision 5;

(2) must establish a three-year professional review cycle for each teacher that
includes an individual growth and development plan, a peer review process, deleted text beginthe
opportunity to participate in a professional learning community under paragraph (a),
deleted text end and
at least one summative evaluation performed by a qualified and trained evaluator such as a
school administrator. For the years when a tenured teacher is not evaluated by a qualified
and trained evaluator, the teacher must be evaluated by a peer review;

(3) must be based on professional teaching standards established in rule;

(4) must coordinate staff development activities under sections 122A.60 and
122A.61 with this evaluation process and teachers' evaluation outcomes;

(5) may provide time during the school day and school year for peer coaching and
teacher collaboration;

(6) new text beginmay include job-embedded learning opportunities such as professional learning
communities;
new text end

new text begin (7) new text endmay include mentoring and induction programs;

deleted text begin (7)deleted text endnew text begin (8)new text end must include an option for teachers to develop and present a portfolio
demonstrating evidence of reflection and professional growth, consistent with section
122A.18, subdivision 4, paragraph (b), and include teachers' own performance assessment
based on student work samples and examples of teachers' work, which may include video
among other activities for the summative evaluation;

deleted text begin (8)deleted text endnew text begin (9)new text end must use data from valid and reliable assessments aligned to state and local
academic standards and must use state and local measures of student growth that may
include value-added models or student learning goals to determine 35 percent of teacher
evaluation results;

deleted text begin (9)deleted text endnew text begin (10)new text end must use longitudinal data on student engagement and connection, and
other student outcome measures explicitly aligned with the elements of curriculum for
which teachers are responsible;

deleted text begin (10)deleted text endnew text begin (11)new text end must require qualified and trained evaluators such as school administrators
to perform summative evaluationsnew text begin and ensure school districts and charter schools provide
for effective evaluator training specific to teacher development and evaluation
new text end;

deleted text begin (11)deleted text endnew text begin (12)new text end must give teachers not meeting professional teaching standards under
clauses (3) through deleted text begin(10)deleted text endnew text begin (11)new text end support to improve through a teacher improvement process
that includes established goals and timelines; and

deleted text begin (12)deleted text endnew text begin (13)new text end must discipline a teacher for not making adequate progress in the teacher
improvement process under clause deleted text begin(11)deleted text endnew text begin (12)new text end that may include a last chance warning,
termination, discharge, nonrenewal, transfer to a different position, a leave of absence, or
other discipline a school administrator determines is appropriate.

Data on individual teachers generated under this subdivision are personnel data
under section 13.43.new text begin The observation and interview notes of peer coaches may only be
disclosed to other school officials with the consent of the teacher being coached.
new text end

(c) The department, in consultation with parents who may represent parent
organizations and teacher and administrator representatives appointed by their respective
organizations, representing the Board of Teaching, the Minnesota Association of School
Administrators, the Minnesota School Boards Association, the Minnesota Elementary
and Secondary Principals Associations, Education Minnesota, and representatives of
the Minnesota Assessment Group, the Minnesota Business Partnership, the Minnesota
Chamber of Commerce, and Minnesota postsecondary institutions with research expertise
in teacher evaluation, must create and publish a teacher evaluation process that complies
with the requirements in paragraph (b) and applies to all teachers under this section and
section 122A.41 for whom no agreement exists under paragraph (a) for an annual teacher
evaluation and peer review process. The teacher evaluation process created under this
subdivision does not create additional due process rights for probationary teachers under
subdivision 5.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2014-2015 school year and
later.
new text end

Sec. 15.

Minnesota Statutes 2012, section 122A.41, subdivision 2, is amended to read:


Subd. 2.

Probationary period; discharge or demotion.

(a) All teachers in
the public schools in cities of the first class during the first three years of consecutive
employment shall be deemed to be in a probationary period of employment during which
period any annual contract with any teacher may, or may not, be renewed as the school
board, after consulting with the peer review committee charged with evaluating the
probationary teachers under subdivision 3, shall see fit. The school site management team
or the school board if there is no school site management team, shall adopt a plan for a
written evaluation of teachers during the probationary period according to subdivisions 3
and 5. Evaluation by the peer review committee charged with evaluating probationary
teachers under subdivision 3 shall occur at least three times periodically throughout each
school year for a teacher performing services during that school year; the first evaluation
must occur within the first 90 days of teaching service. Days devoted to parent-teacher
conferences, teachers' workshops, and other staff development opportunities and days on
which a teacher is absent from school shall not be included in determining the number of
school days on which a teacher performs services. The school board may, during such
probationary period, discharge or demote a teacher for any of the causes as specified in
this code. A written statement of the cause of such discharge or demotion shall be given to
the teacher by the school board at least 30 days before such removal or demotion shall
become effective, and the teacher so notified shall have no right of appeal therefrom.

(b) A probationary teacher whose first three years of consecutive employment are
interrupted for active military service and who promptly resumes teaching consistent with
federal reemployment timelines for uniformed service personnel under United States
Code, title 38, section 4312(e), is considered to have a consecutive teaching experience
for purposes of paragraph (a).

(c) new text beginA probationary teacher whose first three years of consecutive employment are
interrupted for maternity, paternity, or medical leave and who resumes teaching within 12
months of when the leave began is considered to have a consecutive teaching experience
for purposes of paragraph (a) if the probationary teacher completes a combined total of
three years of teaching service immediately before and after the leave.
new text end

new text begin (d) new text endA probationary teacher must complete at least 120 days of teaching service each
year during the probationary period. Days devoted to parent-teacher conferences, teachers'
workshops, and other staff development opportunities and days on which a teacher is
absent from school do not count as days of teaching service under this paragraph.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective retroactively from July 1, 2013.
new text end

Sec. 16.

Minnesota Statutes 2013 Supplement, section 122A.41, subdivision 5, is
amended to read:


Subd. 5.

Development, evaluation, and peer coaching for continuing contract
teachers.

(a) To improve student learning and success, a school board and an exclusive
representative of the teachers in the district, consistent with paragraph (b), may develop an
annual teacher evaluation and peer review process for probationary and nonprobationary
teachers through joint agreement. If a school board and the exclusive representative of the
teachers in the district do not agree to an annual teacher evaluation and peer review process,
then the school board and the exclusive representative of the teachers must implement
the new text beginstate teacher evaluation new text endplan deleted text beginfor evaluation and reviewdeleted text end developed under paragraph
(c). The process must include having trained observers serve as peer coaches or having
teachers participate in professional learning communities, consistent with paragraph (b).

(b) To develop, improve, and support qualified teachers and effective teaching
practices and improve student learning and success, the annual evaluation process for
teachers:

(1) must, for probationary teachers, provide for all evaluations required under
subdivision 2;

(2) must establish a three-year professional review cycle for each teacher that
includes an individual growth and development plan, a peer review process, deleted text beginthe
opportunity to participate in a professional learning community under paragraph (a),
deleted text end and
at least one summative evaluation performed by a qualified and trained evaluator such
as a school administrator;

(3) must be based on professional teaching standards established in rule;

(4) must coordinate staff development activities under sections 122A.60 and
122A.61 with this evaluation process and teachers' evaluation outcomes;

(5) may provide time during the school day and school year for peer coaching and
teacher collaboration;

(6) new text beginmay include job-embedded learning opportunities such as professional learning
communities;
new text end

new text begin (7) new text endmay include mentoring and induction programs;

deleted text begin (7)deleted text endnew text begin (8)new text end must include an option for teachers to develop and present a portfolio
demonstrating evidence of reflection and professional growth, consistent with section
122A.18, subdivision 4, paragraph (b), and include teachers' own performance assessment
based on student work samples and examples of teachers' work, which may include video
among other activities for the summative evaluation;

deleted text begin (8)deleted text endnew text begin (9)new text end must use data from valid and reliable assessments aligned to state and local
academic standards and must use state and local measures of student growth that may
include value-added models or student learning goals to determine 35 percent of teacher
evaluation results;

deleted text begin (9)deleted text endnew text begin (10)new text end must use longitudinal data on student engagement and connection and
other student outcome measures explicitly aligned with the elements of curriculum for
which teachers are responsible;

deleted text begin (10)deleted text endnew text begin (11)new text end must require qualified and trained evaluators such as school administrators
to perform summative evaluationsnew text begin and ensure school districts and charter schools provide
for effective evaluator training specific to teacher development and evaluation
new text end;

deleted text begin (11)deleted text endnew text begin (12)new text end must give teachers not meeting professional teaching standards under
clauses (3) through deleted text begin(10)deleted text endnew text begin (11)new text end support to improve through a teacher improvement process
that includes established goals and timelines; and

deleted text begin (12)deleted text endnew text begin (13)new text end must discipline a teacher for not making adequate progress in the teacher
improvement process under clause deleted text begin(11)deleted text endnew text begin (12)new text end that may include a last chance warning,
termination, discharge, nonrenewal, transfer to a different position, a leave of absence, or
other discipline a school administrator determines is appropriate.

Data on individual teachers generated under this subdivision are personnel data
under section 13.43.new text begin The observation and interview notes of peer coaches may only be
disclosed to other school officials with the consent of the teacher being coached.
new text end

(c) The department, in consultation with parents who may represent parent
organizations and teacher and administrator representatives appointed by their respective
organizations, representing the Board of Teaching, the Minnesota Association of School
Administrators, the Minnesota School Boards Association, the Minnesota Elementary
and Secondary Principals Associations, Education Minnesota, and representatives of
the Minnesota Assessment Group, the Minnesota Business Partnership, the Minnesota
Chamber of Commerce, and Minnesota postsecondary institutions with research expertise
in teacher evaluation, must create and publish a teacher evaluation process that complies
with the requirements in paragraph (b) and applies to all teachers under this section and
section 122A.40 for whom no agreement exists under paragraph (a) for an annual teacher
evaluation and peer review process. The teacher evaluation process created under this
subdivision does not create additional due process rights for probationary teachers under
subdivision 2.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2014-2015 school year and
later.
new text end

Sec. 17.

Minnesota Statutes 2012, section 122A.414, subdivision 2, is amended to read:


Subd. 2.

Alternative teacher professional pay system.

(a) To participate in this
program, a school district, intermediate school district, school site, or charter school must
have an educational improvement plan under section 122A.413 and an alternative teacher
professional pay system agreement under paragraph (b). A charter school participant also
must comply with subdivision 2a.

(b) The alternative teacher professional pay system agreement must:

(1) describe how teachers can achieve career advancement and additional
compensation;

(2) describe how the school district, intermediate school district, school site, or
charter school will provide teachers with career advancement options that allow teachers
to retain primary roles in student instruction and facilitate site-focused professional
development that helps other teachers improve their skills;

(3) reform the "steps and lanes" salary schedule, prevent any teacher's compensation
paid before implementing the pay system from being reduced as a result of participating
in this system, deleted text beginanddeleted text end base at least 60 percent of any compensation increase on teacher
performance using:

(i) schoolwide student achievement gains under section 120B.35 or locally selected
standardized assessment outcomes, or both;

(ii) measures of student deleted text beginachievementdeleted text endnew text begin growth that may include value-added models
or student learning goals, consistent with section 122A.40, subdivision 8, clause (9), or
122A.41, subdivision 5, clause (9)
new text end; deleted text beginand
deleted text end

(iii) an objective evaluation program deleted text beginthat includes:deleted text endnew text begin under section 122A.40,
subdivision 8, paragraph (b), clause (2), or 122A.41, subdivision 5, paragraph (b), clause (2)
new text end

deleted text begin (A) individual teacher evaluations aligned with the educational improvement plan
under section 122A.413 and the staff development plan under section 122A.60; and
deleted text end

deleted text begin (B) objective evaluations using multiple criteria conducted by a locally selected and
periodically trained evaluation team that understands teaching and learning
deleted text end;

(4) provide deleted text beginintegrated ongoing site-based professional development activitiesdeleted text endnew text begin for
participation in job-embedded learning opportunities such as professional learning
communities
new text end to improve instructional skills and learning that are aligned with student needs
under section 122A.413, consistent with the staff development plan under section 122A.60
and led during the school day by trained teacher leaders such as master or mentor teachers;

(5) allow any teacher in a participating school district, intermediate school district,
school site, or charter school that implements an alternative pay system to participate in
that system without any quota or other limit; and

(6) encourage collaboration rather than competition among teachers.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2014-2015 school year and
later except paragraph (b), clause (3), is effective for agreements under this section
approved after August 1, 2015.
new text end

Sec. 18.

Minnesota Statutes 2012, section 122A.48, subdivision 3, is amended to read:


Subd. 3.

Employment deleted text beginas substitutedeleted text endnew text begin exemptions for retired teachersnew text end.

Notwithstanding the provisions of subdivision 2, a teacher who has entered into an
agreement for termination of services and withdrawal from active teaching service with
an early retirement incentive may be employed as a substitute teachernew text begin, behind-the-wheel
instructor,
new text end or coach after retirement.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment.
new text end

Sec. 19.

Minnesota Statutes 2012, section 122A.60, subdivision 1a, is amended to read:


Subd. 1a.

Effective staff development activities.

(a) Staff development activities
must:

(1) focus on the school classroom and research-based strategies that improve student
learning;

(2) provide opportunities for teachers to practice and improve their instructional
skills over time;

(3) provide opportunities for teachers to use student data as part of their daily work
to increase student achievement;

(4) enhance teacher content knowledge and instructional skills, including to
accommodate the delivery of digital and blended learning and curriculum and engage
students with technology;

(5) align with state and local academic standards;

(6) provide opportunities to build professional relationships, foster collaboration
among principals and staff who provide instruction, and provide opportunities for
teacher-to-teacher mentoring; deleted text beginand
deleted text end

(7) align with the plan of the district or site for an alternative teacher professional
pay systemnew text begin; and
new text end

new text begin (8) provide opportunities for staff to learn about current workforce trends, the
connections between workforce trends and postsecondary education, and training options,
including career and technical education options
new text end.

Staff development activities may include curriculum development and curriculum training
programs, and activities that provide teachers and other members of site-based teams
training to enhance team performance. The school district also may implement other
staff development activities required by law and activities associated with professional
teacher compensation models.

(b) Release time provided for teachers to supervise students on field trips and school
activities, or independent tasks not associated with enhancing the teacher's knowledge
and instructional skills, such as preparing report cards, calculating grades, or organizing
classroom materials, may not be counted as staff development time that is financed with
staff development reserved revenue under section 122A.61.

Sec. 20.

Minnesota Statutes 2012, section 122A.60, subdivision 2, is amended to read:


Subd. 2.

Contents of plan.

The plan must include the staff development outcomes
under subdivision 3, the means to achieve the outcomes, and procedures for evaluating
progress at each school site toward meeting education outcomes, consistent with
relicensure requirements under section 122A.18, subdivision 4. The plan also must:

(1) support stable and productive professional communities achieved through
ongoing and schoolwide progress and growth in teaching practice;

(2) emphasize coaching, professional learning communities, classroom action
research, and other job-embedded models;

(3) maintain a strong subject matter focus premised on students' learning goalsnew text begin,
consistent with section 120B.125
new text end;

(4) ensure specialized preparation and learning about issues related to teaching
English learners and students with special needs; and

(5) reinforce national and state standards of effective teaching practice.

Sec. 21.

Minnesota Statutes 2012, section 122A.60, subdivision 3, is amended to read:


Subd. 3.

Staff development outcomes.

The advisory staff development committee
must adopt a staff development plan for improving student achievement. The plan must
be consistent with education outcomes that the school board determines. The plan
must include ongoing staff development activities that contribute toward continuous
improvement in achievement of the following goals:

(1) improve student achievement of state and local education standards in all areas of
the curriculumnew text begin, including areas of regular academic and applied and experiential learning,
new text end by using best practices methods;

(2) effectively meet the needs of a diverse student population, including at-risk
children, children with disabilities, and gifted children, within the regular classroomnew text begin,
applied and experiential learning settings,
new text end and other settings;

(3) provide an inclusive curriculum for a racially, ethnically, and culturally diverse
student population that is consistent with the state education diversity rule and the district's
education diversity plan;

(4) improve staff collaboration and develop mentoring and peer coaching programs
for teachers new to the school or district;

(5) effectively teach and model violence prevention policy and curriculum that
address early intervention alternatives, issues of harassment, and teach nonviolent
alternatives for conflict resolution;

(6) effectively deliver digital and blended learning and curriculum and engage
students with technology; and

(7) provide teachers and other members of site-based management teams with
appropriate management and financial management skills.

Sec. 22.

Minnesota Statutes 2012, section 123A.06, subdivision 4, is amended to read:


Subd. 4.

Granting a diploma.

Upon successful completion of the area learning
center program, a pupil is entitled to receive a high school diploma. The pupil may elect
to receive a diploma from either the district of residence or the district in which the
area learning center is locatednew text begin or the intermediate district or educational cooperative
responsible for the area learning center program
new text end.

