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Capital IconMinnesota Legislature

HF 630

2nd Engrossment - 88th Legislature (2013 - 2014) Posted on 04/21/2013 02:32pm

KEY: stricken = removed, old language.
underscored = added, new language.
Line numbers 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 1.11 1.12 1.13 1.14 1.15 1.16 1.17 1.18 1.19 1.20 1.21 1.22 1.23 1.24 1.25 1.26 1.27 1.28 1.29 1.30 1.31 1.32 1.33 1.34 1.35 1.36 1.37 1.38 1.39 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.12 2.13 2.14 2.15 2.16 2.17
2.18 2.19
2.20 2.21 2.22 2.23 2.24 2.25 2.26 2.27 2.28 2.29 2.30 2.31 2.32 2.33 2.34 2.35 2.36 2.37 2.38 2.39 2.40
3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11
3.12 3.13 3.14 3.15 3.16
3.17 3.18
3.19 3.20 3.21 3.22 3.23 3.24 3.25 3.26 3.27 3.28
3.29 3.30 3.31 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 4.12 4.13 4.14 4.15 4.16 4.17 4.18 4.19 4.20 4.21 4.22 4.23 4.24 4.25 4.26 4.27 4.28 4.29 4.30 4.31 4.32 4.33 4.34 4.35 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 5.10 5.11 5.12 5.13 5.14 5.15 5.16 5.17 5.18 5.19 5.20 5.21 5.22 5.23 5.24 5.25 5.26 5.27 5.28 5.29 5.30 5.31 5.32 5.33 5.34 5.35 5.36 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 6.9 6.10 6.11 6.12 6.13 6.14 6.15 6.16 6.17 6.18 6.19 6.20 6.21 6.22 6.23 6.24 6.25 6.26 6.27 6.28 6.29 6.30 6.31 6.32 6.33 6.34 6.35 6.36 7.1 7.2 7.3 7.4
7.5
7.6 7.7 7.8 7.9 7.10 7.11 7.12 7.13 7.14 7.15 7.16 7.17 7.18 7.19 7.20 7.21 7.22 7.23 7.24 7.25 7.26 7.27 7.28 7.29 7.30 7.31 7.32 7.33 7.34 7.35 8.1 8.2 8.3 8.4 8.5 8.6 8.7 8.8 8.9 8.10 8.11 8.12 8.13 8.14 8.15
8.16 8.17
8.18 8.19 8.20 8.21 8.22 8.23 8.24 8.25 8.26 8.27 8.28 8.29 8.30 8.31 8.32 8.33 8.34 8.35 9.1 9.2
9.3 9.4 9.5 9.6 9.7 9.8 9.9 9.10 9.11 9.12 9.13 9.14 9.15 9.16 9.17 9.18 9.19 9.20 9.21 9.22 9.23 9.24 9.25 9.26 9.27 9.28 9.29
9.30 9.31 9.32 9.33 9.34 10.1 10.2 10.3 10.4 10.5 10.6 10.7 10.8 10.9 10.10 10.11 10.12 10.13 10.14 10.15 10.16 10.17 10.18 10.19 10.20 10.21 10.22 10.23 10.24 10.25 10.26 10.27 10.28 10.29 10.30
10.31 10.32 10.33 10.34 11.1 11.2
11.3
11.4 11.5 11.6 11.7 11.8 11.9 11.10 11.11 11.12 11.13 11.14 11.15 11.16 11.17 11.18 11.19 11.20 11.21 11.22 11.23 11.24 11.25 11.26 11.27 11.28 11.29 11.30 11.31 11.32 11.33 11.34 12.1 12.2
12.3 12.4
12.5 12.6 12.7 12.8 12.9 12.10 12.11 12.12 12.13 12.14 12.15 12.16 12.17 12.18 12.19 12.20 12.21 12.22 12.23 12.24 12.25 12.26 12.27 12.28 12.29 12.30 12.31 12.32 12.33 12.34 12.35 13.1 13.2 13.3 13.4 13.5 13.6 13.7 13.8 13.9 13.10 13.11 13.12 13.13 13.14 13.15 13.16 13.17 13.18 13.19 13.20 13.21 13.22 13.23 13.24 13.25 13.26 13.27 13.28 13.29
13.30 13.31
13.32 13.33 13.34 13.35 14.1 14.2 14.3
14.4 14.5 14.6 14.7 14.8 14.9 14.10
14.11 14.12 14.13 14.14 14.15 14.16 14.17 14.18 14.19 14.20 14.21 14.22 14.23 14.24 14.25 14.26 14.27 14.28 14.29 14.30 14.31 14.32 14.33 14.34 15.1 15.2 15.3 15.4 15.5 15.6 15.7 15.8 15.9 15.10 15.11 15.12 15.13 15.14 15.15 15.16 15.17 15.18 15.19 15.20 15.21 15.22 15.23 15.24 15.25 15.26 15.27 15.28 15.29 15.30 15.31 15.32
15.33 15.34 16.1 16.2 16.3 16.4 16.5 16.6 16.7 16.8 16.9 16.10 16.11 16.12 16.13 16.14 16.15 16.16 16.17 16.18 16.19 16.20 16.21 16.22 16.23 16.24 16.25 16.26 16.27
16.28 16.29
16.30 16.31 16.32 16.33 16.34
17.1 17.2
17.3 17.4 17.5 17.6 17.7 17.8
17.9 17.10
17.11 17.12 17.13 17.14 17.15 17.16 17.17 17.18 17.19 17.20 17.21 17.22 17.23 17.24 17.25 17.26 17.27 17.28 17.29 17.30 17.31 17.32 17.33 17.34 18.1 18.2 18.3 18.4 18.5 18.6 18.7 18.8 18.9 18.10 18.11 18.12 18.13 18.14 18.15 18.16
18.17 18.18
18.19 18.20 18.21 18.22 18.23 18.24 18.25 18.26 18.27 18.28 18.29 18.30 18.31 18.32 18.33 18.34 18.35 19.1 19.2 19.3 19.4 19.5 19.6 19.7 19.8 19.9
19.10 19.11
19.12 19.13 19.14 19.15 19.16 19.17 19.18 19.19 19.20 19.21 19.22 19.23 19.24 19.25 19.26 19.27 19.28 19.29 19.30 19.31 19.32 19.33 19.34 19.35 20.1 20.2 20.3 20.4 20.5 20.6 20.7 20.8 20.9 20.10 20.11 20.12 20.13
20.14
20.15 20.16 20.17 20.18 20.19 20.20 20.21 20.22 20.23 20.24 20.25 20.26 20.27 20.28 20.29 20.30 20.31 20.32 20.33 20.34 21.1 21.2 21.3 21.4 21.5 21.6 21.7
21.8 21.9 21.10 21.11 21.12 21.13 21.14 21.15 21.16 21.17 21.18 21.19
21.20
21.21 21.22 21.23 21.24 21.25 21.26 21.27 21.28 21.29 21.30 21.31 21.32 21.33 21.34 22.1 22.2 22.3 22.4 22.5 22.6 22.7 22.8 22.9 22.10 22.11 22.12 22.13 22.14 22.15 22.16 22.17 22.18 22.19 22.20 22.21 22.22
22.23 22.24 22.25 22.26 22.27 22.28 22.29 22.30 22.31 22.32 22.33 22.34 23.1 23.2 23.3 23.4 23.5 23.6 23.7 23.8 23.9 23.10 23.11 23.12 23.13 23.14 23.15 23.16 23.17 23.18 23.19 23.20 23.21 23.22 23.23 23.24 23.25 23.26 23.27
23.28 23.29
23.30 23.31 23.32 23.33 23.34 23.35 24.1 24.2 24.3 24.4 24.5 24.6 24.7 24.8 24.9 24.10 24.11 24.12 24.13 24.14 24.15 24.16 24.17 24.18 24.19 24.20 24.21 24.22 24.23 24.24 24.25 24.26 24.27 24.28 24.29 24.30 24.31 24.32 24.33 24.34
24.35
25.1 25.2 25.3 25.4 25.5 25.6 25.7 25.8 25.9 25.10 25.11 25.12 25.13 25.14 25.15 25.16 25.17 25.18 25.19 25.20 25.21 25.22 25.23 25.24 25.25 25.26 25.27 25.28 25.29 25.30 25.31 25.32 25.33 25.34 25.35 26.1 26.2 26.3 26.4 26.5 26.6 26.7 26.8 26.9 26.10 26.11 26.12 26.13 26.14 26.15 26.16 26.17 26.18 26.19 26.20 26.21 26.22 26.23 26.24 26.25 26.26 26.27 26.28 26.29 26.30 26.31 26.32 26.33 26.34 26.35 26.36 27.1 27.2 27.3 27.4 27.5 27.6 27.7
27.8 27.9
27.10 27.11 27.12 27.13 27.14
27.15 27.16 27.17 27.18 27.19 27.20 27.21 27.22 27.23 27.24 27.25 27.26 27.27 27.28 27.29 27.30 27.31 28.1 28.2 28.3 28.4 28.5 28.6 28.7 28.8 28.9 28.10 28.11 28.12 28.13 28.14 28.15 28.16 28.17 28.18 28.19 28.20 28.21 28.22 28.23 28.24 28.25 28.26 28.27 28.28 28.29 28.30 28.31 28.32 28.33 29.1 29.2 29.3 29.4 29.5 29.6 29.7 29.8 29.9 29.10 29.11
29.12 29.13
29.14 29.15
29.16 29.17 29.18 29.19 29.20 29.21 29.22 29.23 29.24 29.25 29.26 29.27 29.28 29.29 29.30 29.31 29.32 29.33 29.34
30.1 30.2 30.3 30.4 30.5 30.6 30.7 30.8 30.9 30.10 30.11 30.12 30.13 30.14 30.15 30.16 30.17 30.18 30.19 30.20 30.21 30.22 30.23 30.24 30.25 30.26 30.27 30.28 30.29 30.30 30.31 30.32 30.33 30.34
31.1 31.2
31.3 31.4 31.5 31.6 31.7 31.8 31.9 31.10 31.11 31.12 31.13 31.14 31.15 31.16 31.17 31.18 31.19 31.20 31.21 31.22 31.23 31.24 31.25 31.26 31.27 31.28 31.29 31.30 31.31 31.32 31.33 32.1 32.2 32.3
32.4 32.5 32.6 32.7 32.8 32.9 32.10 32.11 32.12 32.13 32.14 32.15 32.16 32.17 32.18 32.19 32.20 32.21 32.22 32.23 32.24 32.25 32.26 32.27 32.28 32.29 32.30 32.31 32.32 32.33 32.34 32.35 33.1 33.2 33.3 33.4 33.5 33.6 33.7 33.8 33.9 33.10 33.11 33.12 33.13 33.14 33.15 33.16 33.17 33.18 33.19 33.20 33.21 33.22 33.23 33.24 33.25 33.26 33.27 33.28 33.29 33.30 33.31 33.32 33.33 33.34 33.35 33.36 34.1 34.2 34.3 34.4 34.5 34.6 34.7 34.8 34.9
34.10 34.11 34.12 34.13 34.14 34.15 34.16 34.17 34.18 34.19 34.20 34.21 34.22 34.23 34.24 34.25 34.26 34.27 34.28 34.29 34.30 34.31 34.32 34.33 34.34 34.35 35.1 35.2 35.3 35.4 35.5 35.6 35.7 35.8 35.9 35.10 35.11 35.12 35.13
35.14
35.15 35.16 35.17 35.18 35.19 35.20 35.21 35.22 35.23 35.24 35.25 35.26 35.27 35.28 35.29 35.30 35.31 35.32 35.33 35.34 36.1 36.2 36.3 36.4 36.5 36.6 36.7 36.8 36.9 36.10 36.11 36.12 36.13 36.14 36.15 36.16 36.17 36.18 36.19 36.20 36.21 36.22
36.23
36.24 36.25 36.26 36.27 36.28 36.29 36.30 36.31 36.32 36.33 37.1 37.2 37.3 37.4 37.5 37.6 37.7 37.8 37.9 37.10 37.11 37.12 37.13 37.14 37.15 37.16 37.17 37.18 37.19
