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Capital IconMinnesota Legislature

HF 2749

1st Engrossment - 89th Legislature (2015 - 2016) Posted on 05/25/2016 11:18am

KEY: stricken = removed, old language.
underscored = added, new language.
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 1.38 1.39 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 2.36 2.37 2.38 2.39 2.40 2.41 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
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 4.35 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 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 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 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 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 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
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 12.35 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 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 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 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 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
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 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 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 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 23.35 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 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 25.33 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
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 27.34 27.35 27.36 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 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 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 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 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 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
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 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 39.35 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 40.35 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 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 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 43.36 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 44.35 44.36 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 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 47.36 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 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 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 50.36 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 52.34 52.35 52.36 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 53.33 53.34 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
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
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
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 58.31 58.32 58.33
58.34 58.35
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 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 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 61.35 61.36
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 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 64.34 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 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 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 69.35 69.36
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 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 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 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 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 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 78.33 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 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 80.34 80.35 80.36 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 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 83.34 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 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 85.35 85.36 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 86.35
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 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 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 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 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
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 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 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 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 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 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
99.30 100.1 100.2 100.3 100.4
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
101.1 101.2
101.3 101.4 101.5 101.6 101.7 101.8 101.9 101.10 101.11 101.12 101.13 101.14 101.15 101.16 101.17 101.18 101.19 101.20 101.21 101.22 101.23 101.24 101.25 101.26 101.27 101.28 101.29 101.30 101.31 101.32 101.33 101.34 102.1 102.2 102.3 102.4 102.5
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
102.29 102.30 102.31 102.32 102.33 103.1 103.2 103.3 103.4 103.5
103.6 103.7 103.8 103.9 103.10 103.11 103.12 103.13 103.14 103.15 103.16 103.17 103.18 103.19 103.20 103.21 103.22 103.23 103.24 103.25 103.26 103.27 103.28 103.29 103.30 103.31 103.32 103.33 103.34 103.35 104.1 104.2 104.3 104.4 104.5 104.6 104.7 104.8 104.9 104.10 104.11 104.12 104.13 104.14 104.15 104.16 104.17 104.18 104.19 104.20 104.21 104.22 104.23 104.24 104.25 104.26 104.27 104.28 104.29 104.30 104.31
104.32 104.33 104.34 104.35 105.1 105.2 105.3 105.4 105.5 105.6 105.7 105.8 105.9 105.10 105.11 105.12 105.13 105.14 105.15 105.16 105.17 105.18
105.19 105.20 105.21 105.22 105.23 105.24 105.25 105.26 105.27 105.28 105.29 105.30 105.31 105.32 105.33 105.34 105.35
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
106.28 106.29 106.30 106.31 107.1 107.2 107.3 107.4 107.5 107.6 107.7 107.8 107.9 107.10 107.11 107.12 107.13 107.14 107.15 107.16 107.17 107.18 107.19 107.20 107.21 107.22 107.23 107.24 107.25 107.26 107.27 107.28 107.29 107.30 107.31 107.32 107.33 107.34 107.35 107.36 108.1 108.2 108.3 108.4 108.5 108.6 108.7 108.8 108.9 108.10 108.11 108.12 108.13
108.14 108.15 108.16 108.17 108.18 108.19
108.20 108.21 108.22 108.23 108.24 108.25 108.26 108.27 108.28 108.29 108.30 108.31 108.32 108.33 108.34
109.1 109.2 109.3 109.4 109.5 109.6 109.7 109.8 109.9 109.10 109.11 109.12 109.13 109.14 109.15 109.16 109.17 109.18 109.19 109.20 109.21 109.22 109.23 109.24 109.25 109.26 109.27 109.28 109.29 109.30 109.31 109.32 109.33 109.34 109.35 110.1 110.2 110.3 110.4 110.5 110.6 110.7 110.8 110.9 110.10 110.11 110.12 110.13 110.14 110.15 110.16 110.17 110.18 110.19 110.20 110.21 110.22 110.23 110.24 110.25 110.26 110.27 110.28 110.29 110.30 110.31 110.32
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
111.22 111.23 111.24 111.25 111.26 111.27 111.28 111.29 111.30 111.31 111.32 112.1 112.2 112.3 112.4 112.5 112.6 112.7 112.8 112.9 112.10 112.11 112.12 112.13 112.14 112.15 112.16 112.17 112.18 112.19 112.20 112.21 112.22 112.23 112.24 112.25 112.26 112.27 112.28 112.29 112.30 112.31 112.32 112.33 112.34 112.35 112.36 113.1 113.2 113.3 113.4 113.5 113.6 113.7 113.8 113.9 113.10 113.11 113.12 113.13 113.14 113.15 113.16 113.17 113.18 113.19 113.20 113.21
113.22 113.23
113.24 113.25 113.26 113.27 113.28 113.29 113.30 113.31 113.32 113.33 113.34 114.1 114.2 114.3 114.4 114.5 114.6 114.7 114.8 114.9 114.10 114.11
114.12
114.13 114.14 114.15 114.16 114.17 114.18 114.19 114.20 114.21 114.22 114.23 114.24 114.25 114.26 114.27 114.28 114.29 114.30 114.31 114.32 114.33 114.34 114.35 115.1 115.2 115.3 115.4 115.5 115.6 115.7 115.8 115.9 115.10 115.11 115.12 115.13 115.14 115.15 115.16 115.17 115.18 115.19 115.20 115.21 115.22 115.23 115.24 115.25 115.26 115.27 115.28 115.29 115.30 115.31 115.32 115.33 115.34 115.35 115.36 116.1 116.2 116.3 116.4 116.5 116.6 116.7 116.8 116.9 116.10
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
117.10 117.11 117.12 117.13 117.14 117.15 117.16 117.17 117.18 117.19 117.20 117.21 117.22 117.23 117.24 117.25 117.26 117.27 117.28 117.29 117.30 117.31 117.32 117.33 117.34 117.35 118.1 118.2 118.3 118.4 118.5 118.6 118.7 118.8 118.9 118.10 118.11 118.12 118.13 118.14 118.15 118.16 118.17 118.18
118.19 118.20 118.21 118.22 118.23 118.24 118.25 118.26 118.27 118.28 118.29 118.30 118.31 118.32 118.33 118.34 118.35 119.1 119.2 119.3 119.4 119.5 119.6 119.7 119.8 119.9 119.10 119.11 119.12 119.13 119.14 119.15 119.16 119.17
119.18 119.19 119.20 119.21 119.22 119.23 119.24 119.25 119.26 119.27 119.28 119.29 119.30 119.31 119.32 119.33 119.34 119.35 120.1 120.2 120.3 120.4 120.5 120.6 120.7 120.8 120.9 120.10 120.11 120.12 120.13 120.14 120.15 120.16 120.17 120.18 120.19 120.20 120.21 120.22 120.23 120.24 120.25 120.26 120.27 120.28 120.29 120.30 120.31 120.32 120.33 120.34 120.35 120.36 121.1 121.2 121.3 121.4 121.5 121.6 121.7
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
121.27 121.28 121.29 121.30 121.31 121.32 122.1 122.2
122.3
122.4 122.5
122.6 122.7 122.8 122.9 122.10 122.11 122.12 122.13 122.14 122.15 122.16 122.17 122.18 122.19 122.20 122.21 122.22 122.23 122.24 122.25 122.26 122.27 122.28 122.29 122.30 122.31 122.32 123.1 123.2 123.3
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
123.30 123.31 124.1 124.2 124.3 124.4 124.5 124.6 124.7 124.8 124.9 124.10 124.11 124.12 124.13 124.14
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
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
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
127.30 127.31 127.32 128.1 128.2 128.3 128.4 128.5 128.6 128.7 128.8 128.9 128.10 128.11 128.12 128.13 128.14
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
129.1 129.2
129.3 129.4 129.5 129.6 129.7 129.8 129.9 129.10
129.11 129.12
129.13 129.14 129.15 129.16 129.17 129.18 129.19 129.20 129.21 129.22 129.23 129.24 129.25 129.26 129.27 129.28 129.29 129.30 129.31 129.32 129.33 129.34 130.1 130.2 130.3 130.4 130.5 130.6 130.7 130.8 130.9 130.10 130.11 130.12 130.13 130.14 130.15 130.16 130.17 130.18 130.19 130.20 130.21
130.22 130.23
130.24 130.25 130.26 130.27 130.28 130.29
130.30 130.31
130.32 130.33 131.1 131.2 131.3 131.4 131.5 131.6 131.7 131.8 131.9 131.10
131.11
131.12 131.13 131.14 131.15 131.16 131.17 131.18 131.19 131.20 131.21 131.22 131.23 131.24 131.25 131.26 131.27 131.28 131.29 131.30 131.31 131.32 131.33 131.34 132.1 132.2 132.3 132.4 132.5 132.6 132.7 132.8 132.9 132.10 132.11 132.12 132.13 132.14 132.15 132.16 132.17 132.18
132.19 132.20 132.21 132.22 132.23 132.24 132.25 132.26 132.27
132.28 132.29 132.30
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
133.29 133.30 133.31 134.1 134.2
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
134.31 135.1 135.2 135.3 135.4 135.5
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
137.7 137.8 137.9 137.10 137.11 137.12 137.13 137.14 137.15 137.16 137.17 137.18 137.19 137.20 137.21 137.22 137.23 137.24 137.25 137.26 137.27 137.28 137.29 137.30 137.31 137.32 137.33 137.34 138.1 138.2 138.3 138.4 138.5 138.6 138.7 138.8 138.9 138.10 138.11 138.12 138.13 138.14 138.15 138.16 138.17 138.18 138.19 138.20 138.21 138.22 138.23 138.24 138.25 138.26 138.27 138.28 138.29 138.30 138.31 138.32 138.33 138.34 138.35 138.36 139.1 139.2 139.3 139.4 139.5 139.6 139.7 139.8 139.9 139.10 139.11 139.12 139.13 139.14 139.15 139.16 139.17 139.18 139.19 139.20 139.21 139.22 139.23 139.24 139.25 139.26 139.27 139.28 139.29 139.30 139.31 139.32 139.33 139.34 139.35 139.36 140.1 140.2 140.3 140.4 140.5 140.6 140.7 140.8 140.9 140.10 140.11 140.12 140.13 140.14
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
140.31 140.32 140.33 140.34 141.1 141.2 141.3 141.4 141.5 141.6 141.7 141.8 141.9 141.10
141.11
141.12 141.13 141.14 141.15 141.16
141.17 141.18 141.19 141.20 141.21 141.22 141.23 141.24 141.25 141.26 141.27 141.28 141.29 141.30 141.31 141.32 142.1 142.2 142.3 142.4
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
142.32 142.33 142.34 143.1 143.2 143.3 143.4 143.5 143.6 143.7 143.8 143.9 143.10 143.11 143.12 143.13 143.14 143.15 143.16 143.17 143.18 143.19 143.20 143.21 143.22 143.23 143.24 143.25 143.26 143.27 143.28 143.29 143.30 143.31 143.32 143.33 143.34 143.35 144.1 144.2 144.3 144.4 144.5 144.6 144.7 144.8 144.9 144.10 144.11 144.12 144.13 144.14 144.15 144.16 144.17 144.18 144.19 144.20
144.21 144.22 144.23 144.24 144.25 144.26 144.27 144.28
144.29 144.30 144.31 144.32 145.1 145.2 145.3 145.4
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
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
146.31 146.32 147.1 147.2 147.3 147.4 147.5 147.6 147.7 147.8 147.9 147.10 147.11 147.12 147.13 147.14
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
147.32 147.33 148.1 148.2 148.3 148.4 148.5 148.6 148.7 148.8 148.9 148.10 148.11 148.12 148.13 148.14 148.15 148.16 148.17 148.18 148.19 148.20 148.21 148.22 148.23
148.24
148.25 148.26 148.27 148.28 148.29
148.30
148.31 148.32 149.1 149.2 149.3 149.4 149.5 149.6 149.7 149.8 149.9 149.10 149.11 149.12 149.13 149.14 149.15 149.16 149.17 149.18 149.19 149.20 149.21 149.22 149.23
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
150.14 150.15 150.16 150.17 150.18 150.19 150.20 150.21 150.22 150.23 150.24 150.25 150.26 150.27 150.28 150.29 150.30 150.31 150.32 150.33 150.34 150.35 151.1 151.2 151.3 151.4 151.5 151.6 151.7 151.8 151.9 151.10 151.11 151.12 151.13 151.14 151.15 151.16 151.17 151.18 151.19 151.20 151.21 151.22 151.23
151.24
151.25 151.26 151.27 151.28 151.29 151.30 151.31 151.32 151.33 151.34
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
152.31 152.32 153.1 153.2 153.3 153.4 153.5 153.6 153.7 153.8 153.9 153.10
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
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
154.34 154.35 155.1 155.2 155.3 155.4 155.5 155.6 155.7 155.8 155.9 155.10
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
155.34 155.35 156.1 156.2 156.3 156.4 156.5 156.6 156.7 156.8 156.9
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
156.29 156.30 156.31 156.32 156.33 156.34 156.35 157.1 157.2 157.3
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
157.32 157.33 158.1 158.2 158.3 158.4 158.5 158.6
158.7 158.8 158.9 158.10 158.11 158.12 158.13 158.14
158.15 158.16 158.17 158.18 158.19 158.20 158.21 158.22 158.23 158.24 158.25 158.26
158.27 158.28 158.29 158.30 158.31 158.32 158.33 158.34 158.35 158.36 159.1 159.2
159.3 159.4 159.5 159.6 159.7 159.8 159.9 159.10 159.11 159.12
159.13 159.14 159.15 159.16 159.17 159.18 159.19 159.20 159.21 159.22 159.23 159.24

A bill for an act
relating to state government; conforming buyback level for the budget reserve
with the most recent forecast; eliminating obsolete language; providing policy
and finance for the Office of Higher Education, the Minnesota State Colleges
and Universities, and the University of Minnesota, including programs for
student loans, students with disabilities, fetal tissue research, psychiatric
drug trials, and collegiate recovery; providing funding and policy for early
childhood and family, prekindergarten through grade 12, and adult education,
including general education, education excellence, charter schools, special
education, early childhood education, self-sufficiency, lifelong learning, and
state agencies; appropriating money; requiring reports; amending Minnesota
Statutes 2014, sections 120A.22, subdivision 12; 120A.42; 120B.02, by adding
a subdivision; 120B.021, subdivisions 1, 3; 120B.11, subdivisions 1a, 2, 5;
120B.15; 120B.35; 120B.36, as amended; 121A.53; 121A.61, subdivision
1; 121A.64; 122A.07, subdivision 2; 122A.09, subdivision 10, by adding a
subdivision; 122A.14, subdivision 9; 122A.16; 122A.18, subdivisions 7c,
8; 122A.21, subdivision 1, by adding a subdivision; 122A.245, subdivision
8; 122A.31, subdivision 3; 122A.40, subdivision 10; 122A.41, by adding
a subdivision; 122A.4144; 122A.416; 122A.42; 122A.72, subdivision 5;
123A.24, subdivision 2; 123B.49, subdivision 4; 123B.571, subdivision 2;
123B.60, subdivision 1; 123B.71, subdivision 8; 123B.79, subdivisions 5, 8, 9;
124D.111, by adding a subdivision; 124D.13, subdivisions 1, 5, 9; 124D.135,
subdivisions 5, 7; 124D.15, subdivisions 1, 3a, 15; 124D.16, subdivisions 3,
5; 124D.165, as amended; 124D.52, subdivisions 1, 2; 124D.55; 124D.59,
by adding a subdivision; 124D.861, subdivision 1, by adding a subdivision;
124D.896; 125A.091, subdivision 11; 125A.0942, subdivision 4; 126C.10,
subdivision 24; 126C.15, subdivision 3; 126C.40, subdivision 5; 126C.63,
subdivision 7; 127A.095; 127A.353, subdivision 4; 127A.41, subdivision 2;
127A.45, subdivision 6a; 127A.51; 129C.10, subdivision 1; 136A.01, by adding
a subdivision; 136A.101, subdivision 10; 245.92; 245.94; 245.945; 245.95,
subdivision 1; 245.97, subdivision 5; Minnesota Statutes 2015 Supplement,
sections 16A.152, subdivision 2; 120B.021, subdivision 4; 120B.125; 120B.30,
subdivisions 1, 1a; 120B.31, subdivision 4; 122A.21, subdivision 2; 122A.30;
122A.414, subdivisions 1, 2, 2b; 122A.415, subdivision 3; 122A.60, subdivision
4; 123B.53, subdivision 1; 123B.595, subdivisions 4, 7, 8, 9, 10, 11, by
adding a subdivision; 124D.16, subdivision 2; 124D.231, subdivision 2;
124D.73, subdivision 4; 124E.05, subdivisions 4, 5, 7; 124E.10, subdivisions
1, 5; 124E.16, subdivision 2; 125A.08; 125A.083; 125A.0942, subdivision
3; 125A.11, subdivision 1; 125A.21, subdivision 3; 125A.63, subdivision 4;
125A.76, subdivision 2c; 125A.79, subdivision 1; 126C.10, subdivisions 1, 13a;
126C.15, subdivisions 1, 2; 126C.48, subdivision 8; 127A.05, subdivision 6;
127A.47, subdivision 7; 136A.121, subdivision 7a; 136A.125, subdivisions 2, 4;
136A.1791, subdivisions 4, 5, 6; 136A.87; 136F.302, subdivision 1; Laws 2010,
chapter 396, section 7; Laws 2011, First Special Session chapter 11, article 4,
section 8; Laws 2012, chapter 263, section 1, as amended; Laws 2013, chapter
116, article 7, section 19, as amended; Laws 2015, chapter 69, article 1, sections
3, subdivision 28; 5, subdivision 2; article 3, section 20, subdivision 15; Laws
2015, First Special Session chapter 3, article 1, section 27, subdivisions 2, 4,
5, 6, 7, 9; article 2, section 70, subdivisions 2, 3, 4, 5, 6, 7, 11, 12; article 3,
section 15, subdivision 3; article 4, sections 4; 9, subdivision 2; article 5, section
30, subdivisions 2, 3, 5; article 6, section 13, subdivisions 2, 3, 6, 7; article 7,
section 7, subdivisions 2, 3, 4; article 9, section 8, subdivisions 5, 6, 7, 9; article
10, section 3, subdivision 2; article 11, section 3, subdivisions 2, 3; article 12,
section 4; proposing coding for new law in Minnesota Statutes, chapters 119A;
122A; 124D; 127A; 129C; 136A; 136F; 137; 181; repealing Minnesota Statutes
2014, sections 120B.299, subdivision 5; 122A.40, subdivision 11; 122A.41,
subdivision 14; 122A.413, subdivision 3; 122A.74; 123B.60, subdivision 2;
123B.79, subdivisions 2, 6; Minnesota Statutes 2015 Supplement, section
122A.413, subdivisions 1, 2; Minnesota Rules, part 3535.0110, subparts 6, 7, 8.

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

ARTICLE 1

STATE FINANCES

Section 1.

Minnesota Statutes 2015 Supplement, section 16A.152, subdivision 2,
is amended to read:


Subd. 2.

Additional revenues; priority.

(a) If on the basis of a forecast of general
fund revenues and expenditures, the commissioner of management and budget determines
that there will be a positive unrestricted budgetary general fund balance at the close of
the biennium, the commissioner of management and budget must allocate money to the
following accounts and purposes in priority order:

(1) the cash flow account established in subdivision 1 until that account reaches
$350,000,000;

(2) the budget reserve account established in subdivision 1a until that account
reaches deleted text begin$810,992,000deleted text endnew text begin $1,596,522,000new text end;

(3) the amount necessary to increase the aid payment schedule for school district
aids and credits payments in section 127A.45 to not more than 90 percent rounded to the
nearest tenth of a percent without exceeding the amount available and with any remaining
funds deposited in the budget reserve;new text begin and
new text end

(4) the amount necessary to restore all or a portion of the net aid reductions under
section 127A.441 and to reduce the property tax revenue recognition shift under section
123B.75, subdivision 5, by the same amountdeleted text begin;deleted text endnew text begin.
new text end

deleted text begin (5) the closed landfill investment fund established in section 115B.421 until
$63,215,000 has been transferred into the account. This clause expires after the entire
amount of the transfer has been made; and
deleted text end

deleted text begin (6) the metropolitan landfill contingency action trust account established in section
473.845 until $8,100,000 has been transferred into the account. This clause expires after
the entire amount of the transfer has been made.
deleted text end

(b) The amounts necessary to meet the requirements of this section are appropriated
from the general fund within two weeks after the forecast is released or, in the case of
transfers under paragraph (a), clauses (3) and (4), as necessary to meet the appropriations
schedules otherwise established in statute.

(c) The commissioner of management and budget shall certify the total dollar
amount of the reductions under paragraph (a), clauses (3) and (4), to the commissioner of
education. The commissioner of education shall increase the aid payment percentage and
reduce the property tax shift percentage by these amounts and apply those reductions to
the current fiscal year and thereafter.

ARTICLE 2

OFFICE OF HIGHER EDUCATION

Section 1.

Minnesota Statutes 2014, section 136A.01, is amended by adding a
subdivision to read:


new text begin Subd. 4. new text end

new text begin Management of programs. new text end

new text begin (a) The commissioner may retain up to five
percent of the amount appropriated to the office for a program or pass-through grant if:
new text end

new text begin (1) the program or grant is first established on or after January 1, 2016; and
new text end

new text begin (2) the appropriation does not specify an amount for administrative costs.
new text end

new text begin (b) The amount retained under paragraph (a) is appropriated to the commissioner and
must be used for the costs of administering and monitoring programs and pass-through
grants established on or after January 1, 2016.
new text end

Sec. 2.

new text begin [136A.0412] RECEIPT OF DONATIONS; MONEY; GRANTS.
new text end

new text begin The commissioner may accept donations, grants, bequests, and other funds to carry
out the purposes of section 136A.01. A donation, nonfederal grant, bequest, or other fund
received by the commissioner is deposited in an account in the special revenue fund.
Funds in the account are appropriated to the commissioner for the purpose for which they
were granted and are available until expended.
new text end

Sec. 3.

Minnesota Statutes 2015 Supplement, section 136A.121, subdivision 7a,
is amended to read:


Subd. 7a.

Surplus appropriation.

If the amount appropriated is determined by the
office to be more than sufficient to fund projected grant demand in the second year of the
biennium, the office may increase the living and miscellaneous expense allowance deleted text beginor the
deleted text enddeleted text begintuition and fee maximumsdeleted text end in the second year of the biennium by up to an amount that
retains sufficient appropriations to fund the projected grant demand. The adjustment may
be made one or more times. In making the determination that there are more than sufficient
funds, the office shall balance the need for sufficient resources to meet the projected
demand for grants with the goal of fully allocating the appropriation for state grants. An
increase in the living and miscellaneous expense allowance under this subdivision does
not carry forward into a subsequent biennium.

Sec. 4.

Minnesota Statutes 2015 Supplement, section 136A.125, subdivision 2, is
amended to read:


Subd. 2.

Eligible students.

(a) An applicant is eligible for a child care grant if
the applicant:

(1) is a resident of the state of Minnesota or the applicant's spouse is a resident
of the state of Minnesota;

(2) has a child 12 years of age or younger, or 14 years of age or younger who is
disabled as defined in section 125A.02, and who is receiving or will receive care on a
regular basis from a licensed or legal, nonlicensed caregiver;

(3) is income eligible as determined by the office's policies and rules, but is not a
recipient of assistance from the Minnesota family investment program;

(4) new text begineither new text endhas not earned a baccalaureate degree and has been enrolled full time less
than eight semesters or the equivalentnew text begin, or has earned a baccalaureate degree and has been
enrolled full time less than eight semesters or the equivalent in a graduate or professional
degree program
new text end;

(5) is pursuing a nonsectarian program or course of study that applies to an
undergraduatenew text begin, graduate, or professionalnew text end degree, diploma, or certificate;

(6) is enrolled new text begininnew text end at least deleted text beginhalf timedeleted text endnew text begin six credits in an undergraduate program or one
credit in a graduate or professional program
new text end in an eligible institution; and

(7) is in good academic standing and making satisfactory academic progress.

(b) A student who withdraws from enrollment for active military service after
December 31, 2002, because the student was ordered to active military service as defined
in section 190.05, subdivision 5b or 5c, or for a major illness, while under the care of a
medical professional, that substantially limits the student's ability to complete the term
is entitled to an additional semester or the equivalent of grant eligibility and will be
considered to be in continuing enrollment status upon return.

Sec. 5.

Minnesota Statutes 2015 Supplement, section 136A.125, subdivision 4, is
amended to read:


Subd. 4.

Amount and length of grants.

(a) The amount of a child care grant
must be based on:

(1) the income of the applicant and the applicant's spouse;

(2) the number in the applicant's family, as defined by the office; and

(3) the number of eligible children in the applicant's family.

(b) The maximum award to the applicant shall be $2,800 for each eligible child per
academic year, except that the campus financial aid officer may apply to the office for
approval to increase grants by up to ten percent to compensate for higher market charges
for infant care in a community. The office shall develop policies to determine community
market costs and review institutional requests for compensatory grant increases to ensure
need and equal treatment. The office shall prepare a chart to show the amount of a grant
that will be awarded per child based on the factors in this subdivision. The chart shall
include a range of income and family size.

(c) Applicants with family incomes at or below a percentage of the federal poverty
level, as determined by the commissioner, will qualify for the maximum award. The
commissioner shall attempt to set the percentage at a level estimated to fully expend the
available appropriation for child care grants. Applicants with family incomes exceeding
that threshold will receive the maximum award minus ten percent of their income
exceeding that threshold. If the result is less than zero, the grant is zero.

(d) The academic year award amount must be disbursed by academic term using the
following formula:

(1) the academic year amount described in paragraph (b);

(2) divided by the number of terms in the academic year;

(3) divided by 15new text begin for undergraduate students and six for graduate and professional
students
new text end; and

(4) multiplied by the number of credits for which the student is enrolled that
academic term, up to 15 creditsnew text begin for undergraduate students and six for graduate and
professional students
new text end.

(e) Payments shall be made each academic term to the student or to the child care
provider, as determined by the institution. Institutions may make payments more than
once within the academic term.

Sec. 6.

Minnesota Statutes 2015 Supplement, section 136A.1791, subdivision 4,
is amended to read:


Subd. 4.

Application for loan forgiveness.

Each applicant for loan forgiveness,
according to rules adopted by the commissioner, shall:

(1) apply for teacher shortage loan forgiveness and promptly submit any additional
information required by the commissioner;new text begin and
new text end

deleted text begin (2) annually reapply for up to five consecutive school years and submit information
the commissioner requires to determine the applicant's continued eligibility for loan
forgiveness; and
deleted text end

deleted text begin (3)deleted text endnew text begin (2)new text end submit to the commissioner a completed affidavit, prescribed by the
commissioner, affirming the teacher is teaching innew text begin: (i)new text end a licensure field deleted text beginand indeleted text endnew text begin identified by
the commissioner as experiencing a teacher shortage; or (ii)
new text end an economic development
region identified by the commissioner as experiencing a teacher shortage.

Sec. 7.

Minnesota Statutes 2015 Supplement, section 136A.1791, subdivision 5,
is amended to read:


Subd. 5.

Amount of loan forgiveness.

(a) To the extent funding is available, the
annual amount of teacher shortage loan forgiveness for an approved applicant shall not
exceed $1,000 or the cumulative balance of the applicant's qualified educational loans,
including principal and interest, whichever amount is less.

(b) Recipients must secure their own qualified educational loans. Teachers who
graduate from an approved teacher preparation program or teachers who add a licensure
field, consistent with the teacher shortage requirements of this section, are eligible to
apply for the loan forgiveness program.

new text begin (c) No teacher shall receive more than five annual awards.
new text end

Sec. 8.

Minnesota Statutes 2015 Supplement, section 136A.1791, subdivision 6,
is amended to read:


Subd. 6.

Disbursement.

(a) The commissioner must make annual disbursements
directly to the participant of the amount for which a participant is eligible, for each year
that a participant is eligible.

(b) Within 60 days of deleted text beginreceipt of adeleted text end new text beginthe new text enddisbursementnew text begin datenew text end, the participant must provide
the commissioner with verification that the full amount of loan repayment disbursement
has been applied toward the designated loans. A participant that previously received
funds under this section but has not provided the commissioner with such verification
is not eligible to receive additional funds.

Sec. 9.

new text begin [136A.1792] PROMOTION OF FEDERAL LOAN FORGIVENESS
PROGRAMS.
new text end

new text begin Subdivision 1. new text end

new text begin Definitions. new text end

new text begin (a) For the purposes of this section, the following terms
have the meanings given.
new text end

new text begin (b) "Federal loan forgiveness program" means a loan forgiveness program offered
under Code of Federal Regulations, title 34, part 685.
new text end

new text begin (c) "Public service loan forgiveness program" means the loan forgiveness program
offered under Code of Federal Regulations, title 34, part 685, section 219.
new text end

new text begin (d) "Public service organization" means a public service organization under Code of
Federal Regulations, title 34, part 685, section 219.
new text end

new text begin Subd. 2. new text end

new text begin Promotion of federal loan forgiveness programs. new text end

new text begin (a) The commissioner
must develop and distribute informational materials designed to increase awareness of
federal loan forgiveness programs among Minnesota residents who are eligible for such
programs. At a minimum, the commissioner must develop and distribute informational
materials that public service organizations may use to promote awareness of the federal
public service loan forgiveness program, including:
new text end

new text begin (1) a one-page letter addressed to individuals who may be eligible for the public
service loan forgiveness program that briefly summarizes the program, provides
information on what an eligible individual must do in order to participate, and recommends
that they contact their student loan servicer or servicers for additional information;
new text end

new text begin (2) a detailed fact sheet describing the public service loan forgiveness program; and
new text end

new text begin (3) a document containing answers to frequently asked questions about the public
service loan forgiveness program.
new text end

new text begin (b) In place of developing and publishing an informational document required under
paragraph (a), the commissioner may distribute a document published by a federal agency
that meets the requirements of paragraph (a).
new text end

new text begin Subd. 3. new text end

new text begin Publication of informational materials. new text end

new text begin The commissioner must make
the informational materials required under subdivision 2 available on the office's Web
site and must verify each biennium that the informational materials contain current
information. The commissioner must update and correct any informational materials that
the commissioner finds to be inaccurate or outdated.
new text end

Sec. 10.

