Engrossments
Introduction		Posted on 03/05/2018
1st Engrossment		Posted on 03/26/2018

Section 1.

Minnesota Statutes 2016, section 120A.20, subdivision 2, is amended to read:

Subd. 2.

Education, residence, and transportation of homeless.

(a) Notwithstanding
subdivision 1, a district must not deny free admission to a homeless pupil solely because
the district cannot determine that the pupil is a resident of the district.

(b) The school district of residence for a homeless pupil shall be the school district in
which the parent or legal guardian resides, unless: (1) parental rights have been terminated
by court order; (2) the parent or guardian is not living within the state; or (3) the parent or
guardian having legal custody of the child is an inmate of a Minnesota correctional facility
or is a resident of a halfway house under the supervision of the commissioner of corrections.
If any of clauses (1) to (3) apply, the school district of residence shall be the school district
in which the pupil resided when the qualifying event occurred. If no other district of residence
can be established, the school district of residence shall be the school district in which the
pupil currently resides. If there is a dispute between school districts regarding residency,
the district of residence is the district designated by the commissioner of education.

(c) Except as provided in paragraph (d), the serving district is responsible for transporting
a homeless pupil to and from the pupil's district of residence. The district may transport
from a permanent home in another district but only through the end of the academic school
year. When a pupil is enrolled in a charter school, the district or school that provides
transportation for other pupils enrolled in the charter school is responsible for providing
transportation. When a homeless student with or without an individualized education program
attends a public school other than an independent or special school district or charter school,
the district of residence is responsible for transportation.

(d) For a homeless pupil with an individualized education plan enrolled in a program
authorized by an intermediate school district, special education cooperative, service
cooperative, or education district, the serving district at the time of the pupil's enrollment
in the program remains responsible for transporting that pupil for the remainder of the school
year unless the initial serving district and the current serving district mutually agree that
the current serving district is responsible for transporting the homeless pupil.

EFFECTIVE DATE.

This section is effective July 1, 2018.

Sec. 2.

Minnesota Statutes 2016, section 120A.22, subdivision 7, is amended to read:

Subd. 7.

Education records.

(a) A district, a charter school, or a nonpublic school that
receives services or aid under sections 123B.40 to 123B.48 from which a student is
transferring must transmit the student's educational records, within ten business days of a
request, to the district, the charter school, or the nonpublic school in which the student is
enrolling. Districts, charter schools, and nonpublic schools that receive services or aid under
sections 123B.40 to 123B.48 must make reasonable efforts to determine the district, the
charter school, or the nonpublic school in which a transferring student is next enrolling in
order to comply with this subdivision.

(b) A closed charter school must transfer the student's educational records, within ten
business days of the school's closure, to the student's school district of residence where the
records must be retained unless the records are otherwise transferred under this subdivision.

(c) A school district, a charter school, or a nonpublic school that receives services or aid
under sections 123B.40 to 123B.48 that transmits a student's educational records to another
school district or other educational entity, charter school, or nonpublic school to which the
student is transferring must include in the transmitted records information about any formal
suspension, expulsion, and exclusion disciplinary action or pupil withdrawal under sections
121A.40 to 121A.56. The transmitted records must include services a pupil needs to prevent
the inappropriate behavior from recurring. The district, the charter school, or the nonpublic
school that receives services or aid under sections 123B.40 to 123B.48 must provide notice
to a student and the student's parent or guardian that formal disciplinary records will be
transferred as part of the student's educational record, in accordance with data practices
under chapter 13 and the Family Educational Rights and Privacy Act of 1974, United States
Code, title 20, section 1232(g).

(d) Notwithstanding section 138.17, a principal or chief administrative officer must
remove from a student's educational record and destroy a probable cause notice received
under section 260B.171, subdivision 5, or paragraph (e), if one year has elapsed since the
date of the notice and the principal or chief administrative officer has not received a
disposition or court order related to the offense described in the notice. This paragraph does
not apply if the student no longer attends the school when this one-year period expires.

(e) A principal or chief administrative officer who receives a probable cause notice under
section 260B.171, subdivision 5, or a disposition or court order, must include a copy of that
data in the student's educational records if they are transmitted to another school, unless the
data are required to be destroyed under paragraph (d) or section 121A.75.

EFFECTIVE DATE.

This section is effective for the 2018-2019 school year and later.

Sec. 3.

Minnesota Statutes 2016, 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 attendance for the
whole or any part of the time school is in session during 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 school.
A note from a physician or a licensed mental health professional stating that the child cannot
attend school is 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 attendance at school
or application 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) (iv) the child has a condition that requires ongoing treatment for a mental health
diagnosis; or

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

(2) that the child's parent, guardian, or other person having control of the child is in
active duty in any branch of the United States armed forces;

(3) that the child is participating in any activity necessary for the child to join any branch
of the United States armed forces and may be excused for up to three days for such purpose;

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

(3) (5) 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.

EFFECTIVE DATE.

This section is effective for the 2018-2019 school year and later.

Sec. 4.

Minnesota Statutes 2017 Supplement, 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 that includes civics consistent with section 120B.02, subdivision 3;

(5) physical education;

(6) health, for which locally developed academic standards apply consistent with
paragraphs (d) and (e); 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.

(c) The department must adopt the most recent SHAPE America (Society of Health and
Physical Educators) kindergarten through grade 12 standards and benchmarks for physical
education as the required physical education academic standards. The department may
modify and adapt the national standards to accommodate state interest. The modification
and adaptations must maintain the purpose and integrity of the national standards. The
department must make available sample assessments, which school districts may use as an
alternative to local assessments, to assess students' mastery of the physical education
standards beginning in the 2018-2019 school year.

(d) A school district may must include child sexual abuse and sexual exploitation
prevention instruction in a health curriculum, consistent with paragraph (a), clause (6). Child
sexual abuse and sexual exploitation prevention instruction may must include age-appropriate
instruction on recognizing sexual abuse and, assault, and sexual exploitation; boundary
violations,; and ways offenders identify, groom, or desensitize victims, as well as strategies
to promote disclosure, reduce self-blame, and mobilize bystanders. A school district may
consult with other federal, state, or local agencies and community-based organizations to
identify research-based tools, curricula, and programs to prevent child sexual abuse and
sexual exploitation. A school district may provide instruction under this paragraph in a
variety of ways, including at an annual assembly or classroom presentation. A school district
may also provide parents information on the warning signs of child sexual abuse and sexual
exploitation and available resources. Child sexual exploitation prevention instruction must
be consistent with the definition of sexually exploited youth under section 260C.007,
subdivision 31.

(e) A school district must include instruction in a health curriculum for students in grades
5, 6, 8, 10, and 12 on substance misuse prevention, including opioids, controlled substances
as defined in section 152.01, subdivision 4, prescription and nonprescription medications,
and illegal drugs. A school district must use an evidence-based curriculum but is not required
to use a specific methodology or curriculum.

(f) District 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.

EFFECTIVE DATE.

This section is effective for the 2019-2020 school year and later.

Sec. 5.

Minnesota Statutes 2016, section 120B.024, subdivision 1, is amended to read:

Subdivision 1.

Graduation requirements.

Students beginning 9th grade in the
2011-2012 school year and later must successfully complete the following high school level
credits for graduation:

(1) four credits of language arts sufficient to satisfy all of the academic standards in
English language arts;

(2) three credits of mathematics, including an algebra II credit or its equivalent, sufficient
to satisfy all of the academic standards in mathematics;

(3) an algebra I credit by the end of 8th grade sufficient to satisfy all of the 8th grade
standards in mathematics;

(4) three credits of science, including at least one credit of biology, one credit of chemistry
or physics, and one elective credit of science. The combination of credits under this clause
must be sufficient to satisfy (i) all of the academic standards in either chemistry or physics
and (ii) all other academic standards in science;

(5) three and one-half credits of social studies, including a credit for a specific course
in government and citizenship in either 11th or 12th grade for students beginning 9th grade
in the 2020-2021 school year and later, and a combination of other credits encompassing
at least United States history, geography, government and citizenship, world history, and
economics sufficient to satisfy all of the academic standards in social studies;

(6) one credit of the arts sufficient to satisfy all of the state or local academic standards
in the arts; and

(7) a minimum of seven elective credits.

Sec. 6.

Minnesota Statutes 2016, section 120B.11, subdivision 1, is amended to read:

Subdivision 1.

Definitions.

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

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

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

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

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

(e) "State plan" means the plan submitted by the commissioner in accordance with the
Elementary and Secondary Education Act, as most recently authorized, and approved by
the United States Department of Education, including state goals.

(f) "Ineffective teacher" means a teacher whose most recent summative teacher evaluation
resulted in placing or otherwise keeping the teacher on an improvement process pursuant
to section 122A.40, subdivision 8, or 122A.41, subdivision 5.

(g) "Inexperienced teacher" means a licensed teacher who has been employed as a teacher
for three years or less.

(h) "Out-of-field teacher" means a licensed teacher who is providing instruction in an
area in which the teacher is not licensed.

Sec. 7.

Minnesota Statutes 2016, section 120B.11, subdivision 1a, is amended to read:

Subd. 1a.

Performance measures.

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

(1) the size of the academic achievement gap as measured on the Minnesota
Comprehensive Assessments, rigorous course taking under section 120B.35, subdivision
3, paragraph (c), clause (2), and enrichment experiences by student subgroup;

(2) student performance on the Minnesota Comprehensive Assessments in reading and
mathematics;

(3) high school graduation rates; and

(4) career and college readiness under section 120B.30, subdivision 1., paragraph (p),
as measured by student performance on the high school Minnesota Comprehensive
Assessments in reading and mathematics, and successful completion of rigorous coursework
that is part of a well-rounded education, including Advanced Placement, International
Baccalaureate, or concurrent enrollment coursework, or attainment of a certificate or
industry-recognized credential; and

(5) performance measures consistent with the state plan not otherwise required by this
subdivision.

Sec. 8.

Minnesota Statutes 2016, section 120B.11, subdivision 2, is amended to read:

Subd. 2.

Adopting plans and budgets.