37.20 37.21
37.22 37.23 37.24 37.25 37.26 37.27 37.28 37.29 37.30 37.31 37.32 37.33 37.34
38.1
38.2 38.3 38.4 38.5 38.6 38.7 38.8 38.9 38.10 38.11 38.12 38.13 38.14 38.15 38.16 38.17 38.18 38.19 38.20 38.21 38.22 38.23 38.24 38.25 38.26 38.27 38.28 38.29 38.30 38.31 38.32 38.33 38.34 38.35 39.1 39.2 39.3 39.4 39.5 39.6 39.7 39.8 39.9 39.10 39.11 39.12 39.13 39.14 39.15 39.16 39.17 39.18 39.19 39.20 39.21 39.22 39.23 39.24 39.25 39.26 39.27 39.28 39.29 39.30 39.31 39.32 39.33 39.34 39.35 39.36 40.1 40.2 40.3 40.4 40.5 40.6 40.7 40.8 40.9 40.10 40.11 40.12 40.13 40.14 40.15 40.16 40.17 40.18 40.19 40.20 40.21 40.22 40.23 40.24 40.25 40.26 40.27 40.28 40.29 40.30 40.31 40.32 40.33 40.34 40.35 40.36 41.1 41.2 41.3 41.4 41.5 41.6 41.7 41.8 41.9 41.10 41.11 41.12 41.13 41.14 41.15 41.16 41.17 41.18 41.19 41.20 41.21 41.22 41.23 41.24 41.25 41.26 41.27 41.28 41.29 41.30 41.31 41.32 41.33 41.34 41.35 41.36 42.1 42.2 42.3 42.4 42.5 42.6 42.7 42.8 42.9 42.10 42.11 42.12 42.13 42.14 42.15 42.16 42.17 42.18 42.19 42.20 42.21 42.22 42.23 42.24 42.25 42.26 42.27 42.28 42.29 42.30 42.31 42.32 42.33 42.34 42.35 42.36 43.1 43.2 43.3 43.4 43.5 43.6 43.7 43.8 43.9 43.10 43.11 43.12 43.13 43.14 43.15 43.16 43.17 43.18 43.19 43.20 43.21 43.22 43.23 43.24 43.25 43.26 43.27 43.28 43.29 43.30 43.31 43.32 43.33 43.34 43.35
44.1 44.2 44.3 44.4 44.5
44.6 44.7 44.8 44.9 44.10 44.11 44.12 44.13 44.14 44.15 44.16 44.17 44.18 44.19 44.20 44.21 44.22 44.23 44.24 44.25 44.26 44.27 44.28 44.29 44.30 44.31 44.32 44.33 44.34 44.35 45.1 45.2 45.3 45.4 45.5 45.6 45.7 45.8 45.9 45.10 45.11 45.12 45.13 45.14 45.15 45.16 45.17 45.18 45.19 45.20 45.21 45.22 45.23 45.24 45.25 45.26 45.27 45.28 45.29 45.30 45.31 45.32 45.33 45.34 45.35 46.1 46.2 46.3 46.4 46.5 46.6 46.7 46.8 46.9 46.10
46.11 46.12 46.13
46.14 46.15 46.16 46.17 46.18 46.19 46.20 46.21
46.22 46.23 46.24 46.25 46.26 46.27 46.28 46.29 46.30 46.31 46.32 46.33 46.34 47.1 47.2 47.3 47.4 47.5 47.6 47.7 47.8 47.9 47.10 47.11 47.12 47.13 47.14 47.15 47.16 47.17 47.18 47.19 47.20 47.21 47.22 47.23 47.24 47.25 47.26 47.27 47.28 47.29 47.30 47.31 47.32 47.33 47.34 47.35 47.36 48.1 48.2 48.3 48.4 48.5 48.6 48.7 48.8 48.9 48.10 48.11 48.12 48.13 48.14 48.15 48.16 48.17 48.18 48.19 48.20 48.21 48.22 48.23 48.24 48.25 48.26 48.27 48.28 48.29 48.30 48.31 48.32 48.33
48.34 48.35 48.36 49.1 49.2
49.3 49.4 49.5 49.6 49.7 49.8 49.9 49.10 49.11 49.12 49.13 49.14 49.15 49.16 49.17 49.18 49.19 49.20 49.21 49.22 49.23 49.24 49.25 49.26 49.27 49.28 49.29 49.30 49.31
49.32 49.33
50.1 50.2 50.3 50.4 50.5 50.6 50.7 50.8 50.9 50.10 50.11 50.12 50.13 50.14 50.15 50.16
50.17
50.18 50.19 50.20 50.21 50.22 50.23 50.24 50.25 50.26 50.27 50.28 50.29 50.30 50.31 50.32 50.33 50.34 51.1 51.2 51.3 51.4 51.5 51.6 51.7 51.8 51.9 51.10 51.11 51.12 51.13 51.14 51.15 51.16 51.17 51.18 51.19 51.20 51.21 51.22 51.23 51.24 51.25 51.26 51.27 51.28 51.29 51.30 51.31 51.32 51.33 51.34 51.35 52.1 52.2 52.3 52.4 52.5 52.6 52.7 52.8 52.9 52.10 52.11 52.12 52.13 52.14 52.15 52.16 52.17 52.18 52.19 52.20 52.21 52.22 52.23 52.24 52.25 52.26 52.27 52.28 52.29 52.30 52.31 52.32 52.33 52.34 52.35 52.36 53.1 53.2 53.3 53.4 53.5 53.6
53.7
53.8 53.9 53.10 53.11 53.12 53.13 53.14 53.15 53.16
53.17
53.18 53.19 53.20 53.21 53.22 53.23 53.24 53.25 53.26 53.27 53.28 53.29 53.30 53.31 53.32 53.33 54.1 54.2 54.3 54.4 54.5 54.6 54.7 54.8 54.9 54.10 54.11 54.12 54.13 54.14 54.15 54.16 54.17 54.18 54.19 54.20 54.21 54.22 54.23 54.24 54.25 54.26 54.27 54.28 54.29 54.30 54.31 54.32 54.33 54.34 54.35 54.36 55.1 55.2 55.3
55.4
55.5 55.6 55.7 55.8 55.9 55.10 55.11 55.12 55.13 55.14 55.15 55.16 55.17 55.18 55.19 55.20 55.21 55.22 55.23 55.24 55.25 55.26 55.27 55.28 55.29 55.30 55.31 55.32 55.33 55.34
56.1
56.2 56.3 56.4 56.5 56.6 56.7 56.8 56.9 56.10 56.11 56.12 56.13 56.14 56.15 56.16 56.17 56.18 56.19 56.20 56.21 56.22 56.23 56.24 56.25 56.26 56.27 56.28 56.29 56.30 56.31 56.32 56.33 56.34 56.35 57.1 57.2 57.3 57.4 57.5
57.6 57.7
57.8 57.9 57.10 57.11 57.12 57.13 57.14 57.15 57.16 57.17 57.18 57.19 57.20 57.21 57.22
57.23 57.24 57.25 57.26
57.27 57.28 57.29 57.30 57.31 58.1 58.2 58.3 58.4 58.5
58.6
58.7 58.8
58.9 58.10 58.11 58.12 58.13 58.14 58.15 58.16 58.17 58.18 58.19 58.20 58.21 58.22 58.23 58.24 58.25 58.26 58.27 58.28 58.29 58.30 58.31 58.32 58.33 59.1 59.2
59.3 59.4 59.5 59.6 59.7 59.8 59.9 59.10 59.11 59.12 59.13 59.14 59.15 59.16 59.17 59.18 59.19 59.20 59.21 59.22 59.23 59.24 59.25 59.26 59.27 59.28 59.29 59.30 59.31 59.32 59.33 60.1 60.2 60.3 60.4 60.5 60.6 60.7 60.8 60.9 60.10 60.11 60.12 60.13 60.14 60.15 60.16 60.17 60.18 60.19
60.20 60.21 60.22 60.23 60.24 60.25 60.26 60.27 60.28 60.29 60.30 60.31 60.32
60.33 61.1 61.2 61.3 61.4 61.5 61.6 61.7 61.8 61.9 61.10 61.11 61.12 61.13 61.14 61.15 61.16 61.17 61.18 61.19 61.20 61.21 61.22 61.23 61.24 61.25 61.26 61.27 61.28 61.29 61.30 61.31 61.32 61.33 61.34 61.35 62.1 62.2 62.3 62.4 62.5 62.6 62.7 62.8 62.9 62.10 62.11 62.12 62.13 62.14 62.15 62.16 62.17 62.18 62.19 62.20 62.21 62.22 62.23 62.24 62.25 62.26 62.27 62.28 62.29 62.30 62.31 62.32 62.33 62.34 62.35 63.1 63.2 63.3 63.4 63.5 63.6 63.7 63.8
63.9 63.10
63.11 63.12 63.13 63.14 63.15 63.16 63.17 63.18 63.19 63.20 63.21 63.22 63.23 63.24 63.25 63.26 63.27 63.28 63.29 63.30 63.31 63.32 63.33 63.34 63.35 64.1 64.2 64.3 64.4 64.5 64.6 64.7 64.8 64.9 64.10 64.11 64.12 64.13 64.14 64.15 64.16 64.17 64.18 64.19 64.20 64.21 64.22
64.23
64.24 64.25 64.26 64.27 64.28 64.29 64.30 64.31 64.32 64.33 64.34 65.1 65.2 65.3 65.4 65.5 65.6 65.7 65.8 65.9 65.10 65.11 65.12 65.13 65.14 65.15 65.16 65.17 65.18 65.19 65.20 65.21 65.22 65.23 65.24 65.25 65.26 65.27 65.28 65.29 65.30 65.31 65.32 65.33 65.34 65.35 65.36 66.1 66.2 66.3 66.4 66.5
66.6
66.7 66.8 66.9 66.10 66.11 66.12 66.13 66.14 66.15 66.16 66.17
66.18
66.19 66.20 66.21 66.22 66.23 66.24 66.25 66.26 66.27 66.28
66.29
66.30 66.31 66.32 67.1 67.2 67.3 67.4 67.5 67.6 67.7 67.8 67.9 67.10 67.11 67.12
67.13
67.14 67.15 67.16 67.17 67.18 67.19 67.20 67.21 67.22 67.23 67.24 67.25 67.26 67.27 67.28 67.29 67.30 67.31 67.32 67.33 67.34 67.35 68.1 68.2 68.3 68.4 68.5 68.6 68.7 68.8 68.9 68.10 68.11 68.12 68.13 68.14 68.15 68.16 68.17 68.18 68.19 68.20 68.21 68.22 68.23 68.24 68.25 68.26 68.27 68.28 68.29 68.30 68.31 68.32 68.33 68.34 68.35 69.1 69.2 69.3 69.4 69.5 69.6 69.7 69.8 69.9 69.10 69.11 69.12 69.13 69.14 69.15
69.16 69.17 69.18 69.19 69.20 69.21 69.22
69.23 69.24 69.25 69.26 69.27 69.28 69.29 69.30 69.31 69.32 69.33 69.34 70.1 70.2 70.3 70.4 70.5 70.6 70.7 70.8 70.9 70.10 70.11 70.12 70.13 70.14 70.15 70.16 70.17 70.18
70.19
70.20 70.21 70.22 70.23 70.24 70.25 70.26 70.27 70.28 70.29 70.30 70.31 70.32 70.33 70.34 70.35 71.1 71.2 71.3 71.4 71.5 71.6 71.7 71.8 71.9 71.10 71.11 71.12
71.13 71.14
71.15 71.16 71.17 71.18 71.19 71.20 71.21 71.22 71.23 71.24 71.25 71.26 71.27 71.28 71.29 71.30 71.31 71.32 71.33 71.34 72.1 72.2 72.3 72.4
72.5 72.6 72.7 72.8 72.9 72.10 72.11 72.12 72.13 72.14 72.15
72.16 72.17 72.18 72.19 72.20 72.21 72.22 72.23 72.24 72.25 72.26 72.27 72.28 72.29 72.30 72.31