Minnesota Statutes 2015 Supplement, section 136A.87, is amended to read:


136A.87 PLANNING INFORMATION FOR POSTSECONDARY
EDUCATION.

new text begin (a) new text endThe office shall make available to all residents beginning in 7th grade through
adulthood information about planning and preparing for postsecondary opportunities.
Information must be provided to all 7th grade students and their parents annually
by September 30 about planning for their postsecondary education. The office may
also provide information to high school students and their parents, to adults, and to
out-of-school youth.

new text begin (b) The office shall gather and share information with students and parents about
the dual credit acceptance policies of each Minnesota public and private college and
university. The office shall gather and share information related to the acceptance policies
for concurrent enrollment courses, postsecondary enrollment options courses, advanced
placement courses, and international baccalaureate courses. This information must be
shared on the office's Web site and included in the information under paragraph (a).
new text end

new text begin (c)new text end The information provided new text beginunder paragraph (a) new text endmay include the following:

(1) the need to start planning early;

(2) the availability of assistance in educational planning from educational institutions
and other organizations;

(3) suggestions for studying effectively during high school;

(4) high school courses necessary to be adequately prepared for postsecondary
education;

(5) encouragement to involve parents actively in planning for all phases of education;

(6) information about postsecondary education and training opportunities existing
in the state, their respective missions and expectations for students, their preparation
requirements, admission requirements, and student placement;

(7) ways to evaluate and select postsecondary institutions;

(8) the process of transferring credits among Minnesota postsecondary institutions
and systems;

(9) the costs of postsecondary education and the availability of financial assistance
in meeting these costs, including specific information about the Minnesota Promise;

(10) the interrelationship of assistance from student financial aid, public assistance,
and job training programs; and

(11) financial planning for postsecondary education.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2016-2017 school year and
later.
new text end

Sec. 11.

new text begin [181.987] DISCLOSURE OF ELIGIBILITY FOR STUDENT LOAN
FORGIVENESS.
new text end

new text begin Subdivision 1. new text end

new text begin Definitions. new text end

new text begin (a) For the purposes of this section, the following terms
have the meanings given.
new text end

new text begin (b) "Employer" means an organization, agency, or entity that is a public service
organization under Code of Federal Regulations, title 34, part 685, section 219, provided
that the following are not employers:
new text end

new text begin (1) a federal or tribal government organization, agency, or entity; and
new text end

new text begin (2) a tribal college or university.
new text end

new text begin (c) "Employment certification form" means the form used by the United States
Department of Education to certify an individual's employment at a public service
organization for the purposes of the federal public service loan forgiveness program.
new text end

new text begin (d) "Federal public service loan forgiveness program" means the program offered
under Code of Federal Regulations, title 34, part 685, section 219.
new text end

new text begin Subd. 2. new text end

new text begin Disclosure of eligibility for student loan forgiveness. new text end

new text begin (a) An employer
must provide an employee with information about the employee's potential eligibility
for the federal public service loan forgiveness program. An employer must annually
provide to each employee in written or electronic form the one-page letter, fact sheet,
and frequently asked questions required under section 136A.1792, subdivision 2. An
employer must provide a newly hired employee with that information within two weeks of
the employee's first day of employment.
new text end

new text begin (b) At an employee's request, an employer must provide the employee with a copy
of the employment certification form.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective January 1, 2017. An employer must
provide information to current employees, as required by subdivision 2, by January 15,
2017.
new text end

Sec. 12.

Laws 2015, chapter 69, article 3, section 20, subdivision 15, is amended to read:


Subd. 15.

Reporting.

(a) A college must report to the commissioner the following
information:

(1) the number of grantees and their race, gender, and ethnicity;

(2) grantee persistence and completion;

(3) employment outcomes; and

(4) other information requested by the commissioner.

(b) The commissioner shall report deleted text beginannuallydeleted text end by January 15, new text begin2017, and January 15,
2018,
new text endto the chairs and ranking minority members of the legislative committees with
jurisdiction over higher education finance by college and in aggregate on the information
submitted to the commissioner under paragraph (a). The commissioner may include in the
report recommendations for changes in the grant program.

Sec. 13. new text beginMNSCU TWO-YEAR COLLEGE PROGRAM; ADMINISTRATIVE
COSTS.
new text end

new text begin The appropriation made by Laws 2015, chapter 69, article 1, section 3, subdivision
18, paragraph (c), for fiscal year 2017 for information technology and administrative costs
is available on the effective date of this section and until June 30, 2017.
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

MNSCU PILOT PROGRAM; STUDENTS WITH DISABILITIES

Section 1.

Minnesota Statutes 2014, section 136A.101, subdivision 10, is amended to
read:


Subd. 10.

Satisfactory academic progress.

"Satisfactory academic progress"
means satisfactory academic progress as defined under Code of Federal Regulations, title
34, sections 668.16(e), 668.32(f), and 668.34new text begin, except that a student with an intellectual
disability as defined in Code of Federal Regulations, title 34, section 668.231, enrolled
in an approved comprehensive transition and postsecondary program under that section
is subject to the institution's published satisfactory academic process standards for that
program as approved by the Office of Higher Education
new text end.

Sec. 2. new text beginMNSCU PROGRAM FOR STUDENTS WITH INTELLECTUAL AND
DEVELOPMENTAL DISABILITIES; PLAN REQUIRED.
new text end

new text begin Subdivision 1. new text end

new text begin Development of plan required. new text end

new text begin The Board of Trustees of the
Minnesota State Colleges and Universities must develop a plan for offering an academic
program for students with intellectual and developmental disabilities, consistent with the
principles established in subdivisions 2 to 4.
new text end

new text begin Subd. 2. new text end

new text begin Program locations. new text end

new text begin The plan developed must assume the program will be
offered at up to four college or university campuses chosen based on (1) their ability to
offer a robust program using existing facilities and resources and (2) a goal to provide the
program in diverse geographic regions of the state.
new text end

new text begin Subd. 3. new text end

new text begin Enrollment and admission. new text end

new text begin The plan developed must assume an
enrollment goal for each campus's program of at least ten incoming students per academic
year. The plan may allow for students to be admitted based on an application process
that includes an in-person interview; an independent assessment of an applicant's
interest, motivation, and likelihood of success in the program; and any other eligibility
requirements established by the board. Upon successful completion, a student must be
awarded a certificate, diploma, or other appropriate academic credential.
new text end

new text begin Subd. 4. new text end

new text begin Curriculum and activities. new text end

new text begin (a) The plan developed must assume a
program that provides an inclusive, two-year full-time residential college experience
for students with intellectual and developmental disabilities. The required curriculum
must include core courses that develop life skills, financial literacy, and the ability to
live independently; rigorous academic work in a student's chosen field of study; and an
internship, apprenticeship, or other skills-based experience to prepare for meaningful
employment upon completion of the program.
new text end

new text begin (b) In addition to academic requirements, the plan developed must allow
participating students the opportunity to engage fully in campus life. Program activities
must include but are not limited to (1) the establishment of on-campus mentoring and
peer support communities and (2) opportunities for personal growth through leadership
development and other community engagement activities.
new text end

new text begin (c) A participating campus may tailor its program curriculum and activities to
highlight academic programs, student and community life experiences, and employment
opportunities unique to that campus or the region of the state where the campus is located.
new text end

new text begin Subd. 5. new text end

new text begin Report to legislature. new text end

new text begin The board must submit a report on the plan required
to be developed by this section to the chairs and ranking minority members of the
committees of the legislature with jurisdiction over higher education finance and policy and
human services finance and policy no later than January 15, 2017. The report must describe
program plans, including strategies for recruitment of applicants, and strategies to address
anticipated program needs that cannot be filled using existing campus or system resources.
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 4

FETAL TISSUE RESEARCH

Section 1.

new text begin [137.45] FETAL TISSUE RESEARCH PRACTICES.
new text end

new text begin Subdivision 1. new text end

new text begin Institutional review board; approval of research. new text end

new text begin An individual
conducting research at the University of Minnesota must obtain approval from the
university's institutional review board or stem cell oversight committee before conducting
research using fetal tissue. The institutional review board or oversight committee must, in
its approval process, consider whether nonhuman tissue would be sufficient for the study.
new text end

new text begin Subd. 2. new text end

new text begin Identification of fetal tissue available due to natural death. new text end

new text begin The dean
of the university's medical school shall attempt to identify sources for procurement of
fetal tissues that are available due to the natural death of the fetus and are suitable for
use in academic research. The dean shall consider engaging an outside consultant to
attempt to identify such sources. When appropriate sources are identified, the dean must
make recommendations to the Board of Regents for updates to university policies and
procedures to encourage use of these sources in all university research activities where
fetal tissue is requested to be used. Sources that are identified shall be submitted to the
Association of American Medical Colleges.
new text end

new text begin Subd. 3. new text end

new text begin Legislative report. new text end

new text begin (a) No later than January 15, 2017, the Board of
Regents must submit a report to the legislature. The report must be submitted to the chairs
and ranking minority members of the committees of the legislature with jurisdiction over
higher education policy and finance and health and human services policy and finance
and must describe:
new text end

new text begin (1) all suitable sources for procurement of fetal tissue that are identified under
subdivision 2;
new text end

new text begin (2) any recommended updates to university policies and procedures after
identification of suitable sources under subdivision 2, and if so, whether those
recommended updates were adopted by the Board of Regents; and
new text end

new text begin (3) a list of:
new text end

new text begin (i) all approvals made in the previous year by an institutional review board or stem
cell oversight committee for the use of fetal tissue; and
new text end

new text begin
(ii) all research continuing on fetal tissue from research that began in a previous year.
new text end

new text begin (b) The list provided under paragraph (a), clause (3), must identify, for each research
activity, the source of funding for the research; the goal or purpose of the research;
the source of the fetal tissue used in the research; references to any publicly available
information about the research, including but not limited to grant award information from
the National Institutes of Health; and references to any publications resulting from the
research.
new text end

new text begin Subd. 4. new text end

new text begin Definition. new text end

new text begin As used in this section and section 137.46, "fetal tissue" means
any part of an unborn child or fetus, including a body part, cell, tissue, or organ.
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. 2.

new text begin [137.46] INSTITUTIONAL REVIEW BOARD OVERSIGHT
ACTIVITIES.
new text end

new text begin The Board of Regents shall:
new text end

new text begin (1) further develop and clarify existing university policies and procedures related
to the lawful and ethical treatment of human subjects and fetal tissue in research
activities, including enhancement of applicable penalties for violation of these policies
and procedures;
new text end

new text begin (2) institute a system of frequent, random, unannounced inspections and audits of
research activities involving fetal tissue to verify compliance with applicable federal and
state laws, university policies and procedures, and other professional standards related to
purchasing, handling, and disposing of fetal tissue;
new text end

new text begin (3) conduct education and outreach programs, including instituting a required
comprehensive training program, on applicable federal and state laws, university policies
and procedures, and other professional standards related to the respectful, humane, and
ethical treatment of human subjects and fetal tissue in research, for all students and
employees engaged in these activities; and
new text end

new text begin (4) establish an anonymous reporting system to receive complaints of activities that
may violate applicable federal and state laws, university policies and procedures, and
other professional standards in research involving human subjects and fetal tissue by the
university, university students or employees, or any other person engaged in research
activities in university facilities.
new text end

Sec. 3. new text beginUNIVERSITY OF MINNESOTA FETAL TISSUE RESEARCH;
LEGISLATIVE AUDITOR REVIEW.
new text end

new text begin (a) The legislative auditor is requested to complete a comprehensive review of
the use of fetal tissue in research activities at the University of Minnesota. The review
must include:
new text end

new text begin (1) the total number of research activities in which fetal tissue is currently or has been
previously used, including those that are in progress and those that have been completed;
new text end

new text begin (2) the cost of acquiring fetal tissues for use in research activities, itemized by the
source of funds used for procurement, including funds from federal, state, and other public
sources, and funds derived from student tuition and fees;
new text end

new text begin (3) the extent to which the conduct of the research activities complies with
applicable federal and state laws related to acquisition, sale, handling, and disposition
of human tissues, including fetal tissues;
new text end

new text begin (4) the extent to which the conduct of the research activities complies with
applicable Board of Regents policies and procedures related to acquisition, sale, handling,
and disposition of human tissues, including fetal tissues; and
new text end

new text begin (5) whether applicable Board of Regents policies include provisions to ensure fetal
tissue is used in research activities only when necessary, and to ensure that the research
activities are conducted in an ethical manner, including whether procedures and protocols
for oversight have been implemented to verify compliance with these policies.
new text end

new text begin (b) As used in this section, "research activities" include any academic fetal tissue
research or fetal tissue transplantation research activity or program conducted in a
University of Minnesota facility, or that is supported, directly or indirectly, by University
of Minnesota funds.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment.
The legislative auditor is requested to complete the review no later than 60 days following
final enactment.
new text end

ARTICLE 5

MONITORING OF PSYCHIATRIC DRUG TRIALS

Section 1.

Minnesota Statutes 2014, section 245.92, is amended to read:


245.92 OFFICE OF OMBUDSMAN; CREATION; QUALIFICATIONS;
FUNCTION.

The ombudsman for persons receiving services or treatment for mental illness,
developmental disabilities, chemical dependency, or emotional disturbance shall promote
the highest attainable standards of treatment, competence, efficiency, and justice. The
ombudsman may gather information and data about decisions, acts, and other matters of an
agency, facility, or programnew text begin, and shall monitor the treatment of individuals participating in
a University of Minnesota Department of Psychiatry clinical drug trial
new text end. The ombudsman
is appointed by the governor, serves in the unclassified service, and may be removed only
for just cause. The ombudsman must be selected without regard to political affiliation and
must be a person who has knowledge and experience concerning the treatment, needs,
and rights of clients, and who is highly competent and qualified. No person may serve as
ombudsman while holding another public office.

Sec. 2.

Minnesota Statutes 2014, section 245.94, is amended to read:


245.94 POWERS OF OMBUDSMAN; REVIEWS AND EVALUATIONS;
RECOMMENDATIONS.

Subdivision 1.

Powers.

(a) The ombudsman may prescribe the methods by which
complaints to the office are to be made, reviewed, and acted upon. The ombudsman may
not levy a complaint fee.

(b) The ombudsman may mediate or advocate on behalf of a client.

(c) The ombudsman may investigate the quality of services provided to clients and
determine the extent to which quality assurance mechanisms within state and county
government work to promote the health, safety, and welfare of clients, other than clients
in acute care facilities who are receiving services not paid for by public funds. The
ombudsman is a health oversight agency as defined in Code of Federal Regulations,
title 45, section 164.501.

(d) At the request of a client, or upon receiving a complaint or other information
affording reasonable grounds to believe that the rights of a client who is not capable
of requesting assistance have been adversely affected, the ombudsman may gather
information and data about and analyze, on behalf of the client, the actions of an agency,
facility, or program.

(e) The ombudsman may gather, on behalf of a client, records of an agency, facility,
or programnew text begin, or records related to clinical drug trials from the University of Minnesota
Department of Psychiatry,
new text end if the records relate to a matter that is within the scope of the
ombudsman's authority. If the records are private and the client is capable of providing
consent, the ombudsman shall first obtain the client's consent. The ombudsman is
not required to obtain consent for access to private data on clients with developmental
disabilities. The ombudsman is not required to obtain consent for access to private data
on decedents who were receiving services for mental illness, developmental disabilities,
or emotional disturbance. All data collected, created, received, or maintained by the
ombudsman are governed by chapter 13 and other applicable law.

(f) Notwithstanding any law to the contrary, the ombudsman may subpoena a person
to appear, give testimony, or produce documents or other evidence that the ombudsman
considers relevant to a matter under inquiry. The ombudsman may petition the appropriate
court in Ramsey County to enforce the subpoena. A witness who is at a hearing or is part
of an investigation possesses the same privileges that a witness possesses in the courts or
under the law of this state. Data obtained from a person under this paragraph are private
data as defined in section 13.02, subdivision 12.

(g) The ombudsman may, at reasonable times in the course of conducting a review,
enter and view premises within the control of an agency, facility, or program.

(h) The ombudsman may attend Department of Human Services Review Board
and Special Review Board proceedings; proceedings regarding the transfer of patients
or residents, as defined in section 246.50, subdivisions 4 and 4a, between institutions
operated by the Department of Human Services; and, subject to the consent of the affected
client, other proceedings affecting the rights of clients. The ombudsman is not required to
obtain consent to attend meetings or proceedings and have access to private data on clients
with developmental disabilities.

(i) The ombudsman shall gather data of agencies, facilities, or programs classified
as private or confidential as defined in section 13.02, subdivisions 3 and 12, regarding
services provided to clients with developmental disabilities.

(j) To avoid duplication and preserve evidence, the ombudsman shall inform
relevant licensing or regulatory officials before undertaking a review of an action of
the facility or program.

(k)new text begin The ombudsman shall monitor the treatment of individuals participating in
a University of Minnesota Department of Psychiatry clinical drug trial and ensure that
all protections for human subjects required by federal law and the Institutional Review
Board are provided.
new text end

new text begin (l)new text end Sections 245.91 to 245.97 are in addition to other provisions of law under which
any other remedy or right is provided.

Subd. 2.

Matters appropriate for review.

(a) In selecting matters for review by the
office, the ombudsman shall give particular attention to unusual deaths or injuries of a
client or reports of emergency use of manual restraint as identified in section 245D.061,
served by an agency, facility, or program, or actions of an agency, facility, or program that:

(1) may be contrary to law or rule;

(2) may be unreasonable, unfair, oppressive, or inconsistent with a policy or order of
an agency, facility, or program;

(3) may be mistaken in law or arbitrary in the ascertainment of facts;

(4) may be unclear or inadequately explained, when reasons should have been
revealed;

(5) may result in abuse or neglect of a person receiving treatment;

(6) may disregard the rights of a client or other individual served by an agency
or facility;

(7) may impede or promote independence, community integration, and productivity
for clients; or

(8) may impede or improve the monitoring or evaluation of services provided to
clients.

(b) The ombudsman shall, in selecting matters for review and in the course of the
review, avoid duplicating other investigations or regulatory efforts.

new text begin (c) The ombudsman shall give particular attention to the death or unusual injury of
any individual who is participating in a University of Minnesota Department of Psychiatry
clinical drug trial.
new text end

Subd. 2a.

Mandatory reporting.

Within 24 hours after a client suffers death or
serious injury, the agency, facility, deleted text beginordeleted text end program directornew text begin, or lead investigator of a clinical
drug trial at the University of Minnesota Department of Psychiatry
new text end shall notify the
ombudsman of the death or serious injury. The emergency use of manual restraint must
be reported to the ombudsman as required under section 245D.061, subdivision 8. The
ombudsman is authorized to receive identifying information about a deceased client
according to Code of Federal Regulations, title 42, section 2.15, paragraph (b).

Subd. 3.

Complaints.

new text begin(a) new text endThe ombudsman may receive a complaint from any
source concerning an action of an agency, facility, or program. After completing a review,
the ombudsman shall inform the complainant and the agency, facility, or program.
No client may be punished nor may the general condition of the client's treatment be
unfavorably altered as a result of an investigation, a complaint by the client, or by another
person on the client's behalf. An agency, facility, or program shall not retaliate or take
adverse action against a client or other person, who in good faith makes a complaint or
assists in an investigation. The ombudsman may classify as confidential, the identity of a
complainant, upon request of the complainant.

new text begin (b) The ombudsman shall receive a complaint from any source concerning an
action or inaction of the University of Minnesota Department of Psychiatry related
to an individual who is enrolled in a department-approved clinical drug trial. No
individual participating in the trial may be punished, nor may the general condition of
the individual's treatment be unfavorably altered, as a result of an investigation or a
complaint by the individual or the individual's advocate. The university shall not retaliate
or take adverse action against any person who in good faith makes a complaint or assists
in an investigation. The ombudsman may classify the identity of the complainant as
confidential, upon request of the complainant.
new text end

Subd. 4.

Recommendations to agency.

(a) If, after reviewing a complaint or
conducting an investigation and considering the response of an agency, facility, or
program and any other pertinent material, the ombudsman determines that the complaint
has merit or the investigation reveals a problem, the ombudsman may recommend that
the agency, facility, or program:

(1) consider the matter further;

(2) modify or cancel its actions;

(3) alter a rule, order, or internal policy;

(4) explain more fully the action in question; or

(5) take other action.

(b) At the ombudsman's request, the agency, facility, or program shall, within a
reasonable time, inform the ombudsman about the action taken on the recommendation
or the reasons for not complying with it.

new text begin Subd. 5. new text end

new text begin Recommendations to University of Minnesota. new text end

new text begin If, after reviewing a
complaint or conducting an investigation and considering the response of the clinical drug
trial's primary investigator or the Department of Psychiatry, the ombudsman determines
that the complaint has merit or the investigation reveals noncompliance with the federal
protection of human subjects requirements or the requirements of the Institutional Review
Board, the ombudsman shall recommend that the Board of Regents of the University of
Minnesota take corrective action to remedy the violations.
new text end

Sec. 3.

Minnesota Statutes 2014, section 245.945, is amended to read:


245.945 REIMBURSEMENT TO OMBUDSMAN FOR MENTAL HEALTH
AND DEVELOPMENTAL DISABILITIES.

new text begin (a) new text endThe commissioner shall obtain federal financial participation for eligible activity
by the ombudsman for mental health and developmental disabilities. The ombudsman
shall maintain and transmit to the Department of Human Services documentation that is
necessary in order to obtain federal funds.

new text begin (b) The Board of Regents of the University of Minnesota shall reimburse the Office
of the Ombudsman for Mental Health and Developmental Disabilities for the oversight
costs incurred in monitoring participants in Department of Psychiatry clinical drug trials.
The ombudsman shall maintain and transmit documentation of costs incurred to the Board
of Regents of the University of Minnesota.
new text end

Sec. 4.

Minnesota Statutes 2014, section 245.95, subdivision 1, is amended to read:


Subdivision 1.

Specific reports.

The ombudsman may send conclusions and
suggestions concerning any matter reviewed to the governor. Before making public a
conclusion or recommendation that expressly or implicitly criticizes an agency, facility,
program, or any person, the ombudsman shall consult with the governor and the agency,
facility, program, or person concerning the conclusion or recommendation. When sending
a conclusion or recommendation to the governor that is adverse to an agency, facility,
program, or any person, the ombudsman shall include any statement of reasonable length
made by that agency, facility, program, or person in defense or mitigation of the office's
conclusion or recommendation.new text begin For purposes of this subdivision, "agency, facility,
program, or any person" includes the University of Minnesota Department of Psychiatry
and its employees working in clinical drug trials.
new text end

Sec. 5.

Minnesota Statutes 2014, section 245.97, subdivision 5, is amended to read:


Subd. 5.

Medical Review Subcommittee.

At least five members of the committee,
including at least three physicians, one of whom is a psychiatrist, must be designated by
the governor to serve as a Medical Review Subcommittee. Terms of service, vacancies,
and compensation are governed by subdivision 2. The governor shall designate one of
the members to serve as chair of the subcommittee. The Medical Review Subcommittee
may have access to private and confidential data collected or created by the ombudsman
that are necessary to fulfill the duties of the Medical Review Subcommittee under this
section and may:

(1) make a preliminary determination of whether the death of a client that has been
brought to its attention is unusual or reasonably appears to have resulted from causes other
than natural causes and warrants investigation;

(2) review the causes of and circumstances surrounding the death;

(3) request the county coroner or medical examiner to conduct an autopsy;

(4) assist an agency in its investigations of unusual deaths and deaths from causes
other than natural causes; deleted text beginand
deleted text end

(5)new text begin make a preliminary determination of whether the death of a participant in a
clinical drug trial conducted by the University of Minnesota Department of Psychiatry
appears to have resulted from causes other than natural causes and warrants investigation
and reporting as required by federal laws on the protection of human subjects; and
new text end

new text begin (6)new text end submit a report regarding the death of a client to the committee, the ombudsman,
the client's next-of-kin, and the facility where the death occurred and, where appropriate,
make recommendations to prevent recurrence of similar deaths to the head of each affected
agency or facilitynew text begin, or the Board of Regents of the University of Minnesotanew text end.

ARTICLE 6

COLLEGIATE RECOVERY PROGRAM

Section 1.

new text begin [137.175] ROCHESTER CAMPUS; COLLEGIATE RECOVERY
PROGRAM.
new text end

new text begin (a) The Board of Regents is requested to establish a collegiate recovery program
on its Rochester campus. The purpose of the program must be to provide structured
support for students in recovery from alcohol or chemical addiction or other addictive
behaviors. Program activities may include, but are not limited to, specialized professional
support through academic, career, and financial advising; establishment of on-campus or
residential peer support communities; and opportunities for personal growth through
leadership development and other community engagement activities.
new text end

new text begin (b) No later than January 1, 2020, the Board of Regents must submit a report to the
chairs and ranking minority members of the legislative committees with jurisdiction over
higher education finance and policy on campus recovery program outcomes, if the program
is established. Based on available data, the report must describe, in summary form, the
number of students participating in the program and the success rate of participants,
including retention and graduation rates and long-term recovery and relapse rates.
new text end

Sec. 2.

Laws 2015, chapter 69, article 1, section 5, subdivision 2, is amended to read:


Subd. 2.

Operations and Maintenance

559,111,000
559,111,000

This appropriation includes funding for
operation and maintenance of the system. Of
the amount appropriated in this subdivision:

$11,100,000 in fiscal year 2016 and
$11,100,000 in fiscal year 2017 are to
minimize any increase in a student's cost
of attendance; for research to solve the
challenges facing our state, nation, and
world; to educate a diverse population of
Minnesotans from every community who
show the greatest promise; and for public
service that builds lasting partnerships with
communities across the state to address our
most complex and pressing issues. The
Board of Regents is requested to:

(1) maintain a low cost of mission and
advance operational excellence;

(2) increase the diversity of the university's
students, faculty, and staff; and

(3) strengthen the university's relationships
with the agriculture industry and the
communities of greater Minnesota.

$15,000,000 in fiscal year 2016 and
$15,000,000 in fiscal year 2017 are to:

(1) increase the medical school's research
capacity;

(2) improve the medical school's ranking in
National Institutes of Health funding;

(3) ensure the medical school's national
prominence by attracting and retaining
world-class faculty, staff, and students;

(4) invest in physician training programs in
rural and underserved communities; and

(5) translate the medical school's research
discoveries into new treatments and cures to
improve the health of Minnesotans.

The Board of Regents is requested to
consider hiring additional faculty to conduct
research related to regenerative medicine.

new text begin $257,200 in fiscal year 2017 is for design
and implementation of a collegiate recovery
program on the University of Minnesota,
Rochester campus consistent with Minnesota
Statutes, section 137.175. This is a onetime
appropriation and is available until June
30, 2019. Beginning in fiscal year 2020,
$179,000 is added to the base to support
operation and growth of the program.
new text end

Five percent of the fiscal year 2017
appropriation specified in this subdivision
is available according to the schedule in
clauses (1) to (5) in fiscal year 2017 when
the Board of Regents of the University of
Minnesota demonstrates to the commissioner
of management and budget that the board
has met the following specified number of
performance goals:

(1) 100 percent if the board meets three, four,
or five goals;

(2) 67 percent if two of the goals are met;

(3) 33 percent if one of the goals are met; and

(4) zero percent if none of the goals are met.

The performance goals are:

(1) increase by at least one percent
the four-year, five-year, or six-year
undergraduate graduation rates, averaged
over three years, for students of color
systemwide at the University of Minnesota
reported in fall 2016 over fall 2014. The
average rate for fall 2014 is calculated with
the graduation rates reported in fall 2012,
2013, and 2014;

(2) increase by at least two percent the
total number of undergraduate STEM
degrees, averaged over three years, conferred
systemwide by the University of Minnesota
reported in fiscal year 2016 over fiscal year
2014. The averaged number for fiscal year
2014 is calculated with the fiscal year 2012,
2013, and 2014 numbers;

(3) increase by at least one percent the
four-year undergraduate graduation rate at
the University of Minnesota reported in fall
2016 over fall 2014. The average rate for
fall 2014 is calculated with the graduation
rates reported in fall 2012, 2013, and 2014.
The averaged number for fiscal year 2014 is
calculated with the fiscal year 2012, 2013,
and 2014 numbers;

(4) for fiscal year 2016, reallocate
$15,000,000 of administrative costs. The
Board of Regents is requested to redirect
those funds to invest in direct mission
activities, stem growth in cost of attendance,
and to programs that benefit students; and

(5) increase licensing disclosures by three
percent for fiscal year 2016 over fiscal year
2015.

By August 1, 2015, the Board of Regents and
the Office of Higher Education must agree on
specific numerical indicators and definitions
for each of the five goals that will be used to
demonstrate the University of Minnesota's
attainment of each goal. On or before April
1, 2016, the Board of Regents must report
to the legislative committees with primary
jurisdiction over higher education finance
and policy the progress of the University of
Minnesota toward attaining the goals. The
appropriation base for the next biennium shall
include appropriations not made available
under this subdivision for failure to meet
performance goals. All of the appropriation
that is not available due to failure to meet
performance goals is appropriated to the
commissioner of the Office of Higher
Education for fiscal year 2017 for the purpose
of the state grant program under Minnesota
Statutes, section 136A.121.

Performance metrics are intended to facilitate
progress towards the attainment goal under
Minnesota Statutes, section 135A.012.

new text begin Beginning in fiscal year 2018, the operations
and maintenance base appropriation is
$559,111,000.
new text end

ARTICLE 7

GENERAL EDUCATION

Section 1.

Minnesota Statutes 2014, section 123A.24, subdivision 2, is amended to read:


Subd. 2.

Cooperative unit defined.

For the purposes of this section, a cooperative
unit is:

(1) an education district organized under sections 123A.15 to 123A.19;

(2) a cooperative vocational center organized under section 123A.22;

(3) an intermediate district organized under chapter 136D;

(4) a service cooperative organized under section 123A.21; deleted text beginor
deleted text end

(5) a regional management information center organized under section 123A.23 or
as a joint powers district according to section 471.59deleted text begin.deleted text endnew text begin; or
new text end

new text begin (6) a special education cooperative organized under section 471.59.
new text end

Sec. 2.

Minnesota Statutes 2014, section 124D.111, is amended by adding a
subdivision to read:


new text begin Subd. 2a. new text end

new text begin Federal child and adult care food program; financial viability. new text end

new text begin (a) A
nonprofit organization with fewer than three years of experience and performance data
that is applying for approval as a multisite sponsoring organization under the federal child
and adult care food program may demonstrate its financial viability by submitting to the
commissioner a written statement from a certified public accountant indicating, based on
generally accepted accounting principles, that the nonprofit organization has the financial
resources needed to sponsor the program on a daily basis and to withstand temporary
interruptions in program payments. The statement from a certified public accountant
satisfies the requirement for a nonprofit organization to demonstrate its financial viability
under the federal child and adult care food program in Minnesota. Consistent with
this paragraph, the commissioner must post on the department's Web site criteria for
interested nonprofit organizations, those with fewer than three years of experience and
performance data, and those with three or more years of experience and performance data,
to demonstrate financial viability for the Minnesota program.
new text end

new text begin (b) The commissioner must use an expedited process to reconsider any application
by a nonprofit organization under paragraph (a) applying for approval as a multisite
sponsoring organization under the federal child and adult care food program submitted to
the commissioner after July 1, 2015, if the commissioner denied the application, in whole
or in part, based upon the applicant's inability to demonstrate financial viability.
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. 3.

Minnesota Statutes 2015 Supplement, section 126C.10, subdivision 1, is
amended to read:


Subdivision 1.