A school board, at a public meeting, shall must
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 toward meeting
statewide goals for instruction and student achievement for all student subgroups identified
in section 120B.35, subdivision 3, paragraph (b), clause (2);

(2) a process to assess and evaluate each student's progress toward meeting state and
local academic standards, 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, 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, students' access to effective
teachers who are members of populations underrepresented among the licensed teachers in
the district or school and who reflect the diversity of enrolled students under section 120B.35,
subdivision 3, paragraph (b), clause (2), 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;

(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;

(6) 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

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

Sec. 9.

Minnesota Statutes 2016, 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. (a) The school board shall must 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,
and efforts to equitably distribute diverse, effective, experienced, and in-field teachers, and
to review district success in realizing the previously adopted student achievement goals and
related benchmarks and the improvement plans leading to the world's best workforce. The
school board must transmit an electronic summary of its report to the commissioner in the
form and manner the commissioner determines.

(b) The commissioner must annually include in the school performance reports required
under section 120B.36, subdivision 1, student performance at each school district and school
site using the performance measures in subdivision 1a and other information required under
this subdivision. The school board must post a copy of the school performance report for
the district and each school site on the district's Web site, or provide a link to the district
and school site performance reports on the Department of Education's Web site.

Sec. 10.

Minnesota Statutes 2016, section 120B.11, subdivision 9, is amended to read:

Subd. 9.

Annual evaluation.

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

(b) The commissioner must use the performance measures in subdivision 1a to identify
those districts in any consecutive three-year period and school sites not making sufficient
progress in any consecutive three-year period toward improving teaching and learning
meeting performance goals for all students, including English learners with varied needs,
consistent with section 124D.59, subdivisions 2 and 2a, and striving for the world's best
workforce.

(c) The commissioner must review the curricula of a sample of at least three and up to
five identified school sites to ensure the curricula are aligned with statewide reading and
math standards for grades 3, 5, and 8. The sample of school sites must be of varied size and
geographic distribution.

(d) The commissioner, in collaboration with the identified district, may require the
district to use up to two percent of its basic general education revenue per fiscal year during
the proximate three school years to implement commissioner-specified evidence-based
strategies and best practices, consistent with paragraph (a), to improve and accelerate its
progress in realizing its goals under this section. In implementing this section, the
commissioner must consider districts' budget constraints and legal obligations.

(c) (e) The commissioner shall must report by January 25 of each year to the committees
of the legislature having jurisdiction over kindergarten through grade 12 education the list
of school districts that have not submitted their report to the commissioner under subdivision
5 and the list of school districts not achieving their performance goals established in their
plan under subdivision 2 identified as not making sufficient progress toward meeting world's
best workforce goals under subdivision 1, paragraph (b).

Sec. 11.

Minnesota Statutes 2017 Supplement, section 120B.12, subdivision 2, is amended
to read:

Subd. 2.

Identification; report.

(a) Each school district shall must identify before the
end of kindergarten, grade 1, and grade 2 students who are not reading at grade level before
the end of the current school year and shall must identify students in grade 3 or higher who
demonstrate a reading difficulty to a classroom teacher. A school district must screen for
dyslexia: (1) all students between the beginning of kindergarten and the beginning of grade
2; and (2) any student in grade 2 or higher who is identified as exhibiting characteristics
associated with dyslexia.

(b) Reading assessments in English, and in the predominant languages of district students
where practicable, must identify and evaluate students' areas of academic need related to
literacy. The district also must monitor the progress and provide reading instruction
appropriate to the specific needs of English learners. The district must use a locally adopted,
developmentally appropriate, and culturally responsive assessment and annually report
summary assessment results to the commissioner by July 1.

(c) The district also must annually report to the commissioner by July 1 a summary of
the district's efforts to screen and identify students with:

(1) dyslexia, using screening tools such as those recommended by the department's
dyslexia and literacy specialist; or

(2) convergence insufficiency disorder.

(b) (d) A student identified under this subdivision must be provided with alternate
instruction under section 125A.56, subdivision 1.

EFFECTIVE DATE.

This section is effective July 1, 2019.

Sec. 12.

Minnesota Statutes 2017 Supplement, section 120B.122, subdivision 1, is amended
to read:

Subdivision 1.

Purpose Duties.

(a) The department must employ a dyslexia specialist
to provide technical assistance for dyslexia and related disorders and to serve as the primary
source of information and support for schools in addressing the needs of students with
dyslexia and related disorders.

(b) The dyslexia specialist shall also must act to increase professional awareness and
instructional competencies to meet the educational needs of students with dyslexia or
identified with risk characteristics associated with dyslexia and shall must develop
implementation guidance and make recommendations to the commissioner consistent with
section 122A.06, subdivision 4, to be used to assist general education teachers and special
education teachers to recognize educational needs and to improve literacy outcomes for
students with dyslexia or identified with risk characteristics associated with dyslexia,
including recommendations related to increasing the availability of online and asynchronous
professional development programs and materials.

(c) The dyslexia specialist must provide guidance to school districts and charter schools
on how to:

(1) access tools to screen and identify students showing characteristics associated with
dyslexia in accordance with section 120B.12, subdivision 2, paragraph (a);

(2) implement screening for characteristics associated with dyslexia in accordance with
section 120B.12, subdivision 2, paragraph (a), and in coordination with other early childhood
screenings; and

(3) participate in professional development opportunities on intervention strategies and
accommodations for students with dyslexia or characteristics associated with dyslexia.

Sec. 13.

Minnesota Statutes 2017 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 and inform the student, and the
student's parent or guardian if the student is a minor, of the student's achievement level
score on the Minnesota Comprehensive Assessments that are administered during high
school;

(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, including armed forces 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.

(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.

(f) Students who do not meet or exceed Minnesota academic standards, as measured by
the Minnesota Comprehensive Assessments that are administered during high school, shall
be informed that admission to a public school is free and available to any resident under 21
years of age or who meets the requirements of section 120A.20, subdivision 1, paragraph
(c). A student's plan under this section shall continue while the student is enrolled.

(g) A school district must provide military recruiters and representatives of organizations
promoting careers in the skilled trades and manufacturing the same access to secondary
school students as the district provides to institutions of higher education or to prospective
employers of students.

(h) School districts are encouraged to sponsor an armed forces career opportunity day
each school year prior to the third Thursday of November. A school district that sponsors
an armed forces career opportunity day shall extend invitations to recruiters from each
branch of the United States armed forces and allow the recruiters to make presentations to
all interested secondary school students.

Sec. 14.

[120B.215] SUBSTANCE MISUSE PREVENTION.

(a) This section may be cited as "Jake's Law."

(b) School districts and charter schools must include substance misuse prevention
instruction in a health curriculum for students in grades 5, 6, 8, 10, and 12, in accordance
with section 120B.021, subdivision 1, paragraph (e).

(c) School districts and charter schools are encouraged to provide substance misuse
prevention instruction for students in grades 5 through 12 integrated into existing programs,
curriculum, or the general school environment of a district or charter school. The
commissioner of education, in consultation with the director of the Alcohol and Other Drug
Abuse Section under section 254A.03 and substance misuse prevention and treatment
organizations, must, upon request, provide districts and charter schools with:

(1) information regarding substance misuse prevention services; and

(2) assistance in using high-quality research to develop evidence-based prevention
programs.

EFFECTIVE DATE.

This section is effective July 1, 2018, except that paragraph (b)
is effective for the 2019-2020 school year and later.

Sec. 15.

[120B.237] PATRIOTIC SOCIETY ACCESS TO SCHOOLS.

Subdivision 1.

Definition.

For purposes of this section, "patriotic society" means any
group or organization intended to serve young people under the age of 21 listed in United
States Code, title 36, subtitle II, part B, or any of the group's or organization's affiliates.

Subd. 2.

School access.

Upon receiving notice under subdivision 3, a school board is
encouraged to provide a representative of a patriotic society the opportunity to speak with
students during the school day for the purpose of providing information about how the
patriotic society supports educational interests and civic involvement. The school board
may limit the opportunity to speak at a school to a holiday when the district conducts school
in accordance with section 120A.42 and no more than 30 minutes of instructional time. The
time devoted to a representative of a patriotic society must not be included in the time that
must be devoted to a patriotic observance under section 120A.42. A representative of a
patriotic society who speaks to students at a school may provide students with written
materials about the patriotic society.

Subd. 3.

Notice required.

A patriotic society that wishes to speak to students at a school
must provide written notice to the school board at least 60 days prior to the start of the
school year. The school board must provide a written response approving or denying the
request to the patriotic society. A response approving the request must include the date and
time the organization will be allowed to address students.

EFFECTIVE DATE.

This section is effective for the 2018-2019 school year and later.

Sec. 16.

Minnesota Statutes 2017 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 must 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 must establish one or more months during which schools shall
administer the tests to students a testing period as late as possible each school year during
which schools must administer the Minnesota Comprehensive Assessments to students. The
commissioner must publish the testing schedule at least two years before the beginning of
the testing period except for a year in which revised standards are implemented.

(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) achievement and career and college readiness in mathematics, reading, and writing,
consistent with paragraph (k) 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

(2) 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 (1), 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. To the extent state funding
for college entrance exam fees is available, a district must pay the cost, one time, for an
interested student in grade 11 or 12 who is eligible for a free or reduced-price meal, to take
a nationally recognized college entrance exam before graduating. A student must be able
to take the exam 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. A district
may administer the ACT or SAT or both the ACT and SAT to comply with this paragraph.
If the district administers only one of these two tests and a free or reduced-price meal eligible
student opts not to take that test and chooses instead to take the other of the two tests, the
student may take the other test at a different time or location and remains eligible for the
examination fee reimbursement. Notwithstanding sections 123B.34 to 123B.39, a school
district may require a student that is not eligible for a free or reduced-price meal to pay the
cost of taking a nationally recognized college entrance exam. The district must waive the
cost for a student unable to pay.

(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. The commissioner, in consultation with the chancellor of the Minnesota
State Colleges and Universities, must establish empirically derived benchmarks on the high
school tests that reveal a trajectory toward career and college readiness consistent with
section 136F.302, subdivision 1a. 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 must determine the testing
process and the order of administration. The statewide results shall must be aggregated at
the site and district level, consistent with subdivision 1a.

(o) The commissioner shall must 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 of families and educators to
interact effectively with people of different cultures, native languages, and socioeconomic
backgrounds.

EFFECTIVE DATE.