72.32 73.1 73.2 73.3 73.4 73.5 73.6 73.7 73.8 73.9 73.10 73.11 73.12 73.13 73.14 73.15 73.16 73.17 73.18 73.19 73.20 73.21 73.22 73.23 73.24 73.25 73.26 73.27 73.28 73.29 73.30 73.31 73.32 73.33 73.34 73.35 73.36 74.1 74.2 74.3 74.4 74.5 74.6 74.7 74.8
74.9 74.10 74.11 74.12 74.13 74.14 74.15 74.16 74.17 74.18 74.19 74.20 74.21 74.22 74.23 74.24 74.25 74.26 74.27 74.28 74.29 74.30 74.31 74.32 74.33 74.34 74.35 75.1 75.2 75.3 75.4 75.5 75.6 75.7 75.8 75.9 75.10 75.11 75.12 75.13 75.14 75.15 75.16 75.17 75.18 75.19 75.20 75.21 75.22 75.23 75.24 75.25 75.26 75.27 75.28 75.29 75.30 75.31 75.32 75.33 75.34 75.35 76.1 76.2 76.3 76.4 76.5 76.6 76.7 76.8 76.9 76.10 76.11 76.12 76.13 76.14 76.15 76.16
76.17
76.18 76.19 76.20 76.21 76.22 76.23 76.24 76.25 76.26 76.27 76.28 76.29 76.30 76.31 76.32 76.33 77.1 77.2 77.3 77.4 77.5 77.6 77.7 77.8 77.9 77.10 77.11 77.12 77.13 77.14 77.15 77.16 77.17 77.18 77.19 77.20 77.21 77.22 77.23 77.24 77.25 77.26
77.27 77.28
77.29 77.30 77.31 77.32 77.33 77.34 77.35 78.1 78.2 78.3 78.4 78.5 78.6 78.7 78.8 78.9 78.10 78.11 78.12 78.13 78.14 78.15 78.16 78.17 78.18 78.19 78.20 78.21 78.22
78.23 78.24 78.25 78.26 78.27 78.28 78.29 78.30 78.31 78.32 78.33 79.1 79.2 79.3 79.4 79.5 79.6 79.7 79.8 79.9 79.10 79.11 79.12 79.13 79.14 79.15 79.16 79.17 79.18 79.19 79.20 79.21 79.22 79.23 79.24 79.25 79.26 79.27 79.28 79.29 79.30 79.31 79.32 79.33 79.34 79.35 79.36
80.1
80.2 80.3 80.4 80.5 80.6 80.7 80.8 80.9 80.10 80.11 80.12 80.13 80.14 80.15 80.16 80.17 80.18 80.19 80.20 80.21 80.22 80.23 80.24 80.25 80.26 80.27 80.28 80.29 80.30 80.31 80.32 80.33 80.34 80.35 81.1 81.2 81.3 81.4 81.5 81.6 81.7 81.8 81.9 81.10 81.11 81.12 81.13 81.14 81.15 81.16 81.17 81.18 81.19 81.20 81.21 81.22 81.23 81.24 81.25 81.26 81.27 81.28 81.29 81.30
81.31
81.32 81.33 81.34 82.1 82.2 82.3 82.4 82.5 82.6 82.7 82.8 82.9 82.10 82.11 82.12 82.13 82.14 82.15 82.16
82.17 82.18 82.19 82.20 82.21 82.22 82.23 82.24 82.25 82.26 82.27 82.28
82.29 82.30 82.31 82.32 82.33
83.1 83.2 83.3 83.4 83.5 83.6 83.7 83.8 83.9 83.10 83.11 83.12 83.13 83.14 83.15 83.16 83.17 83.18 83.19 83.20 83.21 83.22 83.23 83.24 83.25 83.26 83.27 83.28 83.29 83.30 83.31 83.32 84.1 84.2 84.3 84.4 84.5 84.6 84.7 84.8 84.9 84.10 84.11 84.12 84.13 84.14 84.15 84.16 84.17 84.18 84.19 84.20 84.21 84.22 84.23 84.24 84.25 84.26 84.27 84.28 84.29 84.30 84.31 84.32 84.33 84.34 85.1 85.2 85.3 85.4 85.5 85.6 85.7 85.8 85.9 85.10 85.11 85.12 85.13 85.14 85.15 85.16 85.17 85.18 85.19 85.20 85.21 85.22 85.23 85.24 85.25 85.26 85.27 85.28 85.29 85.30 85.31 85.32 85.33 85.34 86.1 86.2 86.3 86.4 86.5 86.6 86.7 86.8 86.9 86.10 86.11 86.12 86.13 86.14 86.15 86.16 86.17 86.18 86.19 86.20 86.21 86.22 86.23 86.24 86.25 86.26 86.27 86.28 86.29 86.30 86.31 86.32 86.33 87.1 87.2 87.3 87.4 87.5 87.6 87.7 87.8 87.9 87.10 87.11 87.12 87.13 87.14 87.15 87.16 87.17 87.18 87.19 87.20 87.21 87.22 87.23 87.24 87.25 87.26 87.27 87.28 87.29 87.30 87.31 87.32 87.33
88.1 88.2
88.3 88.4 88.5 88.6 88.7 88.8 88.9 88.10 88.11 88.12 88.13 88.14 88.15 88.16 88.17 88.18 88.19 88.20 88.21 88.22 88.23 88.24 88.25 88.26 88.27 88.28 88.29 88.30 88.31 88.32 88.33 88.34 88.35 89.1 89.2 89.3 89.4 89.5 89.6 89.7 89.8 89.9 89.10 89.11 89.12 89.13 89.14 89.15 89.16 89.17 89.18 89.19 89.20 89.21 89.22 89.23 89.24 89.25 89.26 89.27 89.28 89.29 89.30 89.31 89.32 89.33 89.34 89.35 89.36 90.1 90.2 90.3 90.4 90.5 90.6 90.7 90.8 90.9 90.10 90.11 90.12 90.13 90.14 90.15 90.16 90.17 90.18 90.19 90.20 90.21 90.22 90.23 90.24 90.25 90.26 90.27 90.28 90.29 90.30 90.31 90.32 90.33 90.34 90.35 90.36 91.1 91.2 91.3 91.4 91.5 91.6 91.7 91.8 91.9 91.10 91.11 91.12 91.13 91.14 91.15 91.16 91.17 91.18 91.19 91.20 91.21 91.22 91.23 91.24 91.25 91.26 91.27 91.28 91.29 91.30 91.31 91.32 91.33 91.34 91.35 92.1 92.2 92.3 92.4 92.5 92.6 92.7 92.8 92.9 92.10 92.11 92.12 92.13 92.14 92.15 92.16 92.17 92.18 92.19 92.20 92.21 92.22 92.23 92.24 92.25 92.26 92.27 92.28 92.29 92.30 92.31 92.32 92.33 92.34 92.35 92.36 93.1 93.2 93.3 93.4 93.5 93.6 93.7 93.8 93.9 93.10 93.11 93.12 93.13 93.14 93.15 93.16 93.17 93.18 93.19 93.20 93.21 93.22 93.23 93.24 93.25 93.26 93.27 93.28 93.29 93.30 93.31 93.32 93.33 93.34 93.35 94.1 94.2 94.3 94.4 94.5 94.6 94.7 94.8 94.9 94.10 94.11 94.12 94.13 94.14 94.15 94.16 94.17 94.18 94.19 94.20 94.21 94.22 94.23 94.24 94.25 94.26 94.27 94.28 94.29 94.30 94.31 94.32 94.33 94.34 94.35 94.36 95.1 95.2 95.3 95.4 95.5 95.6 95.7 95.8 95.9 95.10 95.11 95.12 95.13 95.14 95.15 95.16 95.17 95.18 95.19 95.20 95.21 95.22 95.23 95.24 95.25 95.26 95.27 95.28 95.29 95.30 95.31 95.32 95.33 95.34 96.1 96.2 96.3 96.4 96.5 96.6 96.7 96.8 96.9 96.10 96.11 96.12 96.13 96.14 96.15 96.16 96.17 96.18 96.19 96.20 96.21 96.22 96.23 96.24 96.25 96.26 96.27 96.28 96.29 96.30 96.31 96.32 96.33 96.34 96.35 96.36 97.1 97.2 97.3 97.4 97.5 97.6 97.7 97.8 97.9 97.10 97.11 97.12 97.13 97.14 97.15 97.16 97.17 97.18 97.19 97.20 97.21 97.22 97.23 97.24 97.25 97.26 97.27 97.28 97.29 97.30 97.31 97.32 97.33 97.34 97.35 98.1 98.2 98.3 98.4 98.5 98.6 98.7 98.8 98.9 98.10 98.11 98.12 98.13 98.14 98.15 98.16 98.17 98.18 98.19 98.20 98.21 98.22 98.23 98.24 98.25 98.26 98.27 98.28 98.29 98.30 98.31 98.32 98.33 98.34 98.35 99.1 99.2 99.3 99.4 99.5 99.6 99.7 99.8 99.9 99.10 99.11 99.12 99.13 99.14 99.15 99.16 99.17 99.18 99.19 99.20 99.21 99.22 99.23 99.24 99.25 99.26 99.27 99.28 99.29 99.30 99.31 99.32 99.33 99.34 99.35 100.1 100.2 100.3 100.4 100.5 100.6 100.7 100.8 100.9 100.10 100.11 100.12 100.13 100.14 100.15 100.16 100.17 100.18 100.19 100.20 100.21 100.22 100.23 100.24 100.25 100.26 100.27 100.28 100.29 100.30 100.31 100.32 100.33 100.34 101.1 101.2 101.3 101.4 101.5 101.6 101.7 101.8 101.9 101.10 101.11 101.12 101.13 101.14 101.15 101.16 101.17 101.18 101.19 101.20 101.21 101.22 101.23 101.24 101.25 101.26 101.27 101.28 101.29 101.30 101.31 101.32 101.33 101.34 101.35 102.1 102.2 102.3 102.4 102.5 102.6 102.7 102.8 102.9 102.10 102.11 102.12 102.13 102.14 102.15 102.16 102.17 102.18 102.19 102.20 102.21 102.22 102.23 102.24 102.25 102.26 102.27 102.28 102.29 102.30 102.31 102.32 102.33 102.34 102.35 102.36 103.1 103.2 103.3 103.4 103.5 103.6 103.7 103.8 103.9 103.10 103.11 103.12 103.13 103.14 103.15 103.16 103.17 103.18 103.19 103.20 103.21 103.22 103.23 103.24 103.25 103.26 103.27 103.28 103.29 103.30 103.31 103.32 103.33 103.34 103.35 104.1 104.2 104.3 104.4 104.5 104.6 104.7 104.8 104.9 104.10 104.11 104.12 104.13 104.14 104.15 104.16 104.17 104.18 104.19 104.20 104.21 104.22 104.23 104.24 104.25 104.26 104.27 104.28 104.29 104.30 104.31 104.32 104.33 104.34 104.35 105.1 105.2 105.3 105.4 105.5 105.6 105.7 105.8 105.9 105.10 105.11 105.12 105.13 105.14 105.15 105.16 105.17 105.18 105.19 105.20 105.21 105.22 105.23 105.24 105.25 105.26 105.27 105.28 105.29 105.30 105.31 105.32 105.33 105.34 105.35 105.36 106.1 106.2 106.3 106.4 106.5 106.6 106.7 106.8 106.9 106.10 106.11 106.12 106.13 106.14 106.15 106.16 106.17 106.18 106.19 106.20 106.21 106.22 106.23 106.24 106.25 106.26 106.27 106.28 106.29 106.30 106.31 106.32 106.33 106.34 106.35 106.36 107.1 107.2 107.3 107.4 107.5 107.6 107.7 107.8 107.9 107.10 107.11 107.12 107.13 107.14 107.15 107.16 107.17 107.18 107.19 107.20 107.21 107.22 107.23 107.24 107.25 107.26 107.27 107.28 107.29 107.30 107.31 107.32 107.33 107.34 107.35 108.1 108.2 108.3 108.4 108.5 108.6 108.7 108.8 108.9 108.10 108.11 108.12 108.13 108.14 108.15 108.16 108.17 108.18 108.19 108.20 108.21 108.22 108.23 108.24 108.25 108.26 108.27 108.28 108.29 108.30 108.31 108.32 108.33 108.34 108.35 108.36 109.1 109.2 109.3 109.4 109.5 109.6 109.7 109.8 109.9 109.10 109.11 109.12 109.13 109.14 109.15 109.16 109.17 109.18 109.19 109.20 109.21 109.22 109.23 109.24 109.25 109.26 109.27 109.28 109.29 109.30 109.31 109.32 109.33 109.34 109.35 109.36 110.1 110.2 110.3 110.4 110.5 110.6 110.7 110.8 110.9 110.10 110.11 110.12 110.13 110.14 110.15 110.16 110.17 110.18 110.19 110.20 110.21 110.22 110.23 110.24 110.25 110.26 110.27 110.28 110.29 110.30 110.31 110.32 110.33 110.34 110.35 110.36 111.1 111.2 111.3 111.4 111.5 111.6 111.7 111.8 111.9 111.10 111.11 111.12 111.13 111.14 111.15 111.16 111.17 111.18