General education revenue.

new text begin (a) Notwithstanding any law to the
contrary, a school board in any school year may adopt a resolution declaring an urgent
educational need for that school year and resolve to reallocate the district's general
education revenue under this section to provide more effective education programs and
services designed to improve the educational outcomes of all students enrolled in the
district. A board action under this paragraph must not increase state aid obligations to
the district, result in additional property tax authority for the district, or interfere with
federally mandated laws or state or federal court orders.
new text end

new text begin (b)new text end The general education revenue for each district equals the sum of the district's
basic revenue, extended time revenue, gifted and talented revenue, declining enrollment
revenue, local optional revenue, small schools revenue, basic skills revenue, secondary
sparsity revenue, elementary sparsity revenue, transportation sparsity revenue, total
operating capital revenue, equity revenue, pension adjustment revenue, and transition
revenue.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2016.
new text end

Sec. 4.

Minnesota Statutes 2015 Supplement, section 126C.10, subdivision 13a,
is amended to read:


Subd. 13a.

Operating capital levy.

To obtain operating capital revenue, a district
may levy an amount not more than the product of its operating capital revenue for the
fiscal year times the lesser of one or the ratio of its adjusted net tax capacity per adjusted
pupil unit to the operating capital equalizing factor. The operating capital equalizing factor
equals deleted text begin$14,500 for fiscal years 2015 and 2016,deleted text end $14,740 for fiscal year 2017, deleted text begin$17,473deleted text endnew text begin
$17,495
new text end for fiscal year 2018, and deleted text begin$20,510deleted text endnew text begin $20,532new text end for fiscal year 2019 and later.

Sec. 5.

Minnesota Statutes 2014, section 126C.10, subdivision 24, is amended to read:


Subd. 24.

Equity revenue.

(a) A school district qualifies for equity revenue if:

(1) the school district's adjusted pupil unit amount of basic revenue, transition
revenue, and referendum revenue is less than the value of the school district at or
immediately above the 95th percentile of school districts in its equity region for those
revenue categories; and

(2) the school district's administrative offices are not located in a city of the first
class on July 1, 1999.

(b) Equity revenue for a qualifying district that receives referendum revenue under
section 126C.17, subdivision 4, equals the product of (1) the district's adjusted pupil
units for that year; times (2) the sum of (i) $14, plus (ii) $80, times the school district's
equity index computed under subdivision 27.

(c) Equity revenue for a qualifying district that does not receive referendum revenue
under section 126C.17, subdivision 4, equals the product of the district's adjusted pupil
units for that year times $14.

(d) A school district's equity revenue is increased by the greater of zero or an amount
equal to the district's adjusted pupil units times the difference between ten percent of the
statewide average amount of referendum revenue per adjusted pupil unit for that year and
the district's referendum revenue per adjusted pupil unit. A school district's revenue under
this paragraph must not exceed $100,000 for that year.

(e) A school district's equity revenue deleted text beginfor a school district located in the metro equity
region
deleted text end equals the amount computed in paragraphs (b), (c), and (d) multiplied by 1.25.
new text beginBeginning in fiscal year 2018, a district's equity revenue adjustment under this paragraph
is available only after the school board has adopted a written resolution authorizing the
equity revenue adjustment. The resolution must be adopted at a board meeting after the
public has been given an opportunity to speak on the resolution. A resolution adopted
under this subdivision may authorize the revenue adjustment for up to five years, and the
board may subsequently reauthorize the revenue in increments of up to five years.
new text end

(f) A school district's additional equity revenue equals $50 times its adjusted pupil
units.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2017
and later.
new text end

Sec. 6.

Minnesota Statutes 2015 Supplement, section 126C.15, subdivision 1, is
amended to read:


Subdivision 1.

Use of revenue.

The basic skills revenue under section 126C.10,
subdivision 4
, must be reserved and used to meet the educational needs of pupils who
enroll under-prepared to learn and whose progress toward meeting state or local content
or performance standards is below the level that is appropriate for learners of their age.
Basic skills revenue may also be used for programs designed to prepare children and their
families for entry into school whether the student first enrolls in kindergarten or first grade.
Any of the following may be provided to meet these learners' needs:

(1) direct instructional services under the assurance of mastery program according
to section 124D.66;

(2) remedial instruction in reading, language arts, mathematics, other content areas,
or study skills to improve the achievement level of these learners;

(3) additional teachers and teacher aides to provide more individualized instruction
to these learners through individual tutoring, lower instructor-to-learner ratios, or team
teaching;

(4) a longer school day or week during the regular school year or through a summer
program that may be offered directly by the site or under a performance-based contract
with a community-based organization;

new text begin (5) recruitment and new teacher development activities through quality mentor-led
induction or "grow your own" initiatives;
new text end

new text begin (6) a hiring bonus or other added compensation for a teacher identified as effective
or highly effective under the local teacher professional review cycle who agrees to work
in a hard-to-fill position or hard-to-staff school setting such as a school with a majority
of students whose families meet federal poverty guidelines, a geographically isolated
school, or a school identified by the state as eligible for targeted programs or services
for its students;
new text end

deleted text begin (5)deleted text endnew text begin (7)new text end comprehensive and ongoing staff development consistent with district and
site plans according to section 122A.60 and to implement plans under section 120B.12,
subdivision 4a, for teachers, teacher aides, principals, and other personnel to improve
their ability to identify the needs of these learners and provide appropriate remediation,
intervention, accommodations, or modifications;

deleted text begin (6)deleted text endnew text begin (8)new text end instructional materials, digital learning, and technology appropriate for
meeting the individual needs of these learners;

deleted text begin (7)deleted text endnew text begin (9)new text end programs to reduce truancy, encourage completion of high school, enhance
self-concept, provide health services, provide nutrition services, provide a safe and secure
learning environment, provide coordination for pupils receiving services from other
governmental agencies, provide psychological services to determine the level of social,
emotional, cognitive, and intellectual development, and provide counseling services,
guidance services, and social work services;

deleted text begin (8)deleted text endnew text begin (10)new text end bilingual programs, bicultural programs, and programs for English learners;

deleted text begin (9) all-day kindergarten;
deleted text end

deleted text begin (10)deleted text endnew text begin (11)new text end early education programs, parent-training programs, school readiness
programs, kindergarten programs for four-year-olds, voluntary home visits under section
124D.13, subdivision 4, and other outreach efforts designed to prepare children for
kindergarten;

deleted text begin (11)deleted text endnew text begin (12)new text end extended school day and extended school year programsnew text begin, including
summer academies
new text end; and

deleted text begin (12)deleted text endnew text begin (13)new text end substantial parent involvement in developing and implementing remedial
education or intervention plans for a learner, including learning contracts between the
school, the learner, and the parent that establish achievement goals and responsibilities of
the learner and the learner's parent or guardian.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for fiscal year 2017 and later.
new text end

Sec. 7.

Minnesota Statutes 2015 Supplement, section 126C.15, subdivision 2, is
amended to read:


Subd. 2.

Building allocation.

(a) new text beginUnless a plan has been adopted according to
paragraph (b),
new text enda district or cooperative must allocate its compensatory revenue to each
school building in the district or cooperative where the children who have generated the
revenue are served deleted text beginunless the school district or cooperative has received permission under
Laws 2005, First Special Session chapter 5, article 1, section 50, to allocate compensatory
revenue according to student performance measures developed by the school board
deleted text end.

(b) Notwithstanding paragraph (a), new text beginthe board of new text enda district or cooperative may deleted text beginallocate
up to 50 percent of the amount of
deleted text end new text beginreallocate any or all of its new text endcompensatory revenue deleted text beginthat
the district receives to school sites
deleted text end according to a plan adopted by the school board.
The money reallocated under this paragraph must be spent for the purposes listed in
subdivision 1, but may be spent on students in any grade, including students attending
school readiness or other prekindergarten programs.

(c) For the purposes of this section and section 126C.05, subdivision 3, "building"
means education site as defined in section 123B.04, subdivision 1.

(d) Notwithstanding section 123A.26, subdivision 1, compensatory revenue
generated by students served at a cooperative unit shall be paid to the cooperative unit.

(e) A district or cooperative with school building openings, school building
closings, changes in attendance area boundaries, or other changes in programs or student
demographics between the prior year and the current year may reallocate compensatory
revenue among sites to reflect these changes. A district or cooperative must report to the
department any adjustments it makes according to this paragraph and the department must
use the adjusted compensatory revenue allocations in preparing the report required under
section 123B.76, subdivision 3, paragraph (c).

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for fiscal year 2017 and later.
new text end

Sec. 8.

Minnesota Statutes 2014, section 126C.15, subdivision 3, is amended to read:


Subd. 3.

Recommendation.

A school site decision-making team, as defined in
section 123B.04, subdivision 2, paragraph (a), or the instruction and curriculum advisory
committee under section 120B.11, if the school has no school site decision team, deleted text beginshalldeleted text endnew text begin maynew text end
recommendnew text begin to the school boardnew text end how the compensatory education revenue will be used to
carry out the purpose of this section. A school district that has received permission under
Laws 2005, First Special Session chapter 5, article 1, section 50, to allocate compensatory
revenue according to school performance measures shall share its plan for the distribution
of compensatory revenue with the school site decision team.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2016.
new text end

Sec. 9.

Minnesota Statutes 2014, section 127A.353, subdivision 4, is amended to read:


Subd. 4.

Duties; powers.

(a) The school trust lands director shall:

(1) take an oath of office before assuming any duties as the director;

(2) evaluate the school trust land asset position;

(3) determine the estimated current and potential market value of school trust lands;

(4) advise the governor, Executive Council, commissioner of natural resources,
and the Legislative Permanent School Fund Commission on the management of school
trust lands, including:

(i) Department of Natural Resources school trust land management plans;

(ii) leases of school trust lands;

(iii) royalty agreements on school trust lands;

(iv) land sales and exchanges;

(v) cost certification; and

(vi) revenue generating options;

(5) propose to the Legislative Permanent School Fund Commission legislative
changes that will improve the asset allocation of the school trust lands;

(6) develop a ten-year strategic plan and a 25-year framework for management of
school trust lands, in conjunction with the commissioner of natural resources, that is
updated every five years and implemented by the commissioner, with goals to:

(i) retain core real estate assets;

(ii) increase the value of the real estate assets and the cash flow from those assets;

(iii) rebalance the portfolio in assets with high performance potential and the
strategic disposal of selected assets;

(iv) establish priorities for management actions; and

(v) balance revenue enhancement and resource stewardship;

(7) submit to the Legislative Permanent School Fund Commission for review an
annual budget and management plan for the director; and

(8) keep the beneficiaries, governor, legislature, and the public informed about the
work of the director by reporting to the Legislative Permanent School Fund Commission
in a public meeting at least once during each calendar quarter.

(b) In carrying out the duties under paragraph (a), the school trust lands director
shall have the authority to:

(1) direct and control money appropriated to the director;

(2) establish job descriptions and employ up to five employees in the unclassified
service, within the limitations of money appropriated to the director;

(3) enter into interdepartmental agreements with any other state agency; deleted text beginand
deleted text end

new text begin (4) enter into joint powers agreements under chapter 471;
new text end

new text begin (5) evaluate and initiate real estate development projects on school trust lands with
the advice of the Legislative Permanent School Fund Commission in order to generate
long-term economic return to the permanent school fund; and
new text end

deleted text begin (4)deleted text endnew text begin (6)new text end submit recommendations on strategies for school trust land leases, sales, or
exchanges to the commissioner of natural resources and the Legislative Permanent School
Fund Commission.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2016.
new text end

Sec. 10.

Minnesota Statutes 2014, section 127A.51, is amended to read:


127A.51 STATEWIDE AVERAGE REVENUE.

By deleted text beginOctoberdeleted text endnew text begin Decembernew text end 1 of each year the commissioner must estimate the statewide
average adjusted general revenue per adjusted pupil unit and the disparity in adjusted
general revenue among pupils and districts by computing the ratio of the 95th percentile
to the fifth percentile of adjusted general revenue. The commissioner must provide that
information to all districts.

If the disparity in adjusted general revenue as measured by the ratio of the 95th
percentile to the fifth percentile increases in any year, the commissioner shall recommend
to the legislature options for change in the general education formula that will limit the
disparity in adjusted general revenue to no more than the disparity for the previous
school year. The commissioner must submit the recommended options to the education
committees of the legislature by deleted text beginJanuary 15deleted text endnew text begin February 1new text end.

For purposes of this section and section 126C.10, adjusted general revenue means
the sum of basic revenue under section 126C.10, subdivision 2; referendum revenue under
section 126C.17; new text beginlocal optional revenue under section 126C.10, subdivision 2e; new text endand equity
revenue under section 126C.10, subdivisions 24a and 24b.

Sec. 11.

Laws 2013, chapter 116, article 7, section 19, as amended by Laws 2015, First
Special Session chapter 3, article 7, section 6, is amended to read:


Sec. 19. FUND new text beginOR ACCOUNT new text endTRANSFERdeleted text begin; FISCAL YEAR 2014 THROUGH
FISCAL YEAR 2017 ONLY
deleted text end.

(a) Notwithstanding Minnesota Statutes, section 123B.80, subdivision 3, for fiscal
year 2014 deleted text beginthrough fiscal year 2017 onlydeleted text endnew text begin and laternew text end, the commissioner must approve a
request for a fundnew text begin or accountnew text end transfer if the transfer does not increase state aid obligations
to the district or result in additional property tax authority for the district. This section
does not permit transfers from the community service fund, the food service fund, or the
reserved account for staff development under section 122A.61.

(b) A school board may approve a fundnew text begin or accountnew text end transfer under paragraph (a)
only after adopting a resolution stating the fundnew text begin or accountnew text end transfer will not diminish
instructional opportunities for students.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2016.
new text end

Sec. 12.

Laws 2015, First Special Session chapter 3, article 1, section 27, subdivision
2, is amended to read:


Subd. 2.

General education aid.

For general education aid under Minnesota
Statutes, section 126C.13, subdivision 4:

$
deleted text begin 6,624,310,000
deleted text end new text begin 6,649,435,000
new text end
.....
2016
$
deleted text begin 6,761,574,000
deleted text end new text begin 6,794,192,000
new text end
.....
2017

The 2016 appropriation includes $622,908,000 for 2015 and deleted text begin$6,001,405,000deleted text endnew text begin
$6,026,527,000
new text end for 2016.

The 2017 appropriation includes deleted text begin$638,812,000deleted text endnew text begin $641,412,000new text end for 2016 and
deleted text begin$6,122,762,000deleted text endnew text begin $6,152,780,000new text end for 2017.

Sec. 13. new text beginVOLUNTARY BOUNDARY ALIGNMENT; MOORHEAD AND
DILWORTH-GLYNDON-FELTON.
new text end

new text begin Subdivision 1. new text end

new text begin Boundary realignment allowed. new text end

new text begin The school boards of Independent
School Districts Nos. 152, Moorhead, and 2164, Dilworth-Glyndon-Felton, may realign
their shared district boundaries according to the provisions of this section.
new text end

new text begin Subd. 2. new text end

new text begin Plan to establish new boundaries. new text end

new text begin (a) The school boards of Independent
School Districts Nos. 152, Moorhead, and 2164, Dilworth-Glyndon-Felton, may jointly
develop a plan to realign their shared school district boundaries over a period of years.
new text end

new text begin (b) The plan must specify and identify each group of parcels that will be transferred
and the method used to determine the year during which each set of parcels is transferred.
The method of transfer may include an analysis of the relative tax base of the parcels to
be transferred and may make the transfers of parcels effective upon the relationship in
relative tax bases.
new text end

new text begin (c) The written plan must be adopted by each school board after the board has
allowed public testimony on the plan.
new text end

new text begin (d) The plan must be filed with both the county auditor and the commissioner of
education.
new text end

new text begin (e) After adopting the plan, each school board must publish notice of the plan
realigning district boundaries. The notice must include a general description of the area
that will be affected by the proposed boundary alignment and the method by which the
boundaries will be realigned. The notice must also be mailed to each property owner of
record in the area proposed for realignment.
new text end

new text begin Subd. 3. new text end

new text begin Bonded debt. new text end

new text begin As of the effective date of each exchange of parcels between
the two school districts, for the next and subsequent tax years, the taxable property in the
newly aligned parcel is taxable for a portion of the bonded debt of the school district to
which the property is attached and is not taxable for the bonded debt from the school
district from which the property is detached.
new text end

new text begin Subd. 4. new text end

new text begin County auditor notified. new text end

new text begin After adoption of the plan, each school board
must provide a copy of the plan to the county auditor. The county auditor may request
any other necessary information from the school districts to affect the transfer of parcels
between the school districts. Each year, the school districts must notify the county auditor
of what block of parcels, if any, will be transferred between the two school districts. The
county auditor must notify each affected property owner of the boundary change.
new text end

new text begin Subd. 5. new text end

new text begin Report to Department of Education. new text end

new text begin Upon adoption of the plan, the
school boards must submit a copy of the plan to the Department of Education. The districts
must also provide any additional information necessary for computing school aids and
levies to the Department of Education in the form and manner requested by the department.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day after the school boards of
Independent School Districts Nos. 152, Moorhead, and 2164, Dilworth-Glyndon-Felton,
and their respective chief clerical officers timely comply with Minnesota Statutes, section
645.021, subdivisions 2 and 3.
new text end

Sec. 14. new text beginGLENVILLE-EMMONS SCHOOL DISTRICT; OPERATING
REFERENDUM ADJUSTMENT.
new text end

new text begin Subdivision 1. new text end

new text begin Year first effective. new text end

new text begin Notwithstanding any law to the contrary, the
operating referendum approved by the voters of Independent School District No. 2886,
Glenville-Emmons, in April 2015, is first effective for fiscal year 2017 and may run for
the number of years stated on the ballot. The total referendum authority for fiscal year
2017, including any board-approved authority, may not exceed the amount approved
by the voters.
new text end

new text begin Subd. 2. new text end

new text begin Documentation and process. new text end

new text begin The board of Independent School District
No. 2886, Glenville-Emmons, must submit to the commissioner of education the following:
new text end

new text begin (1) a unanimously adopted written resolution of the board at a public meeting
authorizing the operating referendum to begin in fiscal year 2017;
new text end

new text begin (2) documentation showing that the district's approved plan to eliminate its statutory
operating debt is being followed; and
new text end

new text begin (3) any other information requested by the commissioner.
new text end

new text begin Subd. 3. new text end

new text begin Levy adjustment. new text end

new text begin Independent School District No. 2886,
Glenville-Emmons, may certify the levy to accompany the fiscal year 2017 operating
referendum over a three-year period beginning with taxes payable in 2017.
new text end

Sec. 15. new text beginEQUITY AID; FISCAL YEAR 2017.
new text end

new text begin For fiscal year 2017 only, the entire amount of the equity revenue adjustment under
section 5 is paid through state aid.
new text end

Sec. 16. new text beginREPORT ON POSTSECONDARY ENROLLMENT OPTIONS
PROGRAM.
new text end

new text begin The commissioner of education must include in its 2017 report to the legislature
on dual credit programs the number of students participating in early middle college
programs and the number of English language learners participating in each type of dual
enrollment program. The commissioner must also include recommendations about how to
expand participation in early middle college programs for English language learners.
new text end

Sec. 17. new text beginREVISOR'S INSTRUCTION.
new text end

new text begin The revisor of statutes shall codify section 11 in Minnesota Statutes, section
123B.79, consistent with other limitations on school district fund and account transfers
and appropriately revise any statutory cross-reference consistent with that recoding.
new text end

ARTICLE 8

EDUCATION EXCELLENCE

Section 1.

new text begin [119A.035] SCHOOL CRISIS RESPONSE TEAMS.
new text end

new text begin Subdivision 1. new text end

new text begin Commissioner's duties. new text end

new text begin To ensure timely responses to school crises,
the commissioner must work in cooperation with the Minnesota School Safety Center to
collect, maintain, and make available to schools contact information for crisis response
teams throughout the state.
new text end

new text begin Subd. 2. new text end

new text begin Crisis response teams. new text end

new text begin In regions of Minnesota where an existing crisis
response team has not been formed by a school district, county, or city, the commissioner,
in cooperation with the Minnesota School Safety Center, must convene a working group
in each region to develop a plan to form a crisis response team for that region. Team
members from the public and private sectors may represent various disciplines, including
school administrators, guidance counselors, psychologists, social workers, teachers,
nurses, security experts, media relations professionals, and other related areas.
new text end

Sec. 2.

Minnesota Statutes 2014, section 120A.22, subdivision 12, is amended to read:


Subd. 12.

Legitimate exemptions.

(a) A parent, guardian, or other person having
control of a child may apply to a school district to have the child excused from deleted text beginattendancedeleted text endnew text begin
attending
new text end for the whole or any part of the time school is in session new text beginor participating in a
physical education class
new text endduring any school year. Application may be made to any member
of the board, a truant officer, a principal, or the superintendent. The school district may
state in its school attendance policy that it may ask the student's parent or legal guardian to
verify in writing the reason for the child's absence from schoolnew text begin or not participating in a
physical education class
new text end. A note from a physician or a licensed mental health professional
stating that the child cannot attend school new text beginor participate in a physical education class
new text endis a valid excuse. The board of the district in which the child resides may approve the
application upon the following being demonstrated to the satisfaction of that board:

(1) that the child's physical or mental health is such as to prevent deleted text beginattendance atdeleted text endnew text begin
attending
new text end school new text beginor participating in a physical education class new text endor deleted text beginapplicationdeleted text endnew text begin applyingnew text end to
study for the period required, which includes:

(i) child illness, medical, dental, orthodontic, or counseling appointments;

(ii) family emergencies;

(iii) the death or serious illness or funeral of an immediate family member;

(iv) active duty in any military branch of the United States;

(v) the child has a condition that requires ongoing treatment for a mental health
diagnosis; or

(vi) other exemptions included in the district's school attendance policy;

(2) that the child has already completed state and district standards required for
graduation from high school; or

(3) that it is the wish of the parent, guardian, or other person having control of the
child, that the child attend for a period or periods not exceeding in the aggregate three
hours in any week, a school for religious instruction conducted and maintained by some
church, or association of churches, or any Sunday school association incorporated under
the laws of this state, or any auxiliary thereof. This school for religious instruction must
be conducted and maintained in a place other than a public school building, and it must
not, in whole or in part, be conducted and maintained at public expense. However, a child
may be absent from school on such days as the child attends upon instruction according to
the ordinances of some church.

(b) Notwithstanding subdivision 6, paragraph (a), a parent may withdraw a child
from an all-day, every day kindergarten program and put their child in a half-day program,
if offered, or an alternate-day program without being truant. A school board must excuse a
kindergarten child from a part of a school day at the request of the child's parent.

new text begin EFFECTIVE DATE. new text end

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

Sec. 3.

Minnesota Statutes 2014, section 120A.42, is amended to read:


120A.42 CONDUCT OF SCHOOL ON CERTAIN HOLIDAYS.

new text begin (a) new text endThe governing body of any district may contract with any of the teachers of the
district for the conduct of schools, and may conduct schools, on either, or any, of the
following holidays, provided that a clause to this effect is inserted in the teacher's contract:
Martin Luther King's birthday, Lincoln's and Washington's birthdays, Columbus Day
and Veterans' Day. On Martin Luther King's birthday, Washington's birthday, Lincoln's
birthday, and Veterans' Day at least one hour of the school program must be devoted to a
patriotic observance of the day.

new text begin (b) A district may conduct a school program to honor Constitution Day and
Citizenship Day by providing opportunities for students to learn about the principles of
American democracy, the American system of government, American citizens' rights and
responsibilities, American history, and American geography, symbols, and holidays.
Among other activities under this paragraph, districts may administer to students the test
questions United States Citizenship and Immigration Services officers pose to applicants
for naturalization and may formally recognize students who are able to answer 80 or
more of the 100 questions correctly.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2016-2017 school year and
later.
new text end

Sec. 4.

Minnesota Statutes 2014, section 120B.02, is amended by adding a subdivision
to read:


new text begin Subd. 3. new text end

new text begin Required knowledge and understanding of civics. new text end

new text begin (a) For purposes of
this subdivision, "civics test questions" means 50 of the 100 questions that, as of January 1,
2015, United States citizenship and immigration services officers use to select the questions
they pose to applicants for naturalization so the applicants can demonstrate their knowledge
and understanding of the fundamentals of United States history and government, as
required by United States Code, title 8, section 1423. The Learning Law and Democracy
Foundation, in consultation with Minnesota civics teachers, must select by July 1 each year
50 of the 100 questions under this paragraph to serve as the state's civics test questions for
the proximate school year and immediately transmit the 50 selected civics test questions to
the department and to the Legislative Coordinating Commission, which must post the 50
questions it receives on the Minnesota's Legacy Web site by August 1 of that year.
new text end

new text begin (b) A student enrolled in a public school must correctly answer at least 30 of the 50
civics test questions. A school or district must record on a student's transcript whether
and when the student answered at least 30 of 50 civics test questions correctly. A school
or district may exempt a student with disabilities from this requirement if the student's
individualized education program team determines the requirement is inappropriate and
establishes an alternative requirement. A school or district may administer the civics test
questions in a language other than English to students who qualify for English learner
services.
new text end

new text begin (c) Schools and districts may administer civics test questions as part of the social
studies curriculum. A district must not prevent a student from graduating or deny a student
a high school diploma for failing to correctly answer at least 30 of 50 civics test questions.
new text end

new text begin (d) The commissioner and public schools and school districts must not charge
students any fees related to this subdivision.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for students enrolling in grade 9 in
the 2017-2018 school year or later.
new text end

Sec. 5.

Minnesota Statutes 2014, section 120B.021, subdivision 1, is amended to read:


Subdivision 1.

Required academic standards.

(a) The following subject areas
are required for statewide accountability:

(1) language arts;

(2) mathematics;

(3) science;

(4) social studies, including history, geography, economics, and government and
citizenship new text beginthat includes civics consistent with section 120B.02, subdivision 3new text end;

(5) physical education;

(6) health, for which locally developed academic standards apply; and

(7) the arts, for which statewide or locally developed academic standards apply, as
determined by the school district. Public elementary and middle schools must offer at least
three and require at least two of the following four arts areas: dance; music; theater; and
visual arts. Public high schools must offer at least three and require at least one of the
following five arts areas: media arts; dance; music; theater; and visual arts.

(b) For purposes of applicable federal law, the academic standards for language arts,
mathematics, and science apply to all public school students, except the very few students
with extreme cognitive or physical impairments for whom an individualized education
program team has determined that the required academic standards are inappropriate. An
individualized education program team that makes this determination must establish
alternative standards.

new text begin (c) Consistent with section 120B.021, subdivision 4, paragraph (g), the department
must adopt the most recent Society of Health and Physical Education (SHAPE) America
or other nationally recognized kindergarten through grade 12 physical education standards
and benchmarks as the required Minnesota physical education academic standards. The
department may modify and adapt the national standards and benchmarks to accommodate
state interest so long as it maintains the purpose and integrity of the national standards. The
department must post on its Web site existing assessments available in the public domain
for school districts to use in assessing students' mastery of the physical education standards.
new text end

deleted text begin (c)deleted text end new text begin(d) new text endDistrict efforts to develop, implement, or improve instruction or curriculum
as a result of the provisions of this section must be consistent with sections 120B.10,
120B.11, and 120B.20.

new text begin EFFECTIVE DATE. new text end

new text begin Paragraph (c) is effective for the 2021-2022 school year
and later.
new text end

Sec. 6.

Minnesota Statutes 2014, section 120B.021, subdivision 3, is amended to read:


Subd. 3.

Rulemaking.

The commissioner, consistent with the requirements of
this section and section 120B.022, must adopt statewide rules under section 14.389 for
implementing statewide rigorous core academic standards in language arts, mathematics,
science, social studies, new text beginphysical education,new text end and the arts. After the rules authorized under
this subdivision are initially adopted, the commissioner may not amend or repeal these
rules nor adopt new rules on the same topic without specific legislative authorization. The
academic standards for language arts, mathematics, and the arts must be implemented for
all students beginning in the 2003-2004 school year. The academic standards for science
and social studies must be implemented for all students beginning in the 2005-2006 school
year.

Sec. 7.

Minnesota Statutes 2015 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 and, consistent
with the review, 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 2020-2021 school year and every ten years
thereafter.

(c) The commissioner must implement a review of the academic standards and related
benchmarks in arts beginning in the 2016-2017 school year and every ten years thereafter.

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

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

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

new text begin (g) The commissioner must adopt the most recent kindergarten through grade 12
physical education standards developed by the Society of Health and Physical Education
(SHAPE) America or other nationally recognized physical education association and
implement a review of the physical education standards and related benchmarks, consistent
with section 120B.021, subdivision 1, paragraph (c), beginning in the 2020-2021 school
year and every ten years thereafter.
new text end

deleted text begin (g)deleted text end new text begin(h) new text endSchool 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. 8.

Minnesota Statutes 2014, 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:

deleted text begin (1) student performance on the National Assessment of Education Progress where
applicable;
deleted text end

deleted text begin (2)deleted text end new text begin(1) new text endthe size of the academic achievement gap, rigorous course taking under
section 120B.35, subdivision 3, paragraph (c), clause (2), and enrichment experiences by
student subgroup;

deleted text begin (3)deleted text endnew text begin (2)new text end student performance on the Minnesota Comprehensive Assessments;

deleted text begin (4)deleted text endnew text begin (3)new text end high school graduation rates; and

deleted text begin (5)deleted text endnew text begin (4)new text end career and college readiness under section 120B.30, subdivision 1.

Sec. 9.

Minnesota Statutes 2014, section 120B.11, subdivision 2, is amended to read:


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 deleted text beginfor assessing and evaluatingdeleted text endnew text begin to assess and evaluatenew text end each student's
progress toward meeting state and local academic standardsnew text begin, assess and identify students
to participate in gifted and talented programs and accelerate their instruction, and adopt
early-admission procedures consistent with section 120B.15,
new text end 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 achievement,
including the English and, where practicable, the native language development and the
academic achievement of English learners;

new text begin (5) a process to examine the equitable distribution of teachers and strategies to
ensure low-income and minority children are not taught at higher rates than other children
by inexperienced, ineffective, or out-of-field teachers;
new text end

deleted text begin (5)deleted text endnew text begin (6)new text end 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

deleted text begin (6)deleted text endnew text begin (7)new text end an annual budget for continuing to implement the district plan.

Sec. 10.

Minnesota Statutes 2014, section 120B.11, subdivision 5, is amended to read:


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 instruction
and cultural competency, new text beginand efforts to equitably distribute effective, experienced, and
in-field teachers,
new text endand 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.

Sec. 11.

Minnesota Statutes 2014, section 120B.15, is amended to read:


120B.15 GIFTED AND TALENTED STUDENTS PROGRAMS.

(a) School districts may identify students, locally develop programs addressing
instructional and affective needs, provide staff development, and evaluate programs to
provide gifted and talented students with challenging and appropriate educational programs.

(b) School districts must adopt guidelines for assessing and identifying students for
participation in gifted and talented programsnew text begin consistent with section 120B.11, subdivision
2, clause (2)
new text end. The guidelines should include the use of:

(1) multiple and objective criteria; and

(2) assessments and procedures that are valid and reliable, fair, and based on current
theory and research. Assessments and procedures should be sensitive to underrepresented
groups, including, but not limited to, low-income, minority, twice-exceptional, and
English learners.