This section is effective for testing calendars in the 2020-2021
school year and later.

Sec. 17.

Minnesota Statutes 2016, 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, 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 to school
districts and teachers 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.

EFFECTIVE DATE.

This section is effective for the 2018-2019 school year and later.

Sec. 18.

Minnesota Statutes 2016, section 120B.30, subdivision 3, is amended to read:

Subd. 3.

Reporting.

(a) The commissioner shall must report test results publicly and to
stakeholders, including the performance achievement levels developed from students'
unweighted test scores in each tested subject and a listing of demographic factors that
strongly correlate with student performance, including student homelessness, as data are
available, among other factors. The test results must not include personally identifiable
information as defined in Code of Federal Regulations, title 34, section 99.3. The
commissioner shall must also report data that compares performance results among school
sites, school districts, Minnesota and other states, and Minnesota and other nations.

(b) The commissioner shall must disseminate to schools and school districts a more
comprehensive report containing testing information that meets local needs for evaluating
instruction and curriculum. The commissioner shall must disseminate to charter school
authorizers a more comprehensive report containing testing information that contains
anonymized data where cell count data are sufficient to protect student identity and that
meets the authorizer's needs in fulfilling its obligations under chapter 124E.

(c) A school district must disseminate the individual student performance data and
achievement report required under section 120B.30, subdivision 1a, paragraph (d), clause
(1), to the parent and teacher of each student no more than 30 days after the district has
administered the test to a student. The district must notify the parent and teacher that the
data and report are preliminary and subject to validation.

(d) A school district must disseminate a testing report to the teacher and to the parent
of each student before the beginning of the following school year. The testing report must:

(1) identify the student's achievement level in each content area; and

(2) track the student's performance history.

EFFECTIVE DATE.

This section is effective for the 2018-2019 school year and later.

Sec. 19.

Minnesota Statutes 2017 Supplement, section 120B.35, subdivision 3, is amended
to read:

Subd. 3.

State growth target; other state measures.

(a)(1) 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.

(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 "other" for each race and ethnicity, and the Karen community, seven of the most
populous Asian and Pacific Islander groups, three of the most populous Native groups,
seven of the most populous Hispanic/Latino groups, and five of the most populous Black
and African Heritage groups as determined by the total Minnesota population based on the
most recent American Community Survey in consultation with the state demographer;
English learners under section 124D.59; home language; free or reduced-price lunch; 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.

(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 the academic growth consistent with this paragraph rate, as defined
in section 120B.355, subdivision 2; and

(2) for all student categories, report and compare aggregated and disaggregated state
student growth and, under section 120B.11, subdivision 2, clause (2), student learning and
outcome data using the student categories identified under the federal Elementary and
Secondary Education Act, as most recently reauthorized, and other student categories under
paragraph (a), clause (2).

The commissioner must report measures of student growth and, under section 120B.11,
subdivision 2, clause (2), student learning and outcome data, 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 instruction, 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.

(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 student categories identified
under the federal Elementary and Secondary Education Act, as most recently reauthorized,
and other student categories under paragraph (a), clause (2).

(d) When reporting student performance under section 120B.36, subdivision 1, the
commissioner annually, beginning July 1, 2014, must report summary data on school safety
and students' engagement and connection at school, consistent with the student categories
identified under paragraph (a), clause (2). 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 all English
learners enrolled in a Minnesota public school course or program who are currently or were
previously counted as an English learner under section 124D.59, 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.

(g) When reporting four- and six-year graduation rates, the commissioner or school
district must disaggregate the data by student categories according to paragraph (a), clause
(2).

(h) A school district must inform parents and guardians that volunteering information
on student categories not required by the most recent reauthorization of the Elementary and
Secondary Education Act is optional and will not violate the privacy of students or their
families, parents, or guardians. The notice must state the purpose for collecting the student
data.

Sec. 20.

[120B.355] ACADEMIC ACHIEVEMENT RATING SYSTEM.

Subdivision 1.

Commissioner duties.

(a) The commissioner of education must develop
an academic achievement rating system consistent with this section to provide parents and
students with a brief overview of student performance and growth in districts, school sites,
and charter schools across the state.

(b) Each district, school site, and charter school must be assigned a star rating based on
the criteria provided in this section. Star ratings must range from one star for the lowest
performing schools and districts to five stars for the highest performing schools and districts.

(c) Each district, school site, and charter school must be assigned an academic
achievement score on a scale of zero to 100 that equals the average of the equally weighted
factors used to determine a school's or district's star rating under subdivisions 3 to 5.

(d) The star rating and academic achievement score of each district, school site, and
charter school must be reported annually on the Department of Education's Web site as part
of the commissioner's school performance reports pursuant to section 120B.36.

(e) The commissioner must examine how revisions to statewide assessments under
section 120B.30 impact school and district ratings under this section. The commissioner
may adjust district, school site, and charter school ratings accordingly to maintain consistency
in reporting.

Subd. 2.

Definitions.

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

(b) "Academic growth rate" means the average level of improvement in statewide test
results for the current year over the previous year across all student groups in a school.
Student improvement shall be quantified in a form and manner prescribed by the
commissioner consistent with the approved state Every Student Succeeds Act plan to
standardize this measurement across all schools and districts. The commissioner must
convert a school's academic growth rate to a score on a scale of zero to 100 for purposes of
determining a school's star rating under subdivision 3.

(c) "Low-income student achievement gap score" means 100 minus the average of: (1)
the statewide percentage of non-low-income students who are rated proficient on the
statewide reading test minus a school's percentage of low-income students who are rated
proficient on the statewide reading test; and (2) the statewide percentage of non-low-income
students who are rated proficient on the statewide math test minus a school's percentage of
low-income students who are rated proficient on the statewide math test.

(d) "Students of color achievement gap score" means 100 minus the average of: (1) the
statewide percentage of white students who are rated proficient on the statewide reading
test minus a school's percentage of students of color who are rated proficient on the statewide
reading test; and (2) the statewide percentage of white students who are rated proficient on
the statewide math test minus a school's percentage of students of color who are rated
proficient on the statewide math test.

(e) "Four-year graduation rate gap score" means 100 minus the difference between the
statewide four-year high school graduation rate for non-low-income students and a school's
four-year high school graduation rate for low-income students.

(f) "Low-income students" means students who qualify for free or reduced-price lunch
pursuant to section 126C.05, subdivision 16.

(g) "Proficient" means a student meets or exceeds federal accountability standards on
statewide assessments in reading and math consistent with the approved state Every Student
Succeeds Act plan.

(h) "Statewide reading test" and "statewide math test" mean the statewide reading and
mathematics assessments developed and administered pursuant to section 120B.30.

(i) "Students of color" means students who are American Indian, Asian, Pacific Islander,
Hispanic, Black, or two or more races consistent with section 120B.35, subdivision 3,
paragraph (a), clause (2).

Subd. 3.

Primary school rating components.

The commissioner must assign all
elementary and middle schools a star rating based on the following equally weighted factors
unique to each school:

(1) the percentage of students rated proficient on the statewide reading test;

(2) the percentage of students rated proficient on the statewide math test;

(3) the academic growth rate for the statewide reading test;

(4) the academic growth rate for the statewide math test;

(5) the low-income student achievement gap score;

(6) the students of color achievement gap score;

(7) the English learner proficiency rate, as defined in the approved state Every Student
Succeeds Act plan; and

(8) the consistent attendance rate, as defined in the approved state Every Student Succeeds
Act plan.

Subd. 4.

Secondary school rating components.

The commissioner must assign all high
schools a star rating based on the following equally weighted factors unique to each school:

(1) the percentage of students rated proficient on the statewide reading test;

(2) the percentage of students rated proficient on the statewide math test;

(3) the four-year graduation rate gap score;

(4) the low-income student achievement gap score;

(5) the students of color achievement gap score;

(6) the English learner proficiency rate, as defined in the approved state Every Student
Succeeds Act plan; and

(7) the consistent attendance rate, as defined in the approved state Every Student Succeeds
Act plan.

Subd. 5.

District rating components.

The commissioner must assign all districts a star
rating based on the following equally weighted factors unique to each district:

(1) the percentage of third grade students rated proficient on the statewide reading test;

(2) the low-income student achievement gap score, as applied at the district level;

(3) the students of color achievement gap score, as applied at the district level;

(4) the percentage of high school students rated proficient on the statewide reading test;

(5) the percentage of high school students rated proficient on the statewide math test;
and

(6) the district's four-year high school graduation rate.

Sec. 21.

Minnesota Statutes 2017 Supplement, section 120B.36, subdivision 1, is amended
to read:

Subdivision 1.

School performance reports and public reporting.

(a) The commissioner
shall report: student academic performance data under section 120B.35, subdivisions 2 and
3; district, school site, and charter school academic achievement ratings under section
120B.355; 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 all
English learners enrolled in a Minnesota public school course or program who are currently
or were previously counted as English learners under section 124D.59; the percentage of
students who graduated in the previous school year and correctly answered at least 30 of
50 civics test questions in accordance with section 120B.02, subdivision 3; 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; foster care status, including all students enrolled
in a Minnesota public school course or program who are currently or were previously in
foster care, student homelessness, and district mobility; and extracurricular activities.

(b) The school performance report for a school site and a school district, school site, or
charter school must include school performance reporting information, including a prominent
display of both the district's, school site's, or charter school's star rating and academic
achievement score assigned by the commissioner under section 120B.355 and must calculate
proficiency and growth rates as required by the most recently reauthorized Elementary and
Secondary Education Act.

(c) The commissioner shall develop, annually update, and post on the department Web
site school performance reports consistent with paragraph (a) and section 120B.11.

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

(e) A school or district may appeal its results in a form and manner determined by the
commissioner and consistent with federal law. The commissioner's decision to uphold or
deny an appeal is final.

(f) School performance data are nonpublic data under section 13.02, subdivision 9, until
the commissioner publicly releases the data. The commissioner shall must 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 must post the school performance reports no later than October 1.

Sec. 22.

Minnesota Statutes 2016, section 120B.36, subdivision 2, is amended to read:

Subd. 2.

Student progress and other data.