111.19 111.20
111.21 111.22 111.23 111.24 111.25 111.26 111.27 111.28 111.29 111.30
111.31 111.32 111.33 112.1 112.2 112.3 112.4 112.5 112.6 112.7 112.8 112.9 112.10 112.11 112.12 112.13 112.14 112.15 112.16 112.17 112.18 112.19 112.20 112.21
112.22 112.23 112.24 112.25 112.26 112.27 112.28 112.29 112.30 112.31 112.32 112.33 112.34 112.35 113.1 113.2
113.3 113.4 113.5 113.6 113.7 113.8 113.9 113.10 113.11
113.12 113.13 113.14 113.15 113.16 113.17 113.18 113.19 113.20
113.21 113.22 113.23 113.24 113.25 113.26 113.27 113.28
113.29 113.30
113.31 114.1 114.2 114.3 114.4 114.5 114.6 114.7 114.8 114.9 114.10 114.11
114.12 114.13 114.14 114.15 114.16 114.17 114.18 114.19 114.20 114.21 114.22 114.23 114.24 114.25 114.26 114.27 114.28 114.29 114.30 114.31
114.32
115.1 115.2 115.3 115.4 115.5 115.6 115.7 115.8 115.9 115.10 115.11 115.12 115.13 115.14 115.15 115.16 115.17 115.18 115.19 115.20 115.21 115.22 115.23 115.24 115.25 115.26 115.27 115.28 115.29 115.30 115.31
115.32
115.33 115.34 116.1 116.2 116.3 116.4 116.5 116.6 116.7 116.8 116.9 116.10 116.11 116.12 116.13 116.14 116.15 116.16 116.17 116.18 116.19 116.20 116.21 116.22 116.23 116.24 116.25 116.26 116.27 116.28 116.29 116.30 116.31 116.32 116.33 116.34 116.35 117.1 117.2 117.3 117.4 117.5 117.6 117.7 117.8 117.9 117.10 117.11 117.12 117.13 117.14 117.15 117.16 117.17 117.18 117.19 117.20 117.21 117.22 117.23 117.24 117.25 117.26 117.27 117.28 117.29 117.30 117.31 117.32 117.33 117.34 117.35 118.1 118.2 118.3 118.4 118.5 118.6 118.7 118.8 118.9 118.10 118.11 118.12 118.13 118.14 118.15 118.16 118.17 118.18 118.19 118.20 118.21 118.22 118.23 118.24 118.25 118.26 118.27 118.28 118.29 118.30 118.31 118.32 118.33 118.34 118.35 119.1 119.2 119.3 119.4 119.5 119.6 119.7 119.8 119.9 119.10 119.11 119.12 119.13 119.14 119.15 119.16 119.17 119.18 119.19 119.20 119.21 119.22 119.23 119.24 119.25 119.26 119.27 119.28 119.29 119.30 119.31 119.32 119.33 119.34 119.35 119.36 120.1 120.2 120.3 120.4 120.5 120.6 120.7 120.8 120.9 120.10 120.11 120.12 120.13 120.14 120.15 120.16 120.17 120.18 120.19 120.20 120.21 120.22 120.23 120.24 120.25 120.26 120.27 120.28 120.29 120.30 120.31 120.32 120.33 120.34 120.35 120.36 121.1 121.2 121.3 121.4 121.5 121.6 121.7 121.8 121.9 121.10 121.11 121.12 121.13 121.14 121.15 121.16
121.17
121.18 121.19 121.20 121.21 121.22 121.23 121.24 121.25 121.26 121.27 121.28 121.29 121.30 121.31 121.32 121.33 121.34 121.35 122.1 122.2 122.3 122.4 122.5 122.6 122.7 122.8 122.9 122.10 122.11 122.12 122.13 122.14 122.15 122.16 122.17 122.18 122.19 122.20 122.21 122.22 122.23 122.24 122.25 122.26 122.27 122.28 122.29 122.30 122.31 122.32 122.33 122.34 122.35 122.36 123.1 123.2 123.3 123.4 123.5 123.6 123.7 123.8 123.9 123.10 123.11 123.12 123.13 123.14 123.15 123.16 123.17 123.18 123.19 123.20 123.21 123.22 123.23
123.24
123.25 123.26 123.27 123.28
123.29 123.30 123.31 123.32 123.33 123.34 124.1 124.2 124.3 124.4 124.5 124.6 124.7
124.8 124.9 124.10 124.11 124.12 124.13
124.14 124.15 124.16 124.17 124.18 124.19 124.20 124.21 124.22 124.23 124.24 124.25 124.26 124.27 124.28 124.29 124.30 124.31 124.32 124.33 125.1 125.2 125.3 125.4 125.5 125.6 125.7 125.8 125.9 125.10 125.11 125.12 125.13 125.14 125.15 125.16 125.17 125.18 125.19 125.20 125.21 125.22 125.23 125.24 125.25
125.26 125.27 125.28 125.29 125.30 125.31 125.32 125.33 125.34 125.35 126.1 126.2 126.3 126.4 126.5 126.6 126.7 126.8 126.9 126.10 126.11 126.12 126.13 126.14 126.15 126.16 126.17 126.18 126.19 126.20 126.21 126.22 126.23 126.24 126.25 126.26 126.27 126.28 126.29 126.30 126.31 126.32 126.33 126.34 126.35
127.1 127.2 127.3 127.4 127.5 127.6 127.7 127.8 127.9 127.10 127.11 127.12 127.13 127.14 127.15 127.16 127.17 127.18 127.19 127.20 127.21 127.22 127.23 127.24 127.25 127.26 127.27 127.28 127.29 127.30 127.31 127.32 127.33 127.34 127.35 128.1 128.2 128.3 128.4 128.5 128.6 128.7 128.8 128.9 128.10 128.11 128.12 128.13 128.14 128.15 128.16 128.17 128.18 128.19 128.20 128.21 128.22 128.23 128.24 128.25 128.26 128.27 128.28
128.29 128.30 128.31 128.32 128.33 128.34 128.35 129.1 129.2 129.3 129.4 129.5 129.6 129.7 129.8 129.9 129.10 129.11 129.12 129.13 129.14 129.15 129.16 129.17 129.18 129.19 129.20 129.21 129.22 129.23 129.24 129.25 129.26 129.27 129.28 129.29 129.30 129.31 129.32 129.33
129.34 129.35 130.1 130.2 130.3 130.4 130.5 130.6 130.7 130.8 130.9 130.10 130.11 130.12 130.13 130.14 130.15 130.16 130.17 130.18 130.19 130.20 130.21 130.22 130.23 130.24 130.25 130.26 130.27 130.28 130.29 130.30 130.31
130.32 130.33 130.34 130.35 131.1 131.2 131.3 131.4 131.5 131.6 131.7 131.8 131.9
131.10 131.11 131.12 131.13 131.14 131.15 131.16 131.17 131.18
131.19 131.20 131.21 131.22 131.23 131.24 131.25 131.26 131.27 131.28 131.29 131.30 131.31 131.32 131.33 131.34 132.1 132.2 132.3 132.4 132.5
132.6 132.7 132.8 132.9 132.10 132.11 132.12 132.13 132.14 132.15 132.16 132.17 132.18 132.19 132.20 132.21 132.22 132.23 132.24 132.25 132.26 132.27 132.28 132.29 132.30 132.31 132.32 132.33 132.34 133.1 133.2 133.3 133.4
133.5
133.6 133.7 133.8 133.9 133.10 133.11 133.12 133.13 133.14 133.15 133.16 133.17 133.18 133.19 133.20 133.21 133.22 133.23 133.24 133.25 133.26 133.27 133.28
133.29
133.30 133.31 134.1 134.2 134.3 134.4 134.5 134.6 134.7 134.8 134.9 134.10 134.11
134.12
134.13 134.14 134.15 134.16 134.17 134.18 134.19 134.20 134.21
134.22
134.23 134.24 134.25 134.26 134.27 134.28 134.29 134.30 134.31 134.32 135.1 135.2 135.3 135.4 135.5 135.6 135.7 135.8
135.9
135.10 135.11 135.12 135.13 135.14 135.15 135.16 135.17 135.18 135.19 135.20 135.21 135.22 135.23 135.24 135.25 135.26 135.27 135.28 135.29 135.30 135.31 135.32 135.33 135.34 135.35 136.1 136.2 136.3
136.4
136.5 136.6 136.7 136.8 136.9 136.10
136.11
136.12 136.13 136.14 136.15 136.16 136.17 136.18 136.19 136.20 136.21 136.22 136.23 136.24 136.25 136.26 136.27 136.28 136.29 136.30 136.31 136.32 136.33 137.1 137.2 137.3 137.4 137.5 137.6 137.7 137.8 137.9 137.10 137.11 137.12 137.13 137.14 137.15 137.16 137.17 137.18
137.19
137.20 137.21 137.22 137.23 137.24 137.25 137.26 137.27 137.28
137.29
137.30 137.31 137.32 138.1 138.2 138.3 138.4 138.5 138.6 138.7 138.8 138.9 138.10 138.11
138.12 138.13 138.14 138.15 138.16 138.17 138.18 138.19 138.20 138.21 138.22 138.23 138.24 138.25
138.26 138.27 138.28 138.29 138.30 138.31 138.32 138.33 139.1 139.2 139.3 139.4 139.5 139.6 139.7 139.8 139.9 139.10 139.11 139.12 139.13 139.14 139.15 139.16 139.17 139.18 139.19 139.20 139.21 139.22 139.23 139.24 139.25 139.26 139.27 139.28 139.29 139.30