Sec. 23.

new text begin [123A.215] INNOVATIVE TECHNOLOGY COOPERATIVE.
new text end

new text begin Subdivision 1. new text end

new text begin Establishment and organization. new text end

new text begin (a) Two or more independent
school districts may enter into an agreement to establish an innovative cooperative center
to provide for technology and other educational services upon the vote of a majority of the
full membership of each of the boards of the districts entering into the agreement. The
agreement may also provide for membership by a Minnesota state college or university
under section 136F.01. When a resolution approving this action has been adopted by
the board of a district, the resolution shall be published once in a newspaper of general
circulation in the district.
new text end

new text begin (b) The agreement may provide for the center to be organized into up to four regions.
A region may consist of only school districts, only higher education institutions, or a
combination of both.
new text end

new text begin Subd. 2. new text end

new text begin Name. new text end

new text begin A public corporation so created shall be known as ....(insert
name).... Cooperative Center No. ..... and shall have an identification number assigned
according to section 123A.56.
new text end

new text begin Subd. 3. new text end

new text begin Governing board. new text end

new text begin (a) The center must be operated by a center board
consisting of 12 members. Membership on the center board must be established according
to the bylaws and approved by every member of the cooperative.
new text end

new text begin (b) The terms of office of the first members of the center board must be determined
by lot as follows: one-third of the members for one year, one-third of the members for two
years, and the remainder of the members for three years, all terms to expire on June 30 of
the appropriate year. Thereafter the terms shall be for three years commencing on July 1
of each year. If a vacancy occurs on the center board, it must be filled by the district, by
the members of the appropriate region, or by the higher education members, within 90
days. A person appointed to the center board shall qualify as a center board member by
filing with the chair a written certificate of appointment from the appointing school board.
new text end

new text begin (c) The first meeting of a center board must be at a time mutually agreed upon by
center board members. At this meeting, the center board must choose its officers and
conduct any other necessary organizational business. Thereafter, the center board must
meet on July 1 of each year or as soon thereafter as practicable pursuant to notice sent to
all center board members by the chief executive officer of the center.
new text end

new text begin (d) The officers of the center board shall be a chair, vice-chair, clerk, and treasurer,
no two of whom when possible shall be from the same school district. The chair shall
preside at all meetings of the center board, except that in the chair's absence the vice-chair
shall preside. The clerk shall keep a complete record of the minutes of each meeting
and the treasurer shall be the custodian of the funds of the center. Insofar as applicable,
sections 123B.09, 123B.14, 123B.143, and 123B.147, shall apply to the board and officers
of the center.
new text end

new text begin (e) A majority of the center board shall be a quorum. Any motion other than
adjournment shall pass only upon receiving a majority of the votes of the entire center
board.
new text end

new text begin Subd. 4. new text end

new text begin Center powers and duties. new text end

new text begin (a) The center board shall have the general
charge of the business of the center. Where applicable, sections 123B.51 and 123B.52,
subdivision 4, shall apply. The center board may not issue bonds on its behalf.
new text end

new text begin (b) The center board may furnish technology offerings to any eligible person residing
in any participating district and may provide any other educational programs or services
agreed upon by the participating members. Academic offerings shall be provided only
under the direction of properly licensed academic supervisory personnel.
new text end

new text begin (c) The center board must employ an executive director, contract with necessary
qualified teachers and administrators, and may discharge the same for cause pursuant to
section 122A.40. The authority for selection and employment of a director shall be vested
in the center board. Notwithstanding the provisions of section 122A.40, subdivision 10 or
11, no individual shall have a right to employment as a director based on seniority or order
of employment by the center. The center board may employ and discharge other necessary
employees and may contract for other services deemed necessary.
new text end

new text begin (d) The center board may prescribe rates of tuition for services provided to
nonmember students.
new text end

new text begin Subd. 5. new text end

new text begin Finances. new text end

new text begin (a) The center board established under this section is a public
corporation and agency and may receive and disburse federal, state, and local funds made
available to it. A participating school district or member must not have any additional
individual liability for the debts or obligations of the center except that assessment
which has been certified as its proportionate share in accordance with paragraph (b) and
subdivision 4. A member of the center board shall have the liability that is applicable to a
member of an independent school district board. Any property, real or personal, acquired
or owned by the center board for its purposes shall be exempt from taxation by the state or
any of its political subdivisions.
new text end

new text begin (b) The center board may, in each year, for the purpose of paying any administrative,
planning, operating, or capital expenses incurred or to be incurred, assess and certify
to each participating school district its proportionate share of any and all expenses.
This share must be based upon an equitable distribution formula agreed upon by the
participating districts. Each participating district shall remit its assessment to the center
board within 30 days after receipt.
new text end

new text begin Subd. 6. new text end

new text begin Laws governing independent school districts apply. new text end

new text begin As of the effective
date of the creation of any center as contained in the agreement establishing the center,
the organization, operation, maintenance, and conduct of the affairs of the center shall be
governed by the general laws relating to independent school districts of the state unless
provided otherwise in statute. The center does not have the authority to issue bonds or
impose a property tax levy.
new text end

new text begin Subd. 7. new text end

new text begin Addition and withdrawal of districts. new text end

new text begin Upon approval by majority vote of
a school board and of the center board, an adjoining district may become a member in
the center and be governed by the provisions of this section and the agreement in effect.
Any participating district may withdraw from the center and from the agreement in effect
by a majority vote of the full board membership of the participating district desiring
withdrawal and upon compliance with provisions in the agreement establishing the center.
Upon receipt of the withdrawal resolution reciting the necessary facts, the center board
must file a certified copy with the county auditors of the counties affected. The withdrawal
shall become effective at the end of the next following school year, but the withdrawal
shall not affect the continued liability of the withdrawing district for liabilities incurred
prior to the effective withdrawal date.
new text end

new text begin Subd. 8. new text end

new text begin Dissolution. new text end

new text begin The boards of each participating district may agree to dissolve
the center effective at the end of any school year or at an earlier time as they may mutually
agree. A dissolution must be accomplished in accordance with any applicable provisions
of the agreement establishing the center. Upon receipt of the dissolution resolutions from
the boards of the participating districts, the center board shall file a certified copy with the
county auditors of the counties affected. The dissolution must not affect the continuing
liability of the previously participating districts for any continuing obligations, including
unemployment benefits.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2014.
new text end

Sec. 24.

Minnesota Statutes 2012, section 124D.03, subdivision 3, is amended to read:


Subd. 3.

Pupil application procedures.

In order that a pupil may attend a school or
program in a nonresident district, the pupil's parent or guardian must submit an application
to the nonresident district. deleted text beginBefore submitting an application, the pupil and the pupil's
parent or guardian must explore with a school guidance counselor, or other appropriate
staff member employed by the district the pupil is currently attending, the pupil's academic
or other reason for applying to enroll in a nonresident district.
deleted text end The pupil's application must
identify deleted text beginthedeleted text endnew text begin anew text end reason for enrolling in the nonresident district. The parent or guardian of a
pupil must submit deleted text beginandeleted text endnew text begin a signednew text end application by January 15 for initial enrollment beginning
the following school year. The application must be on a form provided by the Department
of Education. A particular school or program may be requested by the parent. Once
enrolled in a nonresident district, the pupil may remain enrolled and is not required to
submit annual or periodic applications. new text beginIf the student moves to a new resident district,
the student retains the seat in the nonresident district, but must submit a new enrollment
options form to update the student's information.
new text endTo return to the resident district or to
transfer to a different nonresident district, the parent or guardian of the pupil must provide
notice to the resident district or apply to a different nonresident district by January 15 for
enrollment beginning the following school year.

Sec. 25.

Minnesota Statutes 2012, section 124D.03, subdivision 4, is amended to read:


Subd. 4.

deleted text beginDesegregationdeleted text endnew text begin Achievement and integrationnew text end district transfers.

(a)
This subdivision applies to a transfer into or out of a district that has deleted text begina desegregationdeleted text endnew text begin an
achievement and integration
new text end plan approved by the commissioner of education new text beginunder
sections 124D.861 and 124D.862
new text end.

(b) An application to transfer may be submitted at any time for enrollment beginning
at any time.

(c) A pupil enrolled in a nonresident district under deleted text begina desegregationdeleted text endnew text begin an achievement
and integration
new text end plan approved by the commissioner of education is not required to make
annual or periodic application for enrollment but may remain enrolled in the same district.
A pupil may transfer to the resident district at any time.

(d) Subdivision 2 applies to a transfer into or out of a district with deleted text begina desegregationdeleted text endnew text begin an
achievement and integration
new text end plan.

Sec. 26.

Minnesota Statutes 2012, section 124D.03, subdivision 5, is amended to read:


Subd. 5.

Nonresident district procedures.

A district shall notify the parent or
guardian in writing by February 15 new text beginor within 90 days for applications submitted after
January 15 in the case of achievement and integration district transfers
new text endwhether the
application has been accepted or rejected. If an application is rejected, the district must
state in the notification the reason for rejection. The parent or guardian must notify the
nonresident district by March 1new text begin or within 45 daysnew text end whether the pupil intends to enroll in the
nonresident district. Notice of intent to enroll in the nonresident district obligates the pupil
to attend the nonresident district during the following school year, unless the boards of
the resident and the nonresident districts agree in writing to allow the pupil to transfer
back to the resident districtdeleted text begin, ordeleted text endnew text begin. Ifnew text end the pupil's parents or guardians change residence to
another districtnew text begin, the student does not lose the seat in the nonresident district but the parent
or guardian must complete an updated enrollment options form
new text end. If a parent or guardian
does not notify the nonresident districtnew text begin by the January 15 deadline, if it appliesnew text end, the pupil
may not enroll in that nonresident district during the following school year, unless the
boards of the resident and nonresident district agree otherwise. The nonresident district
must notify the resident district by March 15 new text beginor 30 days later new text endof the pupil's intent to enroll
in the nonresident district. The same procedures apply to a pupil who applies to transfer
from one participating nonresident district to another participating nonresident district.

Sec. 27.

Minnesota Statutes 2012, section 124D.03, is amended by adding a
subdivision to read:


new text begin Subd. 5a. new text end

new text begin Lotteries. new text end

new text begin If a school district has more applications than available seats at
a specific grade level, it must hold an impartial lottery following the January 15 deadline
to determine which students will receive seats. Siblings of currently enrolled students and
applications related to an approved integration and achievement plan must receive priority
in the lottery. The process for the school district lottery must be established in school
district policy, approved by the school board, and be posted on the school district's Web site.
new text end

Sec. 28.

Minnesota Statutes 2012, section 124D.03, subdivision 6, is amended to read:


Subd. 6.

Basis for decisions.

The board must adopt, by resolution, specific
standards for acceptance and rejection of applications. Standards may include the capacity
of a program, new text beginexcluding special education services; new text endclassdeleted text begin,deleted text endnew text begin;new text end or school building. The
school board may not reject applications for enrollment in a particular grade level if the
nonresident enrollment at that grade level does not exceed the limit set by the board under
subdivision 2. Standards may not include previous academic achievement, athletic or
other extracurricular ability, disabling conditions, proficiency in the English language,
previous disciplinary proceedings, or the student's district of residencenew text begin, except where the
district of residence is directly included in an enrollment options strategy included in an
approved achievement and integration program
new text end.

Sec. 29.

new text begin [124D.085] EXPERIENTIAL AND APPLIED LEARNING
OPPORTUNITIES FOR STUDENTS.
new text end

new text begin (a) To strengthen the alignment between career and college ready curriculum and
state and local academic standards and increase students' opportunities for participating in
applied and experiential learning in a nontraditional setting, school districts are encouraged
to provide programs such as magnet schools, language immersion programs, project-based
learning, accelerated learning, college prep schools, career and technical education,
Montessori schools, military schools, work-based schools, and place-based learning.
Districts may provide such programs independently or in cooperation with other districts,
at a school single site, for particular grades, or throughout the district. In addition to
meeting the other accountability measures under chapter 120B, districts may declare that a
student meets or exceeds specific academic standards required for graduation under the
rigorous course of study waiver in section 120B.021, subdivision 1a, where appropriate.
new text end

new text begin (b) The board of a district that chooses to participate must publicly adopt and review
a plan for providing a program under this section. The plan must: define the program
and its structure; describe the enrollment process; identify measures and processes for
regularly assessing, evaluating, and publicly reporting on program efficacy and use
summary data to show student progress and outcomes; and establish a data-informed
public process for modifying and revising the plan as needed. A district must publish its
plan contents and evaluation outcomes on the district Web site.
new text end

new text begin (c) For purposes of further integrating experiential and applied learning into career
and college ready curricula, the commissioner may request program information from
providing districts under this section.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2014-2015 school year and
later.
new text end

Sec. 30.

Minnesota Statutes 2012, section 124D.09, subdivision 6, is amended to read:


Subd. 6.

Counseling.

deleted text beginTo the extent possible,deleted text end The school or school district must
provide counseling services to pupils and their parents or guardian before the pupils enroll
in courses under this section to ensure that the pupils and their parents or guardian are
fully aware of the risks and possible consequences of enrolling in postsecondary courses.
The school or school district must provide information on the program including who may
enroll, what institutions and courses are eligible for participation, the decision-making
process for granting academic credits, financial arrangements for tuition, books and
materials, eligibility criteria for transportation aid, available support services, the need
to arrange an appropriate schedule, consequences of failing or not completing a course
in which the pupil enrolls, the effect of enrolling in this program on the pupil's ability to
complete the required high school graduation requirements, and the academic and social
responsibilities that must be assumed by the pupils and their parents or guardian. The
person providing counseling shall encourage pupils and their parents or guardian to also
use available counseling services at the postsecondary institutions before the quarter or
semester of enrollment to ensure that anticipated plans are appropriate.

Prior to enrolling in a course, the pupil and the pupil's parents or guardian must sign
a form that must be provided by the school or school district and may be obtained from a
postsecondary institution stating that they have received the information specified in this
subdivision and that they understand the responsibilities that must be assumed in enrolling
in this program. The department must, upon request, provide technical assistance to a
school or school district in developing appropriate forms and counseling guidelines.

Sec. 31.

Minnesota Statutes 2012, section 124D.09, subdivision 7, is amended to read:


Subd. 7.

Dissemination of information; notification of intent to enroll.

By March
1 of each year, a district must provide deleted text begingeneraldeleted text end new text beginup-to-date new text endinformation new text beginon the district's
Web site and in materials that are distributed to parents and students
new text endabout the programnew text begin,
including information about enrollment requirements and the ability to earn postsecondary
credit
new text end to all pupils in grades 8, 9, 10, and 11. To assist the district in planning, a pupil shall
inform the district by May 30 of each year of the pupil's intent to enroll in postsecondary
courses during the following school year. A pupil is bound by notifying or not notifying
the district by May 30.

Sec. 32.

Minnesota Statutes 2012, section 124D.09, subdivision 9, is amended to read:


Subd. 9.

Enrollment priority.

new text begin(a) new text endA postsecondary institution shall give priority
to its postsecondary students when enrolling 10th, 11th, and 12th grade pupils in its
courses. A postsecondary institution may provide information about its programs to a
secondary school or to a pupil or parent and it may advertise or otherwise recruit or solicit
a secondary pupil to enroll in its programs deleted text beginon educational and programmatic grounds onlydeleted text end.
An institution must not enroll secondary pupils, for postsecondary enrollment options
purposes, in remedial, developmental, or other courses that are not college level. Once
deleted text beginadeleted text endnew text begin anynew text end pupil has been enrolled in a postsecondary course under this section, the pupil
shall not be displaced by another student.

new text begin (b) If a postsecondary institution enrolls a secondary school pupil in a course
under this section, the postsecondary institution also must enroll in the same course an
otherwise enrolled and qualified postsecondary student who qualifies as a veteran under
section 197.447, and demonstrates to the postsecondary institution's satisfaction that the
institution's established enrollment timelines were not practicable for that student.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2014.
new text end

Sec. 33.

Minnesota Statutes 2013 Supplement, section 124D.10, subdivision 1, is
amended to read:


Subdivision 1.

Purposes.

(a) The primary purpose of this section is to improve new text beginall
new text endpupil learning and new text beginall new text endstudent achievement. Additional purposes include to:

(1) increase learning opportunities for new text beginall new text endpupils;

(2) encourage the use of different and innovative teaching methods;

(3) measure learning outcomes and create different and innovative forms of
measuring outcomes;

(4) establish new forms of accountability for schools; or

(5) create new professional opportunities for teachers, including the opportunity to
be responsible for the learning program at the school site.

(b) This section does not provide a means to keep open a school that a school board
decides to close. However, a school board may endorse or authorize the establishing of
a charter school to replace the school the board decided to close. Applicants seeking a
charter under this circumstance must demonstrate to the authorizer that the charter sought
is substantially different in purpose and program from the school the board closed and
that the proposed charter satisfies the requirements of this subdivision. If the school
board that closed the school authorizes the charter, it must document in its affidavit to the
commissioner that the charter is substantially different in program and purpose from
the school it closed.

An authorizer shall not approve an application submitted by a charter school
developer under subdivision 4, paragraph (a), if the application does not comply with this
subdivision. The commissioner shall not approve an affidavit submitted by an authorizer
under subdivision 4, paragraph (b), if the affidavit does not comply with this subdivision.

Sec. 34.

Minnesota Statutes 2013 Supplement, section 124D.10, subdivision 3, is
amended to read:


Subd. 3.

Authorizer.

(a) For purposes of this section, the terms defined in this
subdivision have the meanings given them.

"Application" to receive approval as an authorizer means the proposal an eligible
authorizer submits to the commissioner under paragraph (c) before that authorizer is able
to submit any affidavit to charter to a school.

"Application" under subdivision 4 means the charter school business plan a
school developer submits to an authorizer for approval to establish a charter school that
documents the school developer's mission statement, school purposes, program design,
financial plan, governance and management structure, and background and experience,
plus any other information the authorizer requests. The application also shall include a
"statement of assurances" of legal compliance prescribed by the commissioner.

"Affidavit" means a written statement the authorizer submits to the commissioner
for approval to establish a charter school under subdivision 4 attesting to its review and
approval process before chartering a school.

(b) The following organizations may authorize one or more charter schools:

(1) a school board, intermediate school district school board, or education district
organized under sections 123A.15 to 123A.19;

(2) a charitable organization under section 501(c)(3) of the Internal Revenue Code
of 1986, excluding a nonpublic sectarian or religious institution; any person other than a
natural person that directly or indirectly, through one or more intermediaries, controls,
is controlled by, or is under common control with the nonpublic sectarian or religious
institution; and any other charitable organization under this clause that in the federal IRS
Form 1023, Part IV, describes activities indicating a religious purpose, that:

(i) is a member of the Minnesota Council of Nonprofits or the Minnesota Council on
Foundations;

(ii) is registered with the attorney general's office; and

(iii) is incorporated in the state of Minnesota and has been operating continuously
for at least five years but does not operate a charter school;

(3) a Minnesota private college, notwithstanding clause (2), that grants two- or
four-year degrees and is registered with the Minnesota Office of Higher Education under
chapter 136A; community college, state university, or technical college governed by the
Board of Trustees of the Minnesota State Colleges and Universities; or the University
of Minnesota;

(4) a nonprofit corporation subject to chapter 317A, described in section 317A.905,
and exempt from federal income tax under section 501(c)(6) of the Internal Revenue Code
of 1986, may authorize one or more charter schools if the charter school has operated
for at least three years under a different authorizer and if the nonprofit corporation has
existed for at least 25 years; or

(5) single-purpose authorizers deleted text beginthat aredeleted text endnew text begin formed asnew text end charitable, nonsectarian
organizations deleted text beginformeddeleted text end under section 501(c)(3) of the Internal Revenue Code of 1986 and
incorporated in the state of Minnesota under chapter 317A as a corporation with no
members deleted text beginwhosedeleted text endnew text begin or under section 322B.975 as a nonprofit limited liability company for
the
new text end sole purpose deleted text beginis to charterdeleted text endnew text begin of charteringnew text end schools. Eligible organizations interested
in being approved as an authorizer under this paragraph must submit a proposal to the
commissioner that includes the provisions of paragraph (c) and a five-year financial plan.
Such authorizers shall consider and approve charter school applications using the criteria
provided in subdivision 4 and shall not limit the applications it solicits, considers, or
approves to any single curriculum, learning program, or method.