(a) All data the department receives, collects,
or creates under section 120B.11, governing the world's best workforce, or uses to determine
and set goals for federal expectations under the most recently reauthorized Elementary and
Secondary Education Act, set state growth targets, and determine student growth, learning,
and outcomes under section 120B.35 are nonpublic data under section 13.02, subdivision
9, until the commissioner publicly releases the data.

(b) Districts must provide parents sufficiently detailed summary data to permit parents
to appeal under the most recently reauthorized federal Elementary and Secondary Education
Act. The commissioner shall annually post federal expectations and state student growth,
learning, and outcome data to the department's public Web site no later than September 1,
except that in years when data or federal expectations reflect new performance standards,
the commissioner shall post data on federal expectations and state student growth data no
later than October 1.

Sec. 23.

[121A.24] PROGRAM TO PREVENT SEXUAL ASSAULT.

Subdivision 1.

Consent.

(a) The commissioner of education, in consultation with the
Department of Health, must assist districts and charter schools in developing and
implementing a consent program to prevent and reduce the incidence of sexual assault. Each
district must have a program that includes age appropriate instruction on consent in grades
8 to 12, consistent with paragraph (c), that includes at least the following:

(1) planning materials and guidelines;

(2) in-service training for appropriate district staff and school board members;

(3) collaboration with local community health services, agencies, and organizations
having a consent program; and

(4) participation by state and local student organizations.

(b) If a district fails to develop and implement a consent program, the department must
assist the service cooperative in the region serving that district or charter school to develop
or implement the program.

(c) "Consent" as used in this section means affirmative, conscious, and voluntary
agreement to engage in sexual activity. It is a responsibility of each person involved in
sexual activity to ensure that the other or others consent to engage in the sexual activity.
Lack of protest or resistance does not mean consent. Consent must be ongoing throughout
a sexual activity and can be revoked at any time. The existence of a dating relationship
between the persons involved, or the fact of past sexual relations between them, should
never by itself be assumed to be an indicator of consent.

Subd. 2.

Funding sources.

Districts and charter schools may accept funds for consent
programs developed and implemented under this section from public and private sources
including public health funds and foundations, department professional development funds,
federal block grants, or other federal or state grants.

EFFECTIVE DATE.

This section is effective the day following final enactment.

Sec. 24.

Minnesota Statutes 2016, section 121A.41, is amended by adding a subdivision
to read:

Subd. 12.

Nonexclusionary disciplinary policies and practices; alternatives to pupil
dismissal.

"Nonexclusionary disciplinary policies and practices" means policies and practices
that require school officials to intervene in, redirect, and support a pupil's behavior before
dismissing a pupil from school. Nonexclusionary disciplinary policies and practices include
evidence-based positive behavioral interventions and supports, social and emotional learning,
school-linked mental health services, counseling services, social work services, referrals
for special education or 504 evaluations, academic screening for Title I services or reading
interventions, and alternative education services.

EFFECTIVE DATE.

This section is effective for the 2018-2019 school year and later.

Sec. 25.

Minnesota Statutes 2016, section 121A.41, is amended by adding a subdivision
to read:

Subd. 13.

Pupil withdrawal agreements.

"Pupil withdrawal agreements" means a verbal
or written agreement between a school or district administrator and a pupil's parent or
guardian to withdraw a student from the school district to avoid expulsion or exclusion
dismissal proceedings. The duration of the withdrawal agreement may be no longer than
12 months.

EFFECTIVE DATE.

This section is effective for the 2018-2019 school year and later.

Sec. 26.

Minnesota Statutes 2016, section 121A.45, subdivision 1, is amended to read:

Subdivision 1.

Provision of alternative programs.

No school shall dismiss any pupil
without attempting to provide alternative educational services Schools must consider, where
appropriate, using nonexclusionary disciplinary policies and practices before dismissal
proceedings or pupil withdrawal agreements, except where it appears that the pupil will
create an immediate and substantial danger to self or to surrounding persons or property.

EFFECTIVE DATE.

This section is effective for the 2018-2019 school year and later.

Sec. 27.

Minnesota Statutes 2016, section 121A.46, is amended by adding a subdivision
to read:

Subd. 5.

Suspensions exceeding five consecutive school days.

The school administrator
must ensure that alternative education services are provided when a pupil is suspended for
more than five consecutive school days.

EFFECTIVE DATE.

This section is effective for the 2018-2019 school year and later.

Sec. 28.

Minnesota Statutes 2016, section 121A.46, is amended by adding a subdivision
to read:

Subd. 6.

Minimum education services.

School officials must give a suspended pupil
the opportunity to complete all school work assigned during the pupil's suspension and to
receive full credit for satisfactorily completing the assignments. The school principal or
other person having administrative control of the school building or program is encouraged
to designate a district or school employee as a liaison to work with the pupil's teachers to
allow the suspended pupil to (1) receive timely course materials and other information, and
(2) complete daily and weekly assignments and receive teachers' feedback.

EFFECTIVE DATE.

This section is effective for the 2018-2019 school year and later.

Sec. 29.

Minnesota Statutes 2016, section 121A.47, subdivision 2, is amended to read:

Subd. 2.

Written notice.

Written notice of intent to take action shall must:

(a) (1) be served upon the pupil and the pupil's parent or guardian personally or by mail;

(b) (2) contain a complete statement of the facts, a list of the witnesses and a description
of their testimony;

(3) explain the grounds for expelling the pupil instead of imposing nonexclusionary
disciplinary policies and practices under section 121A.41, subdivision 12;

(c) (4) state the date, time, and place of the hearing;

(d) (5) be accompanied by a copy of sections 121A.40 to 121A.56;

(e) (6) describe alternative educational services the nonexclusionary disciplinary policies
and practices accorded the pupil in an attempt to avoid the expulsion proceedings; and

(f) (7) inform the pupil and parent or guardian of the right to:

(1) (i) have a representative of the pupil's own choosing, including legal counsel, at the
hearing. The district shall must advise the pupil's parent or guardian that free or low-cost
legal assistance may be available and that a legal assistance resource list is available from
the Department of Education and is posted on the department's Web site;

(2) (ii) examine the pupil's records before the hearing;

(3) (iii) present evidence; and

(4) (iv) confront and cross-examine witnesses.

EFFECTIVE DATE.

This section is effective for the 2018-2019 school year and later.

Sec. 30.

Minnesota Statutes 2016, section 121A.47, subdivision 14, is amended to read:

Subd. 14.

Admission or readmission plan.

(a) A school administrator shall must prepare
and enforce an admission or readmission plan for any pupil who is excluded or expelled
from school. The plan may must include measures to improve the pupil's behavior, including
which may include completing a character education program, consistent with section
120B.232, subdivision 1, and social and emotional learning, counseling, social work services,
mental health services, referrals for special education or 504 evaluation, and evidence-based
academic interventions. The plan must require parental involvement in the admission or
readmission process, and may indicate the consequences to the pupil of not improving the
pupil's behavior.

(b) The definition of suspension under section 121A.41, subdivision 10, does not apply
to a student's dismissal from school for one school day or less, except as provided under
federal law for a student with a disability. Each suspension action may include a readmission
plan. A readmission plan must provide, where appropriate, alternative education services,
which must not be used to extend the student's current suspension period. Consistent with
section 125A.091, subdivision 5, a readmission plan must not obligate a parent or guardian
to provide psychotropic drugs to their student as a condition of readmission. School officials
must not use the refusal of a parent or guardian to consent to the administration of
psychotropic drugs to their student or to consent to a psychiatric evaluation, screening or
examination of the student as a ground, by itself, to prohibit the student from attending class
or participating in a school-related activity, or as a basis of a charge of child abuse, child
neglect or medical or educational neglect.

EFFECTIVE DATE.

This section is effective for the 2018-2019 school year and later.

Sec. 31.

Minnesota Statutes 2016, section 121A.53, subdivision 1, is amended to read:

Subdivision 1.

Exclusions and expulsions; student withdrawals; physical assaults.

Consistent with subdivision 2, the school board must report through the department electronic
reporting system each exclusion or expulsion and, each physical assault of a district employee
by a student pupil, and each pupil withdrawal agreement within 30 days of the effective
date of the dismissal action, pupil withdrawal, or assault to the commissioner of education.
This report must include a statement of alternative educational services nonexclusionary
disciplinary policies and practices, or other sanction, intervention, or resolution in response
to the assault given the pupil and the reason for, the effective date, and the duration of the
exclusion or expulsion or other sanction, intervention, or resolution. The report must also
include the student's pupil's age, grade, gender, race, and special education status.

EFFECTIVE DATE.

This section is effective for the 2018-2019 school year and later.

Sec. 32.

Minnesota Statutes 2016, section 121A.55, is amended to read:

121A.55 POLICIES TO BE ESTABLISHED.

(a) The commissioner of education shall promulgate guidelines to assist each school
board. Each school board shall must establish uniform criteria for dismissal and adopt written
policies and rules to effectuate the purposes of sections 121A.40 to 121A.56. The policies
shall must include nonexclusionary disciplinary policies and practices consistent with section
121A.41, subdivision 12, and emphasize preventing dismissals through early detection of
problems and shall. The policies must be designed to address students' inappropriate behavior
from recurring.

(b) The policies shall recognize the continuing responsibility of the school for the
education of the pupil during the dismissal period. The school is responsible to ensure that
the alternative educational services, if to be provided to the pupil wishes to take advantage
of them, must be adequate to allow the pupil to make progress towards meeting the graduation
standards adopted under section 120B.02 and, help prepare the pupil for readmission, and
are consistent with section 121A.46, subdivision 6.

(c) For expulsion and exclusion dismissals, as well as pupil withdrawal agreements as
defined in section 121A.41, subdivision 13:

(1) the school district's continuing responsibility includes reviewing the pupil's school
work and grades on a quarterly basis to ensure the pupil is on track for readmission with
the pupil's peers until the student enrolls in a new district. School districts must communicate
on a regular basis with the pupil's parent or guardian to ensure the pupil is completing the
work assigned through the alternative educational services;

(2) a pupil remains eligible for school-linked mental health services provided in the
district under section 245.4889 until the pupil is enrolled in a new district; and

(3) the school district must provide to the pupil's parent or guardian a list of community
mental health programs after expulsion.

(d) The school district must provide to the pupil's parent or guardian information regarding
how a pupil withdrawal agreement is recorded or reported under sections 120A.22,
subdivision 7, and 121A.53, subdivision 1.