139.31 140.1 140.2 140.3
140.4 140.5
140.6 140.7 140.8 140.9 140.10 140.11 140.12 140.13
140.14 140.15 140.16 140.17 140.18 140.19 140.20 140.21 140.22 140.23
140.24
140.25 140.26 140.27 140.28 140.29 140.30 140.31 140.32 141.1 141.2 141.3 141.4 141.5 141.6
141.7
141.8 141.9 141.10 141.11 141.12 141.13 141.14 141.15 141.16 141.17 141.18 141.19 141.20 141.21 141.22 141.23 141.24 141.25 141.26 141.27 141.28 141.29 141.30 141.31 141.32 141.33
141.34
142.1 142.2 142.3 142.4 142.5 142.6 142.7 142.8 142.9 142.10 142.11 142.12 142.13 142.14 142.15 142.16 142.17 142.18 142.19 142.20 142.21 142.22 142.23 142.24 142.25 142.26 142.27 142.28 142.29 142.30 142.31 142.32 143.1 143.2 143.3 143.4
143.5 143.6
143.7 143.8 143.9 143.10 143.11
143.12 143.13
143.14 143.15 143.16 143.17 143.18 143.19 143.20 143.21 143.22 143.23 143.24 143.25 143.26 143.27
143.28 143.29 143.30 143.31 144.1 144.2 144.3 144.4 144.5 144.6 144.7 144.8 144.9 144.10 144.11 144.12 144.13 144.14 144.15 144.16 144.17 144.18 144.19 144.20 144.21 144.22 144.23 144.24 144.25 144.26 144.27 144.28 144.29
144.30 144.31 144.32 144.33 144.34 144.35 145.1 145.2 145.3 145.4 145.5 145.6 145.7 145.8 145.9 145.10 145.11 145.12 145.13 145.14 145.15 145.16 145.17 145.18 145.19 145.20 145.21 145.22 145.23 145.24 145.25 145.26 145.27 145.28 145.29 145.30 145.31 145.32 145.33 145.34 145.35 145.36 146.1 146.2 146.3 146.4 146.5 146.6 146.7 146.8 146.9 146.10 146.11 146.12 146.13 146.14 146.15 146.16 146.17 146.18 146.19 146.20 146.21 146.22 146.23 146.24 146.25 146.26 146.27 146.28 146.29 146.30 146.31 146.32 146.33 146.34 146.35 147.1 147.2 147.3 147.4 147.5 147.6 147.7 147.8 147.9 147.10 147.11 147.12 147.13 147.14
147.15 147.16 147.17 147.18 147.19 147.20 147.21 147.22 147.23 147.24
147.25 147.26 147.27 147.28
147.29 147.30 147.31 147.32 147.33 148.1 148.2
148.3 148.4 148.5 148.6 148.7 148.8 148.9
148.10 148.11 148.12
148.13 148.14 148.15 148.16 148.17 148.18
148.19 148.20 148.21 148.22 148.23
148.24 148.25 148.26 148.27 148.28
148.29 149.1 149.2
149.3 149.4 149.5 149.6 149.7 149.8 149.9 149.10 149.11 149.12 149.13 149.14 149.15 149.16 149.17 149.18 149.19 149.20 149.21 149.22 149.23 149.24 149.25 149.26 149.27 149.28 149.29 149.30 149.31 149.32
149.33 149.34 150.1 150.2
150.3 150.4 150.5 150.6 150.7 150.8 150.9 150.10 150.11 150.12
150.13
150.14 150.15 150.16 150.17 150.18
150.19
150.20 150.21 150.22 150.23 150.24 150.25 150.26 150.27 150.28 150.29 150.30 150.31 151.1 151.2 151.3 151.4 151.5 151.6 151.7 151.8 151.9 151.10 151.11 151.12 151.13 151.14 151.15 151.16 151.17 151.18 151.19 151.20 151.21 151.22 151.23 151.24 151.25 151.26 151.27 151.28 151.29 151.30 151.31 151.32 151.33
152.1 152.2 152.3 152.4 152.5 152.6
152.7 152.8
152.9 152.10 152.11 152.12
152.13 152.14 152.15 152.16 152.17 152.18 152.19 152.20 152.21 152.22 152.23 152.24 152.25 152.26 152.27 152.28 152.29 152.30 152.31 152.32 152.33 153.1 153.2 153.3 153.4 153.5 153.6 153.7 153.8 153.9 153.10
153.11 153.12 153.13 153.14 153.15 153.16 153.17 153.18 153.19 153.20 153.21 153.22 153.23 153.24 153.25 153.26 153.27 153.28 153.29 153.30 153.31 153.32 153.33 153.34 153.35 154.1 154.2 154.3 154.4 154.5 154.6 154.7 154.8 154.9 154.10 154.11 154.12 154.13 154.14 154.15 154.16 154.17 154.18 154.19 154.20 154.21 154.22 154.23 154.24 154.25 154.26 154.27 154.28 154.29 154.30 154.31 154.32 154.33 154.34 154.35 154.36 155.1 155.2 155.3 155.4 155.5 155.6 155.7 155.8 155.9 155.10 155.11 155.12 155.13 155.14 155.15 155.16 155.17 155.18 155.19 155.20 155.21 155.22 155.23 155.24 155.25 155.26 155.27 155.28 155.29 155.30 155.31 155.32 155.33 155.34 155.35 155.36 156.1 156.2 156.3 156.4 156.5 156.6 156.7 156.8 156.9 156.10 156.11 156.12 156.13 156.14 156.15 156.16
156.17 156.18 156.19 156.20 156.21 156.22 156.23 156.24 156.25 156.26 156.27 156.28 156.29 156.30 156.31 156.32 156.33 156.34
157.1 157.2
157.3 157.4 157.5 157.6 157.7 157.8 157.9 157.10 157.11 157.12 157.13 157.14 157.15 157.16 157.17 157.18 157.19 157.20 157.21 157.22 157.23 157.24 157.25 157.26 157.27 157.28 157.29 157.30 157.31 157.32 157.33
158.1 158.2
158.3 158.4 158.5 158.6 158.7
158.8 158.9 158.10 158.11 158.12 158.13 158.14 158.15 158.16 158.17 158.18 158.19 158.20 158.21 158.22 158.23 158.24 158.25 158.26 158.27 158.28 158.29 158.30 158.31 159.1 159.2 159.3 159.4 159.5 159.6 159.7 159.8 159.9 159.10 159.11 159.12 159.13 159.14 159.15 159.16 159.17 159.18 159.19 159.20 159.21 159.22 159.23 159.24 159.25 159.26 159.27 159.28 159.29 159.30 159.31 159.32 159.33 160.1 160.2 160.3 160.4 160.5 160.6 160.7 160.8 160.9 160.10 160.11 160.12 160.13 160.14 160.15 160.16 160.17 160.18 160.19 160.20 160.21 160.22 160.23 160.24 160.25 160.26 160.27 160.28
160.29 160.30
160.31 161.1 161.2 161.3 161.4 161.5 161.6 161.7 161.8 161.9 161.10 161.11 161.12 161.13 161.14 161.15 161.16 161.17 161.18 161.19 161.20 161.21 161.22 161.23 161.24
161.25 161.26 161.27 161.28 161.29 161.30 161.31 161.32
161.33 162.1 162.2 162.3 162.4 162.5
162.6 162.7 162.8
162.9 162.10 162.11 162.12 162.13 162.14 162.15 162.16 162.17 162.18 162.19
162.20 162.21 162.22 162.23 162.24 162.25 162.26 162.27
162.28 162.29 162.30 162.31 163.1 163.2 163.3 163.4 163.5 163.6
163.7 163.8 163.9 163.10 163.11 163.12 163.13 163.14 163.15
163.16 163.17 163.18 163.19 163.20 163.21 163.22 163.23 163.24 163.25
163.26 163.27 163.28 163.29 163.30 163.31 163.32 163.33 164.1 164.2
164.3 164.4 164.5 164.6 164.7 164.8 164.9 164.10 164.11 164.12 164.13 164.14 164.15
164.16 164.17 164.18 164.19 164.20 164.21 164.22 164.23 164.24 164.25
164.26 164.27 164.28 164.29 164.30 164.31 164.32 164.33 165.1 165.2 165.3 165.4
165.5 165.6 165.7 165.8 165.9 165.10 165.11
165.12 165.13 165.14 165.15 165.16 165.17 165.18 165.19
165.20 165.21 165.22 165.23 165.24 165.25 165.26 165.27 165.28 165.29
165.30 165.31 165.32 165.33 166.1 166.2 166.3 166.4 166.5 166.6 166.7
166.8 166.9 166.10 166.11 166.12 166.13 166.14 166.15 166.16 166.17
166.18 166.19 166.20 166.21 166.22 166.23 166.24 166.25 166.26 166.27
166.28 166.29 166.30 166.31 166.32 166.33 166.34 167.1 167.2
167.3 167.4 167.5 167.6 167.7 167.8 167.9 167.10 167.11 167.12 167.13
167.14 167.15 167.16 167.17 167.18 167.19 167.20 167.21 167.22
167.23 167.24 167.25 167.26 167.27 167.28 167.29 167.30 167.31 167.32
168.1 168.2 168.3 168.4 168.5 168.6 168.7 168.8 168.9 168.10
168.11 168.12 168.13 168.14 168.15 168.16 168.17 168.18 168.19 168.20 168.21
168.22 168.23 168.24 168.25 168.26 168.27 168.28
168.29 168.30 168.31 168.32 169.1 169.2 169.3
169.4 169.5 169.6 169.7 169.8 169.9 169.10
169.11 169.12 169.13 169.14 169.15 169.16 169.17 169.18 169.19 169.20
169.21 169.22 169.23 169.24 169.25 169.26 169.27 169.28 169.29 169.30
169.31 169.32 170.1 170.2 170.3 170.4 170.5 170.6 170.7 170.8 170.9 170.10
170.11 170.12 170.13 170.14 170.15 170.16 170.17 170.18 170.19 170.20
170.21 170.22 170.23 170.24 170.25 170.26 170.27 170.28 170.29 170.30
170.31 170.32 171.1 171.2 171.3 171.4 171.5 171.6 171.7 171.8
171.9 171.10 171.11 171.12 171.13 171.14 171.15 171.16 171.17
171.18 171.19 171.20 171.21 171.22 171.23 171.24 171.25 171.26
171.27 171.28 171.29 171.30 171.31 171.32 171.33 171.34 172.1 172.2