(c) An eligible authorizer under this subdivision must apply to the commissioner for
approval as an authorizer before submitting any affidavit to the commissioner to charter
a school. The application for approval as a charter school authorizer must demonstrate
the applicant's ability to implement the procedures and satisfy the criteria for chartering a
school under this section. The commissioner must approve or disapprove an application
within 45 business days of the application deadline. If the commissioner disapproves
the application, the commissioner must notify the applicant of the specific deficiencies
in writing and the applicant then has 20 business days to address the deficiencies to the
commissioner's satisfaction. After the 20 business days expire, the commissioner has 15
business days to make a final decision to approve or disapprove the application. Failing to
address the deficiencies to the commissioner's satisfaction makes an applicant ineligible to
be an authorizer. The commissioner, in establishing criteria for approval, must consider
the applicant's:

(1) capacity and infrastructure;

(2) application criteria and process;

(3) contracting process;

(4) ongoing oversight and evaluation processes; and

(5) renewal criteria and processes.

(d) An applicant must include in its application to the commissioner to be an
approved authorizer at least the following:

(1) how chartering schools is a way for the organization to carry out its mission;

(2) a description of the capacity of the organization to serve as an authorizer,
including the personnel who will perform the authorizing duties, their qualifications, the
amount of time they will be assigned to this responsibility, and the financial resources
allocated by the organization to this responsibility;

(3) a description of the application and review process the authorizer will use to
make decisions regarding the granting of charters;

(4) a description of the type of contract it will arrange with the schools it charters
that meets the provisions of subdivision 6;

(5) the process to be used for providing ongoing oversight of the school consistent
with the contract expectations specified in clause (4) that assures that the schools chartered
are complying with both the provisions of applicable law and rules, and with the contract;

(6) a description of the criteria and process the authorizer will use to grant expanded
applications under subdivision 4, paragraph (j);

(7) the process for making decisions regarding the renewal or termination of
the school's charter based on evidence that demonstrates the academic, organizational,
and financial competency of the school, including its success in increasing student
achievement and meeting the goals of the charter school agreement; and

(8) an assurance specifying that the organization is committed to serving as an
authorizer for the full five-year term.

(e) A disapproved applicant under this section may resubmit an application during a
future application period.

(f) If the governing board of an approved authorizer votes to withdraw as an
approved authorizer for a reason unrelated to any cause under subdivision 23, the
authorizer must notify all its chartered schools and the commissioner in writing by July
15 of its intent to withdraw as an authorizer on June 30 in the next calendar year. The
commissioner may approve the transfer of a charter school to a new authorizer under this
paragraph after the new authorizer submits an affidavit to the commissioner.

(g) The authorizer must participate in department-approved training.

(h) The commissioner shall review an authorizer's performance every five years in
a manner and form determined by the commissioner and may review an authorizer's
performance more frequently at the commissioner's own initiative or at the request of a
charter school operator, charter school board member, or other interested party. The
commissioner, after completing the review, shall transmit a report with findings to the
authorizer. If, consistent with this section, the commissioner finds that an authorizer has
not fulfilled the requirements of this section, the commissioner may subject the authorizer
to corrective action, which may include terminating the contract with the charter school
board of directors of a school it chartered. The commissioner must notify the authorizer
in writing of any findings that may subject the authorizer to corrective action and
the authorizer then has 15 business days to request an informal hearing before the
commissioner takes corrective action. If the commissioner terminates a contract between
an authorizer and a charter school under this paragraph, the commissioner may assist the
charter school in acquiring a new authorizer.

(i) The commissioner may at any time take corrective action against an authorizer,
including terminating an authorizer's ability to charter a school for:

(1) failing to demonstrate the criteria under paragraph (c) under which the
commissioner approved the authorizer;

(2) violating a term of the chartering contract between the authorizer and the charter
school board of directors;

(3) unsatisfactory performance as an approved authorizer; or

(4) any good cause shown that provides the commissioner a legally sufficient reason
to take corrective action against an authorizer.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment.
new text end

Sec. 35.

Minnesota Statutes 2013 Supplement, section 124D.10, subdivision 4, is
amended to read:


Subd. 4.

Formation of school.

(a) An authorizer, after receiving an application from
a school developer, may charter a licensed teacher under section 122A.18, subdivision
1
, or a group of individuals that includes one or more licensed teachers under section
122A.18, subdivision 1, to operate a school subject to the commissioner's approval of the
authorizer's affidavit under paragraph (b). The school must be organized and operated as a
nonprofit corporation under chapter 317A and the provisions under the applicable chapter
shall apply to the school except as provided in this section.

Notwithstanding sections 465.717 and 465.719, a school district, subject to this
section and section 124D.11, may create a corporation for the purpose of establishing a
charter school.

(b) Before the operators may establish and operate a school, the authorizer must file
an affidavit with the commissioner stating its intent to charter a school. An authorizer
must file a separate affidavit for each school it intends to charter. new text beginAn authorizer must file
an affidavit by May 1 to be able to charter a new school in the next school year after the
commissioner approves the authorizer's affidavit.
new text endThe affidavit must state the terms and
conditions under which the authorizer would charter a school and how the authorizer
intends to oversee the fiscal and student performance of the charter school and to comply
with the terms of the written contract between the authorizer and the charter school
board of directors under subdivision 6. The commissioner must approve or disapprove
the authorizer's affidavit within 60 business days of receipt of the affidavit. If the
commissioner disapproves the affidavit, the commissioner shall notify the authorizer of
the deficiencies in the affidavit and the authorizer then has 20 business days to address the
deficiencies. new text beginThe commissioner must notify the authorizer of final approval or disapproval
within 15 business days after receiving the authorizer's response to the deficiencies in the
affidavit.
new text endIf the authorizer does not address deficiencies to the commissioner's satisfaction,
the commissioner's disapproval is final. Failure to obtain commissioner approval precludes
an authorizer from chartering the school that is the subject of this affidavit.

(c) The authorizer may prevent an approved charter school from opening for
operation if, among other grounds, the charter school violates this section or does not meet
the ready-to-open standards that are part of the authorizer's oversight and evaluation
process or are stipulated in the charter school contract.

(d) The operators authorized to organize and operate a school, before entering into
a contract or other agreement for professional or other services, goods, or facilities,
must incorporate as a nonprofit corporation under chapter 317A and must establish a
board of directors composed of at least five members who are not related parties until a
timely election for members of the ongoing charter school board of directors is held
according to the school's articles and bylaws under paragraph (f). A charter school board
of directors must be composed of at least five members who are not related parties.
Staff members employed at the school, including teachers providing instruction under a
contract with a cooperative, members of the board of directors, and all parents or legal
guardians of children enrolled in the school are the voters eligible to elect the members
of the school's board of directors. A charter school must notify eligible voters of the
school board election dates at least 30 days before the election. Board of director meetings
must comply with chapter 13D.

(e) A charter school shall publish and maintain on the school's official Web site: (1)
the minutes of meetings of the board of directors, and of members and committees having
any board-delegated authority, for at least one calendar year from the date of publication;
(2) directory information for members of the board of directors and committees having
board-delegated authority; and (3) identifying and contact information for the school's
authorizer. Identifying and contact information for the school's authorizer must be
included in other school materials made available to the public. Upon request of an
individual, the charter school must also make available in a timely fashion financial
statements showing all operations and transactions affecting income, surplus, and deficit
during the school's last annual accounting period; and a balance sheet summarizing assets
and liabilities on the closing date of the accounting period. A charter school also must
include that same information about its authorizer in other school materials that it makes
available to the public.

(f) Every charter school board member shall attend annual training throughout the
member's term on the board. All new board members shall attend initial training on
the board's role and responsibilities, employment policies and practices, and financial
management. A new board member who does not begin the required initial training within
six months after being seated and complete that training within 12 months of being seated
on the board is automatically ineligible to continue to serve as a board member. The
school shall include in its annual report the training attended by each board member
during the previous year.

(g) The ongoing board must be elected before the school completes its third year of
operation. Board elections must be held during the school year but may not be conducted
on days when the school is closed for holidays, breaks, or vacations. The charter school
board of directors shall be composed of at least five nonrelated members and include: (i)
at least one licensed teacher employed as a teacher at the school or providing instruction
under contract between the charter school and a cooperative; (ii) at least one parent or
legal guardian of a student enrolled in the charter school who is not an employee of
the charter school; and (iii) at least one interested community member who resides in
Minnesota and is not employed by the charter school and does not have a child enrolled
in the school. The board may include a majority of teachers described in this paragraph
or parents or community members, or it may have no clear majority. The chief financial
officer and the chief administrator may only serve as ex-officio nonvoting board members.
No charter school employees shall serve on the board other than teachers under item (i).
Contractors providing facilities, goods, or services to a charter school shall not serve on
the board of directors of the charter school. Board bylaws shall outline the process and
procedures for changing the board's governance structure, consistent with chapter 317A.
A board may change its governance structure only:

(1) by a majority vote of the board of directors and a majority vote of the licensed
teachers employed by the school as teachers, including licensed teachers providing
instruction under a contract between the school and a cooperative; and

(2) with the authorizer's approval.

Any change in board governance structure must conform with the composition of
the board established under this paragraph.

(h) The granting or renewal of a charter by an authorizer must not be conditioned
upon the bargaining unit status of the employees of the school.

(i) The granting or renewal of a charter school by an authorizer must not be
contingent on the charter school being required to contract, lease, or purchase services
from the authorizer. Any potential contract, lease, or purchase of service from an
authorizer must be disclosed to the commissioner, accepted through an open bidding
process, and be a separate contract from the charter contract. The school must document
the open bidding process. An authorizer must not enter into a contract to provide
management and financial services for a school that it authorizes, unless the school
documents that it received at least two competitive bids.

deleted text begin (j) An authorizer may permit the board of directors of a charter school to expand the
operation of the charter school to additional sites or grades at the school beyond those
described in the authorizer's original affidavit as approved by the commissioner only
after submitting a supplemental affidavit for approval to the commissioner in a form and
manner prescribed by the commissioner. The supplemental affidavit must document that:
deleted text end

deleted text begin (1) the proposed expansion plan demonstrates need and projected enrollment;
deleted text end

deleted text begin (2) the expansion is warranted, at a minimum, by longitudinal data demonstrating
students' improved academic performance and growth on statewide assessments under
chapter 120B;
deleted text end

deleted text begin (3) the charter school is financially sound and the financing it needs to implement
the proposed expansion exists; and
deleted text end

deleted text begin (4) the charter school has the governance structure and management capacity to
carry out its expansion.
deleted text end

new text begin (j) A charter school may apply to the authorizer to amend the school charter to
expand the operation of the school to additional grades or sites that would be students'
primary enrollment site beyond those defined in the original affidavit approved by the
commissioner. After approving the school's application, the authorizer shall submit a
supplementary affidavit in the form and manner prescribed by the commissioner. The
authorizer must file a supplement affidavit by October 1 to be eligible to expand in the next
school year. The supplementary affidavit must document that the school has demonstrated
to the satisfaction of the authorizer the following:
new text end

new text begin (1) the need for the expansion with supporting long-range enrollment projections;
new text end

new text begin (2) a longitudinal record of demonstrated student academic performance and growth
on statewide assessments under chapter 120B or on other academic assessments that
measure longitudinal student performance and growth approved by the charter school's
board of directors and agreed upon with the authorizer;
new text end

new text begin (3) a history of sound school finances and a finance plan to implement the expansion
in a manner to promote the school's financial sustainability; and
new text end

new text begin (4) board capacity and an administrative and management plan to implement its
expansion.
new text end

(k) The commissioner shall have 30 business days to review and comment on the
supplemental affidavit. The commissioner shall notify the authorizer new text beginin writing new text endof any
deficiencies in the supplemental affidavit and the authorizer then has 20 business days to
address, to the commissioner's satisfaction, any deficiencies in the supplemental affidavit.
new text beginThe commissioner must notify the authorizer of final approval or disapproval with 15
business days after receiving the authorizer's response to the deficiencies in the affidavit.
new text endThe school may not expand grades or add sites until the commissioner has approved the
supplemental affidavit. The commissioner's approval or disapproval of a supplemental
affidavit is final.

Sec. 36.

Minnesota Statutes 2013 Supplement, section 124D.10, subdivision 6, is
amended to read:


Subd. 6.

Charter contract.

The authorization for a charter school must be in the
form of a written contract signed by the authorizer and the board of directors of the charter
school. The contract must be completed within 45 business days of the commissioner's
approval of the authorizer's affidavit. The authorizer shall submit to the commissioner a
copy of the signed charter contract within ten business days of its execution. The contract
for a charter school must be in writing and contain at least the following:

(1) a declaration that the charter school will carry out the primary purpose in
subdivision 1 and how the school will report its implementation of the primary purpose;

(2) a declaration of the additional purpose or purposes in subdivision 1 that the school
intends to carry out and how the school will report its implementation of those purposes;

(3) a description of the school program and the specific academic and nonacademic
outcomes that pupils must achieve;

(4) a statement of admission policies and procedures;

(5) a governance, management, and administration plan for the school;

(6) signed agreements from charter school board members to comply with all
federal and state laws governing organizational, programmatic, and financial requirements
applicable to charter schools;

(7) the criteria, processes, and procedures that the authorizer will use to monitor and
evaluate the fiscal, operational, and academic performance consistent with subdivision
15, paragraphs (a) and (b);

(8) for contract renewal, the formal written performance evaluation of the school
that is a prerequisite for reviewing a charter contract under subdivision 15;

(9) types and amounts of insurance liability coverage to be obtained by the charter
school, consistent with subdivision 8, paragraph (k);

(10) consistent with subdivision 25, paragraph (d), a provision to indemnify and
hold harmless the authorizer and its officers, agents, and employees from any suit, claim,
or liability arising from any operation of the charter school, and the commissioner and
department officers, agents, and employees notwithstanding section 3.736;

(11) the term of the initial contract, which may be up to five years plus an additional
preoperational planning year, and up to five years for a renewed contract or a contract with
a new authorizer after a transfer of authorizers, if warranted by the school's academic,
financial, and operational performance;

(12) how the board of directors or the operators of the charter school will provide
special instruction and services for children with a disability under sections 125A.03
to 125A.24, and 125A.65, a description of the financial parameters within which the
charter school will operate to provide the special instruction and services to children
with a disability;

(13) the specific conditions for contract renewal that identify performance new text beginof all
students
new text endunder the primary purpose of subdivision 1 as the most important factor in
determining contract renewal;

(14) the additional purposes under subdivision 1, paragraph (a), and related
performance obligations under clause (7) contained in the charter contract as additional
factors in determining contract renewal; and

(15) the plan for an orderly closing of the school under chapter 317A, whether
the closure is a termination for cause, a voluntary termination, or a nonrenewal of the
contract, that includes establishing the responsibilities of the school board of directors
and the authorizer and notifying the commissioner, authorizer, school district in which the
charter school is located, and parents of enrolled students about the closure, information
and assistance sufficient to enable the student to re-enroll in another school, the transfer of
student records under subdivision 8, paragraph (p), and procedures for closing financial
operations.

Sec. 37.

Minnesota Statutes 2013 Supplement, section 124D.10, subdivision 6a,
is amended to read:


Subd. 6a.

Audit report.

(a) The charter school must submit an audit report to the
commissioner and its authorizer by December 31 each year.

(b) The charter school, with the assistance of the auditor conducting the audit,
must include with the report, as supplemental information, a copy of deleted text beginall charter school
agreements for corporate management services, including parent company or other
administrative, financial, and staffing services
deleted text endnew text begin management agreements with a charter
management organization or an educational management organization and service
agreements or contracts over the lesser of $100,000 or ten percent of the school's
most recent annual audited expenditures
new text end. new text beginThe agreements must detail the terms of the
agreement, including the services provided and the annual costs for those services.
new text endIf the
entity that provides the professional services to the charter school is exempt from taxation
under section 501 of the Internal Revenue Code of 1986, that entity must file with the
commissioner by February 15 a copy of the annual return required under section 6033 of
the Internal Revenue Code of 1986.

(c) A charter school independent audit report shall include audited financial data of
an affiliated building corporation or other component unit.

(d) If the audit report finds that a material weakness exists in the financial reporting
systems of a charter school, the charter school must submit a written report to the
commissioner explaining how the material weakness will be resolved. An auditor, as a
condition of providing financial services to a charter school, must agree to make available
information about a charter school's financial audit to the commissioner and authorizer
upon request.

Sec. 38.

Minnesota Statutes 2013 Supplement, section 124D.10, subdivision 8, is
amended to read:


Subd. 8.

Federal, state, and local requirements.

(a) A charter school shall meet all
federal, state, and local health and safety requirements applicable to school districts.

(b) A school must comply with statewide accountability requirements governing
standards and assessments in chapter 120B.

(c) A school authorized by a school board may be located in any district, unless the
school board of the district of the proposed location disapproves by written resolution.

(d) A charter school must be nonsectarian in its programs, admission policies,
employment practices, and all other operations. An authorizer may not authorize a charter
school or program that is affiliated with a nonpublic sectarian school or a religious
institution. A charter school student must be released for religious instruction, consistent
with section 120A.22, subdivision 12, clause (3).

(e) Charter schools must not be used as a method of providing education or
generating revenue for students who are being home-schooled. This paragraph does not
apply to shared time aid under section 126C.19.

(f) The primary focus of a charter school must be to provide a comprehensive
program of instruction for at least one grade or age group from five through 18 years of
age. Instruction may be provided to people deleted text beginyounger than five years anddeleted text end older than 18 years
of age.new text begin A charter school may offer a free preschool or prekindergarten that meets high
quality early learning instructional program standards that are aligned with Minnesota's
early learning standards for children.
new text end

(g) A charter school may not charge tuition.

(h) A charter school is subject to and must comply with chapter 363A and section
121A.04.