(b) (e) An area learning center under section 123A.05 may not prohibit an expelled or
excluded pupil from enrolling solely because a district expelled or excluded the pupil. The
board of the area learning center may use the provisions of the Pupil Fair Dismissal Act to
exclude a pupil or to require an admission plan.

(c) (f) Each school district shall develop a policy and report it to the commissioner on
the appropriate use of peace officers and crisis teams to remove students who have an
individualized education program from school grounds.

EFFECTIVE DATE.

This section is effective for the 2018-2019 school year and later.

Sec. 33.

Minnesota Statutes 2016, section 121A.61, subdivision 2, is amended to read:

Subd. 2.

Grounds for removal from class.

The policy must establish the various grounds
for which a student pupil may be removed from a class in the district for a period of time
under the procedures specified in the policy. The policy must include a procedure for
notifying and meeting with a student's pupil's parent or guardian to discuss the problem that
is causing the student pupil to be removed from class after the student pupil has been removed
from class more than ten five times in one school year. The grounds in the policy must
include at least the following provisions as well as other grounds determined appropriate
by the board:

(a) (1) willful conduct that significantly disrupts the rights of others to an education,
including conduct that interferes with a teacher's ability to teach or communicate effectively
with students pupils in a class or with the ability of other students pupils to learn;

(b) (2) willful conduct that endangers surrounding persons, including school district
employees, the student pupil, or other students pupils, or the property of the school; and

(c) (3) willful violation of any rule of conduct specified in the discipline policy adopted
by the board.

Sec. 34.

Minnesota Statutes 2016, section 121A.67, is amended by adding a subdivision
to read:

Subd. 3.

Parent notification.

A school administrator must make and document efforts
to immediately contact the parent or guardian of a pupil removed from a school building
or school grounds by a peace or school resource officer unless such notice is specifically
prohibited by law.

EFFECTIVE DATE.

This section is effective for the 2018-2019 school year and later.

Sec. 35.

Minnesota Statutes 2017 Supplement, section 122A.09, is amended by adding a
subdivision to read:

Subd. 4b.

Essential data.

The Professional Educator Licensing and Standards Board
must maintain a list of essential data elements which must be recorded and stored about
each licensed and nonlicensed staff member. Each school district must provide the essential
data to the board in the form and manner prescribed by the board.

Sec. 36.

Minnesota Statutes 2016, section 123B.14, subdivision 7, is amended to read:

Subd. 7.

Clerk records.

The clerk shall must keep a record of all meetings of the district
and the board in books provided by the district for that purpose. The clerk shall must, within
three days after an election, notify all persons elected of their election. By September 15 of
each year the clerk shall must file with the board a report of the revenues, expenditures and
balances in each fund for the preceding fiscal year. The report together with vouchers and
supporting documents shall must subsequently be examined by a public accountant or the
state auditor, either of whom shall must be paid by the district, as provided in section
123B.77, subdivision 3. The board shall must by resolution approve the report or require a
further or amended report. By September 15 of each year, the clerk shall make and transmit
to the commissioner certified reports, showing:

(1) the revenues and expenditures in detail, and such other financial information required
by law, rule, or as may be called for by the commissioner;

(2) the length of school term and the enrollment and attendance by grades; and

(3) such other items of information as may be called for by the commissioner.

The clerk shall must enter in the clerk's record book copies of all reports and of the
teachers' term reports, as they appear in the registers, and of the proceedings of any meeting
as furnished by the clerk pro tem, and keep an itemized account of all the expenses of the
district. The clerk shall must furnish to the auditor of the proper county, by September 30
of each year, an attested copy of the clerk's record, showing the amount of proposed property
tax voted by the district or the board for school purposes; draw and sign all orders upon the
treasurer for the payment of money for bills allowed by the board for salaries of officers
and for teachers' wages and all claims, to be countersigned by the chair. Such orders must
state the consideration, payee, and the fund and the clerk shall take a receipt therefor.
Teachers' wages shall have preference in the order in which they become due, and no money
applicable for teachers' wages shall be used for any other purpose, nor shall teachers' wages
be paid from any fund except that raised or apportioned for that purpose.

Sec. 37.

Minnesota Statutes 2016, section 124D.09, subdivision 4, is amended to read:

Subd. 4.

Alternative pupil.

(a) "Alternative pupil" means an a 10th, 11th, or 12th grade
student, subject to paragraph (b), who is not enrolled in a public school district, and includes.
Alternative pupil includes students attending nonpublic schools and students who are home
schooled. An alternative pupil is considered a pupil for purposes of this section only. An
alternative pupil must register with the commissioner of education before participating in
the postsecondary enrollment options program. The commissioner shall must prescribe the
form and manner of the registration, in consultation with the Nonpublic Education Council
under section 123B.445, and may request any necessary information from the alternative
pupil.

(b) A 10th grade student qualifies as an alternative pupil if the student (1) is enrolled in
a career or technical education course offered by an eligible institution and (2) received a
passing score on the 8th grade Minnesota Comprehensive Assessment, or another reading
assessment accepted by the enrolling postsecondary institution. A career or technical
education course must meet the requirements under subdivision 5a. If an alternative pupil
in 10th grade receives a grade of "C" or better in the career or technical education course
taken under this subdivision, the postsecondary institution must allow the student to take
additional postsecondary courses for credit at that institution, not to exceed the limits in
subdivision 8.

EFFECTIVE DATE.

This section is effective for applications submitted on or after
July 1, 2018.

Sec. 38.

Minnesota Statutes 2016, section 124D.128, subdivision 1, is amended to read:

Subdivision 1.

Program established.

A learning year program provides instruction
throughout the year on an extended year calendar, extended school day calendar, or both.
A pupil may participate in the program and accelerate attainment of grade level requirements
or graduation requirements. A learning year program may begin after the close of the regular
school year in June. The program may be for students in one or more grade levels from
kindergarten through grade 12.

Sec. 39.

Minnesota Statutes 2016, section 124D.78, subdivision 2, is amended to read:

Subd. 2.

Resolution of concurrence.

Prior to March 1, the school board or American
Indian school must submit to the department a copy of a resolution adopted by the American
Indian education parent advisory committee. The copy must be signed by the chair of the
committee and must state whether the committee concurs with the educational programs
for American Indian students offered by the school board or American Indian school. If the
committee does not concur with the educational programs, the reasons for nonconcurrence
and recommendations shall must be submitted directly to the school board with the resolution.
By resolution, the board must respond in writing within 60 days, in cases of nonconcurrence,
to each recommendation made by the committee and state its reasons for not implementing
the recommendations.

Sec. 40.

Minnesota Statutes 2016, section 124E.05, subdivision 4, is amended to read:

Subd. 4.

Application content.

(a) To be approved as an authorizer, an applicant must
include in its application to the commissioner at least the following:

(1) how the organization carries out its mission by chartering schools;

(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;

(3) the application and review process the authorizer uses to decide whether to grant
charters;

(4) the type of contract it arranges with the schools it charters to meet the provisions of
section 124E.10;

(5) the process for overseeing the school, consistent with clause (4), to ensure that the
schools chartered comply with applicable law and rules and the contract;

(6) the criteria and process the authorizer uses to approve applications adding grades or
sites under section 124E.06, subdivision 5; and

(7) the process for renewing or terminating the school's charter based on evidence
showing 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.

(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 or continuing
education of an administrator or other professional support staff by submitting to the
commissioner a written promise to comply with the requirements.

Sec. 41.

Minnesota Statutes 2016, section 124E.07, subdivision 2, is amended to read:

Subd. 2.

Ongoing board of directors.

The ongoing board must be elected before the
school completes its third second year of operation. Board elections must be held during
the school year but may not be conducted on days when the school is closed. The term of
office for the ongoing board members begins July 1. The term of office for board members
thereafter is as provided in the charter school bylaws.

Sec. 42.

Minnesota Statutes 2016, section 124E.07, subdivision 3, is amended to read:

Subd. 3.

Membership criteria.

(a) The ongoing charter school board of directors shall
must have at least five nonrelated members and include: (1) at least one licensed teacher
who is employed as a teacher at by the school or provides as a teacher to provide instruction
to students or a licensed teacher who is engaged as a teacher to provide instruction to students
under contract between the charter school and a cooperative; (2) at least one parent or legal
guardian of a student enrolled in the charter school who is not an employee of the charter
school or an immediate family member of a school employee; and (3) at least one interested
community member who resides in Minnesota, is not employed by or under contract to the
charter school, and does not have a child enrolled in the school. The board structure may
include a majority of teachers under this paragraph or parents or community members, or
it may have no clear majority. The board structure shall be stated in the school corporation's
bylaws. The chief financial officer and the chief administrator may only serve as an ex-officio
nonvoting board members member. No charter school employees shall serve on the board
other than teachers under clause (1). Contractors providing facilities, goods, or services to
a charter school shall not serve on the board of directors of the charter school.

(b) An individual is prohibited from serving as a member of the charter school board of
directors if: (1) the individual, an immediate family member, or the individual's partner is
a full or part owner or principal with a for-profit or nonprofit entity or independent contractor
with whom the charter school contracts, directly or indirectly, for professional services,
goods, or facilities; or (2) an immediate family member is an employee of the school. An
individual may serve as a member of the board of directors if no conflict of interest exists
under this paragraph, consistent with this section.

(c) A violation of paragraph (b) renders a contract voidable at the option of the
commissioner or the charter school board of directors. A member of a charter school board
of directors who violates paragraph (b) is individually liable to the charter school for any
damage caused by the violation.

(d) Any employee, agent, or board member of the authorizer who participates in initially
reviewing, approving, overseeing, evaluating, renewing, or not renewing the charter school
is ineligible to serve on the board of directors of a school chartered by that authorizer.

Sec. 43.

Minnesota Statutes 2016, section 124E.07, subdivision 7, is amended to read:

Subd. 7.

Training.

(a) Every charter school board member shall, including the ex-officio
member, must attend annual training throughout the member's term. All new board members
shall attend initial training on the board's role and responsibilities, employment policies and
practices, and financial management. A new board member who does not begin the required
initial training within six months after being seated and complete that training within 12
months after being seated is automatically ineligible to continue to serve as a board member.
The school shall include in its annual report the training each board member attended during
the previous year.