A bill for an act
relating to education; providing funding and policy for early childhood and
family, prekindergarten through grade 12, and adult education, including
general education, student accountability, education excellence, charter schools,
special education, facilities, technology, nutrition, libraries, accounting, early
childhood, self-sufficiency, lifelong learning, state agencies, and forecast
adjustments; authorizing rulemaking; requiring reports; appropriating money;
amending Minnesota Statutes 2012, sections 13.319, by adding a subdivision;
15.059, subdivision 5b; 120A.20, subdivision 1; 120A.41; 120B.02; 120B.021,
subdivision 1; 120B.023; 120B.024; 120B.125; 120B.128; 120B.30, subdivisions
1, 1a; 120B.31, subdivision 1; 120B.35, subdivision 3; 120B.36, subdivision
1; 121A.22, subdivision 2; 121A.2205; 122A.09, subdivision 4; 122A.18,
subdivision 2; 122A.23, subdivision 2; 122A.28, subdivision 1; 122A.33,
subdivision 3; 122A.61, subdivision 1; 123B.41, subdivision 7; 123B.54;
123B.88, subdivision 22; 123B.92, subdivisions 1, 5; 124D.02, subdivision
1; 124D.095, subdivision 10; 124D.10; 124D.11, subdivision 5; 124D.111,
subdivision 1; 124D.119; 124D.122; 124D.128, subdivision 2; 124D.42;
124D.4531, subdivision 1; 124D.52, by adding a subdivision; 124D.531,
subdivision 1; 124D.59, subdivision 2; 124D.61; 124D.79, subdivision 1, by
adding a subdivision; 125A.0941; 125A.0942; 125A.11, subdivision 1; 125A.27,
subdivisions 8, 11, 14; 125A.28; 125A.29; 125A.30; 125A.32; 125A.33;
125A.35, subdivision 1; 125A.36; 125A.43; 125A.76, subdivisions 1, 4a, 8,
by adding subdivisions; 125A.78, subdivision 2; 125A.79, subdivisions 1, 5;
126C.01, by adding a subdivision; 126C.05, subdivisions 1, 15; 126C.10,
subdivisions 1, 2, 14, 24, 29, 32; 126C.15, subdivisions 1, 2; 126C.17,
subdivisions 1, 5, 6; 126C.40, subdivision 6; 126C.44; 126C.48, subdivision
8; 127A.47, subdivision 7; 128D.11, subdivision 3; 134.32; 134.34; 134.351,
subdivisions 3, 7; 134.353; 134.354; 134.355, subdivisions 1, 2, 3, 4, 5, 6;
134.36; 260A.02, subdivision 3; 260A.03; 260A.05, subdivision 1; 260A.07,
subdivision 1; Laws 2007, chapter 146, article 4, section 12; Laws 2011, First
Special Session chapter 11, article 1, section 36, subdivisions 2, as amended, 3,
as amended, 4, as amended, 5, as amended, 6, as amended, 7, as amended, 10,
as amended; article 2, section 50, subdivisions 2, as amended, 4, as amended,
5, as amended, 6, as amended, 7, as amended, 9, as amended; article 3,
section 11, subdivisions 2, as amended, 3, as amended, 4, as amended, 5, as
amended; article 4, section 10, subdivisions 2, as amended, 3, as amended, 4,
as amended, 6, as amended; article 5, section 12, subdivisions 2, as amended,
3, as amended, 4, as amended; article 6, section 2, subdivisions 2, as amended,
3, as amended, 5, as amended; article 7, section 2, subdivisions 2, as amended,
3, as amended, 4, as amended, 8, as amended; article 8, section 2, subdivisions
2, as amended, 3, as amended; article 9, section 3, subdivision 2, as amended;
proposing coding for new law in Minnesota Statutes, chapters 120B; 121A;
124D; 126C; 127A; proposing coding for new law as Minnesota Statutes, chapter
16F; repealing Minnesota Statutes 2012, sections 124D.454, subdivisions 3,
10, 11; 125A.35, subdivisions 4, 5; 125A.76, subdivisions 2, 4, 5, 7; 125A.79,
subdivisions 6, 7; 126C.17, subdivision 13; Minnesota Rules, parts 3501.0010;
3501.0020; 3501.0030, subparts 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12, 13, 14, 15,
16; 3501.0040; 3501.0050; 3501.0060; 3501.0090; 3501.0100; 3501.0110;
3501.0120; 3501.0130; 3501.0140; 3501.0150; 3501.0160; 3501.0170;
3501.0180; 3501.0200; 3501.0210; 3501.0220; 3501.0230; 3501.0240;
3501.0250; 3501.0270; 3501.0280, subparts 1, 2; 3501.0290; 3501.0505;
3501.0510; 3501.0515; 3501.0520; 3501.0525; 3501.0530; 3501.0535;
3501.0540; 3501.0545; 3501.0550; 3501.1000; 3501.1020; 3501.1030;
3501.1040; 3501.1050; 3501.1110; 3501.1120; 3501.1130; 3501.1140;
3501.1150; 3501.1160; 3501.1170; 3501.1180; 3501.1190.