(c) School districts must adopt procedures for the academic acceleration of gifted
and talented studentsnew text begin consistent with section 120B.11, subdivision 2, clause (2)new text end. These
procedures must include how the district will:

(1) assess a student's readiness and motivation for acceleration; and

(2) match the level, complexity, and pace of the curriculum to a student to achieve
the best type of academic acceleration for that student.

(d) School districts must adopt procedures consistent with section 124D.02,
subdivision 1, for early admission to kindergarten or first grade of gifted and talented
learnersnew text begin consistent with section 120B.11, subdivision 2, clause (2)new text end. The procedures must
be sensitive to underrepresented groups.

Sec. 12.

Minnesota Statutes 2015 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 8. 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, (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, (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) an opportunity to participate on a nationally normed college entrance exam,
in grade 11 or grade 12;

(2) achievement and career and college readiness in mathematics, reading, and
writing, consistent with paragraph deleted text begin(j)deleted text endnew text begin (k)new text end 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.

(d) 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 paragraph (c), 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.

(e) Though not a high school graduation requirement, students are encouraged to
participate in a nationally recognized college entrance exam. deleted text beginWith funding provided by
the
deleted text endnew text begin To the extentnew text end statenew text begin funding for college entrance exam fees is availablenew text end, a district must
pay the cost, one time, for an interested student in grade 11 or 12 to take a nationally
recognized college entrance exam before graduating. deleted text beginA student must be able to take the
deleted text enddeleted text beginexam under this paragraph at the student's high school during the school day and at any
one of the multiple exam administrations available to students in the district.
deleted text end

(f) The commissioner and the chancellor of the Minnesota State Colleges and
Universities must collaborate in aligning instruction and assessments for adult basic
education students and English learners to provide the students with diagnostic information
about any targeted interventions, accommodations, modifications, and supports they
need so that assessments and other performance measures are accessible to them and
they may seek postsecondary education or employment without need for postsecondary
remediation. 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.

(g) Districts and schools, on an annual basis, must use career exploration elements
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.

(h) A student who demonstrates attainment of required state academic standards,
which include career and college readiness benchmarks, on high school assessments
under subdivision 1a 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.

(i) 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.

(j) 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.

(k) 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.

(l) 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.

(m) The 3rd through 8th grade computer-adaptive assessment results 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 8 new text beginand the high school testsnew text end that reveal a trajectory toward career and
college readiness. new text beginThe chancellor of the Minnesota State Colleges and Universities must
review and confirm the benchmarks established by the commissioner show that students
are able to successfully complete credit-bearing coursework at a Minnesota state college or
university, consistent with paragraph (p).
new text end The commissioner must disseminate to the public
the computer-adaptive assessments and high school test results upon receiving those results.

(n) The grades 3 through 8 computer-adaptive assessments 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.

(o) 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 8 and testing at the 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.

(p) 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.

(q) 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 begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2016-2017 school year and
later.
new text end

Sec. 13.

Minnesota Statutes 2015 Supplement, section 120B.30, subdivision 1a,
is amended to read:


Subd. 1a.

Statewide and local assessments; results.

(a) For purposes of this
section, the following definitions have the meanings given them.

(1) "Computer-adaptive assessments" means fully adaptive assessments.

(2) "Fully adaptive assessments" include test items that are on-grade level and items
that may be above or below a student's grade level.

(3) "On-grade level" test items contain subject area content that is aligned to state
academic standards for the grade level of the student taking the assessment.

(4) "Above-grade level" test items contain subject area content that is above the
grade level of the student taking the assessment and is considered aligned with state
academic standards to the extent it is aligned with content represented in state academic
standards above the grade level of the student taking the assessment. Notwithstanding
the student's grade level, administering above-grade level test items to a student does not
violate the requirement that state assessments must be aligned with state standards.

(5) "Below-grade level" test items contain subject area content that is below the
grade level of the student taking the test and is considered aligned with state academic
standards to the extent it is aligned with content represented in state academic standards
below the student's current grade level. Notwithstanding the student's grade level,
administering below-grade level test items to a student does not violate the requirement
that state assessments must be aligned with state standards.

(b) The commissioner must use fully adaptive mathematics and reading assessments
for grades 3 through 8.

(c) For purposes of conforming with existing federal educational accountability
requirements, the commissioner must develop and implement computer-adaptive reading
and mathematics assessments for grades 3 through 8, state-developed high school reading
and mathematics tests aligned with state academic standards, a high school writing
test aligned with state standards when it becomes available, and science assessments
under clause (2) that districts and sites must use to monitor student growth toward
achieving those standards. The commissioner must not develop statewide assessments for
academic standards in social studies,new text begin except a civics test consistent with section 120B.02,
subdivision 3,
new text end health and physical education, and the arts. The commissioner must require:

(1) annual computer-adaptive reading and mathematics assessments in grades 3
through 8, and high school reading, writing, and mathematics tests; and

(2) annual science assessments in one grade in the grades 3 through 5 span, the
grades 6 through 8 span, and a life sciences assessment in the grades 9 through 12 span,
and the commissioner must not require students to achieve a passing score on high school
science assessments as a condition of receiving a high school diploma.

(d) The commissioner must ensure that for annual computer-adaptive assessments:

(1) individual student performance data and achievement reports are available
within three school days of when students take an assessment except in a year when an
assessment reflects new performance standards;

(2) growth information is available for each student from the student's first
assessment to each proximate assessment using a constant measurement scale;

(3) parents, teachers, and school administrators are able to use elementary and
middle school student performance data to project students' secondary and postsecondary
achievement; and

(4) useful diagnostic information about areas of students' academic strengths and
weaknesses is available to teachers and school administrators for improving student
instruction and indicating the specific skills and concepts that should be introduced and
developed for students at given performance levels, organized by strands within subject
areas, and aligned to state academic standards.

(e) The commissioner must ensure that all state tests administered to elementary and
secondary students measure students' academic knowledge and skills and not students'
values, attitudes, and beliefs.

(f) Reporting of state assessment results must:

(1) provide timely, useful, and understandable information on the performance of
individual students, schools, school districts, and the state;

(2) include a growth indicator of student achievement; and

(3) determine whether students have met the state's academic standards.

(g) Consistent with applicable federal law, the commissioner must include
appropriate, technically sound accommodations or alternative assessments for the very
few students with disabilities for whom statewide assessments are inappropriate and
for English learners.

(h) A school, school district, and charter school must administer statewide
assessments under this section, as the assessments become available, to evaluate student
progress toward career and college readiness in the context of the state's academic
standards. A school, school district, or charter school may use a student's performance
on a statewide assessment as one of multiple criteria to determine grade promotion or
retention. A school, school district, or charter school may use a high school student's
performance on a statewide assessment as a percentage of the student's final grade in a
course, or place a student's assessment score on the student's transcript.

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.

Minnesota Statutes 2015 Supplement, section 120B.31, subdivision 4, is
amended to read:


Subd. 4.

Student performance data.

In developing policies and assessment
processes to hold schools and districts accountable for high levels of academic standards
under section 120B.021, the commissioner shall aggregate new text beginand disaggregate new text endstudent
data over time to report new text beginsummary new text endstudent performance and growth levelsnew text begin and, under
section 120B.11, subdivision 2, clause (2), student learning and outcome data
new text end measured
at the school, school district, and statewide level. deleted text beginWhen collecting and reporting the
performance data,
deleted text end The commissioner shall new text beginuse the student categories identified under the
federal Elementary and Secondary Education Act, as most recently reauthorized, and
student categories of homelessness, ethnicity, race, home language, immigrant, refugee
status, English language learners under section 124D.59, free or reduced-price lunch,
and other categories designated by federal law to
new text endorganize and report the data so that
state and local policy makers can understand the educational implications of changes in
districts' demographic profiles over timedeleted text begin, including student homelessness,deleted text end as data are
availabledeleted text begin, among other demographic factorsdeleted text end. Any report the commissioner disseminates
containing summary data on student performance must integrate student performance and
the demographic factors that strongly correlate with that performance.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2017-2018 school year and
later.
new text end

Sec. 15.

Minnesota Statutes 2014, section 120B.35, is amended to read:


120B.35 STUDENT ACADEMIC ACHIEVEMENT AND GROWTH.

Subdivision 1.

deleted text beginSchool anddeleted text end Student indicators of growth and achievement.

The commissioner must develop and implement a system for measuring and reporting
academic achievement and individual student growth, consistent with the statewide
educational accountability and reporting system. The system components must measure
and separately report the deleted text beginadequate yearly progressdeleted text endnew text begin federal expectationsnew text end of schools and
the growth of individual students: students' current achievement in schools under
subdivision 2; and individual students' educational growth over time under subdivision
3. The system also must include statewide measures of student academic growth that
identify schools with high levels of growth, and also schools with low levels of growth
that need improvement. deleted text beginWhen determining a school's effect,deleted text end The data must include
both statewide measures of student achievement and, to the extent annual tests are
administered, indicators of achievement growth that take into account a student's prior
achievement. Indicators of achievement and prior achievement must be based on highly
reliable statewide or districtwide assessments. Indicators that take into account a student's
prior achievement must not be used to disregard a school's low achievement or to exclude
a school from a program to improve low achievement levels.

Subd. 2.

Federal Expectations for student academic achievement.

(a) Each
school year, a school district must determine if the student achievement levels at each
school site meet federal expectations. If student achievement levels at a school site do
not meet federal expectations deleted text beginand the site has not made adequate yearly progress for two
consecutive school years, beginning with the 2001-2002 school year
deleted text end, the district must
work with the school site to adopt a plan to raise student achievement levels to meet
federal expectations. The commissioner of education shall establish student academic
achievement levels to comply with this paragraph.

(b) School sites identified as not meeting federal expectations must develop
continuous improvement plans in order to meet federal expectations for student academic
achievement. The department, at a district's request, must assist the district and the school
deleted text beginsitedeleted text endnew text begin sitesnew text end in developing a plan to improve student achievement. The plan must include
parental involvement components.

(c) The commissioner must:

(1) assist school sites and districts identified as not meeting federal expectations; and

(2) provide technical assistance to schools that integrate student achievement
measures into the school continuous improvement plan.

(d) The commissioner shall establish and maintain a continuous improvement Web
site designed to make new text beginaggregated and disaggregated student growth and, under section
120B.11, subdivision 2, clause (2), student learning and outcome
new text enddata on every school
and district available to parents, teachers, administrators, community members, and the
general publicnew text begin, consistent with this sectionnew text end.

Subd. 3.

State growth target; other state measures.

(a)new text begin(1)new text end 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.

new text begin (2) For purposes of paragraphs (b), (c), and (d), the commissioner must analyze and
report separate categories of information using the student categories identified under the
federal Elementary and Secondary Education Act, as most recently reauthorized and, in
addition to the Karen community, other student categories as determined by the total
Minnesota population at or above the 1,000-person threshold based on the most recent
decennial census, including ethnicity; race; refugee status; English language learners
under section 124D.59; home language; free or reduced-price lunch; immigrant; and all
students enrolled in a Minnesota public school who are currently or were previously in
foster care, except that such disaggregation and cross tabulation is not required if the
number of students in a category is insufficient to yield statistically reliable information or
the results would reveal personally identifiable information about an individual student.
new text end

(b) The commissioner, in consultation with a stakeholder group that includes
assessment and evaluation directors, district staff, experts in culturally responsive teaching,
and researchers, 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
new text beginstudent new text endgrowth new text beginand, under section 120B.11, subdivision 2, clause (2), student learning
and outcome
new text enddata using the deleted text beginninedeleted text end student categories identified under the federal deleted text begin2001 No
Child Left Behind Act and two student gender categories of male and female, respectively,
following appropriate reporting practices to protect nonpublic student data
deleted text endnew text begin Elementary
and Secondary Education Act, as most recently reauthorized, and other student categories
under paragraph (a), clause (2)
new text end.

The commissioner must report measures of student growthnew text begin and, under section
120B.11, subdivision 2, clause (2), student learning and outcome data
new text end, consistent with
this paragraph, 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 instructionnew text begin, and include data on all pupils enrolled
in a Minnesota public school course or program who are currently or were previously
counted as an English learner under section 124D.59
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 deleted text beginninedeleted text end student categories
identified under the federal deleted text begin2001 No Child Left Behind Act and two student gender
categories of male and female, respectively, following appropriate reporting practices to
protect nonpublic student data
deleted text endnew text begin Elementary and Secondary Education Act, as most recently
reauthorized, and other student categories under paragraph (a), clause (2)
new text end.

(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 schoolnew text begin, consistent with the student
categories identified under paragraph (a), clause (2)
new text end. 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.

(f) The commissioner, in consultation with recognized experts with knowledge and
experience in assessing the language proficiency and academic performance of new text beginall new text endEnglish
learnersnew text begin enrolled in a Minnesota public school course or program who are currently or were
previously counted as an English learner under section 124D.59
new text end, 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.

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 best practices implemented in those schools that deleted text begindemonstrate
high growth compared to the state growth target
deleted text endnew text begin are identified as high performing under
federal expectations
new text end.

Subd. 5.

Improving graduation rates for students with emotional or behavioral
disorders.

(a) A district must develop strategies in conjunction with parents of students
with emotional or behavioral disorders and the county board responsible for implementing
sections 245.487 to 245.4889 to keep students with emotional or behavioral disorders in
school, when the district has a drop-out rate for students with an emotional or behavioral
disorder in grades 9 through 12 exceeding 25 percent.

(b) A district must develop a plan in conjunction with parents of students with
emotional or behavioral disorders and the local mental health authority to increase the
graduation rates of students with emotional or behavioral disorders. A district with a
drop-out rate for children with an emotional or behavioral disturbance in grades 9 through
12 that is in the top 25 percent of all districts shall submit a plan for review and oversight
to the commissioner.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2016-2017 school year and
later.
new text end

Sec. 16.

Minnesota Statutes 2014, section 120B.36, as amended by Laws 2015, First
Special Session chapter 3, article 2, section 8, is amended to read:


120B.36 SCHOOL ACCOUNTABILITYdeleted text begin; APPEALS PROCESSdeleted text end.

Subdivision 1.

School performance reports.

(a) The commissioner shall report
student academic performance new text begindata new text endunder section 120B.35, deleted text beginsubdivisiondeleted text endnew text begin subdivisionsnew text end
2
new text begin and 3new text end; 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; the acquisition of English, and
where practicable, native language academic literacy, including oral academic language,
and the academic progress of new text beginall new text endEnglish learners deleted text beginunder section 124D.59, subdivisions
2
and 2a
deleted text endnew text begin enrolled in a Minnesota public school course or program who are currently or
were previously counted as English learners under section 124D.59
new text end; new text beginthe total number of
students by grade who correctly answered at least 30 of 50 civics test questions under
section 120B.02, subdivision 3;
new text end two 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; new text beginfoster care status, including all students enrolled in a Minnesota public
school course or program who are currently or were previously in foster care,
new text endstudent
homelessnessnew text begin,new text end and district mobility; and extracurricular activities. The report also must
indicate a school's deleted text beginadequate yearly deleted text enddeleted text beginprogressdeleted text end status under applicable federal lawdeleted text begin, and must
not set any designations applicable to high- and low-performing schools due solely to
adequate yearly progress status
deleted text end.

(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 deleted text beginadequate yearly progress status in writing
to the commissioner within 30 days of receiving the notice of its status
deleted text endnew text begin results in a form
and manner determined by the commissioner and consistent with federal law
new text end. 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.

Subd. 2.

deleted text beginAdequate yearlydeleted text endnew text begin Studentnew text end progress and other data.

new text begin(a) new text endAll data the
department receives, collects, or creates new text beginunder section 120B.11, governing the world's
best workforce or
new text endto determine deleted text beginadequate yearly progress status under Public Law 107-110,
section 1116
deleted text endnew text begin federal expectations under the most recently reauthorized Elementary and
Secondary Education Act
new text end, set state growth targets, and determine student growthnew text begin, learning,
and outcomes under section 120B.35
new text end are nonpublic data under section 13.02, subdivision
9
, until the commissioner publicly releases the data.

new text begin
(b)
new text end Districts must provide parents sufficiently detailed summary data to permit
parents to appeal under deleted text beginPublic Law 107-110, section 1116(b)(2)deleted text endnew text begin the most recently
reauthorized federal Elementary and Secondary Education Act
new text end. The commissioner shall
annually post federal deleted text beginadequate yearly progress datadeleted text endnew text begin expectationsnew text end and state student growthnew text begin,
learning, and outcome
new text end data to the department's public Web site no later than September 1,
except that in years when deleted text beginadequate yearly progress reflectsdeleted text endnew text begin data or federal expectations
reflect
new text end new performance standards, the commissioner shall post deleted text beginfederal adequate yearly
progress
deleted text end datanew text begin on federal expectationsnew text end and state student growth data no later than October 1.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2016-2017 school year and
later, except the requirement to report civics test data is effective for the 2018-2019 school
year and later.
new text end

Sec. 17.

Minnesota Statutes 2014, section 121A.53, is amended to read:


121A.53 REPORT TO COMMISSIONER OF EDUCATION.

Subdivision 1.

Exclusions and expulsionsnew text begin; physical assaultsnew text end.

The school board
must report through the department electronic reporting system each exclusion or
expulsionnew text begin and each physical assault of a district employee by a studentnew text end within 30 days
of the effective date of the new text begindismissal new text endaction new text beginor assault new text endto the commissioner of education.
This report must include a statement of alternative educational servicesnew text begin, or other sanction,
intervention, or resolution in response to the assault
new text end given the pupil and the reason for,
the effective date, and the duration of the exclusion or expulsionnew text begin or other sanction,
intervention, or resolution
new text end. The report must also include the student's age, grade, gender,
race, and special education status.

Subd. 2.

Report.

new text begin(a) new text endThe school board must include state student identification
numbers of affected pupils on all dismissal new text beginand other disciplinary new text endreports required by the
department. The department must report annually to the commissioner summary data on the
number of dismissals new text beginand physical assaults of district employees by a student new text endby age, grade,
gender, race, and special education status of the affected pupils. All dismissal new text beginand other
disciplinary
new text endreports must be submitted through the department electronic reporting system.

new text begin (b) The commissioner must aggregate the district data reported under this section and
include the aggregated data, including aggregated data on physical assaults of a district
employee by a student, in the annual school performance reports under section 120B.36.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2016-2017 school year and
later.
new text end

Sec. 18.

Minnesota Statutes 2014, section 121A.61, subdivision 1, is amended to read:


Subdivision 1.

Required policy.

Each school board must adopt a written
districtwide school discipline policy which includes written rules of conduct for
students, minimum consequences for violations of the rules, and grounds and procedures
for removal of a student from class. The policy must be developed in consultation
with administrators, teachers, employees, pupils, parents, community members, law
enforcement agencies, county attorney offices, social service agencies, and such other
individuals or organizations as the board determines appropriate.new text begin The policy must be
consistent with a teacher's authority for controlling and managing student behavior in the
classroom under section 122A.42.
new text end A school site council may adopt additional provisions
to the policy subject to the approval of the school board.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2016-2017 school year and
later.
new text end

Sec. 19.

Minnesota Statutes 2014, section 121A.64, is amended to read:


121A.64 NOTIFICATION; TEACHERS' LEGITIMATE EDUCATIONAL
INTEREST.

(a) A classroom teacher has a legitimate educational interest in knowing which
students placed in the teacher's classroom have a history of violent behaviornew text begin, including any
documented physical assault of a district employee by the student,
new text end and must be notified
before such students are placed in the teacher's classroom.

(b) Representatives of the school board and the exclusive representative of the
teachers shall discuss issues related to the model policy on student records adopted under
Laws 1999, chapter 241, article 9, section 50, and any modifications adopted under Laws
2003, First Special Session chapter 9, for notifying classroom teachers and other school
district employees having a legitimate educational interest in knowing about students with
a history of violent behaviornew text begin, including any documented physical assault of a district
employee by students
new text end placed in classrooms. The representatives of the school board and
the exclusive representative of the teachers also may discuss the need for intervention
services or conflict resolution or training for staff related to placing students with a history
of violent behavior in teachers' classrooms.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2016-2017 school year and
later.
new text end

Sec. 20.

Minnesota Statutes 2014, section 122A.07, subdivision 2, is amended to read:


Subd. 2.

Eligibility; board composition.

Except for the representatives of higher
educationnew text begin, school administrators,new text end and the public, to be eligible for appointment to the
Board of Teaching a person must be a teacher currently teaching in a Minnesota school
and fully licensed for the position held and have at least five years teaching experience in
Minnesota, including the two years immediately preceding nomination and appointment.
Each nominee, other than a public nominee, must be selected on the basis of professional
experience and knowledge of teacher education, accreditation, and licensure. The board
must be composed of:

(1) six teachers who are currently teaching in a Minnesota school or who were
teaching at the time of the appointment and who do not qualify under clause (2) or (3), at
least four of whom must be teaching in a public school;

(2) one higher education representative, who must be a faculty member preparing
teachers;

(3) one school administrator; and

(4) three members of the public, two of whom must be present or former members
of school boards.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment
and applies to all board appointments made after that date.
new text end

Sec. 21.

Minnesota Statutes 2014, section 122A.09, is amended by adding a
subdivision to read:


new text begin Subd. 3a. new text end

new text begin Board of Teaching; duties and responsibilities clarified. new text end

new text begin Consistent
with sections 15.039 and 16B.37, the Board of Teaching is responsible for licensing
teachers and issuing special permissions to teach and must perform all licensure-related
duties and meet all licensure-related responsibilities under this section, among other
statutory licensure-related requirements. At the direction of the board, the department
may perform administrative functions related to issuing teacher licenses. To the extent a
conflict exists between this section and another section governing teacher licensing, the
provisions of this section prevail.
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. 22.

Minnesota Statutes 2014, section 122A.09, subdivision 10, is amended to read:


Subd. 10.

deleted text beginVariancesdeleted text endnew text begin Permissionsnew text end.

(a) Notwithstanding subdivision 9 and
section 14.05, subdivision 4, the Board of Teaching may grant a variance to its rules
upon application by a school district new text beginor a charter school new text endfor purposes of implementing
experimental programs in learning or management.

(b) To enable a school district new text beginor a charter school new text endto meet the needs of students
enrolled in an alternative education program and to enable licensed teachers instructing
those students to satisfy content area licensure requirements, the Board of Teaching
annually may permit a licensed teacher teaching in an alternative education program to
instruct students in a content area for which the teacher is not licensed, consistent with
paragraph (a).

(c) A special education license variance issued by the Board of Teaching for a
primary employer's low-incidence region deleted text beginshall bedeleted text endnew text begin isnew text end valid in all low-incidence regions.

new text begin (d) The Board of Teaching may issue a one-year professional license under
paragraph (a), which the board may renew two times, to allow a person holding a full
credential from the American Montessori Society, a diploma from Association Montessori
Internationale, or a certificate of completion from a program accredited by the Montessori
Accreditation Council for Teacher Education to teach in a Montessori program operated
by a school district or charter school.
new text end

new text begin (e) The Board of Teaching may grant a one-year waiver, renewable two times,
to allow individuals who hold a bachelor's degree from an accredited postsecondary
institution, demonstrate occupational competency based on at least three years of full-time
work experience in business or industry, and enroll and make satisfactory progress in
an alternative preparation program leading to certification or licensure as a career and
technical education instructor or teacher to teach career and technical education courses
offered by a school district or charter school. Consistent with this paragraph and section
136F.361, the Board of Teaching must strongly encourage teacher preparation programs
and institutions throughout Minnesota to develop alternative pathways for certifying and
licensing high school career and technical education instructors and teachers, allowing
such candidates to meet certification and licensure standards that demonstrate their content
knowledge, classroom experience, and pedagogical practices and their qualifications
based on a combination of occupational testing, professional certification or licensure, and
long-standing work experience.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin Paragraphs (d) and (e) are effective for the 2016-2017
through 2018-2019 school years.
new text end

Sec. 23.

Minnesota Statutes 2014, section 122A.16, is amended to read:


122A.16 deleted text beginHIGHLYdeleted text end QUALIFIED TEACHER DEFINED.

deleted text begin (a)deleted text end A qualified teacher is one holding a valid license, under this chapter, to perform
the particular service for which the teacher is employed in a public school.

deleted text begin (b) For the purposes of the federal No Child Left Behind Act, a highly qualified
teacher is one who holds a valid license under this chapter, including under section
122A.245, among other sections and is determined by local administrators as having
highly qualified status according to the approved Minnesota highly qualified plan.
Teachers delivering core content instruction must be deemed highly qualified at the local
level and reported to the state via the staff automated reporting system.
deleted text end

Sec. 24.

Minnesota Statutes 2014, section 122A.245, subdivision 8, is amended to read:


Subd. 8.

deleted text beginHighlydeleted text end Qualified teacher.

A person holding a valid limited-term license
under this section is a deleted text beginhighlydeleted text end qualified teacher and the teacher of record under section
122A.16.

Sec. 25.

Minnesota Statutes 2015 Supplement, section 122A.30, is amended to read:


122A.30 EXEMPTION FOR TECHNICAL EDUCATION INSTRUCTORS.

deleted text begin (a)deleted text end Notwithstanding section 122A.15, subdivision 1, and upon approval of the local
employer school board, a person who teaches deleted text beginindeleted text endnew text begin asnew text end a part-time deleted text beginvocational ordeleted text end career and
technical education deleted text beginprogramdeleted text endnew text begin teachernew text end is exempt from a license requirement. Nothing in
this section shall exclude licensed career and technical educators from the definition of
"teacher" in section 122A.40, 122A.41, or 179A.03.

deleted text begin (b) This section expires June 30, 2020.
deleted text end

Sec. 26.

Minnesota Statutes 2014, section 122A.40, subdivision 10, is amended to read:


Subd. 10.

Negotiated unrequested leave of absence.

The school board and the
exclusive bargaining representative of the teachers deleted text beginmaydeleted text endnew text begin mustnew text end negotiate a plan providing for
unrequested leave of absence without pay or fringe benefits for as many teachers as may
be necessary because of discontinuance of position, lack of pupils, financial limitations, or
merger of classes caused by consolidation of districts. deleted text beginFailing to successfully negotiate such
a plan, the provisions of subdivision 11 shall apply. The negotiated plan must not include
provisions which would result in the exercise of seniority by a teacher holding a provisional
license, other than a vocational education license, contrary to the provisions of subdivision
11, paragraph (c), or the reinstatement of a teacher holding a provisional license, other
than a vocational education license, contrary to the provisions of subdivision 11, paragraph
(e). The provisions of section 179A.16 do not apply for the purposes of this subdivision.
deleted text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2017.
new text end

Sec. 27.

Minnesota Statutes 2014, section 122A.41, is amended by adding a
subdivision to read:


new text begin Subd. 14a. new text end

new text begin Negotiated unrequested leave of absence. new text end

new text begin The school board and the
exclusive bargaining representative of the teachers must negotiate a plan providing for
unrequested leave of absence without pay or fringe benefits for as many teachers as may
be necessary because of discontinuance of position, lack of pupils, financial limitations,
or merger of classes caused by consolidation of districts.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2017.
new text end

Sec. 28.

Minnesota Statutes 2015 Supplement, section 122A.414, subdivision 1,
is amended to read:


Subdivision 1.

Restructured pay system.

A restructured alternative teacher
professional pay system is established under subdivision 2 to provide incentives to
encourage teachers to improve their knowledge and instructional skills in order to improve
student learning and for school districts, intermediate school districts, cooperative units,
as defined in section 123A.24, subdivision 2, and charter schools to recruit and retain
deleted text beginhighlydeleted text end qualified teachers, encourage deleted text beginhighlydeleted text end qualified teachers to undertake challenging
assignments, and support teachers' roles in improving students' educational achievement.

Sec. 29.

Minnesota Statutes 2015 Supplement, 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 deleted text beginan educational improvement plan under section 122A.413deleted text endnew text begin a world's best workforce
plan under section 120B.11
new text end 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, 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 growth and literacy that may include value-added models
or student learning goals, consistent with section 122A.40, subdivision 8, paragraph
(b), clause (9), or 122A.41, subdivision 5, paragraph (b), clause (9), and other measures
that include the academic literacy, oral academic language, and achievement of English
learners under section 122A.40, subdivision 8, paragraph (b), clause (10), or 122A.41,
subdivision 5
, paragraph (b), clause (10); and

(iii) an objective evaluation program under section 122A.40, subdivision 8,
paragraph (b), clause (2), or 122A.41, subdivision 5, paragraph (b), clause (2);

(4) provide for participation in job-embedded learning opportunities such as
professional learning communities to improve instructional skills and learning that are
aligned with student needs under section deleted text begin122A.413deleted text endnew text begin 120B.11new text end, 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.

(c) The alternative teacher professional pay system may:

(1) include a hiring bonus or other added compensation for teachers who are
identified as effective or highly effective under the local teacher professional review
cycle and work in a hard-to-fill position or in a hard-to-staff school such as a school with
a majority of students whose families meet federal poverty guidelines, a geographically
isolated school, or a school identified by the state as eligible for targeted programs or
services for its students; and

(2) include incentives for teachers to obtain a master's degree or other advanced
certification in their content field of licensure, pursue the training or education necessary
to obtain an additional licensure in shortage areas identified by the district or charter
school, or help fund a "grow your own" new teacher initiative.

Sec. 30.

Minnesota Statutes 2015 Supplement, section 122A.414, subdivision 2b,
is amended to read:


Subd. 2b.

Approval process.

(a) Consistent with the requirements of this section
and deleted text beginsections 122A.413 anddeleted text endnew text begin sectionnew text end 122A.415, the department must prepare and transmit
to interested school districts, intermediate school districts, cooperatives, school sites,
and charter schools a standard form for applying to participate in the alternative teacher
professional pay system. The commissioner annually must establish three dates as
deadlines by which interested applicants must submit an application to the commissioner
under this section. An interested school district, intermediate school district, cooperative,
school site, or charter school must submit to the commissioner a completed application
executed by the district superintendent and the exclusive bargaining representative of the
teachers if the applicant is a school district, intermediate school district, or school site, or
executed by the charter school board of directors if the applicant is a charter school or
executed by the governing board if the applicant is a cooperative unit. The application
must include the proposed alternative teacher professional pay system agreement under
subdivision 2. The department must review a completed application within 30 days of
the most recent application deadline and recommend to the commissioner whether to
approve or disapprove the application. The commissioner must approve applications
on a first-come, first-served basis. The applicant's alternative teacher professional pay
system agreement must be legally binding on the applicant and the collective bargaining
representative before the applicant receives alternative compensation revenue. The
commissioner must approve or disapprove an application based on the requirements
under subdivisions 2 and 2a.

(b) If the commissioner disapproves an application, the commissioner must give the
applicant timely notice of the specific reasons in detail for disapproving the application.
The applicant may revise and resubmit its application and related documents to the
commissioner within 30 days of receiving notice of the commissioner's disapproval and
the commissioner must approve or disapprove the revised application, consistent with this
subdivision. Applications that are revised and then approved are considered submitted on
the date the applicant initially submitted the application.

Sec. 31.

Minnesota Statutes 2014, section 122A.4144, is amended to read:


122A.4144 SUPPLEMENTAL AGREEMENTS; ALTERNATIVE TEACHER
PAY.