(i) new text beginOnce a student is enrolled in the school, the student is considered enrolled in the
school until the student formally withdraws or is expelled under the Pupil Fair Dismissal
Act in sections 121A.40 to 121A.56.
new text endA charter school is subject to and must comply with
the Pupil Fair Dismissal Act, sections 121A.40 to 121A.56, and the Minnesota Public
School Fee Law, sections 123B.34 to 123B.39.

(j) A charter school is subject to the same financial audits, audit procedures, and
audit requirements as a district, except as required under subdivision 6a. Audits must be
conducted in compliance with generally accepted governmental auditing standards, the
federal Single Audit Act, if applicable, and section 6.65. A charter school is subject
to and must comply with sections 15.054; 118A.01; 118A.02; 118A.03; 118A.04;
118A.05; 118A.06; 471.38; 471.391; 471.392; and 471.425. The audit must comply with
the requirements of sections 123B.75 to 123B.83, except to the extent deviations are
necessary because of the program at the school. Deviations must be approved by the
commissioner and authorizer. The Department of Education, state auditor, legislative
auditor, or authorizer may conduct financial, program, or compliance audits. A charter
school determined to be in statutory operating debt under sections 123B.81 to 123B.83
must submit a plan under section 123B.81, subdivision 4.

(k) A charter school is a district for the purposes of tort liability under chapter 466.

(l) A charter school must comply with chapters 13 and 13D; and sections 120A.22,
subdivision 7
; 121A.75; and 260B.171, subdivisions 3 and 5.

(m) A charter school is subject to the Pledge of Allegiance requirement under
section 121A.11, subdivision 3.

(n) A charter school offering online courses or programs must comply with section
124D.095.

(o) A charter school and charter school board of directors are subject to chapter 181.

(p) A charter school must comply with section 120A.22, subdivision 7, governing
the transfer of students' educational records and sections 138.163 and 138.17 governing
the management of local records.

(q) A charter school that provides early childhood health and developmental
screening must comply with sections 121A.16 to 121A.19.

(r) A charter school that provides school-sponsored youth athletic activities must
comply with section 121A.38.

(s) A charter school is subject to and must comply with continuing truant notification
under section 260A.03.

(t) A charter school must develop and implement a teacher evaluation and peer
review process under section 122A.40, subdivision 8, paragraph (b), clauses (2) to deleted text begin(12)
deleted text endnew text begin (13)new text end.new text begin The teacher evaluation process in this paragraph does not create any additional
employment rights for teachers.
new text end

(u) A charter school must adopt a policy, plan, budget, and process, consistent with
section 120B.11, to review curriculum, instruction, and student achievement and strive
for the world's best workforce.

new text begin (v) A charter school must comply with all pupil transportation requirements in
section 123B.88, subdivision 1. A charter school must not require parents to surrender
their rights to pupil transportation under section 123B.88, subdivision 2.
new text end

Sec. 39.

Minnesota Statutes 2013 Supplement, section 124D.10, subdivision 9, is
amended to read:


Subd. 9.

Admission requirements.

(a) A charter school may limit admission to:

(1) pupils within an age group or grade level;

(2) pupils who are eligible to participate in the graduation incentives program under
section 124D.68; or

(3) residents of a specific geographic area in which the school is located when the
majority of students served by the school are members of underserved populations.

(b) A charter school shall enroll an eligible pupil who submits a timely application,
unless the number of applications exceeds the capacity of a program, class, grade level, or
building. In this case, pupils must be accepted by lot. The charter school must develop
and publish, including on its Web site, a lottery policy and process that it must use when
accepting pupils by lot.

(c) A charter school shall give enrollment preference to a sibling of an enrolled
pupil and to a foster child of that pupil's parents and may give preference for enrolling
children of the school's staff before accepting other pupils by lot.new text begin A charter school that
is located in Duluth township in St. Louis County and admits students in kindergarten
through grade 6 must give enrollment preference to students residing within a five-mile
radius of the school and to the siblings of enrolled children. A charter school may give
enrollment preference to children currently enrolled in the school's free preschool or
prekindergarten program under subdivision 8, paragraph (f), who are eligible to enroll in
kindergarten in the next school year.
new text end

(d) A person shall not be admitted to a charter school (1) as a kindergarten pupil,
unless the pupil is at least five years of age on September 1 of the calendar year in which
the school year for which the pupil seeks admission commences; or (2) as a first grade
student, unless the pupil is at least six years of age on September 1 of the calendar year in
which the school year for which the pupil seeks admission commences or has completed
kindergarten; except that a charter school may establish and publish on its Web site a
policy for admission of selected pupils at an earlier age, consistent with the enrollment
process in paragraphs (b) and (c).

(e) Except as permitted in paragraph (d), a charter school may not limit admission
to pupils on the basis of intellectual ability, measures of achievement or aptitude, or
athletic ability and may not establish any criteria or requirements for admission that are
inconsistent with this subdivision.

(f) The charter school shall not distribute any services or goods of value to students,
parents, or guardians as an inducement, term, or condition of enrolling a student in a
charter school.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2014-2015 school year and
later.
new text end

Sec. 40.

Minnesota Statutes 2013 Supplement, section 124D.10, subdivision 17a,
is amended to read:


Subd. 17a.

Affiliated nonprofit building corporation.

(a) deleted text beginBeforedeleted text end A charter school
may organize an affiliated nonprofit building corporation deleted text begin(i)deleted text endnew text begin (1)new text end to deleted text beginrenovate ordeleted text end purchasenew text begin,
expand, or renovate
new text end an existing facility to serve as a school or deleted text begin(ii)deleted text endnew text begin (2)new text end to deleted text beginexpand an existing
building or
deleted text end construct a new school facilitydeleted text begin, an authorizer must submit an affidavit to the
commissioner for approval in the form and manner the commissioner prescribes, and
consistent with paragraphs (b) and (c) or (d).
deleted text endnew text begin if the charter school:
new text end

new text begin (i) has been in operation for at least six consecutive years;
new text end

new text begin (ii) as of June 30 has a net positive unreserved general fund balance in the preceding
three fiscal years;
new text end

new text begin (iii) has long-range strategic and financial plans that include enrollment projections
for at least five years;
new text end

new text begin (iv) completes a feasibility study of facility options that outlines the benefits and
costs of the options; and
new text end

new text begin (v) has a plan for purchase, renovation, or new construction which describes project
parameters and budget.
new text end

(b) An affiliated nonprofit building corporation under this subdivision must:

(1) be incorporated under section 317A;

(2) comply with applicable Internal Revenue Service regulations, including
regulations for "supporting organizations" as defined by the Internal Revenue Service;

new text begin (3) post on the school Web site the name, mailing address, bylaws, minutes of board
meetings, and the names of the current board of directors of the affiliated nonprofit
building corporation;
new text end

deleted text begin (3)deleted text endnew text begin (4)new text end submit to the commissioner deleted text begineach fiscal year a list of current board members
and
deleted text end a copy of its annual auditnew text begin by December 31 of each yearnew text end; and

deleted text begin (4)deleted text endnew text begin (5)new text end comply with government data practices law under chapter 13.

new text begin (c) new text endAn affiliated nonprofit building corporation must not serve as the leasing agent
for property or facilities it does not own. A charter school that leases a facility from an
affiliated nonprofit building corporation that does not own the leased facility is ineligible
to receive charter school lease aid. The state is immune from liability resulting from a
contract between a charter school and an affiliated nonprofit building corporation.

deleted text begin (c) A charter school may organize an affiliated nonprofit building corporation to
renovate or purchase an existing facility to serve as a school if the charter school:
deleted text end

deleted text begin (1) has been operating for at least five consecutive school years;
deleted text end

deleted text begin (2) has had a net positive unreserved general fund balance as of June 30 in the
preceding five fiscal years;
deleted text end

deleted text begin (3) has a long-range strategic and financial plan;
deleted text end

deleted text begin (4) completes a feasibility study of available buildings;
deleted text end

deleted text begin (5) documents enrollment projections and the need to use an affiliated building
corporation to renovate or purchase an existing facility to serve as a school; and
deleted text end

deleted text begin (6) has a plan for the renovation or purchase, which describes the parameters and
budget for the project.
deleted text end

deleted text begin (d) A charter school may organize an affiliated nonprofit building corporation to
expand an existing school facility or construct a new school facility if the charter school:
deleted text end

deleted text begin (1) demonstrates the lack of facilities available to serve as a school;
deleted text end

deleted text begin (2) has been operating for at least eight consecutive school years;
deleted text end

deleted text begin (3) has had a net positive unreserved general fund balance as of June 30 in the
preceding five fiscal years;
deleted text end

deleted text begin (4) completes a feasibility study of facility options;
deleted text end

deleted text begin (5) has a long-range strategic and financial plan that includes enrollment projections
and demonstrates the need for constructing a new school facility; and
deleted text end

deleted text begin (6) has a plan for the expansion or new school facility, which describes the
parameters and budget for the project.
deleted text end

new text begin (d) Once an affiliated nonprofit building corporation is incorporated under this
subdivision, the authorizer of the school must oversee the efforts of the school's board
of directors to ensure the affiliated nonprofit building corporation complies with all legal
requirements governing the affiliated nonprofit building corporation. A school's board
of directors that fails to ensure the affiliated nonprofit building corporation's compliance
violates its responsibilities and an authorizer must factor the failure into the authorizer's
evaluation of the school.
new text end

Sec. 41.

Minnesota Statutes 2013 Supplement, section 124D.10, subdivision 17b,
is amended to read:


Subd. 17b.

Positive review and comment.

deleted text begin A charter school or an affiliated
nonprofit building corporation organized by a charter school must not initiate an
installment contract for purchase, or a lease agreement, or solicit bids for new construction,
expansion, or remodeling of an educational facility that requires an expenditure in
excess of $1,400,000, unless it meets the criteria in subdivision 17a, paragraph (b) and
paragraph (c) or (d), as applicable, and receives a positive review and comment from the
commissioner under section 123B.71.
deleted text end new text begin A charter school or its affiliated nonprofit building
corporation must receive a positive review and comment from the commissioner before
initiating any purchase agreement or construction contract that requires an expenditure in
excess of the threshold specified in section 123B.71, subdivision 8, for school districts that
do not have a capital loan outstanding. A purchase agreement or construction contract
finalized before a positive review and comment is null and void.
new text end

Sec. 42.

Minnesota Statutes 2013 Supplement, section 124D.11, subdivision 4, is
amended to read:


Subd. 4.

Building lease aid.

(a) When a charter school finds it economically
advantageous to rent or lease a building or land for any instructional purposes and it
determines that the total operating capital revenue under section 126C.10, subdivision 13,
is insufficient for this purpose, it may apply to the commissioner for building lease aid
for this purpose. The commissioner must review and either approve or deny a lease aid
application using the following criteria:

(1) the reasonableness of the price based on current market values;

(2) the extent to which the lease conforms to applicable state laws and rules; and

(3) the appropriateness of the proposed lease in the context of the space needs and
financial circumstances of the charter school. The commissioner must approve aid only
for a facility lease that has (i) a sum certain annual cost and (ii) deleted text beginan escapedeleted text endnew text begin a closurenew text end clause
new text beginto relieve the charter school of its lease obligations at the time new text endthe deleted text begincharter school may
exercise if its
deleted text end charter contract is terminated or not renewednew text begin; the closure clause must not
be constructed or construed to relieve the charter school of its lease obligations in effect
before the charter contract is terminated or not renewed
new text end.

A charter school must not use the building lease aid it receives for custodial, maintenance
service, utility, or other operating costs.

(b) The amount of annual building lease aid for a charter school shall not exceed the
lesser of (1) 90 percent of the approved cost or (2) the product of the pupil units served
for the current school year times $1,314.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment
and applies to all leases and affiliated building company finance agreements entered
into or modified after that date.
new text end

Sec. 43.

Minnesota Statutes 2013 Supplement, section 124D.4531, subdivision 1,
is amended to read:


Subdivision 1.

Career and technical revenue.

(a) A district with a career and
technical program approved under this section for the fiscal year in which the levy is
certified is eligible for career and technical revenue equal to 35 percent of approved
expenditures in the fiscal year in which the levy is certified for the following:

(1) salaries paid to essential, licensed personnel providing direct instructional
services to students in that fiscal year, including extended contracts, for services rendered
in the district's approved career and technical education programs, excluding salaries
reimbursed by another school district under clause (2);

(2) amounts paid to another Minnesota school district for salaries of essential,
licensed personnel providing direct instructional services to students in that fiscal year for
services rendered in the district's approved career and technical education programs;

(3) contracted services provided by a public or private agency other than a Minnesota
school district or cooperative center under deleted text beginsubdivision 7deleted text endnew text begin chapter 123A or 136Dnew text end;

(4) necessary travel between instructional sites by licensed career and technical
education personnel;

(5) necessary travel by licensed career and technical education personnel for
vocational student organization activities held within the state for instructional purposes;

(6) curriculum development activities that are part of a five-year plan for
improvement based on program assessment;

(7) necessary travel by licensed career and technical education personnel for
noncollegiate credit-bearing professional development; and

(8) specialized vocational instructional supplies.

deleted text begin (b) Up to ten percent of a district's career and technical revenue may be spent on
equipment purchases. Districts using the career and technical revenue for equipment
purchases must report to the department on the improved learning opportunities for
students that result from the investment in equipment.
deleted text end

deleted text begin (c)deleted text endnew text begin (b)new text end The district must recognize the full amount of this levy as revenue for the
fiscal year in which it is certified.

deleted text begin (d)deleted text endnew text begin (c)new text end The amount of the revenue calculated under this subdivision may not exceed
$17,850,000 for taxes payable in 2012, $15,520,000 for taxes payable in 2013, and
$20,657,000 for taxes payable in 2014.

deleted text begin (e)deleted text endnew text begin (d)new text end If the estimated revenue exceeds the amount in paragraph deleted text begin(d)deleted text endnew text begin (c)new text end, the
commissioner must reduce the percentage in paragraph (a) until the estimated revenue no
longer exceeds the limit in paragraph deleted text begin(d)deleted text endnew text begin (c)new text end.

Sec. 44.

Minnesota Statutes 2013 Supplement, section 124D.4531, subdivision 3,
is amended to read:


Subd. 3.

Revenue guarantee.

Notwithstanding subdivision 1, paragraph (a), the
career and technical education revenue for a district is not less than the lesser of:

(1) the district's career and technical education revenue for the previous fiscal year; or

(2) 100 percent of the approved expenditures for career and technical programs
included in subdivision 1, paragraph deleted text begin(b)deleted text endnew text begin (a)new text end, for the fiscal year in which the levy is certified.

Sec. 45.

Minnesota Statutes 2013 Supplement, section 124D.4531, subdivision 3a,
is amended to read:


Subd. 3a.

Revenue adjustments.

Notwithstanding subdivisions 1, 1a, and 3, for
taxes payable in 2012 to 2014 only, the department must calculate the career and technical
revenue for each district according to Minnesota Statutes 2010, section 124D.4531, and
adjust the revenue for each district proportionately to meet the statewide revenue target
under subdivision 1, paragraph deleted text begin(d)deleted text endnew text begin (c)new text end. For purposes of calculating the revenue guarantee
under subdivision 3, the career and technical education revenue for the previous fiscal
year is the revenue according to Minnesota Statutes 2010, section 124D.4531, before
adjustments to meet the statewide revenue target.

Sec. 46.

Minnesota Statutes 2013 Supplement, section 124D.52, subdivision 8, is
amended to read:


Subd. 8.

Standard high school diploma for adults.

(a) new text beginConsistent with subdivision
9,
new text endthe commissioner shall deleted text beginadopt rules for providingdeleted text endnew text begin provide fornew text end a standard adult high
school diploma to persons who:

(1) are not eligible for kindergarten through grade 12 services;

(2) do not have a high school diploma; and

(3) successfully complete an adult basic education program of instruction approved
by the commissioner of education necessary to earn an adult high school diploma.

(b) Persons participating in an approved adult basic education program of instruction
must demonstrate the competencies, knowledge, and skills sufficient to ensure that
postsecondary programs and institutions and potential employers regard persons with a
standard high school diploma and persons with a standard adult high school diploma as
equally well prepared and qualified graduates. Approved adult basic education programs
of instruction under this subdivision must issue a standard adult high school diploma to
persons who successfully demonstrate the competencies, knowledge, and skills required
by the program.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective August 1, 2014.
new text end

Sec. 47.