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

ARTICLE 1

GENERAL EDUCATION

Section 1.

Minnesota Statutes 2012, section 120A.20, subdivision 1, is amended to read:


Subdivision 1.

Age limitations; pupils.

(a) All schools supported in whole or
in part by state funds are public schools. Admission to a public school is free to any
person who: (1) resides within the district that operates the school; (2) is under 21 years of
age or who meets the requirements of paragraph (c); and (3) satisfies the minimum age
requirements imposed by this section. Notwithstanding the provisions of any law to the
contrary, the conduct of all students under 21 years of age attending a public secondary
school is governed by a single set of reasonable rules and regulations promulgated by the
school board.

(b) A person shall not be admitted to a public 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 1st 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 any school board may establish a policy for admission of
selected pupils at an earlier agenew text begin under section 124D.02new text end.

(c) A pupil who becomes age 21 after enrollment is eligible for continued free public
school enrollment until at least one of the following occurs: (1) the first September 1 after
the pupil's 21st birthday; (2) the pupil's completion of the graduation requirements; (3)
the pupil's withdrawal with no subsequent enrollment within 21 calendar days; or (4)
the end of the school year.

Sec. 2.

Minnesota Statutes 2012, section 120A.41, is amended to read:


120A.41 LENGTH OF SCHOOL YEAR; HOURS OF INSTRUCTION.

A school board's annual school calendar must include new text beginat least 850 hours of
instruction for a kindergarten student without a disability in an all-day every day
kindergarten program,
new text end at least 425 hours of instruction for a kindergarten student without a
disability new text beginin a kindergarten program that is not all-day every daynew text end, 935 hours of instruction
for a student in grades 1 though 6, and 1,020 hours of instruction for a student in grades 7
though 12, not including summer school. deleted text beginNothing in this section permits a school district
to adopt
deleted text endnew text begin A school board's annual calendar must include at least 165 days of instruction
for a student in grades 1 through 11 unless
new text end a four-day week schedule deleted text beginunlessdeleted text endnew text begin has been
new text end approved by the commissioner under section 124D.126.