Notwithstanding section 179A.20 or other law to the contrary, a school board and
the exclusive representative of the teachers may agree to reopen a collective bargaining
agreement for the purpose of entering into an alternative teacher professional pay system
agreement under sections deleted text begin122A.413,deleted text end 122A.414deleted text begin,deleted text end and 122A.415. Negotiations for a contract
reopened under this section must be limited to issues related to the alternative teacher
professional pay system.

Sec. 32.

Minnesota Statutes 2014, section 122A.416, is amended to read:


122A.416 ALTERNATIVE TEACHER COMPENSATION REVENUE
FOR PERPICH CENTER FOR ARTS EDUCATION AND MULTIDISTRICT
INTEGRATION COLLABORATIVES.

Notwithstanding sections deleted text begin122A.413,deleted text end 122A.414, 122A.415, and 126C.10,
multidistrict integration collaboratives and the Perpich Center for Arts Education are
eligible to receive alternative teacher compensation revenue as if they were intermediate
school districts. To qualify for alternative teacher compensation revenue, a multidistrict
integration collaborative or the Perpich Center for Arts Education must meet all of the
requirements of sections deleted text begin122A.413,deleted text end 122A.414deleted text begin,deleted text end and 122A.415 that apply to intermediate
school districts, must report its enrollment as of October 1 of each year to the department,
and must annually report its expenditures for the alternative teacher professional pay
system consistent with the uniform financial accounting and reporting standards to the
department by November 30 of each year.

Sec. 33.

Minnesota Statutes 2014, section 122A.42, is amended to read:


122A.42 GENERAL CONTROL OF SCHOOLS.

new text begin (a) new text endThe teacher new text beginof record new text endshall have the general control and government of the
schoolnew text begin and classroomnew text end. When more than one teacher is employed in any district, one of the
teachers may be designated by the board as principal and shall have the general control
and supervision of the schools of the district, subject to the general supervisory control
of the board and other officers.

new text begin (b) Consistent with paragraph (a), the teacher may remove students from class under
section 121A.61, subdivision 2, for violent or disruptive conduct or other misconduct.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2016-2017 school year and
later.
new text end

Sec. 34.

new text begin [122A.421] SCHOOL CLIMATE AND SAFETY.
new text end

new text begin Beginning with agreements effective July 1, 2017, and thereafter, all collective
bargaining agreements for teachers under chapter 179A may include school climate
and student and staff safety provisions related to establishing and maintaining safe and
supportive classrooms and school sites and a districtwide educational climate that is
conducive to student learning and a supportive working environment for teachers and
other staff.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2017.
new text end

Sec. 35.

Minnesota Statutes 2015 Supplement, section 122A.60, subdivision 4, is
amended to read:


Subd. 4.

Staff development report.

(a) deleted text beginBy October 15 of each year,deleted text end The district
and site staff development committees shall write deleted text beginand submitdeleted text end a report of staff development
activities and expenditures for the previous yeardeleted text begin, in the form and manner determined by
deleted text enddeleted text beginthe commissionerdeleted text end. The report, signed by the district superintendent and staff development
chair, must include assessment and evaluation data indicating progress toward district and
site staff development goals based on teaching and learning outcomes, including the
percentage of teachers and other staff involved in instruction who participate in effective
staff development activities under subdivision 3new text begin as part of the district's world's best
workforce report under section 120B.11, subdivision 5
new text end.

(b) The report must break down expenditures for:

(1) curriculum development and curriculum training programs; and

(2) staff development training models, workshops, and conferences, and the cost of
releasing teachers or providing substitute teachers for staff development purposes.

The report also must indicate whether the expenditures were incurred at the district
level or the school site level, and whether the school site expenditures were made possible
by grants to school sites that demonstrate exemplary use of allocated staff development
revenue. These expenditures must be reported using the uniform financial and accounting
and reporting standards.

deleted text begin (c) The commissioner shall report the staff development progress and expenditure
data to the house of representatives and senate committees having jurisdiction over
education by February 15 each year.
deleted text end

Sec. 36.

Minnesota Statutes 2014, section 122A.72, subdivision 5, is amended to read:


Subd. 5.

Center functions.

(a) A teacher center shall perform functions according
to this subdivision. The center shall assist teachers, diagnose learning needs, experiment
with the use of multiple instructional approaches, assess pupil outcomes, assess staff
development needs and plans, and teach school personnel about effective pedagogical
approaches. The center shall develop and produce curricula and curricular materials
designed to meet the educational needs of pupils being served, by applying educational
research and new and improved methods, practices, and techniques. The center shall
provide programs to improve the skills of teachers to meet the special educational needs of
pupils. The center shall provide programs to familiarize teachers with developments in
curriculum formulation and educational research, including how research can be used to
improve teaching skills. The center shall facilitate sharing of resources, ideas, methods,
and approaches directly related to classroom instruction and improve teachers' familiarity
with current teaching materials and products for use in their classrooms. The center shall
provide in-service programs.

(b) Each teacher center must provide a professional development program to train
interested and deleted text beginhighlydeleted text end qualified elementary, middle, and secondary teachers, selected by the
employing school district, to assist other teachers in that district with mathematics and
science curriculum, standards, and instruction so that all teachers have access to:

(1) high quality professional development programs in mathematics and science that
address curriculum, instructional methods, alignment of standards, and performance
measurements, enhance teacher and student learning, and support state mathematics and
science standards; and

(2) research-based mathematics and science programs and instructional models
premised on best practices that inspire teachers and students and have practical classroom
application.

Sec. 37.

Minnesota Statutes 2014, section 123B.49, subdivision 4, is amended to read:


Subd. 4.

Board control of extracurricular activities.

(a) The board may take
charge of and control all extracurricular activities of the teachers and children of the public
schools in the district. Extracurricular activities means all direct and personal services
for pupils for their enjoyment that are managed and operated under the guidance of an
adult or staff member. The board shall allow all resident pupils receiving instruction in a
home school as defined in section 123B.36, subdivision 1, paragraph (a), new text beginand all resident
pupils enrolled in an online public school program
new text endto be eligible to fully participate in
extracurricular activities on the same basis as public school students.

(b) Extracurricular activities have all of the following characteristics:

(1) they are not offered for school credit nor required for graduation;

(2) they are generally conducted outside school hours, or if partly during school
hours, at times agreed by the participants, and approved by school authorities;

(3) the content of the activities is determined primarily by the pupil participants
under the guidance of a staff member or other adult.

(c) If the board does not take charge of and control extracurricular activities, these
activities shall be self-sustaining with all expenses, except direct salary costs and indirect
costs of the use of school facilities, met by dues, admissions, or other student fund-raising
events. The general fund must reflect only those salaries directly related to and readily
identified with the activity and paid by public funds. Other revenues and expenditures for
extra curricular activities must be recorded according to the Manual for Activity Fund
Accounting. Extracurricular activities not under board control must have an annual
financial audit and must also be audited annually for compliance with this section.

(d) If the board takes charge of and controls extracurricular activities, any or all
costs of these activities may be provided from school revenues and all revenues and
expenditures for these activities shall be recorded in the same manner as other revenues
and expenditures of the district.

(e) If the board takes charge of and controls extracurricular activities, the teachers or
pupils in the district must not participate in such activity, nor shall the school name or any
allied name be used in connection therewith, except by consent and direction of the board.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2016-2017 school year and
later.
new text end

Sec. 38.

Minnesota Statutes 2015 Supplement, section 124D.231, subdivision 2,
is amended to read:


Subd. 2.

Full-service community school program.

(a) The commissioner shall
provide funding to eligible school sites to plan, implement, and improve full-service
community schools. Eligible school sites must meet one of the following criteria:

(1) the school is on a development plan for continuous improvement under section
120B.35, subdivision 2; or

(2) the school is in a district that has an achievement and integration plan approved
by the commissioner of education under sections 124D.861 and 124D.862.

(b) An eligible school site may receive up to $100,000 annually. School sites
receiving funding under this section shall hire or contract with a partner agency to hire a
site coordinator to coordinate services at each covered school site.

(c) Implementation funding of up to $20,000 must be available for up to one year for
planning for school sites. At the end of this period, the school must submit a full-service
community school plan, pursuant to paragraph (g).

(d) The commissioner shall dispense the funds to schools with significant populations
of students receiving free or reduced-price lunches. Schools with significant homeless and
highly mobile students shall also be a priority. The commissioner must also dispense the
funds in a manner to ensure equity among urban, suburban, and greater Minnesota schools.

(e) A school site must establish a school leadership team responsible for developing
school-specific programming goals, assessing program needs, and overseeing the process
of implementing expanded programming at each covered site. The school leadership team
shall have between 12 to 15 members and shall meet the following requirements:

(1) at least 30 percent of the members are parents and 30 percent of the members
are teachers at the school site and must include the school principal and representatives
from partner agencies; and

(2) the school leadership team must be responsible for overseeing the baseline
analyses under paragraph (f). A school leadership team must have ongoing responsibility
for monitoring the development and implementation of full-service community school
operations and programming at the school site and shall issue recommendations to schools
on a regular basis and summarized in an annual report. These reports shall also be made
available to the public at the school site and on school and district Web sites.

(f) School sites must complete a baseline analysis prior to beginning programming
as a full-service community school. The analysis shall include:

(1) a baseline analysis of needs at the school site, led by the school leadership team,
which shall include the following elements:

(i) identification of challenges facing the school;

(ii) analysis of the student body, including:

(A) number and percentage of students with disabilities and needs of these students;

(B) number and percentage of students who are English learners and the needs of
these students;

(C) number of students who are homeless or highly mobile; and

(D) number and percentage of students receiving free or reduced-price lunch and the
needs of these students;

(iii) analysis of enrollment and retention rates for students with disabilities,
English learners, homeless and highly mobile students, and students receiving free or
reduced-price lunch;

(iv) analysis of suspension and expulsion data, including the justification for such
disciplinary actions and the degree to which particular populations, including, but not
limited to, students of color, students with disabilities, students who are English learners,
and students receiving free or reduced-price lunch are represented among students subject
to such actions;

(v) analysis of school achievement data disaggregated by major demographic
categories, including, but not limited to, race, ethnicity, English learner status, disability
status, and free or reduced-price lunch status;

(vi) analysis of current parent engagement strategies and their success; and

(vii) evaluation of the need for and availability of wraparound services, including,
but not limited to:

(A) mechanisms for meeting students' social, emotional, and physical health needs,
which may include coordination of existing services as well as the development of new
services based on student needs; and

(B) strategies to create a safe and secure school environment and improve school
climate and discipline, such as implementing a system of positive behavioral supports, and
taking additional steps to eliminate bullying;

(2) a baseline analysis of community assets and a strategic plan for utilizing
and aligning identified assets. This analysis should include, but is not limited to, a
documentation of individuals in the community, faith-based organizations, community and
neighborhood associations, colleges, hospitals, libraries, businesses, and social service
agencies who may be able to provide support and resources; and

(3) a baseline analysis of needs in the community surrounding the school, led by
the school leadership team, including, but not limited to:

(i) the need for high-quality, full-day child care and early childhood education
programs;

(ii) the need for physical and mental health care services for children and adults; and

(iii) the need for job training and other adult education programming.

(g) Each school site receiving funding under this section must establish at least two
of the following types of programming:

(1) early childhood:

(i) early childhood education; and

(ii) child care services;

(2) academic:

(i) academic support and enrichment activities, including expanded learning time;

(ii) summer or after-school enrichment and learning experiences;

(iii) job training, internship opportunities, and career counseling services;

(iv) programs that provide assistance to students who have been truant, suspended,
or expelled; and

(v) specialized instructional support services;

(3) parental involvement:

(i) programs that promote parental involvement and family literacydeleted text begin, including the
Reading First and Early Reading First programs authorized under part B of title I of the
Elementary and Secondary Education Act of 1965, United States Code, title 20, section
6361, et seq.
deleted text end;

(ii) parent leadership development activities; and

(iii) parenting education activities;

(4) mental and physical health:

(i) mentoring and other youth development programs, including peer mentoring and
conflict mediation;

(ii) juvenile crime prevention and rehabilitation programs;

(iii) home visitation services by teachers and other professionals;

(iv) developmentally appropriate physical education;

(v) nutrition services;

(vi) primary health and dental care; and

(vii) mental health counseling services;

(5) community involvement:

(i) service and service-learning opportunities;

(ii) adult education, including instruction in English as a second language; and

(iii) homeless prevention services;

(6) positive discipline practices; and

(7) other programming designed to meet school and community needs identified in
the baseline analysis and reflected in the full-service community school plan.

(h) The school leadership team at each school site must develop a full-service
community school plan detailing the steps the school leadership team will take, including:

(1) timely establishment and consistent operation of the school leadership team;

(2) maintenance of attendance records in all programming components;

(3) maintenance of measurable data showing annual participation and the impact
of programming on the participating children and adults;

(4) documentation of meaningful and sustained collaboration between the school
and community stakeholders, including local governmental units, civic engagement
organizations, businesses, and social service providers;

(5) establishment and maintenance of partnerships with institutions, such as
universities, hospitals, museums, or not-for-profit community organizations to further the
development and implementation of community school programming;

(6) ensuring compliance with the district nondiscrimination policy; and

(7) plan for school leadership team development.

Sec. 39.

Minnesota Statutes 2014, section 124D.59, is amended by adding a
subdivision to read:


new text begin Subd. 9. new text end

new text begin English learner data. new text end

new text begin When data on English learners are reported for
purposes of educational accountability, English learner data must include all pupils
enrolled in a Minnesota public school course or program who are currently or were
previously counted as English learners under this section.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2017-2018 school year and
later.
new text end

Sec. 40.

Minnesota Statutes 2015 Supplement, section 124D.73, subdivision 4, is
amended to read:


Subd. 4.

Participating school; American Indian school.

"Participating school"
and "American Indian school" mean a school that:

(1) is not operated by a school district; and

(2) is eligible for a grant under federal Title deleted text beginVIIdeleted text endnew text begin VInew text end of the Elementary and Secondary
Education Act for the education of American Indian children.

Sec. 41.

Minnesota Statutes 2014, section 124D.861, subdivision 1, is amended to read:


Subdivision 1.

Program to close the academic achievement and opportunity gap;
revenue uses.

(a) The "Achievement and Integration for Minnesota" program is established
to pursue racial and economic integration and increase student academic achievement,
create equitable educational opportunities, and reduce academic disparities based on
students' diverse racial, ethnic, and economic backgrounds in Minnesota public schools.

(b) For purposes of this section and section 124D.862, "eligible district" deleted text beginmeans a
district required to submit a plan to the commissioner under Minnesota Rules governing
school desegregation and integration, or be a member of a multidistrict integration
collaborative that files a plan with the commissioner
deleted text endnew text begin has the meaning given in subdivision
1a
new text end.

(c) Eligible districts must use the revenue under section 124D.862 to pursue
academic achievement and racial and economic integration through: (1) integrated
learning environments that prepare all students to be effective citizens and enhance
social cohesion; (2) policies and curricula and trained instructors, administrators, school
counselors, and other advocates to support and enhance integrated learning environments
under this section, including through magnet schools, innovative, research-based
instruction, differentiated instruction, and targeted interventions to improve achievement;
and (3) rigorous career and college readiness programs for underserved student
populations, consistent with section 120B.30, subdivision 1; integrated learning
environments to increase student academic achievement; cultural fluency, competency,
and interaction; graduation and educational attainment rates; and parent involvement.

new text begin EFFECTIVE DATE. new text end

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

Sec. 42.

Minnesota Statutes 2014, section 124D.861, is amended by adding a
subdivision to read:


new text begin Subd. 1a. new text end

new text begin Definitions. new text end

new text begin (a) "Racially identifiable school within a district" means a
school where the enrollment of protected students at the school within a district is more
than 20 percentage points above the enrollment of protected students in the entire district
for the grade levels served by that school.
new text end

new text begin (b) "Racially isolated school district" means a district where the districtwide
enrollment of protected students exceeds the enrollment of protected students of any
adjoining district by more than 20 percentage points.
new text end

new text begin (c) "School" means a site in a public school district serving any of kindergarten
through grade 12. For purposes of this section and section 124D.862, school does not mean:
new text end

new text begin (1) a charter school under chapter 124E;
new text end

new text begin (2) an area learning center under section 123A.05;
new text end

new text begin (3) a public alternative program under section 126C.05, subdivision 15;
new text end

new text begin (4) a contracted alternative program under section 124D.69;
new text end

new text begin (5) a school site specifically designed to address limited English proficiency;
new text end

new text begin (6) a school site specifically designed to address the needs of students with an
individualized education program (IEP); or
new text end

new text begin (7) a secure or nonsecure treatment facility licensed by the Department of Human
Services or the Department of Corrections.
new text end

new text begin (d) "Eligible district" means:
new text end

new text begin (1) a racially isolated independent, common, or special school district;
new text end

new text begin (2) an adjoining, independent, common, or special school district that files a plan
with the commissioner; or
new text end

new text begin (3) an independent, common, or special school district that is a member of a
multidistrict integration collaborative that files a plan with the commissioner.
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 [124D.8957] PREKINDERGARTEN THROUGH GRADE 12
PARENTAL RIGHTS CODED ELSEWHERE.
new text end

new text begin Subdivision 1. new text end

new text begin Scope. new text end

new text begin The sections referred to in subdivisions 2 to 30 are codified
outside this section. Those sections include many but not all the sections governing
parental rights related to topics in prekindergarten through grade 12 education.
new text end

new text begin Subd. 2. new text end

new text begin Compulsory instruction. new text end

new text begin Parental rights related to compulsory instruction,
including the right to withdraw a child from school; to receive notice related to transfer of
disciplinary records; to excuse a child from school for illnesses, appointments, or religious
events; and the right of noncustodial parents to access school records and conferences,
among other rights, are governed by section 120A.22.
new text end

new text begin Subd. 3. new text end

new text begin Longitudinal data. new text end

new text begin The parental right to annual summary longitudinal
performance and progress data is governed by section 120B.31.
new text end

new text begin Subd. 4. new text end

new text begin Antibullying. new text end

new text begin Parental rights related to school district antibullying
policies, including the right to be involved in developing the policies, the right to be
notified of incidents of prohibited conduct, and the right to be informed of data practices
laws, are governed by section 121A.031.
new text end

new text begin Subd. 5. new text end

new text begin Student discipline policies. new text end

new text begin The parental right to notice in student
discipline policies of rights under the Safe and Supportive Minnesota Schools Act is
governed by section 121A.0311.
new text end

new text begin Subd. 6. new text end

new text begin Early childhood development screening. new text end

new text begin Parental rights to certain notice
requirements related to early childhood development screening and to receive results of
early childhood development screening are governed by section 121A.17. The parental
right to provide consent before individual screening data may be disclosed to a school
district is governed by section 121A.18.
new text end

new text begin Subd. 7. new text end

new text begin Chemical abuse. new text end

new text begin The parental right to be informed of a reported case of
chemical abuse by a minor student is governed by section 121A.26.
new text end

new text begin Subd. 8. new text end

new text begin Pesticides. new text end

new text begin The parental right to be notified regarding the use of pesticides
at a school is governed by the Janet B. Johnson Parents' Right-to-Know Act under section
121A.30.
new text end

new text begin Subd. 9. new text end

new text begin Student dismissal. new text end

new text begin The parental right to notice and a meeting regarding
the removal of a student for more than ten days is governed by section 121A.45.
new text end

new text begin Subd. 10. new text end

new text begin Exclusion and expulsion. new text end

new text begin The parental right to be included in exclusion
or expulsion hearing procedures, including access to records, ability to testify and present
evidence, and inclusion in the student's readmission plan, is governed by section 121A.47.
new text end

new text begin Subd. 11. new text end

new text begin Exclusion and expulsion appeal. new text end

new text begin The parental right to notice of the right
to appeal an exclusion or expulsion decision is governed by section 121A.49.
new text end

new text begin Subd. 12. new text end

new text begin Reinstatement after termination of dismissal. new text end

new text begin The parental right to
notice of a student's right to be reinstated after the termination of dismissal is governed
by section 121A.54.
new text end

new text begin Subd. 13. new text end

new text begin Interdistrict cooperation. new text end

new text begin The parental right to notice of an
informational school board meeting relating to discontinuing interdistrict cooperation
is governed by section 123A.32.
new text end

new text begin Subd. 14. new text end

new text begin Background checks. new text end

new text begin The parental right to notice of a school's
background check policy for hiring teachers is governed by section 123B.03.
new text end

new text begin Subd. 15. new text end

new text begin Textbook fees. new text end

new text begin The parental right to notice of a school board's policy to
charge fees for textbooks lost or destroyed by students is governed by section 123B.37.
new text end

new text begin Subd. 16. new text end

new text begin Transportation privileges. new text end

new text begin The parental right to surrender a student's
privilege to receive transportation services from a school district is governed by section
123B.88.
new text end

new text begin Subd. 17. new text end

new text begin Nonresident district policies. new text end

new text begin The parental right to receive notice of: a
decision on an application by a student to attend school in a nonresident district; the
transportation policies of the nonresident district; and the right to be reimbursed for costs
of transportation to the nonresident district's border are governed by section 124D.03.
new text end

new text begin Subd. 18. new text end

new text begin Out-of-state districts. new text end

new text begin Under section 124D.04, the parental rights related
to a student attending a nonresident district under section 124D.03 apply to a student
attending an out-of-state district.
new text end

new text begin Subd. 19. new text end

new text begin Free or reduced-price lunch eligibility. new text end

new text begin The parental right to opt a child
out of disclosing a child's eligibility for free or reduced-price lunch to the Department of
Education and the Department of Human Services is governed by section 124D.1115.
new text end

new text begin Subd. 20. new text end

new text begin Learning year programs. new text end

new text begin The parental right to notice of optional
learning year programs is governed by section 124D.128.
new text end

new text begin Subd. 21. new text end

new text begin English learners programs. new text end

new text begin Parental rights related to student enrollment
in programs for English learners, including notice, withdrawal, and parental involvement,
are governed by section 124D.60.
new text end

new text begin Subd. 22. new text end

new text begin Charter school transportation. new text end

new text begin The parental right to receive
pupil transportation information from the charter school or school district providing
transportation services to a charter school student is governed by section 123B.88.
new text end

new text begin Subd. 23. new text end

new text begin Services for children with disabilities. new text end

new text begin The parental right to be included
in determining the appropriate and necessary services for students with disabilities is
governed by section 125A.027.
new text end

new text begin Subd. 24. new text end

new text begin Data on children with disabilities. new text end

new text begin The parental right to notice and
involvement regarding online reporting of data related to children with disabilities is
governed by section 125A.085.
new text end

new text begin Subd. 25. new text end

new text begin Special education alternative dispute resolution. new text end

new text begin Parental rights
regarding notice, participation, and due process related to special education alternative
dispute resolution procedures are governed by section 125A.091.
new text end

new text begin Subd. 26. new text end

new text begin Third-party reimbursement for children with disabilities. new text end

new text begin The
parental right to notice of a school district seeking reimbursement from medical assistance
or MinnesotaCare for services rendered to a student with a disability is governed by
section 125A.21.
new text end

new text begin Subd. 27. new text end

new text begin Services provided to children with disabilities. new text end

new text begin Parental rights
related to services provided to students eligible for Part C services under the Individuals
with Disabilities Education Act and the right to receive written materials regarding the
implementation of Part C services are governed by sections 125A.42 and 125A.48. The
parental right to use mediation to resolve disputes under section 125A.42 is governed
by section 125A.43.
new text end

new text begin Subd. 28. new text end

new text begin Minnesota State Academies discharge. new text end

new text begin The parental right to notice of a
student's discharge from the Minnesota State Academies is governed by section 125A.68.
new text end

new text begin Subd. 29. new text end

new text begin Education records for military children. new text end

new text begin The parental right to education
records under the Interstate Compact on Educational Opportunity for Military Children
is governed by section 127A.85.
new text end

new text begin Subd. 30. new text end

new text begin Appeal adverse school board decision. new text end

new text begin The parental right to appeal a
school board decision adversely affecting an academic program of an enrolled student is
governed by section 129C.10, subdivision 36.
new text end

Sec. 44.

Minnesota Statutes 2014, section 124D.896, is amended to read:


124D.896 DESEGREGATION/INTEGRATION AND INCLUSIVE
EDUCATION RULES.

(a) The commissioner shall propose rules relating to desegregation/integration and
inclusive education, consistent with sections 124D.861 and 124D.862.

(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 (c) The commissioner must not adopt or enforce by rule a definition of "eligible
district" that expands or conflicts with the statutory definition of eligible district.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 45.

Minnesota Statutes 2015 Supplement, section 127A.05, subdivision 6, is
amended to read:


Subd. 6.

Survey of districts.

The commissioner of education shall survey the state's
school districts and teacher preparation programs and report to the education committees
of the legislature by February 1 of each odd-numbered year on the status of teacher early
retirement patterns,new text begin the access to effective and more diverse teachers who reflect the
students under section 120B.35, subdivision 3, paragraph (b), clause (2), enrolled in
a district or school,
new text end the teacher shortage, and the substitute teacher shortage, including
patterns and shortages in subject areas andnew text begin the economic developmentnew text end regions of the state.
The report must also includenew text begin: aggregate data on teachers' self-reported race and ethnicity;
data on
new text end how districts are making progress in hiring teachers and substitutes in the areas
of shortagenew text begin;new text end and a five-year projection of teacher demand for each districtnew text begin, taking into
account the students under section 120B.35, subdivision 3, paragraph (b), clause (2),
expected to enroll in the district during that five-year period
new text end.

Sec. 46.

new text begin [127A.053] STATE ADMINISTRATION OF STUDENT SURVEY
INSTRUMENTS GENERALLY PROHIBITED.
new text end

new text begin Notwithstanding other law to the contrary, and with the exception of section
120B.35, subdivision 3, paragraph (d), the commissioner must not develop, coordinate,
assist with, or use a statewide student survey seeking information about a student's
activities, opinions, behaviors, or experiences related to substance abuse, tobacco use,
connections with family, healthy eating, high school students' gambling and sexual
activities, or out-of-school activities, among other topics.
new text end

Sec. 47.

Minnesota Statutes 2014, section 127A.095, is amended to read:


127A.095 IMPLEMENTATION OF deleted text beginNO CHILD LEFT BEHIND ACTdeleted text endnew text begin
ELEMENTARY AND SECONDARY EDUCATION ACT
new text end.

Subdivision 1.

Continued implementation.

The Department of Education shall
continue to implement the federal deleted text beginNo Child Left Behind Act, Public Law 107-110,
deleted text endnew text beginElementary and Secondary Education Actnew text end without interruption.

deleted text begin Subd. 2. deleted text end

deleted text begin No Child Left Behind review. deleted text end

deleted text begin (a) The legislature intends to require
the Department of Education to conduct a comprehensive review of the consolidated
state plan the state submitted to the federal Department of Education to implement the
No Child Left Behind Act. The Minnesota Department of Education shall seek waivers
under paragraph (b). If the Department of Education is unable to obtain waivers under
paragraph (b), it should recommend in its report under paragraph (b) whether the state
should opt out of the No Child Left Behind Act.
deleted text end

deleted text begin (b) The commissioner, by January 15, 2008, shall report to the house of
representatives and senate committees having jurisdiction over kindergarten through grade
12 education policy and finance whether the department has received approval from
the federal Department of Education to:
deleted text end

deleted text begin (1) participate in the growth model pilot program;
deleted text end

deleted text begin (2) exclude from sanctions schools that have not made adequate yearly progress due
solely to a subgroup of students with disabilities not testing at a proficient level;
deleted text end

deleted text begin (3) identify a school as not making adequate yearly progress only after the school has
missed the adequate yearly progress targets in the same subgroup for two consecutive years;
deleted text end

deleted text begin (4) determine when to hold schools accountable for including an English learner
in adequate yearly progress calculations;
deleted text end

deleted text begin (5) allow a district not making adequate yearly progress to offer supplemental
educational services as an option before offering school choice;
deleted text end

deleted text begin (6) allow a district not making adequate yearly progress to also be the supplemental
educational services provider;
deleted text end

deleted text begin (7) allow the state to maintain a subgroup size to 40 for the purposes of calculating
adequate yearly progress for subgroups of English learners and subgroups of students
with disabilities; and
deleted text end

deleted text begin (8) create flexibility to enable the state to define and identify highly qualified teachers.
deleted text end

Subd. 3.

Department of Management and Budget certification.

deleted text beginIf the federal
Department of Education does not transmit to the commissioner of education its approval
of the conditions in subdivision 2, paragraph (b),
deleted text end The commissioner of management and
budget shall certify and report to the legislature annually beginning January 1, 2008, the
amount of federal revenue, if any, that the federal government may withhold as a result
of a potential state decision to discontinue implementation of the deleted text beginNo Child Left Behind
Act
deleted text endnew text begin Elementary and Secondary Education Actnew text end. The report shall also specify the intended
purpose of the federal revenue and the amount of revenue that the federal government may
withhold from the state, each school district, and each charter school in each fiscal year.

Sec. 48.

Minnesota Statutes 2014, section 129C.10, subdivision 1, is amended to read:


Subdivision 1.

Governance.

new text begin(a) new text endThe board of the Perpich Center for Arts Education
shall consist of deleted text begin15deleted text endnew text begin 13new text end personsnew text begin, one of whom must have served as a school administrator or
as an elected school board member, one of whom is a locally or regionally recognized
professional artist, one of whom is a secondary or postsecondary arts educator, and a
licensed secondary arts teacher and a licensed secondary teacher teaching a core academic
subject area, one of whom is a Crosswinds school employee, and one of whom is a Perpich
Center for Arts Education employee
new text end. The members of the board shall be appointed by
the governor with the advice and consent of the senate. At least one member must be
appointed from each congressional district.

new text begin (b) A seven-member nominating committee composed of one member appointed
by the Minnesota Association of School Administrators, one member appointed by the
Minnesota State Arts Board, one member appointed by the Minnesota School Boards
Association, one member appointed by the Minnesota Music Educators Association, one
member appointed by the Arts Educators of Minnesota, one member appointed jointly by
the exclusive representatives of the employees of the Perpich Center for Arts Education,
all six appointees of whom are subject to the governor's approval, and one member
appointed by the governor shall meet at least 60 days before the date on which the next
expiring board member's term is set to expire or within 15 days of receiving notice of a
board vacancy occurring at a time other than at the end of a board member's term to
prepare and submit a list of recommended candidates to the governor for the governor
to consider when appointing members of the Perpich Center for Arts Education Board.
Board members' terms must be staggered, consistent with section 15.0575, subdivision 2.
new text end

new text begin (c) All board members must complete board training requirements consistent with
section 127A.19.
new text end

new text begin (d) The terms of existing board members expire on September 1, 2016, but board
members may continue to serve until the governor appoints their successors.
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 board member terms and appointments made after that date.
new text end

Sec. 49.

new text begin [129C.12] PUBLIC INFORMATION.
new text end

new text begin Subdivision 1. new text end

new text begin Board minutes. new text end

new text begin The board must post the minutes of its meetings on
its official Web site and supplemental board materials, information, and budget documents
consistent with Minnesota Management and Budget financial management and reporting
requirements.
new text end

new text begin Subd. 2. new text end

new text begin Annual report. new text end

new text begin Consistent with section 123B.10, requiring school boards
to annually publish financial information on the district's official Web site, the board
must prepare and post on its official Web site an annual report summarizing Perpich
Center finances and, consistent with section 120B.36, subdivision 1, requiring school
and district accountability data, also post on its official Web site longitudinal data on
student enrollment and students' congressional districts of residence, graduation rates, and
postgraduation student placements.
new text end

new text begin Subd. 3. new text end

new text begin World's best workforce. new text end

new text begin Consistent with section 120B.11, governing the
world's best workforce, the board must prepare and post a comprehensive, long-term
strategic improvement plan and report plan strategies, activities, practices, and outcomes
on its official Web site.
new text end

new text begin Subd. 4. new text end

new text begin Audit report. new text end

new text begin (a) The Perpich Center for Arts Education is subject to an
annual independent audit. The audit must be conducted in compliance with generally
accepted governmental auditing standards and the federal Single Audit Act, if applicable.
The legislative auditor or Department of Education may conduct financial, program, or
compliance audits, and may direct the Perpich Center for Arts Education to include any
additional items in its annual independent audit.
new text end

new text begin (b) Upon approval from the Department of Education, the Perpich Center for Arts
Education may combine this audit with its required annual audit of the Crosswinds Arts
and Science School.
new text end

new text begin (c) The Perpich Center for Arts Education must post its most recent audit on its
Web site.
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. 50.