(b) All newly elected board members must attend training on the board's role,
responsibilities, and procedures before being seated on the board. An individual shall not
be seated on the board until the training required in this paragraph is completed.

(c) All newly seated board members must attend training on public school finances and
financial management; employment law, policies, and practices; and student performance,
achievement, and outcomes. Any member who fails to complete the training required in
this paragraph within 12 months of being seated on the board is automatically removed
from the board and may not be elected or appointed to the board for a period of at least 12
months after vacating the seat.

(d) The school must include in its annual report the training each board member attended
during the previous year.

Sec. 44.

Minnesota Statutes 2016, section 124E.10, subdivision 4, is amended to read:

Subd. 4.

Causes for nonrenewal or termination of charter school contract.

(a) The
duration of the contract with an authorizer must be for the term contained in the contract
according to subdivision 1, paragraph (a). The authorizer may or may not renew a contract
at the end of the term for any ground listed in paragraph (b). An authorizer may unilaterally
terminate a contract during the term of the contract for any ground listed in paragraph (b).
At least 60 business days before not renewing or terminating a contract, the authorizer shall
must notify the board of directors of the charter school of the proposed action in writing.
The notice shall must state the grounds for the proposed action in reasonable detail and
describe the informal hearing process, consistent with this paragraph. The charter school's
board of directors may request in writing an informal hearing before the authorizer within
15 business days after receiving notice of nonrenewal or termination of the contract. Failure
by the board of directors to make a written request for an informal hearing within the
15-business-day period shall be treated as acquiescence to the proposed action. Upon
receiving a timely written request for a hearing, the authorizer shall must give ten business
days' notice to the charter school's board of directors of the hearing date. The authorizer
shall must conduct an informal hearing before taking final action. The hearing must be
recorded by tape recording, video, or a court reporter at the expense of the authorizer. The
recording must be preserved for three years and must be made available to the public. The
authorizer shall must take final action to renew or not renew a contract no later than 20
business days before the proposed date for terminating the contract or the end date of the
contract.

(b) An authorizer may terminate or not renew a contract upon any of the following
grounds:

(1) failure to demonstrate satisfactory academic achievement for all students, including
the requirements for pupil performance contained in the contract;

(2) failure to meet generally accepted standards of fiscal management;

(3) violations of law; or

(4) other good cause shown.

If the authorizer terminates or does not renew a contract under this paragraph, the school
must be dissolved according to the applicable provisions of chapter 317A.

(c) The commissioner, after providing reasonable notice to the board of directors of a
charter school and the existing authorizer, and after providing an opportunity for a public
hearing, may terminate the existing contract between the authorizer and the charter school
board if the charter school has a history of:

(1) failure to meet pupil performance requirements, consistent with state law;

(2) financial mismanagement or failure to meet generally accepted standards of fiscal
management; or

(3) repeated or major violations of the law.

Sec. 45.

Minnesota Statutes 2017 Supplement, section 124E.11, is amended to read:

124E.11 ADMISSION REQUIREMENTS AND ENROLLMENT.

Subdivision 1.

Limits on enrollment.

(a) A charter school, including its preschool or
prekindergarten program established under section 124E.06, subdivision 3, paragraph (b),
may limit admission to:

(1) pupils within an age group or grade level;

(2) pupils who are eligible to participate in the graduation incentives program under
section 124D.68; or

(3) residents of a specific geographic area in which the school is located when the
majority of students served by the school are members of underserved populations.

Subd. 2.

Timely application; lottery; enrollment preference.

(b) A charter school,
including its preschool or prekindergarten program established under section 124E.06,
subdivision 3, paragraph (b), shall must enroll an eligible pupil who submits a timely
application, unless the number of applications exceeds the capacity of a program, class,
grade level, or building. In this case, pupils must be accepted by lot. The charter school
must develop and publish, including on its Web site, a lottery policy and process that it must
use when accepting pupils by lot.

Subd. 3.

Lottery exceptions.

(c) (a) A charter school shall must give enrollment
preference to a sibling of an enrolled pupil and to a foster child of that pupil's parents and
may give preference for enrolling children of the school's staff before accepting other pupils
by lot.

(b) A charter school may give enrollment preference to children currently enrolled in
the school's free preschool or prekindergarten program under section 124E.06, subdivision
3, paragraph (b), who are eligible to enroll in kindergarten in the next school year.

(c) A charter school that is located in Duluth township in St. Louis County or in the city
of Nerstrand in Rice County, and admits students in kindergarten through grade 6 must give
enrollment preference to students residing within a five-mile radius of the school and to the
siblings of enrolled children.

A charter school may give enrollment preference to children currently enrolled in the
school's free preschool or prekindergarten program under section 124E.06, subdivision 3,
paragraph (a), who are eligible to enroll in kindergarten in the next school year.

(d) A charter school that is located in Castle Rock Township in Dakota County must
give enrollment preference to students residing within a two-mile radius of the school and
to the siblings of enrolled children.

Subd. 4.

Age of enrollment.

(d) A person shall must not be admitted to a charter school
(1) as a kindergarten pupil, unless the pupil is at least five years of age on September 1 of
the calendar year in which the school year for which the pupil seeks admission commences;
or (2) as a first grade student, unless the pupil is at least six years of age on September 1 of
the calendar year in which the school year for which the pupil seeks admission commences
or has completed kindergarten; except that a charter school may establish and publish on
its Web site a policy for admission of selected pupils at an earlier age, consistent with the
enrollment process in paragraphs (b) and (c) subdivisions 2 and 3.

Subd. 5.

Admission limits not allowed.

(e) Except as permitted in paragraph (d)
subdivision 4, a charter school, including its preschool or prekindergarten program established
under section 124E.06, subdivision 3, paragraph (b), may not limit admission to pupils on
the basis of intellectual ability, measures of achievement or aptitude, or athletic ability and
may not establish any criteria or requirements for admission that are inconsistent with this
section.

Subd. 6.

Enrollment incentives prohibited.

(f) The A charter school shall or any agent
of the school must not distribute any services or, goods, payments, or other incentives of
value to students, parents, or guardians as an inducement, term, or condition of enrolling a
student in a charter school.

Subd. 7.

Enrollment continues.

(g) Once a student is enrolled in the a charter school,
the student is considered enrolled in the school until the student formally withdraws school
receives a request for the transfer of educational records from another school, or a written
election by the parent or guardian of the student withdrawing the student or is expelled
under the Pupil Fair Dismissal Act in sections 121A.40 to 121A.56.

Subd. 8.

Prekindergarten pupils.

(h) A charter school with at least 90 percent of enrolled
students who are eligible for special education services and have a primary disability of
deaf or hard-of-hearing may enroll prekindergarten pupils with a disability under section
126C.05, subdivision 1, paragraph (a), and must comply with the federal Individuals with
Disabilities Education Act under Code of Federal Regulations, title 34, section 300.324,
subsection (2), clause (iv).

EFFECTIVE DATE.

This section is effective for enrollment decisions made on or
after July 1, 2018.

Sec. 46.

Minnesota Statutes 2016, section 124E.17, subdivision 1, is amended to read:

Subdivision 1.

Charter school information.

(a) Charter schools must disseminate
information about how to use the charter school offerings to targeted groups, among others.
Targeted groups include low-income families and communities, students of color, and
students who are at risk of academic failure.

(b) Authorizers and the commissioner must disseminate information to the public on
how to form and operate a charter school. Authorizers, operators, and the commissioner
also may disseminate information to interested stakeholders about the successful best
practices in teaching and learning demonstrated by charter schools.

(c) A charter school must document its dissemination efforts in its annual report.

Sec. 47.

Minnesota Statutes 2016, section 125B.07, subdivision 6, is amended to read:

Subd. 6.

Essential data.

The department shall must maintain a list of essential data
elements which must be recorded and stored about each pupil, licensed and nonlicensed
staff member, and educational program. Each school district must provide the essential data
to the department in the form and format prescribed by the department.

Sec. 48.

Minnesota Statutes 2016, section 126C.15, subdivision 5, is amended to read:

Subd. 5.

Annual expenditure report.

Each year a district that receives basic skills
revenue must submit a report identifying the expenditures it incurred to meet the needs of
eligible learners under subdivision 1. The report must conform to uniform financial and
reporting standards established for this purpose. Using valid and reliable data and
measurement criteria, the a report also must determine that determines whether increased
expenditures raised student achievement levels must be reported under section 120B.11.

Sec. 49.

Minnesota Statutes 2016, section 128D.06, subdivision 1, is amended to read:

Subdivision 1.

Board's annual report.

The board of education shall must, as soon as
practicable after the close of each fiscal year, cause to be printed, published, and distributed
a report of the condition of the public school program under its charge, and of all the property
under its control., with full and accurate account of all receipts and of all expenditures of
the school district during the preceding year including operating and maintenance expenses
as well as all expenses for capital outlay and building site improvement.

Sec. 50.

Minnesota Statutes 2017 Supplement, section 609A.03, subdivision 7a, is amended
to read:

Subd. 7a.

Limitations of order effective January 1, 2015, and later.

(a) Upon issuance
of an expungement order related to a charge supported by probable cause, the DNA samples
and DNA records held by the Bureau of Criminal Apprehension and collected under authority
other than section 299C.105 shall not be sealed, returned to the subject of the record, or
destroyed.

(b) Notwithstanding the issuance of an expungement order:

(1) except as provided in clause (2), an expunged record may be opened, used, or
exchanged between criminal justice agencies without a court order for the purposes of
initiating, furthering, or completing a criminal investigation or prosecution or for sentencing
purposes or providing probation or other correctional services;

(2) when a criminal justice agency seeks access to a record that was sealed under section
609A.02, subdivision 3, paragraph (a), clause (1), after an acquittal or a court order dismissing
for lack of probable cause, for purposes of a criminal investigation, prosecution, or
sentencing, the requesting agency must obtain an ex parte court order after stating a
good-faith basis to believe that opening the record may lead to relevant information;

(3) an expunged record of a conviction may be opened for purposes of evaluating a
prospective employee in a criminal justice agency without a court order;

(4) an expunged record of a conviction may be opened for purposes of a background
study under section 245C.08 unless the commissioner had been properly served with notice
of the petition for expungement and the court order for expungement is directed specifically
to the commissioner of human services;

(5) an expunged record of a conviction may be opened for purposes of a background
check required under section 122A.18, subdivision 8, unless the court order for expungement
is directed specifically to the Professional Educator Licensing and Standards Board or the
licensing division of the Department of Education; and

(6) the court may order an expunged record opened upon request by the victim of the
underlying offense if the court determines that the record is substantially related to a matter
for which the victim is before the court.