Minnesota Statutes 2012, section 124D.52, is amended by adding a
subdivision to read:


new text begin Subd. 9. new text end

new text begin Standard adult high school diploma requirements. new text end

new text begin (a) The
commissioner must establish criteria and requirements for eligible adult basic education
consortia under section 124D.518, subdivision 2, to effectively operate and provide
instruction under this subdivision.
new text end

new text begin (b) An eligible and interested adult basic education consortium must apply to the
commissioner, in the form and manner determined by the commissioner, for approval to
provide an adult high school diploma program to eligible students under subdivision 8,
paragraph (a). An approved consortium annually must submit to the commissioner the
longitudinal and evaluative data, identified in the consortium's application, to demonstrate
its compliance with applicable federal and state law and its approved application and
the efficacy of its adult high school diploma program. The commissioner must use the
data to evaluate whether or not to reapprove an eligible consortium every fifth year. The
commissioner, at the commissioner's discretion, may reevaluate the compliance or efficacy
of a program provider sooner than every fifth year. The commissioner may limit the
number or size of adult high school diploma programs based on identified community
needs, available funding, other available resources, or other relevant criteria identified by
the commissioner.
new text end

new text begin (c) At the time a student applies for admission to an adult high school diploma
program, the program provider must work with the student applicant to:
new text end

new text begin (1) identify the student's learning goals, skills and experiences, required
competencies already completed, and goals and options for viable career pathways;
new text end

new text begin (2) assess the student's instructional needs; and
new text end

new text begin (3) develop an individualized learning plan to guide the student in completing adult
high school diploma requirements and realizing career goals identified in the plan.
new text end

new text begin To fully implement the learning plan, the provider must provide the student with ongoing
advising, monitor the student's progress toward completing program requirements and
receiving a diploma, and provide the student with additional academic support services
when needed. At the time a student satisfactorily completes all program requirements and
is eligible to receive a diploma, the provider must conduct a final student interview to
examine both student and program outcomes related to the student's ability to demonstrate
required competencies and complete program requirements and to assist the student with
the student's transition to training, a career, or postsecondary education.
new text end

new text begin (d) Competencies and other program requirements must be rigorous, uniform
throughout the state, and align to Minnesota academic high school standards applicable
to adult learners and their career and college needs. The commissioner must establish
competencies, skills, and knowledge requirements in the following areas, consistent with
this paragraph:
new text end

new text begin (1) language arts, including reading, writing, speaking, and listening;
new text end

new text begin (2) mathematics;
new text end

new text begin (3) career development and employment-related skills;
new text end

new text begin (4) social studies; and
new text end

new text begin (5) science.
new text end

new text begin (e) Consistent with criteria established by the commissioner, students may
demonstrate satisfactory completion of program requirements through verification of
the student's:
new text end

new text begin (1) prior experiences, including kindergarten through grade 12 courses and
programs, postsecondary courses and programs, adult basic education instruction, and
other approved experiences aligned with the Minnesota academic high school standards
applicable to adult learners and their career and college needs;
new text end

new text begin (2) knowledge and skills as measured or demonstrated by valid and reliable
high school assessments, secondary credentials, adult basic education programs, and
postsecondary entrance exams;
new text end

new text begin (3) adult basic education instruction and course completion; and
new text end

new text begin (4) applied and experiential learning acquired via contextualized projects and other
approved learning opportunities.
new text end

new text begin (f) Program providers must transmit a student's record of work to another approved
consortium for any student who transfers between approved programs under this
subdivision. The commissioner must establish a uniform format and transcript to record a
student's record of work and also the manner under which approved consortia maintain
permanent student records and transmit transferred student records. At a student's request,
a program provider must transmit the student's record of work to other entities such as
a postsecondary institution or employer.
new text end

new text begin (g) The commissioner may issue a standard adult high school diploma and transmit
the transcript and record of work of the student who receives the diploma. Alternatively, a
school district that is a member of an approved consortium providing a program under
this subdivision may issue a district diploma to a student who satisfactorily completes the
requirements for a standard adult high school diploma under this subdivision.
new text end

new text begin (h) The commissioner must identify best practices for adult basic education
programs and develop adult basic education recommendations consistent with this
subdivision to assist approved consortia in providing an adult high school diploma
program. The commissioner must provide assistance to consortia providing an approved
adult high school diploma program.
new text end

new text begin (i) The commissioner must consult with practitioners from throughout Minnesota,
including educators, school board members, and school administrators, among others,
who are familiar with adult basic education students and programs, on establishing the
standards, requirements, and other criteria needed to ensure, consistent with subdivision 8,
that persons with a standard adult high school diploma are as equally well prepared and
qualified graduates as persons with a standard high school diploma. The commissioner,
in consultation with the practitioners, shall regularly review program requirements and
diploma standards.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective August 1, 2014.
new text end

Sec. 48.

Minnesota Statutes 2012, section 124D.896, is amended to read:


124D.896 DESEGREGATION/INTEGRATION AND INCLUSIVE
EDUCATION RULES.

(a) deleted text beginBy January 10, 1999,deleted text end The commissioner shall propose rules relating to
desegregation/integration and inclusive educationnew text begin, consistent with sections 124D.861
and 124D.862
new text end.

(b) In adopting a rule related to school desegregation/integration, the commissioner
shall address the need for equal educational opportunities for all students and racial
balance as defined by the commissioner.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment.
new text end

Sec. 49.

Minnesota Statutes 2013 Supplement, section 127A.70, subdivision 2, is
amended to read:


Subd. 2.

Powers and duties; report.

(a) The partnership shall develop
recommendations to the governor and the legislature designed to maximize the achievement
of all P-20 students while promoting the efficient use of state resources, thereby helping
the state realize the maximum value for its investment. These recommendations may
include, but are not limited to, strategies, policies, or other actions focused on:

(1) improving the quality of and access to education at all points from preschool
through graduate education;

(2) improving preparation for, and transitions to, postsecondary education and
work; deleted text beginand
deleted text end

(3) ensuring educator quality by creating rigorous standards for teacher recruitment,
teacher preparation, induction and mentoring of beginning teachers, and continuous
professional development for career teachersnew text begin; and
new text end

new text begin (4) realigning the governance and administrative structures of early education,
kindergarten through grade 12, and postsecondary systems in Minnesota
new text end.

(b) Under the direction of the P-20 Education Partnership Statewide Longitudinal
Education Data System Governance Committee, the Office of Higher Education and the
Departments of Education and Employment and Economic Development shall improve
and expand the Statewide Longitudinal Education Data System (SLEDS) to provide
policymakers, education and workforce leaders, researchers, and members of the public
with data, research, and reports to:

(1) expand reporting on students' educational outcomes;

(2) evaluate the effectiveness of educational and workforce programs; and

(3) evaluate the relationship between education and workforce outcomes.

To the extent possible under federal and state law, research and reports should be
accessible to the public on the Internet, and disaggregated by demographic characteristics,
organization or organization characteristics, and geography.

It is the intent of the legislature that the Statewide Longitudinal Education Data
System inform public policy and decision-making. The SLEDS governance committee,
with assistance from staff of the Office of Higher Education, the Department of Education,
and the Department of Employment and Economic Development, shall respond to
legislative committee and agency requests on topics utilizing data made available through
the Statewide Longitudinal Education Data System as resources permit. Any analysis of
or report on the data must contain only summary data.

(c) By January 15 of each year, the partnership shall submit a report to the governor
and to the chairs and ranking minority members of the legislative committees and
divisions with jurisdiction over P-20 education policy and finance that summarizes the
partnership's progress in meeting its goals and identifies the need for any draft legislation
when necessary to further the goals of the partnership to maximize student achievement
while promoting efficient use of resources.

Sec. 50.

Minnesota Statutes 2012, section 127A.70, is amended by adding a
subdivision to read:


new text begin Subd. 2a. new text end

new text begin Career pathways and technical education; key elements; stakeholder
collaboration.
new text end

new text begin (a) The partnership must work with representatives of the Department of
Education, the Department of Employment and Economic Development, the Department
of Labor, the Board of Teaching, the Board of School Administrators, trade associations,
local and regional employers, local school boards, adult basic education program providers,
postsecondary institutions, parents, other interested and affected education stakeholders,
and other major statewide educational groups and constituencies to recommend to the
legislature ways to identify specific policy, administrative, and statutory changes needed
under sections 120B.11, 120B.125, 122A.09, 122A.14, 122A.18, and 122A.60, among
other statutory provisions, to effect and, if appropriate, revise a comprehensive, effective,
and publicly accountable P-20 education system premised on developing, implementing,
and realizing students' individual career and college readiness plans and goals. In
developing its recommendations, the partnership must consider how best to:
new text end

new text begin (1) provide students regular and frequent access to multiple qualified individuals
within the school and local and regional community who have access to reliable and
accurate information, resources, and technology the students need to successfully pursue
career and technical education, other postsecondary education, or work-based training
options;
new text end

new text begin (2) regularly engage students in planning and continually reviewing their own
career and college readiness plans and goals and in pursuing academic and applied and
experiential learning that helps them realize their goals; and
new text end

new text begin (3) identify and apply valid and reliable measures of student progress and
program efficacy that, among other requirements, can accommodate students' prior
education-related experiences and applied and experiential learning that students acquire
via contextualized projects and other recognized learning opportunities.
new text end

new text begin (b) The partnership must recommend to the commissioner of education and
representatives of secondary and postsecondary institutions and programs how to organize
and implement a framework of the foundational knowledge and skills and career fields,
clusters, and pathways for students enrolled in a secondary school, postsecondary
institution, or work-based program. The key elements of these programs of study for
students pursuing postsecondary workforce training or other education must include:
new text end

new text begin (1) competency-based curricula aligned with industry expectations and skill
standards;
new text end

new text begin (2) sequential course offerings that gradually build students' skills, enabling students
to graduate from high school and complete postsecondary programs;
new text end

new text begin (3) flexible and segmented course and program formats to accommodate students'
interests and needs;
new text end

new text begin (4) course portability to allow students to seamlessly progress in the students'
education and career; and
new text end

new text begin (5) effective and sufficiently strong P-20 connections to facilitate students'
uninterrupted skill building, provide students with career opportunities, and align
academic credentials with opportunities for advancement in high-skill, high-wage, and
high-demand occupations.
new text end

new text begin (c) Stakeholders under this paragraph must examine possibilities for redesigning
teacher and school administrator licensure requirements, and make recommendations to
the Board of Teaching and the Board of School Administrators, respectively, to create
specialized licenses, credentials, and other endorsement forms to increase students'
participation in language immersion programs, world language instruction, career
development opportunities, work-based learning, early college courses and careers, career
and technical education programs, Montessori schools, and project and place-based
learning, among other career and college-ready opportunities. Consistent with the
possibilities for redesigning educators' licenses, the stakeholders also must examine how
to restructure staff development and training opportunities under sections 120B.125 and
122A.60 to realize the goals of this subdivision.
new text end

new text begin (d) The partnership must recommend to the Department of Education, the
Department of Employment and Economic Development, and postsecondary institutions
and systems how best to create a mobile, Web-based hub for students and their families
that centralizes existing resources on careers and employment trends and the educational
pathways required to attain such careers and employment.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment.
new text end

Sec. 51.

Minnesota Statutes 2012, section 128C.02, subdivision 5, is amended to read:


Subd. 5.

Rules for open enrollees.

(a) The league shall adopt league rules and
regulations governing the athletic participation of pupils attending school in a nonresident
district under section 124D.03.

(b) Notwithstanding other law or league rule or regulation to the contrary, when a
student enrolls in or is readmitted to a recovery-focused high school after successfully
completing a licensed program for treatment of alcohol or substance abuse, mental illness,
or emotional disturbance, the student is immediately eligible to participate on the same basis
as other district students in the league-sponsored activities of the student's resident school
district. Nothing in this paragraph prohibits the league or school district from enforcing a
league or district penalty resulting from the student violating a league or district rule.

new text begin (c) The league shall adopt league rules making a student with an individualized
education program who transfers from one public school to another public school as a
reasonable accommodation to reduce barriers to educational access immediately eligible
to participate in league-sponsored varsity competition on the same basis as other students
in the school to which the student transfers. The league also must establish guidelines,
consistent with this paragraph, for reviewing the 504 plan of a student who transfers
between public schools to determine whether the student is immediately eligible to
participate in league-sponsored varsity competition on the same basis as other students in
the school to which the student transfers.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment
and applies to all transfers initiated after that date.
new text end

Sec. 52.

Laws 2011, First Special Session chapter 11, article 2, section 12, the effective
date, is amended to read:


EFFECTIVE DATE.

This section deleted text beginapplies to all collective bargaining agreements
ratified after
deleted text endnew text begin is effective retroactively fromnew text end July 1, 2013.

Sec. 53.

Laws 2011, First Special Session chapter 11, article 2, section 17, the effective
date, is amended to read:


EFFECTIVE DATE.

This section deleted text beginapplies to all collective bargaining agreements
ratified after
deleted text endnew text begin is effective retroactively fromnew text end July 1, 2013.

Sec. 54. new text beginINDEPENDENT SCHOOL DISTRICT NO. 2142, ST. LOUIS COUNTY;
MEETINGS.
new text end

new text begin The school board of Independent School District No. 2142, St. Louis County, may
hold its meetings at the district's administrative office in Virginia, Minnesota, or at a
location outside the boundaries of the school district, if the location is convenient to
a majority of the school board members and residents of the district and notice of the
location is provided as required in Minnesota Statutes, chapter 13D.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2014.
new text end

Sec. 55. new text beginCHASKA SCHOOL START DATE FOR THE 2016-2017 SCHOOL
YEAR ONLY.
new text end

new text begin Notwithstanding Minnesota Statutes, section 120A.40, or other law to the contrary,
for the 2016-2017 school year only, Independent School District No. 112, Chaska, may
begin the school year before Labor Day.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2016-2017 school year only.
new text end

Sec. 56. new text beginSCHOOL YEAR-LONG STUDENT TEACHING PILOT PROGRAM.
new text end

new text begin Subdivision 1. new text end

new text begin Establishment; planning; eligibility. new text end

new text begin (a) A school year-long student
teaching pilot program for the 2015-2016 through 2018-2019 school years is established to
provide teacher candidates with intensified and authentic classroom learning and experience
so that newly licensed teachers, equipped with the best research and best practices
available, can immediately begin work to increase student growth and achievement.
new text end

new text begin (b) An approved teacher preparation program, interested in participating in a school
year-long student teaching pilot program in partnership with one or more school districts
or charter schools, is eligible to participate in this pilot program if, during the 2014-2015
school year, the interested teacher preparation program identifies needed changes to its
program curriculum, develops an implementation plan, and receives Board of Teaching
approval to modify its board application for this pilot program, and meets the criteria
under subdivision 2.
new text end

new text begin Subd. 2. new text end

new text begin Application and selection process. new text end

new text begin (a) An approved teacher preparation
program in partnership with one or more school districts or charter schools may apply to
the Board of Teaching, in the form and manner determined by the board, to participate in
the pilot program under this section. Consistent with subdivision 1, paragraph (b), the
application must demonstrate the applicant's interest and ability to offer teacher candidates
a school year-long student teaching program that combines clinical opportunities with
academic course work and in-depth student teaching experiences. A student teacher
under this pilot program must have: ongoing access to a team of teacher mentors
to demonstrate to the student teacher various teaching methods, philosophies, and
classroom environments; ongoing coaching and assessment; assistance in preparing an
individual professional development plan that includes goals, activities, and assessment
methodologies; structured learning experiences provided by the teacher preparation
institution or program in collaboration with local or regional education professionals or
other community experts; and receive payment for student teaching time.
new text end

new text begin (b) The board must make an effort to select qualified and diverse applicants from
throughout the state.
new text end

new text begin Subd. 3. new text end

new text begin Annual report; evaluation. new text end

new text begin The board annually must transmit to the
education policy and finance committees of the legislature no later than February 1 a
data-based report showing the efforts and progress program participants made in preparing
successful newly licensed teachers.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2014-2015 through 2018-2019
school years.
new text end

Sec. 57. new text begin REPEALER.
new text end

new text begin Minnesota Statutes 2012, section 122A.61, subdivision 2, new text end new text begin is repealed.
new text end

ARTICLE 4

SPECIAL PROGRAMS

Section 1.

Minnesota Statutes 2012, section 121A.582, subdivision 1, is amended to
read:


Subdivision 1.

Reasonable force standard.

(a) A teacher or school principal, in
exercising the person's lawful authority, may use reasonable force when it is necessary
under the circumstances to correct or restrain a student or prevent bodily harm or death
to another.

(b) A school employee, school bus driver, or other agent of a district, in exercising
the person's lawful authority, may use reasonable force when it is necessary under the
circumstances to restrain a student or prevent bodily harm or death to another.

(c) Paragraphs (a) and (b) do not authorize conduct prohibited under deleted text beginsections
121A.58 and 121A.67
deleted text endnew text begin section 125A.0942new text end.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment.
new text end

Sec. 2.

Minnesota Statutes 2012, section 125A.023, subdivision 3, is amended to read:


Subd. 3.

Definitions.

For purposes of this section and section 125A.027, the
following terms have the meanings given them:

(a) "Health plan" means:

(1) a health plan under section 62Q.01, subdivision 3;

(2) a county-based purchasing plan under section 256B.692;

(3) a self-insured health plan established by a local government under section
471.617; or

(4) self-insured health coverage provided by the state to its employees or retirees.

(b) For purposes of this section, "health plan company" means an entity that issues
a health plan as defined in paragraph (a).

deleted text begin (c) "Individual interagency intervention plan" means a standardized written plan
describing those programs or services and the accompanying funding sources available to
eligible children with disabilities.
deleted text end

deleted text begin (d)deleted text endnew text begin (c)new text end "Interagency intervention service system" means a system that coordinates
services and programs required in state and federal law to meet the needs of eligible
children with disabilities ages birth through 21, including:

(1) services provided under the following programs or initiatives administered
by state or local agencies:

(i) the maternal and child health program under title V of the Social Security Act;

(ii) the Minnesota children with special health needs program under sections 144.05
and 144.07;

(iii) the Individuals with Disabilities Education Act, Part B, section 619, and Part
C as amended;

(iv) medical assistance under title 42, chapter 7, of the Social Security Act;

(v) developmental disabilities services under chapter 256B;

(vi) the Head Start Act under title 42, chapter 105, of the Social Security Act;

(vii) vocational rehabilitation services provided under chapters 248 and 268A and
the Rehabilitation Act of 1973;

(viii) Juvenile Court Act services provided under sections 260.011 to 260.91;
260B.001 to 260B.446; and 260C.001 to 260C.451;

(ix) Minnesota Comprehensive Children's Mental Health Act under section 245.487;

(x) the community health services grants under sections 145.88 to 145.9266;

(xi) the Local Public Health Act under chapter 145A; and

(xii) the Vulnerable Children and Adults Act, sections 256M.60 to 256M.80;

(2) service provision and funding that can be coordinated through:

(i) the children's mental health collaborative under section 245.493;

(ii) the family services collaborative under section 124D.23;

(iii) the community transition interagency committees under section 125A.22; and

(iv) the interagency early intervention committees under section 125A.259;

(3) financial and other funding programs to be coordinated including medical
assistance under title 42, chapter 7, of the Social Security Act, the MinnesotaCare program
under chapter 256L, Supplemental Social Security Income, Developmental Disabilities
Assistance, and any other employment-related activities associated with the Social
Security Administration; and services provided under a health plan in conformity with an
individual family service plan or an individualized education program or an individual
interagency intervention plan; and

(4) additional appropriate services that local agencies and counties provide on
an individual need basis upon determining eligibility and receiving a request from the
interagency early intervention committee and the child's parent.

deleted text begin (e)deleted text endnew text begin (d)new text end "Children with disabilities" has the meaning given in section 125A.02.

deleted text begin (f)deleted text endnew text begin (e)new text end A "standardized written plan" means those individual services or programsnew text begin,
with accompanying funding sources,
new text end available through the interagency intervention
service system to an eligible child other than the services or programs described in the
child's individualized education program or the child's individual family service plan.

Sec. 3.

Minnesota Statutes 2012, section 125A.023, subdivision 4, is amended to read:


Subd. 4.

State Interagency Committee.