Minnesota Statutes 2015 Supplement, section 136F.302, subdivision 1,
is amended to read:


Subdivision 1.

ACT college ready score.

A state college or university deleted text beginmaydeleted text end new text beginmust
new text endnot require an individual to take a remedial, noncredit course in a subject area if the
individual has received a college ready ACT score in that subject area.new text begin Each state college
and university must post notice of the exemption from remedial course taking on its Web
page explaining student admission requirements.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2016-2017 school year and
later.
new text end

Sec. 51.

new text begin [136F.3025] MINNESOTA COMPREHENSIVE ASSESSMENTS;
CAREER AND COLLEGE-READY BENCHMARKS.
new text end

new text begin A state college or university must not require an individual to take a remedial,
noncredit course in a subject area if the individual met a career and college-ready Minnesota
Comprehensive Assessment benchmark in that subject area, consistent with section
120B.30, subdivision 1, paragraph (m). When notifying students and their families about
test results under section 120B.30, subdivision 1, paragraph (m), the commissioner shall
include a statement indicating that students who meet a career and college-ready Minnesota
Comprehensive Assessment benchmark are not required to take a remedial, noncredit
course at a Minnesota state college or university in the corresponding subject area.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2018-2019 school year and
later.
new text end

Sec. 52.

new text begin [136F.361] CAREER AND TECHNICAL EDUCATION
CERTIFICATION AND LICENSURE.
new text end

new text begin The Board of Trustees of the Minnesota State Colleges and Universities System,
consistent with section 122A.09, subdivision 10, paragraph (e), must provide an
alternative preparation program allowing individuals to be certified or licensed as a career
and technical education instructor or teacher able to teach career and technical education
courses offered by a school district or charter school. The Board of Trustees may locate
the first program in the seven county metropolitan area.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2016-2017 academic year
and later.
new text end

Sec. 53.

Laws 2010, chapter 396, section 7, the effective date, is amended to read:


EFFECTIVE DATE.

This section is effective the day following final enactmentnew text begin,
including subdivision 3 which is effective through the 2020-2021 school year
new text end.

Sec. 54.

Laws 2012, chapter 263, section 1, as amended by Laws 2014, chapter 312,
article 15, section 24, is amended to read:


Section 1. INNOVATIVE DELIVERY OF new text beginCAREER AND TECHNICAL
new text endEDUCATION new text beginPROGRAMS AND new text endSERVICES AND SHARING OF DISTRICT
RESOURCESdeleted text begin; PILOT PROJECTdeleted text end.

Subdivision 1.

Establishment; requirements for participation.

(a) A deleted text beginpilot projectdeleted text endnew text begin
program
new text end is established to improve studentnew text begin, career and college readiness,new text end and school
outcomes by allowing groups of school districts to work togethernew text begin in partnership with local
and regional postsecondary institutions and programs, community institutions, and other
private, public, for-profit, and nonprofit workplace partners
new text end tonew text begin:
new text end

new text begin (1)new text end provide innovative education programs and activities new text beginthat integrate core
academic and career and technical subjects in students' programs of study through
coordinated secondary and postsecondary career and technical programs leading to an
industry certification or other credential;
new text end

new text begin (2) provide embedded professional development for program participants;
new text end

new text begin (3) use performance assessments in authentic settings to measure students' technical
skills and progress toward attaining an industry certification or other credential;
new text endand

new text begin (4) efficiently new text endshare districtnew text begin, institution, and workplacenew text end resources. deleted text beginThe pilot project
may last until June 30, 2018, or for up to five years, whichever is less, except that
innovation partnerships formed during the period of the pilot project may continue past
June 30, 2018, with the agreement of the partnership members.
deleted text end

(b) To participate in this deleted text beginpilot projectdeleted text endnew text begin programnew text end to improve studentnew text begin, career and college
readiness,
new text end and school outcomes, a group of two or more school districts must collaborate
with school staff new text beginand project partners new text endand receive formal school board approval to form a
partnership. The partnership must develop a plan to provide challenging programmatic
options for studentsnew text begin under paragraph (a)new text end, create professional development opportunities
for educatorsnew text begin and other program participantsnew text end, increase student engagement and connection
and challenging learning opportunities for new text begindiverse populations of new text endstudentsnew text begin that are focused
on employability skills and technical, job-specific skills related to a specific career
pathway
new text end, or demonstrate efficiencies in delivering financial and other servicesnew text begin needed to
realize plan goals and objectives
new text end. The plan must deleted text beginestablishdeleted text endnew text begin includenew text end:

(1) collaborative educational goals and objectives;

(2) strategies and processes to implement those goals and objectives, including a
budget process with periodic expenditure reviews;

(3) valid and reliable measuresnew text begin, including performance assessments in authentic
settings and progress toward attaining an industry certification or other credential, among
other measures,
new text end to evaluate progress in realizing the goals and objectives;

(4) an implementation timeline; and

(5) other applicable conditions, regulations, responsibilities, duties, provisions, fee
schedules, and legal considerations needed to fully implement the plan.

A partnership may invite additional districts new text beginor other participants under paragraph
(a)
new text endto join the partnership deleted text beginduring the pilot project termdeleted text end after notifying the commissioner.

(c) A partnership of interested districts must deleted text beginapply by February 1 of any yeardeleted text endnew text begin submit
an application
new text end to the education commissioner in the form and manner the commissioner
determines, consistent with new text beginthe requirements of new text endthis section. The application must contain
the formal approval adopted by the school board in each district to participate in the plan.

(d) Notwithstanding other law to the contrary, a participating school district under
this section continues to: receive revenue and maintain its taxation authority; be organized
and governed by an elected school board with general powers under Minnesota Statutes,
section 123B.02; and be subject to employment agreements under Minnesota Statutes,
chapter 122A, and Minnesota Statutes, section 179A.20; and district employees continue
to remain employees of the employing school district.

new text begin (e) Participating districts must submit a biennial report by February 1 of each
odd-numbered year to the committees of the legislature with jurisdiction over kindergarten
through grade 12 education and the commissioner of education that includes performance
assessment, high school graduation, and career and technical certification data to show the
success of the partnership in preparing diverse populations of students for careers and jobs.
new text end

Subd. 2.

Commissioner's role.

Interested groups of school districts must submit
a completed application to the commissioner deleted text beginby March 1 ofdeleted text endnew text begin innew text end any year in the form and
manner determined by the commissioner. The education commissioner must convene
an advisory panel deleted text begincomposed of a teacher appointed by Education Minnesota, a school
principal appointed by the Minnesota Association of Secondary School Principals, a
school board member appointed by the Minnesota School Boards Association, and a
school superintendent appointed by the Minnesota Association of School Administrators
deleted text end
to advise the commissioner on applicants' qualifications to participate in this deleted text beginpilot projectdeleted text endnew text begin
program
new text end. The commissioner deleted text beginmay select up to six qualified applicants under subdivision 1
by April 1 of any year to participate in this pilot project, ensuring
deleted text endnew text begin must ensurenew text end an equitable
geographical distribution of deleted text beginprojectdeleted text endnew text begin programnew text end participants to the extent practicable. The
commissioner must select only those applicants that fully comply with the requirements in
subdivision 1. The commissioner deleted text beginmustdeleted text endnew text begin maynew text end terminate a deleted text beginprojectdeleted text endnew text begin programnew text end participant that
fails to effectively implement the goals and objectives contained in its application and
according to its stated timeline.

deleted text begin Subd. 3. deleted text end

deleted text begin Pilot project evaluation. deleted text end

deleted text begin Participating school districts must submit pilot
project data to the commissioner in the form and manner determined by the commissioner.
The education commissioner must analyze participating districts' progress in realizing
their educational goals and objectives to work together in providing innovative education
programs and activities and sharing resources. The commissioner must include the
analysis of best practices in a report to the legislative committees with jurisdiction over
kindergarten through grade 12 education finance and policy on the efficacy of this pilot
project. The commissioner shall submit an interim project report by February 1, 2016, and
must submit a final report to the legislature by February 1, 2019, recommending whether
or not to continue or expand the pilot project.
deleted text end

new text begin EFFECTIVE DATE. new text end

new text begin (a) This section is effective the day following final enactment
and applies to applications submitted after that date.
new text end

new text begin (b) Districts already approved for an innovation zone pilot project may continue to
operate under Laws 2012, chapter 263, section 1, as amended by Laws 2014, chapter
312, article 15, section 24.
new text end

Sec. 55.

Laws 2015, chapter 69, article 1, section 3, subdivision 28, is amended to read:


Subd. 28.

Teacher Shortage Loan Forgiveness

200,000
deleted text begin 200,000
deleted text end new text begin 1,200,000
new text end

For the loan forgiveness program under
Minnesota Statutes, section 136A.1791.

The commissioner may use no more
than three percent of this appropriation
to administer the program under this
subdivision.new text begin The base for the program for
fiscal year 2018 and later is $200,000.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment,
and any unexpended funds in fiscal year 2017 do not cancel and remain available until
June 30, 2019.
new text end

Sec. 56.

Laws 2015, First Special Session chapter 3, article 2, section 70, subdivision
2, is amended to read:


Subd. 2.

Alternative compensation.

For alternative teacher compensation aid
under Minnesota Statutes, section 122A.415, subdivision 4:

$
deleted text begin 78,331,000
deleted text end new text begin 78,667,000
new text end
.....
2016
$
deleted text begin 87,147,000
deleted text end new text begin 89,049,000
new text end
.....
2017

The 2016 appropriation includes $7,766,000 for 2015 and deleted text begin$70,565,000deleted text endnew text begin $70,901,000new text end
for 2016.

The 2017 appropriation includes deleted text begin$7,840,000deleted text endnew text begin $7,876,000new text end for 2016 and deleted text begin$79,307,000deleted text endnew text begin
$81,173,000
new text end for 2017.

Sec. 57.

Laws 2015, First Special Session chapter 3, article 2, section 70, subdivision
6, is amended to read:


Subd. 6.

Reading Corps.

For grants to ServeMinnesota for the Minnesota Reading
Corps under Minnesota Statutes, section 124D.42, subdivision 8:

$
6,125,000
.....
2016
$
deleted text begin 6,125,000
deleted text end new text begin 7,625,000
new text end
.....
2017

Any balance deleted text beginin the first year does not cancel butdeleted text end is available deleted text beginin the second yeardeleted text endnew text begin through
June 30, 2019
new text end.new text begin The base appropriation for fiscal year 2018 and later years is $5,625,000.
new text end

Sec. 58.

Laws 2015, First Special Session chapter 3, article 2, section 70, subdivision
12, is amended to read:


Subd. 12.

Collaborative urban educator.

new text begin(a) new text endFor the collaborative urban educator
grant program:

$
780,000
.....
2016
$
deleted text begin 780,000
deleted text end new text begin 2,780,000
new text end
.....
2017

new text begin (b) new text endGrants shall be awarded in equal amounts: $195,000 each year is for the Southeast
Asian teacher program at Concordia University, St. Paul; $195,000 each year is for the
collaborative urban educator program at the University of St. Thomas; $195,000 each year
is for the Center for Excellence in Urban Teaching at Hamline University; and deleted text begin$195,00deleted text endnew text begin
$195,000
new text end each year is for the East Africa Student to Teacher program at Augsburg College.new text begin
In fiscal year 2017 only, in addition to the amounts awarded under this paragraph, the
institutions identified in this paragraph may receive additional funding under paragraph (c).
new text end

deleted text begin Any balance in the first year does not cancel but is available in the second year.
deleted text end

deleted text begin Each institution shall prepare for the legislature, by January 15 of each year, a
detailed report regarding the funds used. The report must include the number of teachers
prepared as well as the diversity for each cohort of teachers produced.
deleted text end

new text begin (c) A Minnesota teacher preparation program, a district Grow Your Own teacher
program, a nonconventional teacher preparation program under Minnesota Rules, part
8705.2300, or an alternative teacher preparation program under Minnesota Statutes,
section 122A.245, may apply to the commissioner of education for a grant in the form and
manner determined by the commissioner. The commissioner may award grants of up to
two years to the extent funds are available. The commissioner annually must award at
least 50 percent of grant funds to nonconventional and alternative preparation programs,
giving priority to funding programs that:
new text end

new text begin (1) recruit, retain, graduate, and place teacher candidates who reflect the
demographic diversity of the students enrolled in the district where the teacher candidate
is placed and provide the teachers with well-qualified mentor teachers; or
new text end

new text begin (2) train and place teacher candidates in subject areas or regions of the state
identified by the commissioner as shortage areas under Minnesota Statutes, section
127A.05, subdivision 6.
new text end

new text begin (d) A grant recipient under this subdivision, annually by January 15, must prepare a
report for the commissioner of education and the kindergarten through grade 12 and
higher education committees of the legislature in the form and manner determined by the
commissioner. At a minimum, the report must detail grant expenditures for the previous
year and summarize program outcomes based on teacher preparation and performance
data consistent with paragraph (c) and Minnesota Statutes, section 122A.09, subdivision
4a, paragraph (b).
new text end

new text begin (e) This appropriation is available until June 30, 2019. The base appropriation
for fiscal year 2018 and later is $780,000.
new text end

Sec. 59.

Laws 2015, First Special Session chapter 3, article 3, section 15, subdivision
3, is amended to read:


Subd. 3.

deleted text beginACT testdeleted text end new text beginCollege entrance examination new text endreimbursement.

To reimburse
districts for students who qualify under Minnesota Statutes, section 120B.30, subdivision
1
, paragraph (e), for onetime payment of their deleted text beginACTdeleted text end new text begincollege entrance new text endexamination fee:

$
3,011,000
.....
2016
$
3,011,000
.....
2017

The Department of Education must reimburse districts for their onetime payments
on behalf of students.

new text begin EFFECTIVE DATE. new text end

new text begin This section applies to college entrance exams administered
after July 1, 2016.
new text end

Sec. 60. new text beginCONCURRENT ENROLLMENT TEACHER TRAINING GRANTS.
new text end

new text begin For fiscal years 2017, 2018, and 2019 only, a high school teacher required to obtain
additional training to meet the partnering college's or university's academic requirements
to teach a concurrent enrollment course in a high school under Minnesota Statutes, section
124D.09, may be reimbursed for tuition for up to 18 graduate credits in furthering this
training. The commissioner shall establish application procedures and deadlines for
receiving grant payments under this subdivision.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2016.
new text end

Sec. 61. new text beginMINNESOTA'S FUTURE TEACHERS; GRANT PROGRAM.
new text end

new text begin Subdivision 1. new text end

new text begin Definitions. new text end

new text begin (a) For purposes of this section, the following terms
have the meanings given them.
new text end

new text begin (b) "Eligible institution" means a Minnesota public or nonpublic postsecondary
institution under Minnesota Statutes, section 136A.101, subdivision 4, providing a Board
of Teaching-approved teacher preparation program.
new text end

new text begin (c) "High needs area" means a shortage of teachers teaching in particular subject
areas and, or in particular regions of the state, identified in the commissioner of education's
biennial survey of districts under Minnesota Statutes, section 127A.05, subdivision 6, or
in another Department of Education survey on teacher shortages.
new text end

new text begin (d) "High needs school" means a school:
new text end

new text begin (1) designated as a low performing school under the most recently reauthorized
federal Elementary and Secondary Education Act; or
new text end

new text begin (2) above the state average in the concentration of students qualifying for free and
reduced-price lunch.
new text end

new text begin (e) "Qualified candidate" means a student enrolled in a Board of Teaching-approved
teacher preparation program at an eligible institution meeting the criteria in subdivision 3.
new text end

new text begin Subd. 2. new text end

new text begin Account. new text end

new text begin An account is established under the control of the commissioner
of the Office of Higher Education for grants to eligible institutions to provide financial
and other support to qualified candidates interested in teaching in a high needs area or
school. Unused funds appropriated to the Department of Education and transferred to the
Office of Higher Education in any fiscal year do not cancel and are available for the
purposes of this section.
new text end

new text begin Subd. 3. new text end

new text begin Program requirements. new text end

new text begin (a) The commissioner of the Office of Higher
Education, beginning in the 2017-2018 school year, shall award grants to eligible
institutions to help defray costs for qualified undergraduate and graduate candidates to
become licensed teachers. The commissioner shall determine the maximum grant award
available to each eligible institution, including the amount available for administrative and
support services, and other terms and conditions related to administering the grant program.
new text end

new text begin (b) The eligible institution must provide grant funding to its teacher preparation
programs for:
new text end

new text begin (1) reducing tuition, fees, and related education costs of qualified candidates;
new text end

new text begin (2) actively encouraging historically underserved students, students of color, and
students to pursue teaching in a high needs area or school;
new text end

new text begin (3) supporting qualified candidates to persist in and complete their teacher
preparation program and receive a full professional teaching license; and
new text end

new text begin (4) providing qualified candidates with experiential teaching opportunities.
new text end

new text begin (c) A qualified candidate under this section must submit to the teacher preparation
program a written statement indicating the qualified candidate's intent to teach in a high
needs school or area after completing the teacher preparation program and receiving
a teaching license.
new text end

new text begin (d) The teaching preparation program must provide mentoring to its qualified
candidates that includes at least:
new text end

new text begin (1) good communication with the qualified candidate throughout the program;
new text end

new text begin (2) a personalized learning plan for the qualified candidate that describes the
requirements for completing the program and obtaining a teaching position and the
resources available for overcoming obstacles to completing the program;
new text end

new text begin (3) connections to campus resources and professional and personal development
opportunities; and
new text end

new text begin (4) financial planning.
new text end

Sec. 62. new text beginGRANTS TO STUDENT TEACHERS IN SHORTAGE AREAS.
new text end

new text begin Subdivision 1. new text end

new text begin Establishment. new text end

new text begin The commissioner of the Office of Higher Education
must establish a grant program for student teaching stipends for low-income students
enrolled in a Board of Teaching-approved teacher preparation program who are interested
in teaching in a high needs subject area or region after graduating and receiving their
teaching license. For purposes of this section, "high needs subject area or region" means a
shortage of teachers teaching in particular subject areas or a shortage of teachers teaching
in particular regions of the state identified in the commissioner of education's biennial
survey of districts under Minnesota Statutes, section 127A.05, subdivision 6, or in another
Department of Education survey on teacher shortages.
new text end

new text begin Subd. 2. new text end

new text begin Eligibility new text end

new text begin To be eligible for a grant under this section, a teacher candidate
must:
new text end

new text begin (1) be enrolled in a Board of Teaching-approved teacher preparation program that
requires at least 12 weeks of student teaching and results in the teacher candidate receiving
a full professional teaching license enabling the licensee to teach in a high needs subject
area or region; and
new text end

new text begin (2) demonstrate financial need based on criteria established by the commissioner
under subdivision 3.
new text end

new text begin Subd. 3. new text end

new text begin Administration; repayment. new text end

new text begin (a) The commissioner must establish an
application process and other guidelines for implementing this program.
new text end

new text begin (b) The commissioner must determine each academic year the stipend amount based
on the amount of available funding and the number of eligible applicants.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2016.
new text end

Sec. 63. new text beginLEGISLATIVE STUDY GROUP ON EDUCATOR LICENSURE.
new text end

new text begin (a) A 12-member legislative study group on educator licensure is created to review
the 2016 Minnesota Teacher Licensure report prepared by the Office of the Legislative
Auditor on teacher licensing and submit a written report by February 1, 2017, to the
legislature recommending how to restructure Minnesota's teacher licensure system by
consolidating all teacher licensure activities into a single state entity to ensure transparency
and consistency or, at a minimum, by clarifying existing teacher licensure responsibilities
to provide transparency and consistency. In developing its recommendations, the study
group is encouraged to consider the tiered licensure system recommended in the legislative
auditor's report, among other recommendations. The study group is encouraged to begin
its work by consulting with teachers currently teaching in Minnesota school districts,
charter schools, and nonpublic schools and with out-of-state teachers currently licensed or
seeking a license in Minnesota. The study group is encouraged to identify and include in
its report any statutory changes needed to implement the study group recommendations.
new text end

new text begin (b) The legislative study group on educator licensure includes:
new text end

new text begin (1) six duly elected and currently serving members of the house of representatives,
three appointed by the speaker of the house and three appointed by the house minority
leader, and one of whom must be the current chair of the house of representatives
Education Innovation Policy Committee; and
new text end

new text begin (2) six duly elected and currently serving senators, three appointed by the senate
majority leader and three appointed by the senate minority leader, one of whom must be
the current chair of the senate Education Committee.
new text end

new text begin Only duly elected and currently serving members of the house of representatives or senate
may be study group members.
new text end

new text begin (c) The appointments must be made by June 1, 2016, and expire February 2, 2017.
If a vacancy occurs, the leader of the caucus in the house of representatives or senate to
which the vacating study group member belonged must fill the vacancy. The chair of the
house Education Innovation Policy Committee shall convene the first meeting of the study
group. The study group shall elect a chair or cochairs from among the members at the
first meeting. The study group must meet periodically. The Legislative Coordinating
Commission shall provide technical and administrative assistance upon request.
new text end

new text begin (d) In reviewing the legislative auditor's report and developing its recommendations,
the study group must consult with the Board of Teaching, the licensing division of the
Department of Education, the Minnesota Board of School Administrators, and interested
and affected stakeholders.
new text end

new text begin (e) The study group expires on February 2, 2017, unless extended by law.
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. 64. new text beginBOARD OF TEACHING REPORT.
new text end

new text begin The Board of Teaching must prepare and submit a written report to the committees
of the legislature with jurisdiction over kindergarten through grade 12 education by
February 1, 2017, listing all the statutory and rule requirements on teacher preparation,
examinations, and training applicable to candidates for teacher licensure by type of license
and all the statutory and rule requirements on continuing education applicable to teachers
seeking to renew a full professional teaching license.
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. 65. new text beginTEACHER LICENSING; PROCESS AND PROCEDURES.
new text end

new text begin (a) The Board of Teaching must maintain an easily accessible, user-friendly online
teacher licensure application system to enable all teacher licensure candidates to upload
their teacher licensure applications electronically and to select the field and grade level for
which they seek to be licensed. The online application system must list all types of teacher
licenses and special permissions available, outline the specific requirements for each type
of license and special permission, allow candidates to submit applications for all types
of licenses and special permissions, and be clear and complete. The online application
form must accommodate Minnesota and out-of-state candidates who completed a teacher
preparation and training program at either an accredited college or university or a
nontraditional teacher preparation and training program.
new text end

new text begin (b) When completely or partially denying a candidate a teaching license by issuing
a license that is more limited than the license the candidate seeks, including a restricted
license, the Board of Teaching, after consulting with the Department of Education if
appropriate, must notify the candidate in writing clearly explaining: the reason for denying
or partially denying the candidate a teaching license, including the specific deficiencies
identified in the candidate's preparation or qualifications; the options available to the
candidate to pursue the license the candidate seeks; and the candidate's right to appeal a
denial. Under the two-step appeal process, a candidate may appeal a licensure decision
to the Board of Teaching for review and, if the board does not find for the candidate,
the candidate may submit a second appeal, requesting a contested case hearing under
Minnesota Statutes, chapter 14.
new text end

new text begin (c) The Board of Teaching must grant a one-year full professional teaching license
to otherwise qualified teacher licensure candidates who have satisfactorily completed
a board-approved teacher preparation program in Minnesota, an accredited teacher
preparation program in another state, or all the licensure-specific coursework and other
requirements of a Board of Teaching-approved alternative teacher preparation and training
program but have not yet successfully completed the content, pedagogy, and skills exams
required for licensure. The board may renew a candidate's one-year full professional
teaching license under this paragraph up to three times.
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. 66. new text beginDATA SECURITY PLAN.
new text end

new text begin Subdivision 1. new text end

new text begin Plan components. new text end

new text begin To protect education and related workforce
data on individual students maintained by public schools, school districts, and state
agencies, and consistent with Minnesota Statutes, chapter 13, and sections 116J.401,
120B.11, 120B.12, 120B.30, 120B.31, 120B.35, 120B.36, 124D.49, 124D.52, 124D.861,
125A.085, and 127A.70, subdivision 2, among other student data-related provisions, the
commissioner of education must develop, publish, and oversee a detailed data security
plan combining administrative, physical, and technical safeguards that includes:
new text end

new text begin (1) requirements for:
new text end

new text begin (i) authorizing access to the kindergarten through grade 12 data systems containing
personally identifiable information on students;
new text end

new text begin (ii) authorizing data and system access for other agencies participating in the
Statewide Longitudinal Education Data System and the Early Childhood Longitudinal
Data System;
new text end

new text begin (iii) authenticating authorized access to and the processing of personally identifiable
information on students;
new text end

new text begin (iv) protecting data that describes a student or otherwise identifies a student gathered
by an operator of a Web site, online service, online application, or mobile application
that operates a site, service, or application for kindergarten through grade 12 school
purposes; and
new text end

new text begin (v) sanctions for employees, contractors, grantees, researchers, and vendors who
fail to comply with the guidelines;
new text end

new text begin (2) minimum privacy compliance standards based on reasonable and enforceable
security measures and practices, including background checks, training opportunities
and resources, physical and technical safeguards, and privacy and security agreements
for employees, contractors, grantees, researchers, and vendors with access to personally
identifiable information on students, among other privacy and security measures and
practices;
new text end

new text begin (3) regular privacy and security compliance audits of the Statewide Longitudinal
Education Data System and other data systems; and
new text end

new text begin (4) data retention, storage, disposal, and security policies and protocols that include:
new text end

new text begin (i) safeguards for protecting, managing, accessing, and destroying students'
personally identifiable data; and
new text end

new text begin (ii) plans, notices, and mitigation procedures for responding to data breaches, among
other policies and protocols.
new text end

new text begin Subd. 2. new text end

new text begin Plan report. new text end

new text begin The commissioner of education must submit a report by
January 10, 2017, to the committees of the legislature with jurisdiction over education
and data practices on the Department of Education's progress in developing the data
security plan and must include in the report estimates of the costs for further developing
and implementing the plan, including audit, background check, and training costs, among
other costs.
new text end

new text begin Subd. 3. new text end

new text begin Plan costs. new text end

new text begin The commissioner of education must proceed in developing the
data security plan under subdivision 1 using existing Department of Education resources.
new text end

new text begin Subd. 4. new text end

new text begin Plan implementation. new text end

new text begin The commissioner of education may not proceed to
implement the data security plan under this section until July 1, 2017.
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. 67. new text beginSTAFF DEVELOPMENT GRANTS FOR INTERMEDIATE SCHOOL
DISTRICTS AND OTHER COOPERATIVE UNITS.
new text end

new text begin (a) For fiscal years 2017, 2018, and 2019 only, an intermediate school district or
other cooperative unit providing instruction to students in federal instructional settings
of level 4 or higher qualifies for staff development grants equal to $1,000 times the
full-time equivalent number of licensed instructional staff and nonlicensed classroom
aides employed by the intermediate school district or other cooperative unit during the
previous fiscal year.
new text end

new text begin (b) Staff development grants received under this section must be used for activities
related to enhancing services to students who may have challenging behaviors or mental
health issues or be suffering from trauma. Specific qualifying staff development activities
include but are not limited to:
new text end

new text begin (1) proactive behavior management;
new text end

new text begin (2) personal safety training;
new text end

new text begin (3) de-escalation techniques; and
new text end

new text begin (4) adaptation of published curriculum and pedagogy for students with complex
learning and behavioral needs.
new text end

new text begin (c) The grants received under this section must be reserved and spent only on the
activities specified in this section. If funding for purposes of this section is insufficient,
the commissioner must prorate the grants.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2017
and later.
new text end