(c) An agency or jurisdiction subject to an expungement order shall maintain the record
in a manner that provides access to the record by a criminal justice agency under paragraph
(b), clause (1) or (2), but notifies the recipient that the record has been sealed. The Bureau
of Criminal Apprehension shall notify the commissioner of human services, and the
Professional Educator Licensing and Standards Board, or the licensing division of the
Department of Education of the existence of a sealed record and of the right to obtain access
under paragraph (b), clause (4) or (5). Upon request, the agency or jurisdiction subject to
the expungement order shall provide access to the record to the commissioner of human
services, the Professional Educator Licensing and Standards Board, or the licensing division
of the Department of Education under paragraph (b), clause (4) or (5).

(d) An expunged record that is opened or exchanged under this subdivision remains
subject to the expungement order in the hands of the person receiving the record.

(e) A criminal justice agency that receives an expunged record under paragraph (b),
clause (1) or (2), must maintain and store the record in a manner that restricts the use of the
record to the investigation, prosecution, or sentencing for which it was obtained.

(f) For purposes of this section, a "criminal justice agency" means a court or government
agency that performs the administration of criminal justice under statutory authority.

(g) This subdivision applies to expungement orders subject to its limitations and effective
on or after January 1, 2015.

Sec. 51.

Minnesota Statutes 2017 Supplement, section 626.556, subdivision 2, is amended
to read:

Subd. 2.

Definitions.

As used in this section, the following terms have the meanings
given them unless the specific content indicates otherwise:

(a) "Accidental" means a sudden, not reasonably foreseeable, and unexpected occurrence
or event which:

(1) is not likely to occur and could not have been prevented by exercise of due care; and

(2) if occurring while a child is receiving services from a facility, happens when the
facility and the employee or person providing services in the facility are in compliance with
the laws and rules relevant to the occurrence or event.

(b) "Commissioner" means the commissioner of human services.

(c) "Facility" means:

(1) a licensed or unlicensed day care facility, certified license-exempt child care center,
residential facility, agency, hospital, sanitarium, or other facility or institution required to
be licensed under sections 144.50 to 144.58, 241.021, or 245A.01 to 245A.16, or chapter
144H, 245D, or 245H;

(2) a school as defined in section 120A.05, subdivisions 9, 11, and 13; and chapter 124E;
or

(3) a nonlicensed personal care provider organization as defined in section 256B.0625,
subdivision 19a.

(d) "Family assessment" means a comprehensive assessment of child safety, risk of
subsequent child maltreatment, and family strengths and needs that is applied to a child
maltreatment report that does not allege sexual abuse or substantial child endangerment.
Family assessment does not include a determination as to whether child maltreatment
occurred but does determine the need for services to address the safety of family members
and the risk of subsequent maltreatment.

(e) "Investigation" means fact gathering related to the current safety of a child and the
risk of subsequent maltreatment that determines whether child maltreatment occurred and
whether child protective services are needed. An investigation must be used when reports
involve sexual abuse or substantial child endangerment, and for reports of maltreatment in
facilities required to be licensed or certified under chapter 245A, 245D, or 245H; under
sections 144.50 to 144.58 and 241.021; in a school as defined in section 120A.05,
subdivisions 9, 11, and 13, and chapter 124E; or in a nonlicensed personal care provider
association as defined in section 256B.0625, subdivision 19a.

(f) "Mental injury" means an injury to the psychological capacity or emotional stability
of a child as evidenced by an observable or substantial impairment in the child's ability to
function within a normal range of performance and behavior with due regard to the child's
culture.

(g) "Neglect" means the commission or omission of any of the acts specified under
clauses (1) to (9), other than by accidental means:

(1) failure by a person responsible for a child's care to supply a child with necessary
food, clothing, shelter, health, medical, or other care required for the child's physical or
mental health when reasonably able to do so;

(2) failure to protect a child from conditions or actions that seriously endanger the child's
physical or mental health when reasonably able to do so, including a growth delay, which
may be referred to as a failure to thrive, that has been diagnosed by a physician and is due
to parental neglect;

(3) failure to provide for necessary supervision or child care arrangements appropriate
for a child after considering factors as the child's age, mental ability, physical condition,
length of absence, or environment, when the child is unable to care for the child's own basic
needs or safety, or the basic needs or safety of another child in their care;

(4) failure to ensure that the child is educated as defined in sections 120A.22 and
260C.163, subdivision 11, which does not include a parent's refusal to provide the parent's
child with sympathomimetic medications, consistent with section 125A.091, subdivision
5;

(5) nothing in this section shall be construed to mean that a child is neglected solely
because the child's parent, guardian, or other person responsible for the child's care in good
faith selects and depends upon spiritual means or prayer for treatment or care of disease or
remedial care of the child in lieu of medical care; except that a parent, guardian, or caretaker,
or a person mandated to report pursuant to subdivision 3, has a duty to report if a lack of
medical care may cause serious danger to the child's health. This section does not impose
upon persons, not otherwise legally responsible for providing a child with necessary food,
clothing, shelter, education, or medical care, a duty to provide that care;

(6) prenatal exposure to a controlled substance, as defined in section 253B.02, subdivision
2, used by the mother for a nonmedical purpose, as evidenced by withdrawal symptoms in
the child at birth, results of a toxicology test performed on the mother at delivery or the
child at birth, medical effects or developmental delays during the child's first year of life
that medically indicate prenatal exposure to a controlled substance, or the presence of a
fetal alcohol spectrum disorder;

(7) "medical neglect" as defined in section 260C.007, subdivision 6, clause (5);

(8) chronic and severe use of alcohol or a controlled substance by a parent or person
responsible for the care of the child that adversely affects the child's basic needs and safety;
or

(9) emotional harm from a pattern of behavior which contributes to impaired emotional
functioning of the child which may be demonstrated by a substantial and observable effect
in the child's behavior, emotional response, or cognition that is not within the normal range
for the child's age and stage of development, with due regard to the child's culture.

(h) "Nonmaltreatment mistake" means:

(1) at the time of the incident, the individual was performing duties identified in the
center's child care program plan required under Minnesota Rules, part 9503.0045;

(2) the individual has not been determined responsible for a similar incident that resulted
in a finding of maltreatment for at least seven years;

(3) the individual has not been determined to have committed a similar nonmaltreatment
mistake under this paragraph for at least four years;

(4) any injury to a child resulting from the incident, if treated, is treated only with
remedies that are available over the counter, whether ordered by a medical professional or
not; and

(5) except for the period when the incident occurred, the facility and the individual
providing services were both in compliance with all licensing requirements relevant to the
incident.

This definition only applies to child care centers licensed under Minnesota Rules, chapter
9503. If clauses (1) to (5) apply, rather than making a determination of substantiated
maltreatment by the individual, the commissioner of human services shall determine that a
nonmaltreatment mistake was made by the individual.

(i) "Operator" means an operator or agency as defined in section 245A.02.

(j) "Person responsible for the child's care" means (1) an individual functioning within
the family unit and having responsibilities for the care of the child such as a parent, guardian,
or other person having similar care responsibilities, or (2) an individual functioning outside
the family unit and having responsibilities for the care of the child such as a teacher, school
administrator, other school employees or agents, or other lawful custodian of a child having
either full-time or short-term care responsibilities including, but not limited to, day care,
babysitting whether paid or unpaid, counseling, teaching, and coaching.

(k) "Physical abuse" means any physical injury, mental injury, or threatened injury,
inflicted by a person responsible for the child's care on a child other than by accidental
means, or any physical or mental injury that cannot reasonably be explained by the child's
history of injuries, or any aversive or deprivation procedures, or regulated interventions,
that have not been authorized under section 125A.0942 or 245.825.

Abuse does not include reasonable and moderate physical discipline of a child
administered by a parent or legal guardian which does not result in an injury. Abuse does
not include the use of reasonable force by a teacher, principal, or school employee as allowed
by section 121A.582. Actions which are not reasonable and moderate include, but are not
limited to, any of the following:

(1) throwing, kicking, burning, biting, or cutting a child;

(2) striking a child with a closed fist;

(3) shaking a child under age three;

(4) striking or other actions which result in any nonaccidental injury to a child under 18
months of age;

(5) unreasonable interference with a child's breathing;

(6) threatening a child with a weapon, as defined in section 609.02, subdivision 6;

(7) striking a child under age one on the face or head;

(8) striking a child who is at least age one but under age four on the face or head, which
results in an injury;

(9) purposely giving a child poison, alcohol, or dangerous, harmful, or controlled
substances which were not prescribed for the child by a practitioner, in order to control or
punish the child; or other substances that substantially affect the child's behavior, motor
coordination, or judgment or that results in sickness or internal injury, or subjects the child
to medical procedures that would be unnecessary if the child were not exposed to the
substances;

(10) unreasonable physical confinement or restraint not permitted under section 609.379,
including but not limited to tying, caging, or chaining; or

(11) in a school facility or school zone, an act by a person responsible for the child's
care that is a violation under section 121A.58.

(l) "Practice of social services," for the purposes of subdivision 3, includes but is not
limited to employee assistance counseling and the provision of guardian ad litem and
parenting time expeditor services.

(m) "Report" means any communication received by the local welfare agency, police
department, county sheriff, or agency responsible for child protection pursuant to this section
that describes neglect or physical or sexual abuse of a child and contains sufficient content
to identify the child and any person believed to be responsible for the neglect or abuse, if
known.