(a) The new text begincommissioner of education, on
behalf of the
new text endgovernornew text begin,new text end shall convene deleted text begina 19-memberdeleted text endnew text begin annew text end interagency committee to develop
and implement a coordinated, multidisciplinary, interagency intervention service system
for children ages three to 21 with disabilities. The commissioners of commerce, education,
health, human rights, human services, employment and economic development, and
corrections shall each appoint two committee members from their departments; deleted text beginthe
Association of Minnesota Counties shall appoint two county representatives, one of whom
must be an elected official, as committee members;
deleted text end and the new text beginAssociation of Minnesota
Counties,
new text endMinnesota School Boards Association, the Minnesota Administrators of Special
Education, and the School Nurse Association of Minnesota shall each appoint one
committee member. The committee shall select a chair from among its members.

(b) The committee shall:

(1) identify and assist in removing state and federal barriers to local coordination of
services provided to children with disabilities;

(2) identify adequate, equitable, and flexible funding sources to streamline these
services;

(3) develop guidelines for implementing policies that ensure a comprehensive and
coordinated system of all state and local agency services, including multidisciplinary
assessment practices for children with disabilities ages three to 21deleted text begin;deleted text endnew text begin, including:
new text end

deleted text begin (4)deleted text endnew text begin (i)new text end develop, consistent with federal law, a standardized written plan for providing
services to a child with disabilities;

deleted text begin (5)deleted text endnew text begin (ii)new text end identify how current systems for dispute resolution can be coordinated deleted text beginand
develop guidelines for that coordination
deleted text end;

deleted text begin (6)deleted text endnew text begin (iii)new text end develop an evaluation process to measure the success of state and local
interagency efforts in improving the quality and coordination of services to children with
disabilities ages three to 21;new text begin and
new text end

deleted text begin (7)deleted text endnew text begin (iv)new text end develop guidelines to assist the governing boards of the interagency
early intervention committees in carrying out the duties assigned in section 125A.027,
subdivision 1
, paragraph (b); and

deleted text begin (8)deleted text endnew text begin (4)new text end carry out other duties necessary to develop and implement within
communities a coordinated, multidisciplinary, interagency intervention service system for
children with disabilities.

(c) The committee shall consult on an ongoing basis with the state new text beginSpecial new text endEducation
Advisory deleted text beginCommittee for Special Educationdeleted text endnew text begin Panelnew text end and the governor's Interagency
Coordinating Council in carrying out its duties under this section, including assisting the
governing boards of the interagency early intervention committees.

Sec. 4.

Minnesota Statutes 2012, section 125A.027, subdivision 1, is amended to read:


Subdivision 1.

Additional duties.

(a) The governing boards of the interagency early
intervention committees are responsible for developing and implementing interagency
policies and procedures to coordinate services at the local level for children with
disabilities ages three to 21 under guidelines established by the state interagency
committee under section 125A.023, subdivision 4. Consistent with the requirements
in this section and section 125A.023, the governing boards of the interagency early
intervention committees deleted text beginshalldeleted text endnew text begin maynew text end organize as a joint powers board under section 471.59
or enter into an interagency agreement that establishes a governance structure.

(b) The governing board of each interagency early intervention committee as defined
in section 125A.30, paragraph (a), which may include a juvenile justice professional, shall:

(1) identify deleted text beginand assist in removingdeleted text end state and federal barriers to local coordination of
services provided to children with disabilities;

(2) deleted text beginidentify adequate, equitable, and flexible use of funding by local agencies for
these services;
deleted text end

deleted text begin (3)deleted text end implement policies that ensure a comprehensive and coordinated system of
all state and local agency services, includingnew text begin practices onnew text end multidisciplinary assessment
deleted text beginpracticesdeleted text end, new text beginstandardized written plans, dispute resolution, and system evaluation new text endfor
children with disabilities ages three to 21;

deleted text begin (4) use a standardized written plan for providing services to a child with disabilities
developed under section 125A.023;
deleted text end

deleted text begin (5) access the coordinated dispute resolution system and incorporate the guidelines
for coordinating services at the local level, consistent with section 125A.023;
deleted text end

deleted text begin (6) use the evaluation process to measure the success of the local interagency effort
in improving the quality and coordination of services to children with disabilities ages
three to 21 consistent with section 125A.023;
deleted text end

deleted text begin (7) develop a transitional plan for children moving from the interagency early
childhood intervention system under sections 125A.259 to 125A.48 into the interagency
intervention service system under this section;
deleted text end

deleted text begin (8)deleted text endnew text begin (3)new text end coordinate services and facilitate payment for services from public and
private institutions, agencies, and health plan companies; and

deleted text begin (9)deleted text endnew text begin (4)new text end share needed information consistent with state and federal data practices
requirements.

Sec. 5.

Minnesota Statutes 2012, section 125A.027, subdivision 4, is amended to read:


Subd. 4.

Responsibilities of school and county boards.

(a) It is the joint
responsibility of school and county boards to coordinate, provide, and pay for appropriate
services, and to facilitate payment for services from public and private sources. Appropriate
service for children eligible under section 125A.02 and receiving service from two or more
public agencies of which one is the public school must be determined in consultation with
parents, physicians, and other education, medical health, and human services providers.
The services provided must be in conformity with deleted text beginan Individual Interagency Intervention
Plan (IIIP)
deleted text endnew text begin a standardized written plannew text end for each eligible child ages 3 to 21.

(b) Appropriate services include those services listed on a child's deleted text beginIIIPdeleted text endnew text begin standardized
written plan
new text end. These services are those that are required to be documented on a plan under
federal and state law or rule.

(c) School and county boards shall coordinate interagency services. Service
responsibilities for eligible children, ages 3 to 21, deleted text beginshalldeleted text endnew text begin maynew text end be established in interagency
agreements or joint powers board agreements. In addition, interagency agreements or joint
powers board agreements deleted text beginshalldeleted text endnew text begin maynew text end be developed to establish agency responsibility that
assures that coordinated interagency services are coordinated, provided, and paid for, and
that payment is facilitated from public and private sources. School boards must provide,
pay for, and facilitate payment for special education services as required under sections
125A.03 and 125A.06. County boards must provide, pay for, and facilitate payment for
those programs over which they have service and fiscal responsibility as referenced in
section 125A.023, subdivision 3, paragraph deleted text begin(d)deleted text endnew text begin (c)new text end, clause (1).

Sec. 6.

Minnesota Statutes 2012, section 125A.03, is amended to read:


125A.03 SPECIAL INSTRUCTION FOR CHILDREN WITH A DISABILITY.

(a) As defined in paragraph (b), every district must provide special instruction and
services, either within the district or in another district, for all children with a disability,
including providing required services under Code of Federal Regulations, title 34, section
300.121, paragraph (d), to those children suspended or expelled from school for more than
ten school days in that school year, who are residents of the district and who are disabled
as set forth in section 125A.02. For purposes of state and federal special education
laws, the phrase "special instruction and services" in the state Education Code means a
free and appropriate public education provided to an eligible child with disabilities deleted text beginand
includes special education and related services defined in the Individuals with Disabilities
Education Act, subpart A, section 300.24
deleted text end.new text begin "Free appropriate public education" means
special education and related services that:
new text end

new text begin (1) are provided at public expense, under public supervision and direction, and
without charge;
new text end

new text begin (2) meet the standards of the state, including the requirements of the Individuals
with Disabilities Education Act, Part B or C;
new text end

new text begin (3) include an appropriate preschool, elementary school, or secondary school
education; and
new text end

new text begin (4) are provided to children ages three through 21 in conformity with an
individualized education program that meets the requirements of the Individuals with
Disabilities Education Act, subpart A, sections 300.320 to 300.324, and provided to
infants and toddlers in conformity with an individualized family service plan that meets
the requirements of the Individuals with Disabilities Education Act, subpart A, sections
303.300 to 303.346.
new text end

(b) Notwithstanding any age limits in laws to the contrary, special instruction and
services must be provided from birth until July 1 after the child with a disability becomes
21 years old but shall not extend beyond secondary school or its equivalent, except as
provided in section 124D.68, subdivision 2. Local health, education, and social service
agencies must refer children under age five who are known to need or suspected of
needing special instruction and services to the school district. Districts with less than the
minimum number of eligible children with a disability as determined by the commissioner
must cooperate with other districts to maintain a full range of programs for education
and services for children with a disability. This section does not alter the compulsory
attendance requirements of section 120A.22.

Sec. 7.

Minnesota Statutes 2012, section 125A.08, is amended to read:


125A.08 INDIVIDUALIZED EDUCATION PROGRAMS.

(a) At the beginning of each school year, each school district shall have in effect, for
each child with a disability, an individualized education program.

(b) As defined in this section, every district must ensure the following:

(1) all students with disabilities are provided the special instruction and services
which are appropriate to their needs. Where the individualized education program team
has determined appropriate goals and objectives based on the student's needs, including
the extent to which the student can be included in the least restrictive environment,
and where there are essentially equivalent and effective instruction, related services, or
assistive technology devices available to meet the student's needs, cost to the district may
be among the factors considered by the team in choosing how to provide the appropriate
services, instruction, or devices that are to be made part of the student's individualized
education program. The individualized education program team shall consider and
may authorize services covered by medical assistance according to section 256B.0625,
subdivision 26
. The student's needs and the special education instruction and services to
be provided must be agreed upon through the development of an individualized education
program. The program must address the student's need to develop skills to live and work
as independently as possible within the community. The individualized education program
team must consider positive behavioral interventions, strategies, and supports that address
behavior for children with attention deficit disorder or attention deficit hyperactivity
disorder. During grade 9, the program must address the student's needs for transition from
secondary services to postsecondary education and training, employment, community
participation, recreation, and leisure and home living. In developing the program, districts
must inform parents of the full range of transitional goals and related services that should
be considered. The program must include a statement of the needed transition services,
including a statement of the interagency responsibilities or linkages or both before
secondary services are concluded;

(2) children with a disability under age five and their families are provided special
instruction and services appropriate to the child's level of functioning and needs;

(3) children with a disability and their parents or guardians are guaranteed procedural
safeguards and the right to participate in decisions involving identification, assessment
including assistive technology assessment, and educational placement of children with a
disability;

(4) eligibility and needs of children with a disability are determined by an initial
deleted text beginassessment or reassessmentdeleted text endnew text begin evaluation or reevaluationnew text end, which may be completed using
existing data under United States Code, title 20, section 33, et seq.;

(5) to the maximum extent appropriate, children with a disability, including those
in public or private institutions or other care facilities, are educated with children who
are not disabled, and that special classes, separate schooling, or other removal of children
with a disability from the regular educational environment occurs only when and to the
extent that the nature or severity of the disability is such that education in regular classes
with the use of supplementary services cannot be achieved satisfactorily;

(6) in accordance with recognized professional standards, testing and evaluation
materials, and procedures used for the purposes of classification and placement of children
with a disability are selected and administered so as not to be racially or culturally
discriminatory; and

(7) the rights of the child are protected when the parents or guardians are not known
or not available, or the child is a ward of the state.

(c) For paraprofessionals employed to work in programs for students with
disabilities, the school board in each district shall ensure that:

(1) before or immediately upon employment, each paraprofessional develops
sufficient knowledge and skills in emergency procedures, building orientation, roles and
responsibilities, confidentiality, vulnerability, and reportability, among other things, to
begin meeting the needs of the students with whom the paraprofessional works;

(2) annual training opportunities are available to enable the paraprofessional to
continue to further develop the knowledge and skills that are specific to the students with
whom the paraprofessional works, including understanding disabilities, following lesson
plans, and implementing follow-up instructional procedures and activities; and

(3) a districtwide process obligates each paraprofessional to work under the ongoing
direction of a licensed teacher and, where appropriate and possible, the supervision of a
school nurse.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment.
new text end

Sec. 8.

Minnesota Statutes 2012, section 125A.22, is amended to read:


125A.22 COMMUNITY TRANSITION INTERAGENCY COMMITTEE.

A district, group of districts, or special education cooperative, in cooperation with
the county or counties in which the district or cooperative is located, deleted text beginmustdeleted text endnew text begin maynew text end establish
a community transition interagency committee for youth with disabilities, beginning at
grade 9 or age equivalent, and their families. Members of the committee deleted text beginmust consist of
deleted text endnew text begin may includenew text end representatives from special education, vocational and regular education,
community education, postsecondary education and training institutions, mental health,
adults with disabilities who have received transition services if such persons are available,
parents of youth with disabilities, local business or industry, rehabilitation services, county
social services, health agencies, and additional public or private adult service providers as
appropriate. deleted text beginThe committee must elect a chair and must meet regularly.deleted text end The committee
deleted text beginmustdeleted text endnew text begin maynew text end:

(1) identify current services, programs, and funding sources provided within
the community for secondary and postsecondary aged youth with disabilities and their
familiesnew text begin that prepare them for further education; employment, including integrated
competitive employment; and independent living
new text end;

(2) facilitate the development of multiagency teams to address present and future
transition needs of individual students on their individualized education programs;

(3) develop a community plan to include mission, goals, and objectives, and an
implementation plan to assure that transition needs of individuals with disabilities are met;

(4) recommend changes or improvements in the community system of transition
services;new text begin and
new text end

(5) exchange agency information such as appropriate data, effectiveness studies,
special projects, exemplary programs, and creative funding of programsdeleted text begin; anddeleted text endnew text begin.
new text end

deleted text begin (6) following procedures determined by the commissioner, prepare a yearly summary
assessing the progress of transition services in the community including follow-up of
individuals with disabilities who were provided transition services to determine postschool
outcomes. The summary must be disseminated to all adult services agencies involved in
the planning and to the commissioner by October 1 of each year.
deleted text end

Sec. 9.

Minnesota Statutes 2013 Supplement, section 125A.30, is amended to read:


125A.30 INTERAGENCY EARLY INTERVENTION COMMITTEES.

(a) A deleted text beginschool district,deleted text end group of new text beginschool new text enddistrictsdeleted text begin,deleted text end or special education deleted text begincooperative
deleted text endnew text begin cooperativesnew text end, in cooperation with the health and human service agencies located in
the county or counties in which the deleted text begindistrictdeleted text endnew text begin districtsnew text end or deleted text begincooperative isdeleted text endnew text begin cooperatives are
new text end located, must establish an Interagency Early Intervention Committee for children with
disabilities under age five and their families under this section, and for children with
disabilities ages three to 22 consistent with the requirements under sections 125A.023
and 125A.027. Committees must include representatives of local health, education, and
county human service agencies, deleted text begincounty boards, school boards,deleted text end early childhood family
education programs, Head Start, parents of young children with disabilities under age 12,
child care resource and referral agencies, school readiness programs, current service
providers, and agencies that serve families experiencing homelessness, and may also
include representatives from other private or public agencies and school nurses. The
committee must elect a chair from among its members and must meet at least quarterly.

(b) The committee must develop and implement interagency policies and procedures
concerning the following ongoing duties:

(1) develop public awareness systems designed to inform potential recipient families,
especially parents with premature infants, or infants with other physical risk factors
associated with learning or development complications, of available programs and services;

(2) to reduce families' need for future services, and especially parents with premature
infants, or infants with other physical risk factors associated with learning or development
complications, implement interagency child find systems designed to actively seek out,
identify, and refer infants and young children with, or at risk of, disabilities, including
a child under the age of three who: (i) is the subject of a substantiated case of abuse or
neglect or (ii) is identified as directly affected by illegal substance abuse, or withdrawal
symptoms resulting from prenatal drug exposure;

deleted text begin (3) establish and evaluate the identification, referral, screening, evaluation, child-
and family-directed assessment systems, procedural safeguard process, and community
learning systems to recommend, where necessary, alterations and improvements;
deleted text end

deleted text begin (4) assure the development of individualized family service plans for all eligible
infants and toddlers with disabilities from birth through age two, and their families,
and individualized education programs and individual service plans when necessary to
appropriately serve children with disabilities, age three and older, and their families and
recommend assignment of financial responsibilities to the appropriate agencies;
deleted text end

deleted text begin (5)deleted text endnew text begin (3)new text end implement a process for assuring that services involve cooperating agencies
at all steps leading to individualized programs;

deleted text begin (6) facilitate the development of a transition plan in the individual family service
plan by the time a child is two years and nine months old;
deleted text end

deleted text begin (7)deleted text endnew text begin (4)new text end identify the current services and funding being provided within the
community for children with disabilities under age five and their families;new text begin and
new text end

deleted text begin (8)deleted text endnew text begin (5)new text end develop a plan for the allocation and expenditure of federal early intervention
funds under United States Code, title 20, section 1471 et seq. (Part C, Public Law 108-446)
and United States Code, title 20, section 631, et seq. (Chapter I, Public Law 89-313)deleted text begin; anddeleted text endnew text begin.
new text end

deleted text begin (9) develop a policy that is consistent with section 13.05, subdivision 9, and federal
law to enable a member of an interagency early intervention committee to allow another
member access to data classified as not public.
deleted text end

(c) The local committee shall also participate in needs assessments and program
planning activities conducted by local social service, health and education agencies for
young children with disabilities and their families.

Sec. 10.

Minnesota Statutes 2012, section 127A.065, is amended to read:


127A.065 CROSS-SUBSIDY REPORT.

By deleted text beginJanuary 10deleted text endnew text begin March 30new text end, the commissioner of education shall submit an annual
report to the legislative committees having jurisdiction over kindergarten through grade
12 education on the amount each district is cross-subsidizing special education costs
with general education revenue.

Sec. 11.

Minnesota Statutes 2012, section 260D.06, subdivision 2, is amended to read:


Subd. 2.

Agency report to court; court review.

The agency shall obtain judicial
review by reporting to the court according to the following procedures:

(a) A written report shall be forwarded to the court within 165 days of the date of the
voluntary placement agreement. The written report shall contain or have attached:

(1) a statement of facts that necessitate the child's foster care placement;

(2) the child's name, date of birth, race, gender, and current address;

(3) the names, race, date of birth, residence, and post office addresses of the child's
parents or legal custodian;

(4) a statement regarding the child's eligibility for membership or enrollment in an
Indian tribe and the agency's compliance with applicable provisions of sections 260.751 to
260.835;

(5) the names and addresses of the foster parents or chief administrator of the facility
in which the child is placed, if the child is not in a family foster home or group home;

(6) a copy of the out-of-home placement plan required under section 260C.212,
subdivision 1;

(7) a written summary of the proceedings of any administrative review required
under section 260C.203; and

(8) any other information the agency, parent or legal custodian, the child or the foster
parent, or other residential facility wants the court to consider.