Sec. 68. new text beginSTUDENT DISCIPLINE WORKING GROUP.
new text end

new text begin (a) A student discipline working group is created to review the substance,
application, and effect of Minnesota's Pupil Fair Dismissal Act under Minnesota Statutes,
sections 121A.40 to 121A.56, and related student discipline provisions in Minnesota
Statutes, chapter 121A, and submit written recommendations to the legislature by
February 1, 2017, on improving disciplinary policies, practices, and procedures as they
affect students and school officials and the effects on student outcomes.
new text end

new text begin (b) Consistent with paragraph (a), the working group must analyze:
new text end

new text begin (1) available summary data on elementary and secondary students' removal from
class, suspensions, exclusions, expulsions, and other disciplinary measures, disaggregated
by categories of race, ethnicity, poverty, disability, homelessness, English language
proficiency, gender, age, and foster care status;
new text end

new text begin (2) the meaning and effect of "willful" in establishing grounds for dismissal under
Minnesota Statutes, section 121A.45;
new text end

new text begin (3) the impact of positive behavioral interventions and supports and restorative
practices on student behavior, student outcomes, and the school climate, including student
engagement and connection, among other school climate measures;
new text end

new text begin (4) due process rights of students facing dismissal, including changes needed to
ensure students' due process rights are fully observed and protected;
new text end

new text begin (5) students' need for and access to professional support service providers such
as school counselors, school social workers, school psychologists, and mental health
professionals;
new text end

new text begin (6) the presence of school resource officers in school buildings, their role in affecting
student discipline, and their impact on teacher safety and student outcomes;
new text end

new text begin (7) policies for retaining and destroying student disciplinary data; and
new text end

new text begin (8) other related school discipline matters that are of concern to working group
members.
new text end

new text begin (c) By June 1, 2016, the executive director of each of the following organizations
shall appoint one representative to serve as a member of the working group: the Minnesota
School Boards Association; the Minnesota Association of School Administrators;
Education Minnesota; the Minnesota Board of Peace Officer Standards and Training; the
Minnesota Disability Law Center; the National Alliance of Mental Illness Minnesota;
the Parent Advocacy Coalition for Educational Rights (PACER) Center; the Minnesota
Association of Secondary School Principals; the Minnesota Elementary School Principals'
Association; the Association of Metropolitan School Districts; the Minnesota Rural
Education Association; the Minnesota School Counselors Association; the Minnesota
School Psychologists Association; the School Nurse Organization of Minnesota; the St.
Paul Special Education Advisory Council; the Solutions Not Suspensions Coalition; the
Minnesota Education Equity Partnership; MinnCAN; Students for Education Reform; the
Minnesota Youth Council; Educators 4 Excellence; the African American Leadership
Forum; the American Indian Opportunities Industrialization Center; the Minnesota
Association of Charter Schools; the Minnesota Indian Affairs Council; and the Minnesota
School Social Workers Association. Six legislators shall also be appointed by June
1, 2016, and serve as members of the working group: three duly elected and currently
serving senators, two appointed by the senate majority leader and one appointed by the
senate minority leader; and three duly elected and currently serving members of the
house of representatives, two appointed by the speaker of the house and one appointed
by the house of representatives minority leader. Only duly elected and currently serving
members of the senate or house of representatives may be working group members. If a
vacancy occurs, the leader of the caucus in the senate or house of representatives to which
the vacating member belonged must fill the vacancy. Working group members must seek
advice from experts and stakeholders in developing their recommendations.
new text end

new text begin (d) The commissioner of education, or the commissioner's designee, must convene
the first meeting of the working group. The working group must select a chair or cochairs
from among its members at the first meeting. The working group must meet periodically.
The commissioner must provide technical and administrative assistance to the working
group upon request. Working group members are not eligible to receive expenses or per
diem payments for serving on the working group.
new text end

new text begin (e) The working group expires February 2, 2017.
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. 69. new text beginNORTHWEST REGIONAL PARTNERSHIP CONCURRENT
ENROLLMENT PROGRAM.
new text end

new text begin Subdivision 1. new text end

new text begin Definition. new text end

new text begin "Northwest Regional Partnership" means a voluntary
association of the Lakes Country Service Cooperative, the Northwest Service Cooperative,
and Minnesota State University-Moorhead that works together to provide coordinated
higher learning opportunities for teachers.
new text end

new text begin Subd. 2. new text end

new text begin Establishment. new text end

new text begin Lakes Country Service Cooperative, in consultation with
the Northwest Service Cooperative, may develop a continuing education program to allow
eligible teachers to attain the requisite graduate credits necessary to be qualified to teach
secondary school courses for postsecondary credit.
new text end

new text begin Subd. 3. new text end

new text begin Curriculum development. new text end

new text begin Minnesota State University-Moorhead may
develop an online education curriculum to allow eligible secondary school teachers to
attain graduate credit at a reduced credit rate.
new text end

new text begin Subd. 4. new text end

new text begin Funding for course development; scholarships; stipends. new text end

new text begin Lakes
Country Service Cooperative, in consultation with the other members of the Northwest
Regional Partnership, shall:
new text end

new text begin (1) provide funding for course development for up to 18 credits in applicable
postsecondary subject areas;
new text end

new text begin (2) provide scholarships for eligible teachers to enroll in the continuing education
program; and
new text end

new text begin (3) develop criteria for awarding educator stipends on a per-credit basis to
incentivize participation in the continuing education program.
new text end

new text begin Subd. 5. new text end

new text begin Participant eligibility. new text end

new text begin Participation in the continuing education program
is reserved for teachers of secondary school courses for postsecondary credit. Priority
must be given to teachers employed by a school district that is a member of the Lakes
Country Service Cooperative or Northwest Service Cooperative. Teachers employed
by a school district that is not a member of the Lakes Country Service Cooperative or
Northwest Service Cooperative may participate in the continuing education program as
space allows. A teacher participating in this program is ineligible to participate in other
concurrent enrollment teacher training grant programs.
new text end

new text begin Subd. 6. new text end

new text begin Private funding. new text end

new text begin The partnership may receive private resources to
supplement the available public money. All money received shall be administered by
the Lakes Country Service Cooperative.
new text end

new text begin Subd. 7. new text end

new text begin Report required. new text end

new text begin Northwest Regional Partnership must submit an annual
report by January 15 of each year on the progress of its activities to the legislature,
commissioner of education, and Board of Trustees of the Minnesota State Colleges and
Universities. The annual report shall contain a financial report for the preceding year. The
first report is due no later than January 15, 2018.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2016.
new text end

Sec. 70. new text beginGROW YOUR OWN TEACHER RESIDENCY PILOT PROGRAM.
new text end

new text begin (a) For fiscal years 2017, 2018, and 2019 only, a nonconventional teacher residency
pilot program under Minnesota Statutes, section 122A.09, subdivision 10, paragraph (a),
is established to provide tuition scholarships or stipends to enable education or teaching
assistants or other nonlicensed district employees who hold a bachelor's degree from an
accredited college or university and who seek an elementary education license or a license
in a subject area for which a shortage exists under Minnesota Statutes, section 127A.05,
subdivision 6, to participate in a Board of Teaching-approved nonconventional teacher
residency program under this section.
new text end

new text begin (b) School districts or charter schools not participating under paragraph (a) may
use funds under this section to pay for tuition scholarships or stipends on behalf of
paraprofessionals employed in the school or district who are enrolled in a Board of
Teaching-approved teacher preparation program and who are making satisfactory progress
toward attaining teacher licensure.
new text end

new text begin (c) The commissioner of education and the commissioner of the Office of Higher
Education must evaluate the outcomes and efficacy of the program and, by February 1,
2017, submit written program recommendations to the committees of the legislature with
jurisdiction over kindergarten through grade 12 education and higher education, including
how to continue and expand the program throughout Minnesota.
new text end

Sec. 71. new text beginPILOT PROJECT TO HELP STRUGGLING STUDENTS READ AT
GRADE LEVEL.
new text end

new text begin (a) A pilot project for fiscal year 2017 is established to help struggling,
underperforming students in grades 3 through 5 read at grade level and close the academic
achievement gap. Under this pilot project, the commissioner of education shall make a
grant to a qualified and experienced nonprofit organization to provide three Minnesota
public schools with: a research-based intervention software program demonstrated to
effectively use singing to improve students' reading ability; technical training and staff to
install project software; on-site professional development and instructional monitoring
and support for school staff and students; preproject and postproject online reading
assessments developed by the University of Minnesota; and other project management
services. A participating school must identify a trained supervisor and other school staff
to work with students using the software in the computer lab and coordinate and review
students' weekly lab use.
new text end

new text begin (b) The commissioner, in consultation with the nonprofit organization receiving the
grant, must select three public elementary schools, located in an urban, suburban, and
greater Minnesota school district, respectively, to participate in the project based on:
new text end

new text begin (1) the number and percent of enrolled students in grades 3 through 5 whose
proficiency on the Minnesota Comprehensive Assessment in reading is below grade level
and who are eligible for free or reduced-price lunch;
new text end

new text begin (2) the interest of the school principal, teachers, and other school staff in
participating in the project; and
new text end

new text begin (3) the availability of a computer lab for the project and its software.
new text end

new text begin (c) The nonprofit organization receiving the grant must submit a
commissioner-reviewed report to the committees of the legislature with jurisdiction over
kindergarten through grade 12 education by February 1, 2017, using summary data to
compare and evaluate the reading gains of the third to fifth grade students in the three
schools that participated in the project and third to fifth grade students in schools that did
not participate in the project and recommend whether to continue or expand the project.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2016.
new text end

Sec. 72. new text beginLEGISLATIVE AUDITOR.
new text end

new text begin The legislative auditor is requested to perform a financial audit of the Perpich Center
for Arts Education in calendar year 2016, and at least every four calendar years thereafter.
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. 73. new text beginSTATEWIDE SCHOOL TEACHER AND ADMINISTRATOR JOB
BOARD.
new text end

new text begin For fiscal years 2017, 2018, and 2019 only, the Board of Teaching must contract for
an electronic statewide school teacher and administrator job board. The job board must
allow school districts to post job openings for prekindergarten through grade 12 teaching
and administrative positions.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2016.
new text end

Sec. 74. new text beginCERTIFICATION INCENTIVE REVENUE.
new text end

new text begin Subdivision 1. new text end

new text begin Qualifying certificates. new text end

new text begin As soon as practicable, the commissioner
of education, in consultation with the Governor's Workforce Development Council
established under Minnesota Statutes, section 116L.665, and the P-20 education
partnership operating under Minnesota Statutes, section 127A.70, must establish the list of
qualifying career and technical certificates and post the names of those certificates on the
Department of Education's Web site. The certificates must be in fields where occupational
opportunities exist.
new text end

new text begin Subd. 2. new text end

new text begin School district participation. new text end

new text begin (a) A school board may adopt a policy
authorizing its students in grades 9 through 12, including its students enrolled in
postsecondary enrollment options courses under Minnesota Statutes, section 124D.09, the
opportunity to complete a qualifying certificate. The certificate may be completed as part
of a regularly scheduled course.
new text end

new text begin (b) A school district may register a student for any assessment necessary to complete
a qualifying certificate and pay any associated registration fees for its students.
new text end

new text begin Subd. 3. new text end

new text begin Incentive funding. new text end

new text begin (a) A school district's career and technical certification
aid equals $500 times the district's number of students enrolled during the current fiscal
year who have obtained one or more qualifying certificates during the current fiscal year.
new text end

new text begin (b) The statewide total certificate revenue must not exceed $1,000,000. The
commissioner must proportionately reduce the initial aid provided under this subdivision
so that the statewide aid cap is not exceeded.
new text end

new text begin Subd. 4. new text end

new text begin Reports to the legislature. new text end

new text begin (a) The commissioner of education must
report to the committees of the legislature with jurisdiction over kindergarten through
grade 12 education and higher education by February 1, 2017, on the number and types
of certificates authorized for the 2016-2017 school year. The commissioner must also
recommend whether the pilot program should be continued.
new text end

new text begin (b) By February 1, 2018, the commissioner of education must report to the
committees of the legislature with jurisdiction over kindergarten through grade 12
education and higher education about the number and types of certificates earned by
Minnesota's students during the 2016-2017 school year.
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. 75. new text beginAPPROPRIATIONS.
new text end

new text begin Subdivision 1. new text end

new text begin Department of Education. new text end

new text begin The sums indicated in this section
are appropriated from the general fund to the Department of Education for the fiscal
year designated.
new text end

new text begin Subd. 2. new text end

new text begin Staff development grants for cooperative units. new text end

new text begin For payment of staff
development grants to intermediate school districts and other cooperative units providing
instruction to students in federal instructional settings of level 4 or higher:
new text end

new text begin $
new text end
new text begin 6,000,000
new text end
new text begin .....
new text end
new text begin 2017
new text end

new text begin This is a onetime appropriation. This appropriation is available until June 30,
2019. To the extent practicable, this appropriation should fund staff development grants
for intermediate school districts and other cooperative units for fiscal years 2017, 2018,
and 2019.
new text end

new text begin Subd. 3. new text end

new text begin Northwest Regional Partnership concurrent enrollment program. new text end

new text begin For a
grant to the Lakes Country Service Cooperative to operate a continuing education program:
new text end

new text begin $
new text end
new text begin 3,000,000
new text end
new text begin .....
new text end
new text begin 2017
new text end

new text begin This is a onetime appropriation. This appropriation is available until June 30, 2019.
new text end

new text begin Subd. 4. new text end

new text begin Grow Your Own tuition scholarships and stipends. new text end

new text begin For a school district
to provide tuition scholarships and stipends to eligible employees under the Grow Your
Own teacher residency pilot program:
new text end

new text begin $
new text end
new text begin 1,500,000
new text end
new text begin .....
new text end
new text begin 2017
new text end

new text begin This is a onetime appropriation. This appropriation is available until June 30, 2019.
new text end

new text begin Subd. 5. new text end

new text begin Sanneh Foundation. new text end

new text begin For a grant to the Sanneh Foundation:
new text end

new text begin $
new text end
new text begin 1,500,000
new text end
new text begin .....
new text end
new text begin 2017
new text end

new text begin Funds appropriated in this section are to provide all-day, in-school, and after-school
academic and behavioral interventions for low-performing and chronically absent students
with a focus on low-income students and students of color throughout the school year and
during the summer to decrease absenteeism, encourage school engagement, and improve
grades and graduation rates. Funds appropriated in this section may be used to hire and
train staff in areas of youth mentorship, behavior support, and academic tutoring in group
and individual settings and to promote pathways for teachers of color.
new text end

new text begin This is a onetime appropriation. This appropriation is available until June 30, 2019.
new text end

new text begin Subd. 6. new text end

new text begin Western Minnesota mobile manufacturing lab. new text end

new text begin For a transfer to the
Pine to Prairie Cooperative Center:
new text end

new text begin $
new text end
new text begin 900,000
new text end
new text begin .....
new text end
new text begin 2017
new text end

new text begin The funds in this subdivision must be used to establish a western Minnesota mobile
labs program, including manufacturing and welding labs to create interest in these careers
for secondary students. The program must be operated by Pine to Prairie Cooperative
Center in collaboration with Northland Community and Technical College, Lakes Country
Service Cooperative, and Minnesota State Community and Technical College.
new text end

new text begin This is a onetime appropriation. This appropriation is available until June 30, 2019.
new text end

new text begin Subd. 7. new text end

new text begin Music pilot project appropriation. new text end

new text begin For a grant to a qualified nonprofit
organization to provide three Minnesota public elementary schools with a research-based
intervention software program that effectively uses singing to improve students' reading
ability:
new text end

new text begin $
new text end
new text begin 100,000
new text end
new text begin .....
new text end
new text begin 2017
new text end

new text begin This is a onetime appropriation.
new text end

new text begin Subd. 8. new text end

new text begin School crisis response teams. new text end

new text begin For school crisis response teams under
Minnesota Statutes, section 119A.035:
new text end

new text begin $
new text end
new text begin 100,000
new text end
new text begin .....
new text end
new text begin 2017
new text end

new text begin This is a onetime appropriation. This appropriation is available until June 30, 2019.
new text end

new text begin Subd. 9. new text end

new text begin Positive Behavioral Interventions and Supports (PBIS). new text end

new text begin For
implementation of schoolwide Positive Behavioral Interventions and Supports (PBIS) in
schools and districts throughout Minnesota to reduce the use of restrictive procedures and
increase use of positive practices:
new text end

new text begin $
new text end
new text begin 2,750,000
new text end
new text begin .....
new text end
new text begin 2017
new text end

new text begin This is a onetime appropriation.
new text end

new text begin Subd. 10. new text end

new text begin Girls in Action grant. new text end

new text begin For a grant to the Girls in Action program to
enable Girls in Action to continue to provide and to expand Twin Cities metropolitan area
school and community-based programs that encourage and support low-income girls,
including low-income girls of color, to graduate from high school on time, complete a
postsecondary preparation program, become community leaders, and participate in service
learning opportunities in their communities. Girls in Action must expend $500,000 of this
appropriation for community-based programs located in the Twin Cities metropolitan area:
new text end

new text begin $
new text end
new text begin 1,500,000
new text end
new text begin .....
new text end
new text begin 2017
new text end

new text begin This is a onetime appropriation. This appropriation is available until June 30, 2019.
new text end

new text begin Subd. 11. new text end

new text begin Concurrent enrollment teacher training grants. new text end

new text begin For concurrent
enrollment teacher training grants under Minnesota Statutes, section 124D.091,
subdivision 4:
new text end

new text begin $
new text end
new text begin 750,000
new text end
new text begin .....
new text end
new text begin 2017
new text end

new text begin This is a onetime appropriation. This appropriation is available until June 30, 2019.
new text end

new text begin Subd. 12. new text end

new text begin Minnesota Council on Economic Education. new text end

new text begin For a grant to the
Minnesota Council on Economic Education to provide staff development to teachers
for implementing the state graduation standards in learning areas relating to economic
education:
new text end

new text begin $
new text end
new text begin 250,000
new text end
new text begin .....
new text end
new text begin 2017
new text end

new text begin The commissioner, in consultation with the council, shall develop expectations for
staff development outcomes, eligibility criteria for participants, an evaluation procedure,
and guidelines for direct and in-kind contributions by the council.
new text end

new text begin This is a onetime appropriation. This appropriation is available until June 30, 2019.
new text end

new text begin Subd. 13. new text end

new text begin Certificate incentive funding. new text end

new text begin For the certificate incentive program:
new text end

new text begin $
new text end
new text begin 1,000,000
new text end
new text begin .....
new text end
new text begin 2017
new text end

new text begin This is a onetime appropriation. This appropriation is available until June 30, 2019.
new text end

new text begin Subd. 14. new text end

new text begin Southwest Minnesota State University special education teacher
education program.
new text end

new text begin The following sums are appropriated in the fiscal years designated
from the general fund to the commissioner of education for the Southwest Minnesota State
University special education teacher education program to support special education
paraprofessionals working toward licensure in an online program:
new text end

new text begin $
new text end
new text begin 385,000
new text end
new text begin .....
new text end
new text begin 2017
new text end

new text begin The base for this program in fiscal year 2018 is $0.
new text end

Sec. 76. new text beginAPPROPRIATION; JOB BOARD.
new text end

new text begin $239,000 in fiscal year 2017 is appropriated from the general fund to the Board of
Teaching for an electronic statewide job board. The board may expend $79,000 of this
appropriation in fiscal year 2017, and the remaining unexpended funds are available
until June 30, 2019.
new text end

Sec. 77. new text beginAPPROPRIATION; FUTURE TEACHERS GRANT PROGRAM.
new text end

new text begin $4,500,000 in fiscal year 2017 is appropriated from the general fund to the
commissioner of the Office of Higher Education for the Minnesota future teachers grant
program. This is a onetime appropriation. This appropriation is available until June 30,
2019.
new text end

Sec. 78. new text beginAPPROPRIATION; STUDENT TEACHERS IN SHORTAGE AREAS;
GRANTS.
new text end

new text begin $1,000,000 in fiscal year 2017 is appropriated from the general fund to the
commissioner of the Office of Higher Education for grants to student teachers in shortage
areas. This is a onetime appropriation. This appropriation is available until June 30, 2019.
new text end

Sec. 79. new text beginAPPROPRIATION; SCHOOL-LINKED MENTAL HEALTH
SERVICES.
new text end

new text begin $5,000,000 in fiscal year 2017 is appropriated from the general fund to the
commissioner of human services for children's mental health grants under Minnesota
Statutes, section 245.4889, subdivision 1, paragraph (b), clause (8), for current grantees to
expand access to school-linked mental health services and to provide training to grantees
on the use of evidence-based practices. This appropriation is available until June 30, 2019.
To the extent practicable, the commissioner of human services is encouraged to expend
the fiscal year 2017 appropriation equally over fiscal years 2017, 2018, and 2019.
new text end

Sec. 80. new text beginREVISOR'S INSTRUCTION.
new text end

new text begin In the next and subsequent editions of Minnesota Statutes, the revisor of statutes
shall renumber the section on innovative delivery of career and technical education
programs as Minnesota Statutes, section 124D.339.
new text end

Sec. 81. new text begin REPEALER.
new text end

new text begin (a) new text end new text begin Minnesota Statutes 2014, sections 120B.299, subdivision 5; 122A.413,
subdivision 3; and 122A.74,
new text end new text begin are repealed.
new text end

new text begin (b) new text end new text begin Minnesota Statutes 2015 Supplement, section 122A.413, subdivisions 1 and
2,
new text end new text begin are repealed.
new text end

new text begin (c) new text end new text begin Minnesota Statutes 2014, sections 122A.40, subdivision 11; and 122A.41,
subdivision 14,
new text end new text begin are repealed effective July 1, 2017.
new text end

new text begin (d) new text end new text begin Minnesota Rules, part 3535.0110, subparts 6, 7, and 8, new text end new text begin are repealed.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin Paragraph (d) is effective the day following final enactment.
new text end

ARTICLE 9

CHARTER SCHOOLS

Section 1.

Minnesota Statutes 2015 Supplement, section 124E.05, subdivision 4, is
amended to read:


Subd. 4.

Application content.

new text begin(a)new text end 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;

deleted text begin (2) a description of the capacity of the organization to serve as an authorizer,
deleted text end deleted text begin including the personnel who will perform the authorizing duties, their qualifications, the
deleted text end deleted text begin amount of time they will be assigned to this responsibility, and the financial resources
deleted text end deleted text begin allocated by the organization to this responsibility;
deleted text end

new text begin (2) a description of the capacity of the organization to serve as an authorizer,
including the positions allocated to authorizing duties, the qualifications for those
positions, the full-time equivalencies of those positions, and the financial resources
available to fund the positions. The commissioner may use information about specific
individuals expected to perform the authorizing duties in deciding whether to approve
or disapprove an organization's application to be approved as an authorizer. The
commissioner may not use information about specific individuals performing the
authorizing duties in reviewing an approved authorizer's performance;
new text end

(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 section 124E.10;

(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 section 124E.06, subdivision 5;

(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.

new text begin (b) Notwithstanding paragraph (a), an authorizer that is a school district may satisfy
the requirements of paragraph (a), clauses (1) and (2), and any requirement governing a
conflict of interest between an authorizer and its charter schools or ongoing evaluation and
continuing education of an administrator or other professional support staff by submitting
to the commissioner a written promise to comply with the requirements.
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. 2.

Minnesota Statutes 2015 Supplement, section 124E.05, subdivision 5, is
amended to read:


Subd. 5.

Review by commissioner.

new text begin(a) new text endThe commissioner shall review an
authorizer's performance every five years in a manner and form determined by the
commissionernew text begin, subject to paragraphs (b) and (c),new text end 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.

new text begin (b) Consistent with this subdivision, the commissioner must:
new text end

new text begin (1) use criteria appropriate to the authorizer and the schools it charters to review
the authorizer's performance; and
new text end

new text begin (2) consult with authorizers, charter school operators, and other charter school
stakeholders in developing review criteria under this paragraph.
new text end

new text begin (c) The commissioner's form must use existing department data on the authorizer to
minimize duplicate reporting to the extent practicable. When reviewing an authorizer's
performance under this subdivision, the commissioner must not:
new text end

new text begin (1) fail to credit;
new text end

new text begin (2) withhold points; or
new text end

new text begin (3) otherwise penalize an authorizer for failing to charter additional schools or for
the absence of complaints against the authorizer's current portfolio of charter schools.
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. 3.

Minnesota Statutes 2015 Supplement, section 124E.05, subdivision 7, is
amended to read:


Subd. 7.

Withdrawal.

If the governing board of an approved authorizer votes to
withdraw as an approved authorizer for a reason unrelated to any cause under section
124E.10, subdivision 4, 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, regardless of when the authorizer's five-year term of approval
ends. The commissioner may approve the transfer of a charter school to a new authorizer
under deleted text beginthis subdivision after the new authorizer submits an affidavit to the commissionerdeleted text endnew text begin
section 124E.10, subdivision 5
new text end.

Sec. 4.

Minnesota Statutes 2015 Supplement, section 124E.10, subdivision 1, is
amended to read:


Subdivision 1.

Contents.

(a) 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 section
124E.01, subdivision 1, and how the school will report its implementation of the primary
purpose;

(2) a declaration of the additional purpose or purposes in section 124E.01,
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
3, 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 3;

(9) types and amounts of insurance liability coverage to be obtained by the charter
school, consistent with section 124E.03, subdivision 2, paragraph (d);

(10) consistent with section 124E.09, 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 deleted text beginan additional
deleted text endnew text beginanew text end preoperational planning deleted text beginyeardeleted text endnew text begin periodnew text end, 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 of all
students under the primary purpose of section 124E.01, subdivision 1, as the most
important factor in determining contract renewal;

(14) the additional purposes under section 124E.01, subdivision 1, 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 section 124E.03, subdivision 5, paragraph (b), and procedures
for closing financial operations.

(b) A charter school must design its programs to at least meet the outcomes adopted
by the commissioner for public school studentsnew text begin, including world's best workforce goals
under section 120B.11, subdivision 1
new text end. In the absence of the commissioner's requirements,
the school must meet the outcomes contained in the contract with the authorizer. The
achievement levels of the outcomes contained in the contract may exceed the achievement
levels of any outcomes adopted by the commissioner for public school students.

Sec. 5.

Minnesota Statutes 2015 Supplement, section 124E.10, subdivision 5, is
amended to read:


Subd. 5.

Mutual nonrenewal.

If the authorizer and the charter school board of
directors mutually agree not to renew the contract, new text beginor if the governing board of an approved
authorizer votes to withdraw as an approved authorizer for a reason unrelated to any cause
under subdivision 4,
new text enda change in authorizers is allowed. The authorizer and the school
board must jointly submit a written and signed letter of their intent to the commissioner to
mutually not renew the contract. The authorizer that is a party to the existing contract must
inform the proposed authorizer about the fiscal, operational, and student performance status
of the school, deleted text beginas well as anydeleted text endnew text begin including unmet contract outcomes and othernew text end outstanding
contractual obligations that exist. The charter contract between the proposed authorizer
and the school must identify and provide a plan to address any outstanding obligations from
the previous contract. The proposed contract must be submitted at least 105 business days
before the end of the existing charter contract. The commissioner shall have 30 business
days to review and make a determination. The proposed authorizer and the school shall
have 15 business days to respond to the determination and address any issues identified by
the commissioner. A final determination by the commissioner shall be made no later than
45 business days before the end of the current charter contract. If no change in authorizer
is approved, the school and the current authorizer may withdraw their letter of nonrenewal
and enter into a new contract. If the transfer of authorizers is not approved and the current
authorizer and the school do not withdraw their letter and enter into a new contract, the
school must be dissolved according to applicable law and the terms of the contract.

Sec. 6.

Minnesota Statutes 2015 Supplement, section 124E.16, subdivision 2, is
amended to read:


Subd. 2.

Annual public reports.

(a) A charter school must publish an annual report
approved by the board of directors. The annual report must at least include information
on school enrollment, student attrition, governance and management, staffing, finances,
academic performance, innovative practices and implementation, and future plans. A
charter school may combine this report with the reporting required under section 120B.11.
A charter school must post the annual report on the school's official Web site. A charter
school must also distribute the annual report by publication, mail, or electronic means to
its authorizer, school employees, and parents and legal guardians of students enrolled in
the charter school. The reports are public data under chapter 13.

(b) deleted text beginThe commissioner shall establish specifications fordeleted text endnew text begin An authorizer must submitnew text end an
deleted text beginauthorizer'sdeleted text end annual public report deleted text beginthatdeleted text endnew text begin in a manner specified by the commissioner by January
15 for the previous school year ending June 30 that shall at least include key indicators of
school academic, operational, and financial performance. The report
new text end is part of the system
to evaluate authorizer performance under section 124E.05, subdivision 5. deleted text beginThe report shall
at least include key indicators of school academic, operational, and financial performance.
deleted text end

Sec. 7.

Minnesota Statutes 2014, section 127A.45, subdivision 6a, is amended to read:


Subd. 6a.

Cash flow adjustment.

The board of directors of any deleted text begincharter school
serving fewer than 200 students where the percent of students eligible for special
education services equals at least 90 percent of the charter school's total enrollment
deleted text endnew text begineligible special education charter school under section 124E.21, subdivision 2,new text end may
request that the commissioner of education accelerate the school's cash flow under this
section. The commissioner must approve a properly submitted request within 30 days of
its receipt. The commissioner must accelerate the school's regular special education aid
payments according to the schedule in the school's request and modify the payments to the
school under subdivision 3 accordingly. A school must not receive current payments of
regular special education aid exceeding 90 percent of its estimated aid entitlement for the
fiscal year. The commissioner must delay the special education aid payments to all other
school districts and charter schools in proportion to each district or charter school's total
share of regular special education aid such that the overall aid payment savings from the
aid payment shift remains unchanged for any fiscal year.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue in fiscal year 2017 and
later.
new text end

Sec. 8.

Laws 2015, First Special Session chapter 3, article 4, section 4, the effective
date, is amended to read:


EFFECTIVE DATE.

This section is effective the day following final enactment
except the provision under paragraph (g) allowing prekindergarten deaf or hard-of-hearing
pupils to enroll in a charter school is effective deleted text beginonly if the commissioner of education
determines there is no added cost attributable to the pupil
deleted text endnew text begin for the 2016-2017 school year
and later
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 10

SPECIAL EDUCATION

Section 1.

Minnesota Statutes 2015 Supplement, section 120B.125, is amended to read:


120B.125 PLANNING FOR STUDENTS' SUCCESSFUL TRANSITION
TO POSTSECONDARY EDUCATION AND EMPLOYMENT; PERSONAL
LEARNING PLANS.

(a) Consistent with sections 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 educational, college, and career interests, aptitudes, and
aspirations and develop a plan for a smooth and successful transition to postsecondary
education or employment. All students' plans must:

(1) provide a comprehensive plan to prepare for and complete a career and college
ready curriculum by meeting state and local academic standards and developing career and
employment-related skills such as team work, collaboration, creativity, communication,
critical thinking, and good work habits;

(2) emphasize academic rigor and high expectations;

(3) help students identify interests, aptitudes, aspirations, and personal learning
styles that may affect their career and college ready goals and postsecondary education
and employment choices;

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

(5) help students access education and career options;

(6) integrate strong academic content into career-focused courses and applied and
experiential learning opportunities and integrate relevant career-focused courses and
applied and experiential learning opportunities into strong academic content;

(7) help identify and access 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;

(8) help identify collaborative partnerships among prekindergarten through grade
12 schools, postsecondary institutions, economic development agencies, and local and
regional employers that support students' transition to postsecondary education and
employment and provide students with applied and experiential learning opportunities; and

(9) 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 academic standards and 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 or pursue a career, career interest, employment goals, or related job
training.

(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.

(d) 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 begin (e) If a student with a disability has an individualized education program (IEP) or
standardized written plan that meets the plan components of this section, the IEP satisfies
the requirement and no additional transition plan is needed.
new text end

Sec. 2.

Minnesota Statutes 2014, section 122A.31, subdivision 3, is amended to read:


Subd. 3.

Qualified interpreters.

The Department of Education deleted text beginand the resource
center:
deleted text endnew text begin state specialist fornew text end deaf and deleted text beginhard of hearingdeleted text endnew text begin hard-of-hearingnew text end shall work with
existing interpreter/transliterator training programs, other training/educational institutions,
and the regional service centers to ensure that ongoing staff development training for
educational interpreters/transliterators is provided throughout the state.

Sec. 3.

Minnesota Statutes 2014, section 124D.15, subdivision 15, is amended to read:


Subd. 15.

Eligibility.

A child is eligible to participate in a school readiness program
if the child:

(1) is at least three years old on September 1;

(2) has completed health and developmental screening within 90 days of program
enrollment under sections 121A.16 to 121A.19; and

(3) has one or more of the following risk factors:

(i) qualifies for free or reduced-price lunch;

(ii) is an English learner;

(iii) is homeless;

(iv) has an individualized education program (IEP) or deleted text beginan individual interagency
intervention plan (IIIP)
deleted text endnew text begin standardized written plannew text end;

(v) is identified, through health and developmental screenings under sections
121A.16 to 121A.19, with a potential risk factor that may influence learning; or

(vi) is defined as deleted text beginat-riskdeleted text endnew text begin at risknew text end by the school district.

Sec. 4.