(n) "Sexual abuse" means the subjection of a child by a person responsible for the child's
care, by a person who has a significant relationship to the child, as defined in section 609.341,
or by a person in a position of authority, as defined in section 609.341, subdivision 10, to
any act which constitutes a violation of section 609.342 (criminal sexual conduct in the first
degree), 609.343 (criminal sexual conduct in the second degree), 609.344 (criminal sexual
conduct in the third degree), 609.345 (criminal sexual conduct in the fourth degree), or
609.3451 (criminal sexual conduct in the fifth degree), or 609.352 (solicitation of children
to engage in sexual conduct; communication of sexually explicit materials to children).
Sexual abuse also includes any act which involves a minor which constitutes a violation of
prostitution offenses under sections 609.321 to 609.324 or 617.246. Effective May 29, 2017,
sexual abuse includes all reports of known or suspected child sex trafficking involving a
child who is identified as a victim of sex trafficking. Sexual abuse includes child sex
trafficking as defined in section 609.321, subdivisions 7a and 7b. Sexual abuse includes
threatened sexual abuse which includes the status of a parent or household member who
has committed a violation which requires registration as an offender under section 243.166,
subdivision 1b, paragraph (a) or (b), or required registration under section 243.166,
subdivision 1b, paragraph (a) or (b).

(o) "Substantial child endangerment" means a person responsible for a child's care, by
act or omission, commits or attempts to commit an act against a child under their care that
constitutes any of the following:

(1) egregious harm as defined in section 260C.007, subdivision 14;

(2) abandonment under section 260C.301, subdivision 2;

(3) neglect as defined in paragraph (g), clause (2), that substantially endangers the child's
physical or mental health, including a growth delay, which may be referred to as failure to
thrive, that has been diagnosed by a physician and is due to parental neglect;

(4) murder in the first, second, or third degree under section 609.185, 609.19, or 609.195;

(5) manslaughter in the first or second degree under section 609.20 or 609.205;

(6) assault in the first, second, or third degree under section 609.221, 609.222, or 609.223;

(7) solicitation, inducement, and promotion of prostitution under section 609.322;

(8) criminal sexual conduct under sections 609.342 to 609.3451;

(9) solicitation of children to engage in sexual conduct under section 609.352;

(10) malicious punishment or neglect or endangerment of a child under section 609.377
or 609.378;

(11) use of a minor in sexual performance under section 617.246; or

(12) parental behavior, status, or condition which mandates that the county attorney file
a termination of parental rights petition under section 260C.503, subdivision 2.

(p) "Threatened injury" means a statement, overt act, condition, or status that represents
a substantial risk of physical or sexual abuse or mental injury. Threatened injury includes,
but is not limited to, exposing a child to a person responsible for the child's care, as defined
in paragraph (j), clause (1), who has:

(1) subjected a child to, or failed to protect a child from, an overt act or condition that
constitutes egregious harm, as defined in section 260C.007, subdivision 14, or a similar law
of another jurisdiction;

(2) been found to be palpably unfit under section 260C.301, subdivision 1, paragraph
(b), clause (4), or a similar law of another jurisdiction;

(3) committed an act that has resulted in an involuntary termination of parental rights
under section 260C.301, or a similar law of another jurisdiction; or

(4) committed an act that has resulted in the involuntary transfer of permanent legal and
physical custody of a child to a relative under Minnesota Statutes 2010, section 260C.201,
subdivision 11, paragraph (d), clause (1), section 260C.515, subdivision 4, or a similar law
of another jurisdiction.

A child is the subject of a report of threatened injury when the responsible social services
agency receives birth match data under paragraph (q) from the Department of Human
Services.

(q) Upon receiving data under section 144.225, subdivision 2b, contained in a birth
record or recognition of parentage identifying a child who is subject to threatened injury
under paragraph (p), the Department of Human Services shall send the data to the responsible
social services agency. The data is known as "birth match" data. Unless the responsible
social services agency has already begun an investigation or assessment of the report due
to the birth of the child or execution of the recognition of parentage and the parent's previous
history with child protection, the agency shall accept the birth match data as a report under
this section. The agency may use either a family assessment or investigation to determine
whether the child is safe. All of the provisions of this section apply. If the child is determined
to be safe, the agency shall consult with the county attorney to determine the appropriateness
of filing a petition alleging the child is in need of protection or services under section
260C.007, subdivision 6, clause (16), in order to deliver needed services. If the child is
determined not to be safe, the agency and the county attorney shall take appropriate action
as required under section 260C.503, subdivision 2.

(r) Persons who conduct assessments or investigations under this section shall take into
account accepted child-rearing practices of the culture in which a child participates and
accepted teacher discipline practices, which are not injurious to the child's health, welfare,
and safety.

Sec. 52.

Laws 2017, First Special Session chapter 5, article 2, section 57, subdivision 23,
is amended to read:

Subd. 23.

Paraprofessional pathway to teacher licensure.

(a) For grants to school
districts for Grow Your Own new teacher programs:

	$	1,500,000	.....	2018
	$	1,500,000	.....	2019

(b) The grants are for school districts and charter schools with more than 30 percent
minority students for a Board of Teaching-approved Professional Educator Licensing and
Standards Board-approved nonconventional teacher residency pilot program. The program
must provide tuition scholarships or stipends to enable school district and charter school
employees or community members affiliated with a school district or charter school who
seek an education license to participate in a nonconventional teacher preparation program.
School districts and charter schools that receive funds under this subdivision are strongly
encouraged to recruit candidates of color and American Indian candidates to participate in
the Grow Your Own new teacher programs. Districts or schools providing financial support
may require a commitment as determined by the district to teach in the district or school
for a reasonable amount of time that does not exceed five years.

(c) School districts and charter schools may also apply for grants to develop innovative
expanded Grow Your Own programs that encourage secondary school students to pursue
teaching, including developing and offering dual-credit postsecondary course options in
schools for "Introduction to Teaching" or "Introduction to Education" courses consistent
with Minnesota Statutes, section 124D.09, subdivision 10.

(d) Programs must annually report to the commissioner by the date determined by the
commissioner on their activities under this section, including the number of participants,
the percentage of participants who are of color or who are American Indian, and an
assessment of program effectiveness, including participant feedback, areas for improvement,
the percentage of participants continuing to pursue teacher licensure, and the number of
participants hired in the school or district as teachers after completing preparation programs.

(e) The department may retain up to three percent of the appropriation amount to monitor
and administer the grant program.

(f) Any balance in the first year does not cancel but is available in the second year.

Sec. 53. REVISOR'S INSTRUCTION.

(a) The revisor of statutes shall renumber the provisions of Minnesota Statutes listed in
column A to the references listed in column B.

Column A	Column B
136D.01	123C.01
136D.21	123C.21
136D.22	123C.22
136D.23	123C.23
136D.24	123C.24
136D.25	123C.25
136D.26	123C.26
136D.281	123C.27
136D.29	123C.28
136D.31	123C.29
136D.41	123C.41
136D.42	123C.42
136D.43	123C.43
136D.44	123C.44
136D.45	123C.45
136D.46	123C.46
136D.47	123C.47
136D.48	123C.48
136D.49	123C.49
136D.71	123C.71
136D.72	123C.72
136D.73	123C.73
136D.74	123C.74
136D.741	123C.75
136D.76	123C.76
136D.81	123C.81
136D.82	123C.82
136D.83	123C.83
136D.84	123C.84
136D.85	123C.85
136D.86	123C.86
136D.88	123C.87
136D.90	123C.88
136D.92	123C.89
136D.93	123C.90
136D.94	123C.91

(b) The revisor of statutes shall make necessary cross-reference changes in Minnesota
Statutes and Minnesota Rules consistent with renumbering of Minnesota Statutes, chapter
136D in this act, and if Minnesota Statutes, chapter 136D, is further amended in the 2018
legislative session, shall codify the amendments in a manner consistent with this act. The
revisor may make necessary changes to sentence structure to preserve the meaning of the
text.

EFFECTIVE DATE.

This section is effective the day following final enactment.

Sec. 54. REPEALER.

Minnesota Statutes 2016, sections 120B.35, subdivisions 4 and 5; 123A.26, subdivision
3; 125A.75, subdivision 9; and 128D.06, subdivision 3, are repealed.

HF 3315

Bill Text Versions

Current Version - 1st Engrossment

ARTICLE 1

GENERAL EDUCATION

Section 1.

Subd. 2.

Textbook.

EFFECTIVE DATE.

Sec. 2.

Subd. 5.

Individualized instructional or cooperative learning materials.

Sec. 3.

Subd. 11.

Payment percentage for reimbursement aids.

Sec. 4.

Subd. 16.

Payments to third parties.

ARTICLE 2

EDUCATION EXCELLENCE

Section 1.

Subd. 2.

Education, residence, and transportation of homeless.

EFFECTIVE DATE.

Sec. 2.

Subd. 7.

Education records.

EFFECTIVE DATE.

Sec. 3.

Subd. 12.

Legitimate exemptions.

EFFECTIVE DATE.

Sec. 4.

Subdivision 1.

Required academic standards.

EFFECTIVE DATE.

Sec. 5.

Subdivision 1.

Graduation requirements.

Sec. 6.

Subdivision 1.

Definitions.

Sec. 7.

Subd. 1a.

Performance measures.

Sec. 8.

Subd. 2.

Adopting plans and budgets.

Sec. 9.

Subd. 5.

Report.

Sec. 10.

Subd. 9.

Annual evaluation.

Sec. 11.

Subd. 2.

Identification; report.

EFFECTIVE DATE.

Sec. 12.

Subdivision 1.

Purpose Duties.

Sec. 13.

120B.125 PLANNING FOR STUDENTS' SUCCESSFUL TRANSITION TO POSTSECONDARY EDUCATION AND EMPLOYMENT; PERSONAL LEARNING PLANS.

Sec. 14.

[120B.215] SUBSTANCE MISUSE PREVENTION.

EFFECTIVE DATE.

Sec. 15.

[120B.237] PATRIOTIC SOCIETY ACCESS TO SCHOOLS.

Subdivision 1.

Definition.

Subd. 2.

School access.

Subd. 3.

Notice required.

EFFECTIVE DATE.

Sec. 16.

Subdivision 1.

Statewide testing.

EFFECTIVE DATE.

Sec. 17.

120B.125 PLANNING FOR STUDENTS' SUCCESSFUL TRANSITION TO
POSTSECONDARY EDUCATION AND EMPLOYMENT; PERSONAL LEARNING
PLANS.

Nonexclusionary disciplinary policies and practices; alternatives to pupil
dismissal.