(b) In the case of a child in placement due to emotional disturbance, the written
report shall include as an attachment, the child's individual treatment plan developed by
the child's treatment professional, as provided in section 245.4871, subdivision 21, or the
child's deleted text beginindividual interagency interventiondeleted text endnew text begin standard writtennew text end plan, as provided in section
125A.023, subdivision 3, paragraph deleted text begin(c)deleted text endnew text begin (e)new text end.

(c) In the case of a child in placement due to developmental disability or a related
condition, the written report shall include as an attachment, the child's individual service
plan, as provided in section 256B.092, subdivision 1b; the child's individual program plan,
as provided in Minnesota Rules, part 9525.0004, subpart 11; the child's waiver care plan;
or the child's deleted text beginindividual interagency interventiondeleted text endnew text begin standard writtennew text end plan, as provided in
section 125A.023, subdivision 3, paragraph deleted text begin(c)deleted text endnew text begin (e)new text end.

(d) The agency must inform the child, age 12 or older, the child's parent, and the
foster parent or foster care facility of the reporting and court review requirements of this
section and of their right to submit information to the court:

(1) if the child or the child's parent or the foster care provider wants to send
information to the court, the agency shall advise those persons of the reporting date and the
date by which the agency must receive the information they want forwarded to the court so
the agency is timely able submit it with the agency's report required under this subdivision;

(2) the agency must also inform the child, age 12 or older, the child's parent, and
the foster care facility that they have the right to be heard in person by the court and
how to exercise that right;

(3) the agency must also inform the child, age 12 or older, the child's parent, and
the foster care provider that an in-court hearing will be held if requested by the child,
the parent, or the foster care provider; and

(4) if, at the time required for the report under this section, a child, age 12 or
older, disagrees about the foster care facility or services provided under the out-of-home
placement plan required under section 260C.212, subdivision 1, the agency shall include
information regarding the child's disagreement, and to the extent possible, the basis for the
child's disagreement in the report required under this section.

(e) After receiving the required report, the court has jurisdiction to make the
following determinations and must do so within ten days of receiving the forwarded
report, whether a hearing is requested:

(1) whether the voluntary foster care arrangement is in the child's best interests;

(2) whether the parent and agency are appropriately planning for the child; and

(3) in the case of a child age 12 or older, who disagrees with the foster care facility
or services provided under the out-of-home placement plan, whether it is appropriate to
appoint counsel and a guardian ad litem for the child using standards and procedures
under section 260C.163.

(f) Unless requested by a parent, representative of the foster care facility, or the
child, no in-court hearing is required in order for the court to make findings and issue an
order as required in paragraph (e).

(g) If the court finds the voluntary foster care arrangement is in the child's best
interests and that the agency and parent are appropriately planning for the child, the
court shall issue an order containing explicit, individualized findings to support its
determination. The individualized findings shall be based on the agency's written report
and other materials submitted to the court. The court may make this determination
notwithstanding the child's disagreement, if any, reported under paragraph (d).

(h) The court shall send a copy of the order to the county attorney, the agency,
parent, child, age 12 or older, and the foster parent or foster care facility.

(i) The court shall also send the parent, the child, age 12 or older, the foster parent, or
representative of the foster care facility notice of the permanency review hearing required
under section 260D.07, paragraph (e).

(j) If the court finds continuing the voluntary foster care arrangement is not in the
child's best interests or that the agency or the parent are not appropriately planning for the
child, the court shall notify the agency, the parent, the foster parent or foster care facility,
the child, age 12 or older, and the county attorney of the court's determinations and the
basis for the court's determinations. In this case, the court shall set the matter for hearing
and appoint a guardian ad litem for the child under section 260C.163, subdivision 5.

Sec. 12.

Minnesota Statutes 2013 Supplement, section 626.556, subdivision 2, is
amended to read:


Subd. 2.

Definitions.

As used in this section, the following terms have the meanings
given them unless the specific content indicates otherwise:

(a) "Family assessment" means a comprehensive assessment of child safety, risk
of subsequent child maltreatment, and family strengths and needs that is applied to a
child maltreatment report that does not allege substantial child endangerment. Family
assessment does not include a determination as to whether child maltreatment occurred
but does determine the need for services to address the safety of family members and the
risk of subsequent maltreatment.

(b) "Investigation" means fact gathering related to the current safety of a child
and the risk of subsequent maltreatment that determines whether child maltreatment
occurred and whether child protective services are needed. An investigation must be used
when reports involve substantial child endangerment, and for reports of maltreatment in
facilities required to be licensed under chapter 245A or 245B; under sections 144.50 to
144.58 and 241.021; in a school as defined in sections 120A.05, subdivisions 9, 11, and
13, and 124D.10; or in a nonlicensed personal care provider association as defined in
sections 256B.04, subdivision 16, and 256B.0625, subdivision 19a.

(c) "Substantial child endangerment" means a person responsible for a child's care,
and in the case of sexual abuse includes a person who has a significant relationship to the
child as defined in section 609.341, or a person in a position of authority as defined in
section 609.341, who by act or omission commits or attempts to commit an act against a
child under their care that constitutes any of the following:

(1) egregious harm as defined in section 260C.007, subdivision 14;

(2) sexual abuse as defined in paragraph (d);

(3) abandonment under section 260C.301, subdivision 2;

(4) neglect as defined in paragraph (f), clause (2), that substantially endangers the
child's physical or mental health, including a growth delay, which may be referred to as
failure to thrive, that has been diagnosed by a physician and is due to parental neglect;

(5) murder in the first, second, or third degree under section 609.185, 609.19, or
609.195;

(6) manslaughter in the first or second degree under section 609.20 or 609.205;

(7) assault in the first, second, or third degree under section 609.221, 609.222, or
609.223;

(8) solicitation, inducement, and promotion of prostitution under section 609.322;

(9) criminal sexual conduct under sections 609.342 to 609.3451;

(10) solicitation of children to engage in sexual conduct under section 609.352;

(11) malicious punishment or neglect or endangerment of a child under section
609.377 or 609.378;

(12) use of a minor in sexual performance under section 617.246; or

(13) parental behavior, status, or condition which mandates that the county attorney
file a termination of parental rights petition under section 260C.503, subdivision 2.

(d) "Sexual abuse" means the subjection of a child by a person responsible for the
child's care, by a person who has a significant relationship to the child, as defined in
section 609.341, or by a person in a position of authority, as defined in section 609.341,
subdivision 10, to any act which constitutes a violation of section 609.342 (criminal sexual
conduct in the first degree), 609.343 (criminal sexual conduct in the second degree),
609.344 (criminal sexual conduct in the third degree), 609.345 (criminal sexual conduct
in the fourth degree), or 609.3451 (criminal sexual conduct in the fifth degree). Sexual
abuse also includes any act which involves a minor which constitutes a violation of
prostitution offenses under sections 609.321 to 609.324 or 617.246. Sexual abuse includes
threatened sexual abuse which includes the status of a parent or household member
who has committed a violation which requires registration as an offender under section
243.166, subdivision 1b, paragraph (a) or (b), or required registration under section
243.166, subdivision 1b, paragraph (a) or (b).

(e) "Person responsible for the child's care" means (1) an individual functioning
within the family unit and having responsibilities for the care of the child such as a
parent, guardian, or other person having similar care responsibilities, or (2) an individual
functioning outside the family unit and having responsibilities for the care of the child
such as a teacher, school administrator, other school employees or agents, or other lawful
custodian of a child having either full-time or short-term care responsibilities including,
but not limited to, day care, babysitting whether paid or unpaid, counseling, teaching,
and coaching.

(f) "Neglect" means the commission or omission of any of the acts specified under
clauses (1) to (9), other than by accidental means:

(1) failure by a person responsible for a child's care to supply a child with necessary
food, clothing, shelter, health, medical, or other care required for the child's physical or
mental health when reasonably able to do so;

(2) failure to protect a child from conditions or actions that seriously endanger the
child's physical or mental health when reasonably able to do so, including a growth delay,
which may be referred to as a failure to thrive, that has been diagnosed by a physician and
is due to parental neglect;

(3) failure to provide for necessary supervision or child care arrangements
appropriate for a child after considering factors as the child's age, mental ability, physical
condition, length of absence, or environment, when the child is unable to care for the
child's own basic needs or safety, or the basic needs or safety of another child in their care;

(4) failure to ensure that the child is educated as defined in sections 120A.22 and
260C.163, subdivision 11, which does not include a parent's refusal to provide the parent's
child with sympathomimetic medications, consistent with section 125A.091, subdivision 5;

(5) nothing in this section shall be construed to mean that a child is neglected solely
because the child's parent, guardian, or other person responsible for the child's care in
good faith selects and depends upon spiritual means or prayer for treatment or care of
disease or remedial care of the child in lieu of medical care; except that a parent, guardian,
or caretaker, or a person mandated to report pursuant to subdivision 3, has a duty to report
if a lack of medical care may cause serious danger to the child's health. This section does
not impose upon persons, not otherwise legally responsible for providing a child with
necessary food, clothing, shelter, education, or medical care, a duty to provide that care;

(6) prenatal exposure to a controlled substance, as defined in section 253B.02,
subdivision 2, used by the mother for a nonmedical purpose, as evidenced by withdrawal
symptoms in the child at birth, results of a toxicology test performed on the mother at
delivery or the child at birth, medical effects or developmental delays during the child's
first year of life that medically indicate prenatal exposure to a controlled substance, or the
presence of a fetal alcohol spectrum disorder;

(7) "medical neglect" as defined in section 260C.007, subdivision 6, clause (5);

(8) chronic and severe use of alcohol or a controlled substance by a parent or
person responsible for the care of the child that adversely affects the child's basic needs
and safety; or

(9) emotional harm from a pattern of behavior which contributes to impaired
emotional functioning of the child which may be demonstrated by a substantial and
observable effect in the child's behavior, emotional response, or cognition that is not
within the normal range for the child's age and stage of development, with due regard to
the child's culture.

(g) "Physical abuse" means any physical injury, mental injury, or threatened injury,
inflicted by a person responsible for the child's care on a child other than by accidental
means, or any physical or mental injury that cannot reasonably be explained by the child's
history of injuries, or any aversive or deprivation procedures, or regulated interventions,
that have not been authorized under section deleted text begin121A.67deleted text end new text begin125A.0942 new text endor 245.825.

Abuse does not include reasonable and moderate physical discipline of a child
administered by a parent or legal guardian which does not result in an injury. Abuse does
not include the use of reasonable force by a teacher, principal, or school employee as
allowed by section 121A.582. Actions which are not reasonable and moderate include,
but are not limited to, any of the following that are done in anger or without regard to the
safety of the child:

(1) throwing, kicking, burning, biting, or cutting a child;

(2) striking a child with a closed fist;

(3) shaking a child under age three;

(4) striking or other actions which result in any nonaccidental injury to a child
under 18 months of age;

(5) unreasonable interference with a child's breathing;

(6) threatening a child with a weapon, as defined in section 609.02, subdivision 6;

(7) striking a child under age one on the face or head;

(8) purposely giving a child poison, alcohol, or dangerous, harmful, or controlled
substances which were not prescribed for the child by a practitioner, in order to control or
punish the child; or other substances that substantially affect the child's behavior, motor
coordination, or judgment or that results in sickness or internal injury, or subjects the
child to medical procedures that would be unnecessary if the child were not exposed
to the substances;

(9) unreasonable physical confinement or restraint not permitted under section
609.379, including but not limited to tying, caging, or chaining; or

(10) in a school facility or school zone, an act by a person responsible for the child's
care that is a violation under section 121A.58.

(h) "Report" means any report received by the local welfare agency, police
department, county sheriff, or agency responsible for assessing or investigating
maltreatment pursuant to this section.

(i) "Facility" means:

(1) a licensed or unlicensed day care facility, residential facility, agency, hospital,
sanitarium, or other facility or institution required to be licensed under sections 144.50 to
144.58, 241.021, or 245A.01 to 245A.16, or chapter 245D;

(2) a school as defined in sections 120A.05, subdivisions 9, 11, and 13; and
124D.10; or

(3) a nonlicensed personal care provider organization as defined in sections 256B.04,
subdivision 16, and 256B.0625, subdivision 19a.

(j) "Operator" means an operator or agency as defined in section 245A.02.

(k) "Commissioner" means the commissioner of human services.

(l) "Practice of social services," for the purposes of subdivision 3, includes but is
not limited to employee assistance counseling and the provision of guardian ad litem and
parenting time expeditor services.

(m) "Mental injury" means an injury to the psychological capacity or emotional
stability of a child as evidenced by an observable or substantial impairment in the child's
ability to function within a normal range of performance and behavior with due regard to
the child's culture.

(n) "Threatened injury" means a statement, overt act, condition, or status that
represents a substantial risk of physical or sexual abuse or mental injury. Threatened
injury includes, but is not limited to, exposing a child to a person responsible for the
child's care, as defined in paragraph (e), clause (1), who has:

(1) subjected a child to, or failed to protect a child from, an overt act or condition
that constitutes egregious harm, as defined in section 260C.007, subdivision 14, or a
similar law of another jurisdiction;

(2) been found to be palpably unfit under section 260C.301, subdivision 1, paragraph
(b), clause (4), or a similar law of another jurisdiction;

(3) committed an act that has resulted in an involuntary termination of parental rights
under section 260C.301, or a similar law of another jurisdiction; or

(4) committed an act that has resulted in the involuntary transfer of permanent
legal and physical custody of a child to a relative under Minnesota Statutes 2010, section
260C.201, subdivision 11, paragraph (d), clause (1), section 260C.515, subdivision 4, or a
similar law of another jurisdiction.

A child is the subject of a report of threatened injury when the responsible social
services agency receives birth match data under paragraph (o) from the Department of
Human Services.

(o) Upon receiving data under section 144.225, subdivision 2b, contained in a
birth record or recognition of parentage identifying a child who is subject to threatened
injury under paragraph (n), the Department of Human Services shall send the data to the
responsible social services agency. The data is known as "birth match" data. Unless the
responsible social services agency has already begun an investigation or assessment of the
report due to the birth of the child or execution of the recognition of parentage and the
parent's previous history with child protection, the agency shall accept the birth match
data as a report under this section. The agency may use either a family assessment or
investigation to determine whether the child is safe. All of the provisions of this section
apply. If the child is determined to be safe, the agency shall consult with the county
attorney to determine the appropriateness of filing a petition alleging the child is in need
of protection or services under section 260C.007, subdivision 6, clause (16), in order to
deliver needed services. If the child is determined not to be safe, the agency and the county
attorney shall take appropriate action as required under section 260C.503, subdivision 2.

(p) Persons who conduct assessments or investigations under this section shall take
into account accepted child-rearing practices of the culture in which a child participates
and accepted teacher discipline practices, which are not injurious to the child's health,
welfare, and safety.

(q) "Accidental" means a sudden, not reasonably foreseeable, and unexpected
occurrence or event which:

(1) is not likely to occur and could not have been prevented by exercise of due
care; and

(2) if occurring while a child is receiving services from a facility, happens when the
facility and the employee or person providing services in the facility are in compliance
with the laws and rules relevant to the occurrence or event.

(r) "Nonmaltreatment mistake" means:

(1) at the time of the incident, the individual was performing duties identified in the
center's child care program plan required under Minnesota Rules, part 9503.0045;

(2) the individual has not been determined responsible for a similar incident that
resulted in a finding of maltreatment for at least seven years;

(3) the individual has not been determined to have committed a similar
nonmaltreatment mistake under this paragraph for at least four years;

(4) any injury to a child resulting from the incident, if treated, is treated only with
remedies that are available over the counter, whether ordered by a medical professional or
not; and

(5) except for the period when the incident occurred, the facility and the individual
providing services were both in compliance with all licensing requirements relevant to the
incident.

This definition only applies to child care centers licensed under Minnesota
Rules, chapter 9503. If clauses (1) to (5) apply, rather than making a determination of
substantiated maltreatment by the individual, the commissioner of human services shall
determine that a nonmaltreatment mistake was made by the individual.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment.
new text end

Sec. 13. new text beginIMPROVING THE ACADEMIC PERFORMANCE OF
UNDERACHIEVING STUDENTS THROUGH A MULTITIERED SYSTEM OF
EARLY INTERVENTION AND INSTRUCTIONAL SUPPORT.
new text end

new text begin The commissioner of education, in consultation with experts and stakeholders,
including Department of Educational Psychology faculty at the University of Minnesota
and representatives of special education and regular education school administrators and
teachers, parents, cooperating school districts, and special education advocacy groups,
among others, must develop recommendations, consistent with Minnesota Statutes
2012, section 125A.56, for improving the academic performance of underachieving
students through a multitiered system of early intervention and instructional support. The
commissioner, by February 15, 2015, must submit written recommendations, consistent
with this section, to the education policy and finance committees of the legislature.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment.
new text end

Sec. 14. new text begin REPEALER.
new text end

new text begin Minnesota Statutes 2012, section 125A.027, subdivision 3, new text end new text begin is repealed.
new text end

ARTICLE 5

NUTRITION

Section 1.

Minnesota Statutes 2012, section 124D.111, subdivision 3, is amended to
read:


Subd. 3.

School food service fund.

(a) The expenses described in this subdivision
must be recorded as provided in this subdivision.

(b) In each district, the expenses for a school food service program for pupils must
be attributed to a school food service fund. Under a food service program, the school
food service may prepare or serve milk, meals, or snacks in connection with school or
community service activities.

(c) Revenues and expenditures for food service activities must be recorded in the
food service fund. The costs of processing applications, accounting for meals, preparing
and serving food, providing kitchen custodial services, and other expenses involving the
preparing of meals or the kitchen section of the lunchroom may be charged to the food
service fund or to the general fund of the district. The costs of lunchroom supervision,
lunchroom custodial services, lunchroom utilities, and other administrative costs of the
food service program must be charged to the general fund.

That portion of superintendent and fiscal manager costs that can be documented as
attributable to the food service program may be charged to the food service fund provided
that the school district does not employ or contract with a food service director or other
individual who manages the food service program, or food service management company.
If the cost of the superintendent or fiscal manager is charged to the food service fund,
the charge must be at a wage rate not to exceed the statewide average for food service
directors as determined by the department.

(d) Capital expenditures for the purchase of food service equipment must be made
from the general fund and not the food service fund, unless the deleted text beginunreserveddeleted text endnew text begin restricted
new text end balance in the food service fund at the end of the last fiscal year is greater than the cost of
the equipment to be purchased.

(e) If the condition set out in paragraph (d) applies, the equipment may be purchased
from the food service fund.