Minnesota Statutes 2015 Supplement, 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 needs for children. 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 concludednew text begin. If the IEP meets the plan
components in section 120B.125, the IEP satisfies the requirement and no additional
transition plan is needed
new text end;

(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
evaluation or reevaluation, 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 all paraprofessionals employed to work in programs whose role in part is
to provide direct support to students with disabilities, the school board in each district
shall ensure that:

(1) before or beginning at the time of employment, each paraprofessional must
develop sufficient knowledge and skills in emergency procedures, building orientation,
roles and responsibilities, confidentiality, vulnerability, and reportability, among other
things, to begin meeting the needs, especially disability-specific and behavioral needs, of
the students with whom the paraprofessional works;

(2) annual training opportunities are required 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, the unique and
individual needs of each student according to the student's disability and how the disability
affects the student's education and behavior, 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.

Sec. 5.

Minnesota Statutes 2015 Supplement, section 125A.083, is amended to read:


125A.083 STUDENT INFORMATION SYSTEMS; TRANSFERRING
RECORDS.

new text begin (a) new text endTo efficiently and effectively meet federal and state compliance and
accountability requirements using an online case management reporting system, new text beginbeginning
July 1, 2018, a
new text endschool deleted text begindistrictsdeleted text endnew text begin districtnew text end may contract only for a student information system
that is Schools Interoperability Framework compliant deleted text beginand compatible with thedeleted text endnew text begin.
new text end

new text begin (b) Beginning on July 1 of the fiscal year following the year that the commissioner
of education certifies to the legislature under paragraph (c) that a compatible compliant
system exists, a school district must use an
new text end online system for compliance reporting
under section 125A.085 deleted text beginbeginning in the 2018-2019 school year and laterdeleted text end. A district's
information system under this section must facilitate the seamless transfer of student
records for a student with disabilities who transfers between school districts, including
records containing the student's evaluation report, service plan, and other due process
forms and information, regardless of what information system any one district uses.

new text begin (c) As a part of the annual report required under section 125A.085, paragraph (f), the
commissioner must specify whether a compatible compliant system exists and if so, list
each vendor's systems that meet the criteria in paragraph (b).
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. 6.

Minnesota Statutes 2014, section 125A.091, subdivision 11, is amended to read:


Subd. 11.

Facilitated team meeting.

A facilitated team meeting is an IEP, IFSP, or
deleted text beginIIIPdeleted text end new text beginmultiagency new text endteam meeting led by an impartial state-provided facilitator to promote
effective communication and assist a team in developing an individualized education
program.

Sec. 7.

Minnesota Statutes 2015 Supplement, section 125A.0942, subdivision 3,
is amended to read:


Subd. 3.

Physical holding or seclusion.

(a) Physical holding or seclusion may be
used only in an emergency. A school that uses physical holding or seclusion shall meet the
following requirements:

(1) physical holding or seclusion is the least intrusive intervention that effectively
responds to the emergency;

(2) physical holding or seclusion is not used to discipline a noncompliant child;

(3) physical holding or seclusion ends when the threat of harm ends and the staff
determines the child can safely return to the classroom or activity;

(4) staff directly observes the child while physical holding or seclusion is being used;

(5) each time physical holding or seclusion is used, the staff person who implements
or oversees the physical holding or seclusion documents, as soon as possible after the
incident concludes, the following information:

(i) a description of the incident that led to the physical holding or seclusion;

(ii) why a less restrictive measure failed or was determined by staff to be
inappropriate or impractical;

(iii) the time the physical holding or seclusion began and the time the child was
released; and

(iv) a brief record of the child's behavioral and physical status;

(6) the room used for seclusion must:

(i) be at least six feet by five feet;

(ii) be well lit, well ventilated, adequately heated, and clean;

(iii) have a window that allows staff to directly observe a child in seclusion;

(iv) have tamperproof fixtures, electrical switches located immediately outside the
door, and secure ceilings;

(v) have doors that open out and are unlocked, locked with keyless locks that
have immediate release mechanisms, or locked with locks that have immediate release
mechanisms connected with a fire and emergency system; and

(vi) not contain objects that a child may use to injure the child or others;new text begin and
new text end

(7) before using a room for seclusion, a school must:

(i) receive written notice from local authorities that the room and the locking
mechanisms comply with applicable building, fire, and safety codes; and

(ii) register the room with the commissioner, who may view that roomdeleted text begin; anddeleted text endnew text begin.
new text end

deleted text begin (8) until August 1, 2015, a school district may use prone restraints with children
age five or older if:
deleted text end

deleted text begin (i) the district has provided to the department a list of staff who have had specific
training on the use of prone restraints;
deleted text end

deleted text begin (ii) the district provides information on the type of training that was provided and
by whom;
deleted text end

deleted text begin (iii) only staff who received specific training use prone restraints;
deleted text end

deleted text begin (iv) each incident of the use of prone restraints is reported to the department within
five working days on a form provided by the department; and
deleted text end

deleted text begin (v) the district, before using prone restraints, must review any known medical or
psychological limitations that contraindicate the use of prone restraints.
deleted text end

deleted text begin The department must collect data on districts' use of prone restraints and publish the
data in a readily accessible format on the department's Web site on a quarterly basis.
deleted text end

(b) By February 1, 2015, and annually thereafter, stakeholders may, as necessary,
recommend to the commissioner specific and measurable implementation and outcome
goals for reducing the use of restrictive procedures and the commissioner must submit to
the legislature a report on districts' progress in reducing the use of restrictive procedures
that recommends how to further reduce these procedures and eliminate the use of
deleted text beginprone restraintsdeleted text endnew text begin seclusionnew text end. The statewide plan includes the following components:
measurable goals; the resources, training, technical assistance, mental health services,
and collaborative efforts needed to significantly reduce districts' use of deleted text beginprone restraintsdeleted text endnew text begin
seclusion
new text end; and recommendations to clarify and improve the law governing districts' use
of restrictive procedures. The commissioner must consult with interested stakeholders
when preparing the report, including representatives of advocacy organizations, special
education directors, teachers, paraprofessionals, intermediate school districts, school
boards, day treatment providers, county social services, state human services department
staff, mental health professionals, and autism experts. deleted text beginBy June 30deleted text end new text beginBeginning with the
2016-2017 school year, in a form and manner determined by the commissioner, districts
must report data quarterly to the department by January 15, April 15, July 15, and October
15 about individual students who have been secluded. By July 15
new text end each year, districts
must report summary data on their use of restrictive procedures to the departmentnew text begin for
the prior school year, July 1 through June 30
new text end, in a form and manner determined by the
commissioner. The summary data must include information about the use of restrictive
procedures, including use of reasonable force under section 121A.582.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2016-2017 school year and
later.
new text end

Sec. 8.

Minnesota Statutes 2014, section 125A.0942, subdivision 4, is amended to read:


Subd. 4.

Prohibitions.

The following actions or procedures are prohibited:

(1) engaging in conduct prohibited under section 121A.58;

(2) requiring a child to assume and maintain a specified physical position, activity,
or posture that induces physical pain;

(3) totally or partially restricting a child's senses as punishment;

(4) presenting an intense sound, light, or other sensory stimuli using smell, taste,
substance, or spray as punishment;

(5) denying or restricting a child's access to equipment and devices such as walkers,
wheelchairs, hearing aids, and communication boards that facilitate the child's functioning,
except when temporarily removing the equipment or device is needed to prevent injury
to the child or others or serious damage to the equipment or device, in which case the
equipment or device shall be returned to the child as soon as possible;

(6) interacting with a child in a manner that constitutes sexual abuse, neglect, or
physical abuse under section 626.556;

(7) withholding regularly scheduled meals or water;

(8) denying access to bathroom facilities; deleted text beginand
deleted text end

(9) physical holding that restricts or impairs a child's ability to breathe, restricts or
impairs a child's ability to communicate distress, places pressure or weight on a child's
head, throat, neck, chest, lungs, sternum, diaphragm, back, or abdomen, or results in
straddling a child's torsodeleted text begin.deleted text endnew text begin; and
new text end

new text begin (10) prone restraint.
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. 9.

Minnesota Statutes 2015 Supplement, section 125A.11, subdivision 1, is
amended to read:


Subdivision 1.

Nonresident tuition rate; other costs.

(a) For fiscal year 2015 and
later, when a school district provides special instruction and services for a pupil with
a disability as defined in section 125A.02 outside the district of residence, excluding
a pupil for whom an adjustment to special education aid is calculated according to
section 127A.47, subdivision 7, paragraphs (b) to (d), special education aid paid to the
resident district must be reduced by an amount equal to (1) the actual cost of providing
special instruction and services to the pupil, including a proportionate amount for special
transportation deleted text beginand unreimbursed building lease and debt service costs for facilities
used primarily for special education
deleted text end, plus (2) the amount of general education revenuenew text begin,
excluding local optional revenue, plus local optional aid
new text end and referendum equalization aid
attributable to that pupil, calculated using the resident district's average general education
revenue and referendum equalization aid per adjusted pupil unit excluding basic skills
revenue, elementary sparsity revenue and secondary sparsity revenue, minus (3) the
amount of special education aid for children with a disability under section 125A.76
received on behalf of that child, minus (4) if the pupil receives special instruction and
services outside the regular classroom for more than 60 percent of the school day, the
amount of general education revenue and referendum equalization aid, excluding portions
attributable to district and school administration, district support services, operations and
maintenance, capital expenditures, and pupil transportation, attributable to that pupil
for the portion of time the pupil receives special instruction and services outside of the
regular classroom, calculated using the resident district's average general education
revenue and referendum equalization aid per adjusted pupil unit excluding basic skills
revenue, elementary sparsity revenue and secondary sparsity revenue and the serving
district's basic skills revenue, elementary sparsity revenue and secondary sparsity revenue
per adjusted pupil unit. Notwithstanding clauses (1) and (4), for pupils served by a
cooperative unit without a fiscal agent school district, the general education revenue and
referendum equalization aid attributable to a pupil must be calculated using the resident
district's average general education revenue and referendum equalization aid excluding
compensatory revenue, elementary sparsity revenue, and secondary sparsity revenue.
Special education aid paid to the district or cooperative providing special instruction and
services for the pupil must be increased by the amount of the reduction in the aid paid
to the resident district. deleted text beginAmounts paid to cooperatives under this subdivision and section
127A.47, subdivision 7, shall be recognized and reported as revenues and expenditures on
the resident school district's books of account under sections 123B.75 and 123B.76.
deleted text end If
the resident district's special education aid is insufficient to make the full adjustment, the
remaining adjustment shall be made to other state aid due to the district.

(b) Notwithstanding paragraph (a), when a charter school receiving special education
aid under section 124E.21, subdivision 3, provides special instruction and services for
a pupil with a disability as defined in section 125A.02, excluding a pupil for whom an
adjustment to special education aid is calculated according to section 127A.46, subdivision
7
, paragraphs (b) to (e), special education aid paid to the resident district must be reduced
by an amount equal to that calculated under paragraph (a) as if the charter school received
aid under section 124E.21, subdivision 1. Notwithstanding paragraph (a), special education
aid paid to the charter school providing special instruction and services for the pupil must
not be increased by the amount of the reduction in the aid paid to the resident district.

(c) Notwithstanding paragraph (a) and section 127A.47, subdivision 7, paragraphs
(b) to (d)deleted text begin,deleted text endnew text begin:
new text end

new text begin (1) an intermediate district or a special education cooperative may recover
unreimbursed costs of serving pupils with a disability, including building lease, debt
service, and indirect costs necessary for the general operation of the organization, by
billing membership fees and nonmember access fees to the resident district;
new text end

new text begin (2)new text end a charter school where more than 30 percent of enrolled students receive special
education and related services, a site approved under section 125A.515, an intermediate
district, new text beginor new text enda special education cooperativedeleted text begin, or a school district that served as the applicant
agency for a group of school districts for federal special education aids for fiscal year 2006
deleted text end
may apply to the commissioner for authority to charge the resident district an additional
amount to recover any remaining unreimbursed costs of serving pupils with a disabilitydeleted text begin.deleted text endnew text begin;
new text end

new text begin (3)new text end the new text beginbilling under clause (1) or new text endapplication new text beginunder clause (2) new text endmust include a
description of the costs and the calculations used to determine the unreimbursed portion to
be charged to the resident district. Amounts approved by the commissioner under deleted text beginthis
paragraph
deleted text endnew text begin clause (2)new text end must be included in the deleted text begintuition billings ordeleted text end aid adjustments under
paragraph (a), or section 127A.47, subdivision 7, paragraphs (b) to (d), as applicable.

(d) For purposes of this subdivision and section 127A.47, subdivision 7, paragraph
(b), "general education revenue and referendum equalization aid" means the sum of the
general education revenue according to section 126C.10, subdivision 1, excluding the
local optional levy according to section 126C.10, subdivision 2e, paragraph (c), plus the
referendum equalization aid according to section 126C.17, subdivision 7.

Sec. 10.

Minnesota Statutes 2015 Supplement, section 125A.21, subdivision 3, is
amended to read:


Subd. 3.

Use of reimbursements.

deleted text beginOf the reimbursements received, districts maydeleted text endnew text begin
School districts must reserve third-party revenue and must spend the reimbursements
received only to
new text end:

(1) retain an amount sufficient to compensate the district for its administrative costs
of obtaining reimbursements;

(2) regularly obtain from education- and health-related entities training and other
appropriate technical assistance designed to improve the district's ability to access
third-party payments for individualized education program or individualized family
service plan health-related services; or

(3) reallocate reimbursements for the benefit of students with individualized
education programs or individualized family service plans in the district.

Sec. 11.

Minnesota Statutes 2015 Supplement, section 125A.63, subdivision 4, is
amended to read:


Subd. 4.

Advisory committees.

(a) The commissioner shall establish advisory
committees for the deaf and hard-of-hearing and for the blind and visually impaired. The
advisory committees shall develop recommendations and submit an annual report to the
commissioner on the form and in the manner prescribed by the commissioner.

(b) The advisory committees for the deaf and hard of hearing and for the blind and
visually impaired shall meet periodically at least four times per year deleted text beginanddeleted text endnew text begin. The committees
must
new text end each new text beginreview, approve, and new text endsubmit deleted text beginan annualdeleted text endnew text begin a biennialnew text end report to the commissioner,
the education policy and finance committees of the legislature, and the Commission of
Deaf, DeafBlind, and Hard-of-Hearing Minnesotans. The reports must, at least:

(1) identify and report the aggregate, data-based education outcomes for children
with the primary disability classification of deaf and hard of hearing or of blind and
visually impaired, consistent with the commissioner's child count reporting practices, the
commissioner's state and local outcome data reporting system by district and region, and
the school performance report cards under section 120B.36, subdivision 1; and

(2) describe the implementation of a data-based plan for improving the education
outcomes of deaf and hard of hearing or blind and visually impaired children that is
premised on evidence-based best practices, and provide a cost estimate for ongoing
implementation of the plan.

Sec. 12.

Minnesota Statutes 2015 Supplement, section 125A.76, subdivision 2c,
is amended to read:


Subd. 2c.

Special education aid.

(a) For fiscal year 2014 and fiscal year 2015, a
district's special education aid equals the sum of the district's special education aid under
subdivision 5, the district's cross subsidy reduction aid under subdivision 2b, and the
district's excess cost aid under section 125A.79, subdivision 7.

(b) For fiscal year 2016 and later, a district's special education aid equals the sum of
the district's special education initial aid under subdivision 2a and the district's excess cost
aid under section 125A.79, subdivision 5.

(c) Notwithstanding paragraph (b), for fiscal year 2016, the special education aid for
a school district must not exceed the sum of the special education aid the district would
have received for fiscal year 2016 under Minnesota Statutes 2012, sections 125A.76
and 125A.79, as adjusted according to Minnesota Statutes 2012, sections 125A.11 and
127A.47, subdivision 7, and the product of the district's average daily membership served
and the special education aid increase limit.

(d) Notwithstanding paragraph (b), for fiscal year 2017 and later, the special education
aid for a school district must not exceed the sum of: (i) the product of the district's average
daily membership served and the special education aid increase limit and (ii) the product
of the sum of the special education aid the district would have received for fiscal year 2016
under Minnesota Statutes 2012, sections 125A.76 and 125A.79, as adjusted according
to Minnesota Statutes 2012, sections 125A.11 and 127A.47, subdivision 7, the ratio of
the district's average daily membership served for the current fiscal year to the district's
average daily membership served for fiscal year 2016, and the program growth factor.

(e) Notwithstanding paragraph (b), for fiscal year 2016 and later the special
education aid for a school district, not including a charter school or cooperative unit as
defined in section 123A.24, must not be less than the lesser of (1) the district's nonfederal
special education expenditures for that fiscal year or (2) the product of the sum of the
special education aid the district would have received for fiscal year 2016 under Minnesota
Statutes 2012, sections 125A.76 and 125A.79, as adjusted according to Minnesota Statutes
2012, sections 125A.11 and 127A.47, subdivision 7, the ratio of the district's adjusted
daily membership for the current fiscal year to the district's average daily membership for
fiscal year 2016, and the program growth factor.

(f) Notwithstanding subdivision 2a and section 125A.79, a charter school in its first
year of operation shall generate special education aid based on current year data. A newly
formed cooperative unit as defined in section 123A.24 may apply to the commissioner
for approval to generate special education aid for its first year of operation based on
current year data, with an offsetting adjustment to the prior year data used to calculate aid
for programs at participating school districts or previous cooperatives that were replaced
by the new cooperative.

new text begin (g) The department shall establish procedures through the uniform financial
accounting and reporting system to identify and track all revenues generated from
third-party billings as special education revenue at the school district level; include revenue
generated from third-party billings as special education revenue in the annual cross-subsidy
report; and exclude third-party revenue from calculation of excess cost aid to the districts.
new text end

Sec. 13.

Minnesota Statutes 2015 Supplement, section 125A.79, subdivision 1, is
amended to read:


Subdivision 1.

Definitions.

For the purposes of this section, the definitions in this
subdivision apply.

(a) "Unreimbursed old formula special education expenditures" means:

(1) old formula special education expenditures for the prior fiscal year; minus

(2) for fiscal years 2014 and 2015, the sum of the special education aid under section
125A.76, subdivision 5, for the prior fiscal year and the cross subsidy reduction aid under
section 125A.76, subdivision 2b, and for fiscal year 2016 and later, the special education
initial aid under section 125A.76, subdivision 2a; minus

(3) for fiscal year 2016 and later, the amount of general education revenue, excluding
local optional revenue, plus local optional aid and referendum equalization aid for the
prior fiscal year attributable to pupils receiving special instruction and services outside the
regular classroom for more than 60 percent of the school day for the portion of time the
pupils receive special instruction and services outside the regular classroom, excluding
portions attributable to district and school administration, district support services,
operations and maintenance, capital expenditures, and pupil transportation.

(b) "Unreimbursed nonfederal special education expenditures" means:

(1) nonfederal special education expenditures for the prior fiscal year; minus

(2) special education initial aid under section 125A.76, subdivision 2a; minus

(3) the amount of general education revenuenew text begin, excluding local optional revenue, plus
local optional aid,
new text end and referendum equalization aid for the prior fiscal year attributable
to pupils receiving special instruction and services outside the regular classroom for
more than 60 percent of the school day for the portion of time the pupils receive special
instruction and services outside of the regular classroom, excluding portions attributable to
district and school administration, district support services, operations and maintenance,
capital expenditures, and pupil transportation.

(c) "General revenue" for a school district means the sum of the general education
revenue according to section 126C.10, subdivision 1, excluding transportation sparsity
revenue, local optional revenue, and total operating capital revenue. "General revenue"
for a charter school means the sum of the general education revenue according to section
124E.20, subdivision 1, and transportation revenue according to section 124E.23,
excluding referendum equalization aid, transportation sparsity revenue, and operating
capital revenue.

Sec. 14.

Minnesota Statutes 2015 Supplement, section 127A.47, subdivision 7, is
amended to read:


Subd. 7.

Alternative attendance programs.

(a) The general education aid and
special education aid for districts must be adjusted for each pupil attending a nonresident
district under sections 123A.05 to 123A.08, 124D.03, 124D.08, and 124D.68. The
adjustments must be made according to this subdivision.

(b) For purposes of this subdivision, the "unreimbursed cost of providing special
education and services" means the difference between: (1) the actual cost of providing
special instruction and services, including special transportation and unreimbursed
building lease and debt service costs for facilities used primarily for special education, for
a pupil with a disability, as defined in section 125A.02, or a pupil, as defined in section
125A.51, who is enrolled in a program listed in this subdivision, minus (2) if the pupil
receives special instruction and services outside the regular classroom for more than
60 percent of the school day, the amount of general education revenuenew text begin, excluding local
optional revenue, plus local optional aid
new text end and referendum equalization aid as defined in
section 125A.11, subdivision 1, paragraph (d), attributable to that pupil for the portion of
time the pupil receives special instruction and services outside of the regular classroom,
excluding portions attributable to district and school administration, district support
services, operations and maintenance, capital expenditures, and pupil transportation,
minus (3) special education aid under section 125A.76 attributable to that pupil, that is
received by the district providing special instruction and services. For purposes of this
paragraph, general education revenue and referendum equalization aid attributable to a
pupil must be calculated using the serving district's average general education revenue
and referendum equalization aid per adjusted pupil unit.

(c) For fiscal year 2015 and later, special education aid paid to a resident district
must be reduced by an amount equal to 90 percent of the unreimbursed cost of providing
special education and services.

(d) Notwithstanding paragraph (c), special education aid paid to a resident district
must be reduced by an amount equal to 100 percent of the unreimbursed cost of special
education and services provided to students at an intermediate district, cooperative, or
charter school where the percent of students eligible for special education services is at
least 70 percent of the charter school's total enrollment.

(e) Notwithstanding paragraph (c), special education aid paid to a resident district
must be reduced under paragraph (d) for students at a charter school receiving special
education aid under section 124E.21, subdivision 3, calculated as if the charter school
received special education aid under section 124E.21, subdivision 1.

(f) Special education aid paid to the district or cooperative providing special
instruction and services for the pupil, or to the fiscal agent district for a cooperative, must
be increased by the amount of the reduction in the aid paid to the resident district under
paragraphs (c) and (d). If the resident district's special education aid is insufficient to make
the full adjustment under paragraphs (c), (d), and (e), the remaining adjustment shall be
made to other state aids due to the district.

(g) Notwithstanding paragraph (a), general education aid paid to the resident district
of a nonspecial education student for whom an eligible special education charter school
receives general education aid under section 124E.20, subdivision 1, paragraph (c), must
be reduced by an amount equal to the difference between the general education aid
attributable to the student under section 124E.20, subdivision 1, paragraph (c), and the
general education aid that the student would have generated for the charter school under
section 124E.20, subdivision 1, paragraph (a). For purposes of this paragraph, "nonspecial
education student" means a student who does not meet the definition of pupil with a
disability as defined in section 125A.02 or the definition of a pupil in section 125A.51.

(h) An area learning center operated by a service cooperative, intermediate district,
education district, or a joint powers cooperative may elect through the action of the
constituent boards to charge the resident district tuition for pupils rather than to have the
general education revenue paid to a fiscal agent school district. Except as provided in
paragraph (f), the district of residence must pay tuition equal to at least 90 and no more
than 100 percent of the district average general education revenue per pupil unit minus
an amount equal to the product of the formula allowance according to section 126C.10,
subdivision 2
, times .0466, calculated without compensatory revenue, local optional
revenue, and transportation sparsity revenue, times the number of pupil units for pupils
attending the area learning center.

Sec. 15.

Laws 2015, First Special Session chapter 3, article 5, section 30, subdivision
2, is amended to read:


Subd. 2.

Special education; regular.

For special education aid under Minnesota
Statutes, section 125A.75:

$
deleted text begin 1,170,929,000
deleted text end new text begin 1,183,619,000
new text end
.....
2016
$
deleted text begin 1,229,706,000
deleted text end new text begin 1,246,997,000
new text end
.....
2017

The 2016 appropriation includes $137,932,000 for 2015 and deleted text begin$1,032,997,000deleted text endnew text begin
$1,045,687,000
new text end for 2016.

The 2017 appropriation includes deleted text begin$145,355,000deleted text endnew text begin $147,202,000new text end for 2016 and
deleted text begin$1,084,351,000deleted text endnew text begin $1,099,795,000new text end for 2017.

Sec. 16. new text beginREDUCING STATE-GENERATED SPECIAL EDUCATION
PAPERWORK.
new text end

new text begin Notwithstanding other law to the contrary in fiscal years 2017 and 2018, the
commissioner of education must use existing budgetary resources to identify and remove
25 percent of the paperwork burden on Minnesota special education teachers that results
from state but not federally mandated special education compliance reporting requirements.
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. 17. new text beginAPPROPRIATION CANCELED.
new text end

new text begin $1,686,000 on June 30, 2016, is transferred from the information and
telecommunications technology systems and services account under Minnesota Statutes,
section 16E.21, to the general fund. This represents the amount the Department of
Education transferred to that account in fiscal year 2015 after determining that the special
education paperwork reduction activities authorized in an appropriation under Laws 2013,
chapter 116, article 5, section 31, subdivision 8, were not feasible based on a onetime
appropriation.
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 11

FACILITIES AND TECHNOLOGY

Section 1.

Minnesota Statutes 2015 Supplement, section 123B.53, subdivision 1, is
amended to read:


Subdivision 1.

Definitions.

(a) For purposes of this section, the eligible debt service
revenue of a district is defined as follows:

(1) the amount needed to produce between five and six percent in excess of the
amount needed to meet when due the principal and interest payments on the obligations
of the district for eligible projects according to subdivision 2, including the amounts
necessary for repayment of deleted text beginenergy loans according to section 216C.37 or sections 298.292
to 298.298,
deleted text end debt service loans, capital loans, and lease purchase payments under section
126C.40, subdivision 2, excluding long-term facilities maintenance levies under section
123B.595, minus

(2) the amount of debt service excess levy reduction for that school year calculated
according to the procedure established by the commissioner.

(b) The obligations in this paragraph are excluded from eligible debt service revenue:

(1) obligations under section 123B.61;

(2) the part of debt service principal and interest paid from the taconite environmental
protection fund or Douglas J. Johnson economic protection trust, excluding the portion of
taconite payments from the Iron Range school consolidation and cooperatively operated
school account under section 298.28, subdivision 7a;

(3) obligations issued under Laws 1991, chapter 265, article 5, section 18, as
amended by Laws 1992, chapter 499, article 5, section 24;

(4) obligations under section 123B.62; and

(5) obligations equalized under section 123B.535.

(c) For purposes of this section, if a preexisting school district reorganized under
sections 123A.35 to 123A.43, 123A.46, and 123A.48 is solely responsible for retirement
of the preexisting district's bonded indebtedness, capital loans or debt service loans, debt
service equalization aid must be computed separately for each of the preexisting districts.

(d) For purposes of this section, the adjusted net tax capacity determined according
to sections 127A.48 and 273.1325 shall be adjusted to include the tax capacity of property
generally exempted from ad valorem taxes under section 272.02, subdivision 64.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue in fiscal year 2017 and
later.
new text end

Sec. 2.

Minnesota Statutes 2014, section 123B.571, subdivision 2, is amended to read:


Subd. 2.

Radon testing.

A school district may include radon testing as a part of
its deleted text beginhealth and safetydeleted text endnew text begin ten-year facilitynew text end plannew text begin under section 123B.595, subdivision 4new text end. If a
school district receives authority to use deleted text beginhealth and safetydeleted text endnew text begin long-term facilities maintenancenew text end
revenue to conduct radon testing, the district shall conduct the testing according to the
radon testing plan developed by the commissioners of health and education.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue in fiscal year 2017 and
later.
new text end

Sec. 3.

Minnesota Statutes 2015 Supplement, section 123B.595, subdivision 4, is
amended to read:


Subd. 4.

Facilities plans.

(a) To qualify for revenue under this section, a school
district or intermediate district, not including a charter school, must have a ten-year facility
plan adopted by the school board and approved by the commissioner. The plan must include
provisions for implementing a health and safety program that complies with health, safety,
and environmental regulations and best practices, including indoor air quality management.

(b) The district must annually update the plan, deleted text beginbienniallydeleted text end submit deleted text begina facility
maintenance
deleted text endnew text begin thenew text end plan to the commissionernew text begin for approval by July 31new text end, and indicate whether
the district will issue bonds to finance the plan or levy for the costs.

(c) For school districts issuing bonds to finance the plan, the plan must include a
debt service schedule demonstrating that the debt service revenue required to pay the
principal and interest on the bonds each year will not exceed the projected long-term
facilities revenue for that year.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue in fiscal year 2017 and
later.
new text end

Sec. 4.

Minnesota Statutes 2015 Supplement, section 123B.595, subdivision 7, is
amended to read:


Subd. 7.

Long-term facilities maintenance equalization revenue.

(a) For fiscal
year 2017 only, a district's long-term facilities maintenance equalization revenue equals
the lesser of (1) $193 times the adjusted pupil units or (2) the district's revenue under
subdivision 1.

(b) For fiscal year 2018 only, a district's long-term facilities maintenance
equalization revenue equals the lesser of (1) $292 times the adjusted pupil units or (2)
the district's revenue under subdivision 1.

(c) For fiscal year 2019 and later, a district's long-term facilities maintenance
equalization revenue equals the lesser of (1) $380 times the adjusted pupil units or (2)
the district's revenue under subdivision 1.

new text begin (d) Notwithstanding paragraphs (a) to (c), a district's long-term facilities maintenance
equalization revenue must not be less than the lesser of the district's long-term facilities
maintenance revenue or the amount of aid the district received for fiscal year 2015 under
section 123B.59, subdivision 6.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue in fiscal year 2017 and
later.
new text end

Sec. 5.

Minnesota Statutes 2015 Supplement, section 123B.595, subdivision 8, is
amended to read:


Subd. 8.

Long-term facilities maintenance equalized levy.

new text begin(a) new text endFor fiscal year 2017
and later, a district's long-term facilities maintenance equalized levy equals the district's
long-term facilities maintenancenew text begin equalizationnew text end revenue minus the greater of:

(1) the lesser of the district's long-term facilities maintenancenew text begin equalizationnew text end revenue
or the amount of aid the district received for fiscal year 2015 under Minnesota Statutes
2014, section 123B.59, subdivision 6; or

(2) the district's long-term facilities maintenance equalization revenue times the
greater of (i) zero or (ii) one minus the ratio of its adjusted net tax capacity per adjusted
pupil unit in the year preceding the year the levy is certified to 123 percent of the state
average adjusted net tax capacity per adjusted pupil unitnew text begin for all school districtsnew text end in the
year preceding the year the levy is certified.

new text begin (b) For purposes of this subdivision, "adjusted net tax capacity" means the value
described in section 126C.01, subdivision 2, paragraph (b).
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue in fiscal year 2017 and
later.
new text end

Sec. 6.

Minnesota Statutes 2015 Supplement, section 123B.595, is amended by adding
a subdivision to read:


new text begin Subd. 8a. new text end

new text begin Long-term facilities maintenance unequalized levy. new text end

new text begin For fiscal year
2017 and later, a district's long-term facilities maintenance unequalized levy equals the
difference between the district's revenue under subdivision 1 and the d