(f) If a deficit in the food service fund exists at the end of a fiscal year, and the deficit
is not eliminated by revenues from food service operations in the next fiscal year, then the
deficit must be eliminated by a permanent fund transfer from the general fund at the end of
that second fiscal year. However, if a district contracts with a food service management
company during the period in which the deficit has accrued, the deficit must be eliminated
by a payment from the food service management company.

(g) Notwithstanding paragraph (f), a district may incur a deficit in the food service
fund for up to three years without making the permanent transfer if the district submits
to the commissioner by January 1 of the second fiscal year a plan for eliminating that
deficit at the end of the third fiscal year.

(h) If a surplus in the food service fund exists at the end of a fiscal year for three
successive years, a district may recode for that fiscal year the costs of lunchroom
supervision, lunchroom custodial services, lunchroom utilities, and other administrative
costs of the food service program charged to the general fund according to paragraph (c)
and charge those costs to the food service fund in a total amount not to exceed the amount
of surplus in the food service fund.

Sec. 2.

new text begin [124D.1191] DONATIONS TO FOOD SHELF PROGRAMS.
new text end

new text begin Schools and community organizations participating in any federal child nutrition
meal program may donate food to food shelf programs, provided that the food shelf:
new text end

new text begin (1) is a nonprofit corporation or is affiliated with a nonprofit corporation, as defined
in section 501(c)(3) of the Internal Revenue Code of 1986;
new text end

new text begin (2) distributes food without charge to needy individuals;
new text end

new text begin (3) does not limit food distributions to individuals of a particular religious affiliation,
race, or other criteria unrelated to need; and
new text end

new text begin (4) has a stable address and directly serves individuals.
new text end

ARTICLE 6

EARLY CHILDHOOD EDUCATION, SELF-SUFFICIENCY, AND
LIFELONG LEARNING

Section 1.

Minnesota Statutes 2012, section 123A.06, subdivision 2, is amended to read:


Subd. 2.

People to be served.

A state-approved alternative program shall provide
programs for secondary pupils deleted text beginand adultsdeleted text end. A center may also provide programs and
services for elementary and secondary pupils who are not attending the state-approved
alternative program to assist them in being successful in school. A center shall use
research-based best practices for serving English learners and their parents. An
individualized education program team may identify a state-approved alternative program
as an appropriate placement to the extent a state-approved alternative program can provide
the student with the appropriate special education services described in the student's plan.
Pupils eligible to be served are those who qualify under the graduation incentives program
in section 124D.68, subdivision 2, those enrolled under section 124D.02, subdivision
2, or those pupils who are eligible to receive special education services under sections
125A.03 to 125A.24, and 125A.65.

Sec. 2.

Minnesota Statutes 2013 Supplement, section 124D.165, subdivision 2, is
amended to read:


Subd. 2.

Family eligibility.

(a) For a family to receive an early deleted text beginchildhood education
deleted text endnew text begin learningnew text end scholarship, parents or guardians must meet the following eligibility requirements:

(1) have a child three or four years of age on September 1 of the currentnew text begin schoolnew text end year,
who has not yet started kindergarten; and

(2) have income equal to or less than 185 percent of federal poverty level income
in the current calendar year, or be able to document their child's current participation in
the free and reduced-price lunch program or child and adult care food program, National
School Lunch Act, United States Code, title 42, sections 1751 and 1766;new text begin the Food
Distribution Program on Indian Reservations, Food and Nutrition Act, United States
Code, title 7, sections 2011-2036;
new text end Head Start under the federal Improving Head Start for
School Readiness Act of 2007; Minnesota family investment program under chapter 256J;
child care assistance programs under chapter 119B; the supplemental nutrition assistance
program; or placement in foster care under section 260C.212.

(b) Notwithstanding the other provisions of this section, a parent under age 21 who
is pursuing a high school or general education equivalency diploma is eligible for an early
learning scholarship if the parent has a child age zero to five years old and meets the
income eligibility guidelines in this subdivision.

(c) Any siblings between the ages zero to five years old of a child who has been
awarded a scholarship under this section must be awarded a scholarship upon request,
provided the sibling attends the same programnew text begin as long as funds are availablenew text end.

(d) A child who has received a scholarship under this section must continue to
receive a scholarship each year until that child is eligible for kindergarten under section
120A.20new text begin and as long as funds are availablenew text end.

(e) Early learning scholarships may not be counted as earned income for the
purposes of medical assistance under chapter 256B, MinnesotaCare under chapter 256L,
Minnesota family investment program under chapter 256J, child care assistance programs
under chapter 119B, or Head Start under the federal Improving Head Start for School
Readiness Act of 2007.

Sec. 3.

Minnesota Statutes 2013 Supplement, section 124D.165, subdivision 4, is
amended to read:


Subd. 4.

Early childhood program eligibility.

(a) In order to be eligible to accept
an early deleted text beginchildhood educationdeleted text endnew text begin learningnew text end scholarship, a program must:

(1) participate in the quality rating and improvement system under section
124D.142; and

(2) beginning July 1, 2016, have a three- or four-star rating in the quality rating
and improvement system.

(b) Any program accepting scholarships must use the revenue to supplement and not
supplant federal funding.

ARTICLE 7

LIBRARIES

Section 1.

Minnesota Statutes 2012, section 134.355, subdivision 8, is amended to read:


Subd. 8.

Eligibility.

A regional public library system may apply for regional library
telecommunications aid. The aid must be used for data and video access maintenance,
equipment, or installation of telecommunication lines. To be eligible, a regional public
library system must be officially designated by the commissioner of education as a
regional public library system as defined in section 134.34, subdivision 3, and each of its
participating cities and counties must meet local support levels defined in section 134.34,
subdivision 1
. A public library building that receives aid under this section must be open a
minimum of 20 hours per week.new text begin Exceptions to the minimum open hours requirement may
be granted by the Department of Education on request of the regional public library system
for the following circumstances: short-term closing for emergency maintenance and
repairs following a natural disaster; in response to exceptional economic circumstances;
building repair or maintenance that requires public services areas to be closed; or to adjust
hours of public service to respond to documented seasonal use patterns.
new text end

Sec. 2. new text beginCONSULTATION; LIBRARIES AND SERVICE DELIVERY.
new text end

new text begin The commissioner of education must consult with people knowledgeable about
state libraries and service delivery, including representatives of the Department of
Education, regional public library systems, multicounty multitype library systems, public
libraries located in the metropolitan area and greater Minnesota other than regional public
library systems, Minitex, public school library media specialists, the Office of Higher
Education, the Association of Minnesota Counties, and the League of Minnesota Cities
on increasing service delivery and collaboration between library governance systems,
options for changing current library procedures and library governance systems to
increase collaboration between library systems, and ensuring equitable and cost-effective
access to library services statewide. In addition to addressing physical library services,
the commissioner also must consider how to increase access to emerging electronic
services. The commissioner must report by February 1, 2015, to the education policy
and finance committees of the legislature on how to structure library systems to ensure
that all Minnesota residents have equitable and cost-effective access to state-supported
library services.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment.
new text end

ARTICLE 8

UNSESSION CHANGES

Section 1.

Minnesota Statutes 2012, section 121A.36, is amended to read:


121A.36 MOTORCYCLE SAFETY EDUCATION PROGRAM.

Subdivision 1.

Established; administration; rules.

A motorcycle safety education
program is established. The program shall be administered by the deleted text begincommissioners
deleted text endnew text begin commissionernew text end of public safety deleted text beginand educationdeleted text end. The program shall include but is not limited
to training and coordination of motorcycle safety instructors, motorcycle safety promotion
and public information, and reimbursement for the cost of approved courses offered by
schools and organizations.

Subd. 2.

Reimbursements.

The commissioner of deleted text begineducationdeleted text endnew text begin public safetynew text end, to the
extent that funds are available, may reimburse schools and other approved organizations
offering approved motorcycle safety education courses for up to 50 percent of the actual
cost of the courses. If sufficient funds are not available, reimbursements shall be prorated.
The commissioner may conduct audits and otherwise examine the records and accounts of
schools and approved organizations offering the courses to insure the accuracy of the costs.

Subd. 3.

Appropriation.

(a) All funds in the motorcycle safety fund created by
section 171.06, subdivision 2a, are hereby annually appropriated to the commissioner of
public safety to carry out the purposes of subdivisions 1 and 2. deleted text beginThe commissioner of
public safety may make grants from the fund to the commissioner of education at such
times and in such amounts as the commissioner deems necessary to carry out the purposes
of subdivisions 1 and 2.
deleted text end

(b) Of the money appropriated under paragraph (a):

(1) not more than five percent shall be expended to defray the administrative costs
of carrying out the purposes of subdivisions 1 and 2; and

(2) not more than 65 percent shall be expended for the combined purpose of
training and coordinating the activities of motorcycle safety instructors and making
reimbursements to schools and other approved organizations.

Sec. 2.

Minnesota Statutes 2012, section 124D.141, subdivision 3, is amended to read:


Subd. 3.

Administration.

deleted text beginAn amount up to $12,500 from federal child care and
development fund administrative funds and up to $12,500 from prekindergarten exploratory
project funds appropriated under Laws 2007, chapter 147, article 19, section 3, may be
used to reimburse the parents on the council and for technical assistance and administrative
support of the State Advisory Council on Early Childhood Education and Care. This
funding stream is for fiscal year 2009.
deleted text end The council may pursue additional funds from state,
federal, and private sources. deleted text beginIf additional operational funds are received, the council must
reduce the amount of prekindergarten exploratory project funds used in an equal amount.
deleted text end

Sec. 3. new text beginREVISOR'S INSTRUCTION.
new text end

new text begin The revisor of statutes shall renumber Minnesota Statutes, section 121A.36, as
section 171.335. The revisor of statutes shall also make cross-reference changes in
Minnesota Statutes and Minnesota Rules consistent with the renumbering.
new text end

Sec. 4. new text begin REPEALER.
new text end

new text begin Minnesota Statutes 2012, sections 119A.04, subdivision 3; 120A.30; 120B.19;
120B.24; 121A.17, subdivision 9; 122A.52; 122A.53; 124D.24; 124D.25; 124D.26;
124D.27; 124D.28; 124D.29; 124D.30; and 124D.31,
new text end new text begin are repealed.
new text end

ARTICLE 9

CONFORMING CHANGES

Section 1.

Minnesota Statutes 2012, section 120A.22, subdivision 2, is amended to read:


Subd. 2.

Applicability.

This section and sections 120A.24; 120A.26; deleted text begin120A.30;
deleted text end120A.32; and 120A.34 apply only to a child required to receive instruction according to
subdivision 5 and to instruction that is intended to fulfill that requirement.

Sec. 2.

Minnesota Statutes 2012, section 120A.32, is amended to read:


120A.32 OFFICERS, TEACHERS; NEGLECT OF DUTY; PENALTY.

Any school officer, truant officer, public or nonpublic school teacher, principal,
district superintendent, or person providing instruction other than a parent refusing,
willfully failing, or neglecting to perform any duty imposed by sections 120A.22 deleted text beginto
120A.30
deleted text endnew text begin, 120A.26new text end, 120A.35, 120A.41, and 123B.03 is guilty of a misdemeanor. All
persons found guilty shall be punished for each offense by a fine of not more than $10 or
by imprisonment for not more than ten days. All fines, when collected, shall be paid into
the county treasury for the benefit of the school district in which the offense is committed.

Sec. 3.

Minnesota Statutes 2012, section 122A.09, subdivision 7, is amended to read:


Subd. 7.

Commissioner's assistance; board money.

The commissioner shall
provide all necessary materials and assistance for the transaction of the business of the
Board of Teaching and all moneys received by the Board of Teaching shall be paid into
the state treasury as provided by law. The expenses of administering sections 122A.01,
122A.05 to 122A.09, 122A.15, 122A.16, 122A.17, 122A.18, 122A.20, 122A.21, 122A.22,
122A.23, 122A.26, 122A.30, 122A.40, 122A.41, 122A.42, 122A.45, 122A.49, deleted text begin122A.52,
122A.53,
deleted text end 122A.54, 122A.55, 122A.56, 122A.57, and 122A.58 which are incurred by the
Board of Teaching shall be paid for from appropriations made to the Board of Teaching.

Sec. 4.

Minnesota Statutes 2012, section 127A.41, subdivision 7, is amended to read:


Subd. 7.

Schedule adjustments.

(a) It is the intention of the legislature to encourage
efficient and effective use of staff and facilities by districts. Districts are encouraged to
consider both cost and energy saving measures.

(b) Any district operating a program pursuant to sections 124D.12 to 124D.127deleted text begin,deleted text endnew text begin or
new text end 124D.128, deleted text beginor 124D.25 to 124D.29,deleted text end or operating a commissioner-designated area learning
center program under section 123A.09, or that otherwise receives the approval of the
commissioner to operate its instructional program to avoid an aid reduction in any year,
may adjust the annual school schedule for that program throughout the calendar year.

ARTICLE 10

INTERSTATE COMPACT

Section 1.

Minnesota Statutes 2012, section 127A.70, subdivision 1, is amended to read:


Subdivision 1.

Establishment; membership.

new text begin(a) new text endA P-20 education partnership is
established to create a seamless system of education that maximizes achievements of
all students, from early childhood through elementary, secondary, and postsecondary
education, while promoting the efficient use of financial and human resources. The
partnership shall consist of major statewide educational groups or constituencies or
noneducational statewide organizations with a stated interest in P-20 education. The initial
membership of the partnership includes the members serving on the Minnesota P-16
Education Partnership and four legislators appointed as follows:

(1) one senator from the majority party and one senator from the minority party,
appointed by the Subcommittee on Committees of the Committee on Rules and
Administration; and

(2) one member of the house of representatives appointed by the speaker of the
house and one member appointed by the minority leader of the house of representatives.

new text begin (b) new text endThe chair of the P-16 education partnership must convene the first meeting
of the P-20 partnership. Prospective members may be nominated by any partnership
member and new members will be added with the approval of a two-thirds majority of the
partnership. The partnership will also seek input from nonmember organizations whose
expertise can help inform the partnership's work.

new text begin (c) new text endPartnership members shall be represented by the chief executives, presidents, or
other formally designated leaders of their respective organizations, or their designees. The
partnership shall meet at least three times during each calendar year.

new text begin (d) The P-20 education partnership shall be the state council for the Interstate
Compact on Educational Opportunity for Military Children under section 127A.85 with
the chair serving as the compact commissioner responsible for the administration and
management of the state's participation in the compact. When conducting business
required under section 127A.85, the P-20 partnership shall include a representative from a
military installation appointed by the adjutant general of the Minnesota National Guard.
new text end

Sec. 2.

new text begin [127A.85] INTERSTATE COMPACT ON EDUCATIONAL
OPPORTUNITY FOR MILITARY CHILDREN.
new text end

new text begin ARTICLE I
new text end

new text begin PURPOSE
new text end

new text begin It is the purpose of this compact to remove barriers to educational success imposed on
children of military families because of frequent moves and deployment of their parents by:
new text end

new text begin A. facilitating the timely enrollment of children of military families and ensuring
that they are not placed at a disadvantage due to difficulty in the transfer of education
records from the previous school district(s) or variations in entrance/age requirements.
new text end

new text begin B. Facilitating the student placement process through which children of military
families are not disadvantaged by variations in attendance requirements, scheduling,
sequencing, grading, course content, or assessment.
new text end

new text begin C. Facilitating the qualification and eligibility for enrollment, educational programs,
and participation in extracurricular academic, athletic, and social activities.
new text end

new text begin D. Facilitating the on-time graduation of children of military families.
new text end

new text begin E. Providing for the promulgation and enforcement of administrative rules
implementing the provisions of this compact.
new text end

new text begin F. Providing for the uniform collection and sharing of information between and
among member states, schools, and military families under this compact.
new text end

new text begin G. Promoting coordination between this compact and other compacts affecting
military children.
new text end

new text begin H. Promoting flexibility and cooperation between the educational system, parents,
and the student in order to achieve educational success for the student.
new text end

new text begin ARTICLE II
new text end

new text begin DEFINITIONS
new text end

new text begin As used in this compact, unless the context clearly requires a different construction:
new text end

new text begin A. "Active duty" means: full-time duty status in the active uniformed service of the
United States, including members of the National Guard and Reserve on active duty orders
pursuant to United States code, title 10, sections 1209 and 1211.
new text end

new text begin B. "Children of military families" means: a school-aged child(ren), enrolled in
kindergarten through grade 12, in the household of an active duty member.
new text end

new text begin C. "Compact commissioner" means: the voting representative of each compacting
state appointed pursuant to Article VIII of this compact.
new text end

new text begin D. "Deployment" means: the period one month prior to the service members'
departure from their home station on military orders through six months after return to
their home station.
new text end

new text begin E. "Education(al) records" means: those official records, files, and data directly
related to a student and maintained by the school or local education agency, including but
not limited to records encompassing all the material kept in the student's cumulative
folder, such as general identifying data, records of attendance and of academic work
completed, records of achievement and results of evaluative tests, health data, disciplinary
status, test protocols, and individualized education programs.
new text end

new text begin F. "Extracurricular activities" means: a voluntary activity sponsored by the school
or local education agency or an organization sanctioned by the local education agency.
Extracurricular activities include, but are not limited to, preparation for and involvement
in public performances, contests, athletic competitions, demonstrations, displays, and
club activities.
new text end

new text begin G. "Interstate Commission on Educational Opportunity for Military Children"
means: the commission that is created under Article IX of this compact, which is generally
referred to as Interstate Commission.
new text end

new text begin H. "Local education agency" means: a public authority legally constituted by the
state as an administrative agency to provide control of and direction for kindergarten
through grade 12 public educational institutions.
new text end

new text begin I. "Member state" means: a state that has enacted this compact.
new text end

new text begin J. "Military installation" means: a base, camp, post, station, yard, center, homeport
facility for any ship, or other activity under the jurisdiction of the Department of Defence,
including any leased facility, which is located within any of the several states, the District
of Columbia, the Commonwealth of Puerto Rico, the United States Virgin Islands, Guam,
American Samoa, the Northern Mariana Islands, and any other United States territory.
new text end new text begin Such term does not include any facility used primarily for civil works, rivers and harbors
projects, or flood control projects.
new text end

new text begin K. "Nonmember state" means: a state that has not enacted this compact.
new text end

new text begin L. "Receiving state" means: the state to which a ch