Sec. 3.

Minnesota Statutes 2012, section 123B.41, subdivision 7, is amended to read:


Subd. 7.

Elementary pupils.

"Elementary pupils" means pupils in grades
kindergarten through 6; provided, each kindergarten pupil new text beginin a half-day program new text endshall be
counted as one-half pupil for all computations pursuant to sections 123B.40 to 123B.42,
and 123B.44 to 123B.48.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2015
and later.
new text end

Sec. 4.

Minnesota Statutes 2012, section 123B.88, subdivision 22, is amended to read:


Subd. 22.

Postsecondary enrollment options pupils.

Districts may provide bus
transportation along school bus routes when space is available, for pupils attending
programs at a postsecondary institution under the postsecondary enrollment options
program. deleted text beginThe transportation is permitted only if it does not increase the district's
expenditures for transportation.
deleted text end Fees collected for this service under section 123B.36,
subdivision 1
, paragraph (13), shall be subtracted from the authorized cost for nonregular
transportation for the purpose of section 123B.92.new text begin A school district may provide
transportation for a pupil participating in an articulated program operated under an
agreement between the school district and the postsecondary institution.
new text end

Sec. 5.

Minnesota Statutes 2012, section 123B.92, subdivision 1, is amended to read:


Subdivision 1.

Definitions.

For purposes of this section and section 125A.76, the
terms defined in this subdivision have the meanings given to them.

(a) "Actual expenditure per pupil transported in the regular and excess transportation
categories" means the quotient obtained by dividing:

(1) the sum of:

(i) all expenditures for transportation in the regular category, as defined in paragraph
(b), clause (1), and the excess category, as defined in paragraph (b), clause (2), plus

(ii) an amount equal to one year's depreciation on the district's school bus fleet
and mobile units computed on a straight line basis at the rate of 15 percent per year for
districts operating a program under section 124D.128 for grades 1 to 12 for all students in
the district and 12-1/2 percent per year for other districts of the cost of the fleet, plus

(iii) an amount equal to one year's depreciation on the district's type III vehicles, as
defined in section 169.011, subdivision 71, which must be used a majority of the time for
pupil transportation purposes, computed on a straight line basis at the rate of 20 percent
per year of the cost of the type three school buses by:

(2) the number of pupils eligible for transportation in the regular category, as defined
in paragraph (b), clause (1), and the excess category, as defined in paragraph (b), clause (2).

(b) "Transportation category" means a category of transportation service provided to
pupils as follows:

(1) Regular transportation is:

(i) transportation to and from school during the regular school year for resident
elementary pupils residing one mile or more from the public or nonpublic school they
attend, and resident secondary pupils residing two miles or more from the public
or nonpublic school they attend, excluding desegregation transportation and noon
kindergarten transportation; but with respect to transportation of pupils to and from
nonpublic schools, only to the extent permitted by sections 123B.84 to 123B.87;

(ii) transportation of resident pupils to and from language immersion programs;

(iii) transportation of a pupil who is a custodial parent and that pupil's child between
the pupil's home and the child care provider and between the provider and the school, if
the home and provider are within the attendance area of the school;

(iv) transportation to and from or board and lodging in another district, of resident
pupils of a district without a secondary school; and

(v) transportation to and from school during the regular school year required under
subdivision 3 for nonresident elementary pupils when the distance from the attendance
area border to the public school is one mile or more, and for nonresident secondary pupils
when the distance from the attendance area border to the public school is two miles or
more, excluding desegregation transportation and noon kindergarten transportation.

For the purposes of this paragraph, a district may designate a licensed day care facility,
school day care facility, respite care facility, the residence of a relative, or the residence
of a person or other location chosen by the pupil's parent or guardian, or an after-school
program for children operated by a political subdivision of the state, as the home of a pupil
for part or all of the day, if requested by the pupil's parent or guardian, and if that facility,
residence, or program is within the attendance area of the school the pupil attends.

(2) Excess transportation is:

(i) transportation to and from school during the regular school year for resident
secondary pupils residing at least one mile but less than two miles from the public or
nonpublic school they attend, and transportation to and from school for resident pupils
residing less than one mile from school who are transported because of full-service school
zones, extraordinary traffic, drug, or crime hazards; and

(ii) transportation to and from school during the regular school year required under
subdivision 3 for nonresident secondary pupils when the distance from the attendance area
border to the school is at least one mile but less than two miles from the public school
they attend, and for nonresident pupils when the distance from the attendance area border
to the school is less than one mile from the school and who are transported because of
full-service school zones, extraordinary traffic, drug, or crime hazards.

(3) Desegregation transportation is transportation within and outside of the district
during the regular school year of pupils to and from schools located outside their normal
attendance areas under a plan for desegregation mandated by the commissioner or under
court order.

(4) "Transportation services for pupils with disabilities" is:

(i) transportation of pupils with disabilities who cannot be transported on a regular
school bus between home or a respite care facility and school;

(ii) necessary transportation of pupils with disabilities from home or from school to
other buildings, including centers such as developmental achievement centers, hospitals,
and treatment centers where special instruction or services required by sections 125A.03
to 125A.24, 125A.26 to 125A.48, and 125A.65 are provided, within or outside the district
where services are provided;

(iii) necessary transportation for resident pupils with disabilities required by sections
125A.12, and 125A.26 to 125A.48;

(iv) board and lodging for pupils with disabilities in a district maintaining special
classes;

(v) transportation from one educational facility to another within the district for
resident pupils enrolled on a shared-time basis in educational programs, and necessary
transportation required by sections 125A.18, and 125A.26 to 125A.48, for resident pupils
with disabilities who are provided special instruction and services on a shared-time basis
or if resident pupils are not transported, the costs of necessary travel between public
and private schools or neutral instructional sites by essential personnel employed by the
district's program for children with a disability;

(vi) transportation for resident pupils with disabilities to and from board and lodging
facilities when the pupil is boarded and lodged for educational purposes;

(vii) transportation of pupils for a curricular field trip activity on a school bus
equipped with a power lift when the power lift is required by a student's disability or
section 504 plan; and

(viii) services described in clauses (i) to (vii), when provided for pupils with
disabilities in conjunction with a summer instructional program that relates to the
pupil's individualized education program or in conjunction with a learning year program
established under section 124D.128.

For purposes of computing special education initial aid under section 125A.76,
deleted text beginsubdivisiondeleted text endnew text begin subdivisionsnew text end 2
new text begin and 2anew text end, the cost of providing transportation for children with
disabilities includes (A) the additional cost of transporting a homeless student from a
temporary nonshelter home in another district to the school of origin, or a formerly
homeless student from a permanent home in another district to the school of origin but
only through the end of the academic year; and (B) depreciation on district-owned school
buses purchased after July 1, 2005, and used primarily for transportation of pupils with
disabilities, calculated according to paragraph (a), clauses (ii) and (iii). Depreciation
costs included in the disabled transportation category must be excluded in calculating the
actual expenditure per pupil transported in the regular and excess transportation categories
according to paragraph (a).new text begin For purposes of subitem (A), a school district may transport
a child who does not have a school of origin to the same school attended by that child's
sibling, if the siblings are homeless.
new text end

(5) "Nonpublic nonregular transportation" is:

(i) transportation from one educational facility to another within the district for
resident pupils enrolled on a shared-time basis in educational programs, excluding
transportation for nonpublic pupils with disabilities under clause (4);

(ii) transportation within district boundaries between a nonpublic school and a
public school or a neutral site for nonpublic school pupils who are provided pupil support
services pursuant to section 123B.44; and

(iii) late transportation home from school or between schools within a district for
nonpublic school pupils involved in after-school activities.

(c) "Mobile unit" means a vehicle or trailer designed to provide facilities for
educational programs and services, including diagnostic testing, guidance and counseling
services, and health services. A mobile unit located off nonpublic school premises is a
neutral site as defined in section 123B.41, subdivision 13.

new text begin EFFECTIVE DATE. new text end

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

Sec. 6.

Minnesota Statutes 2012, section 123B.92, subdivision 5, is amended to read:


Subd. 5.

District reports.

(a) Each district must report data to the department as
required by the department to account for transportation expenditures.

(b) Salaries and fringe benefits of district employees whose primary duties are
other than transportation, including central office administrators and staff, building
administrators and staff, teachers, social workers, school nurses, and instructional aides,
must not be included in a district's transportation expenditures, except that a district may
include salaries and benefits according to paragraph (c) for (1) an employee designated
as the district transportation director, (2) an employee providing direct support to the
transportation director, or (3) an employee providing direct transportation services such as
a bus driver or bus aide.

(c) Salaries and fringe benefits of the district employees listed in paragraph (b),
clauses (1), (2), and (3), who work part time in transportation and part time in other areas
must not be included in a district's transportation expenditures unless the district maintains
documentation of the employee's time spent on pupil transportation matters in the form
and manner prescribed by the department.

(d) new text beginA school district that contracts for transportation service may allocate
transportation expense to transportation categories based upon contract rates. Districts
may only allocate transportation expense to transportation categories based upon contract
rates if contract rates are reasonably consistent on a cost-per-hour, cost-per-mile,
cost-per-route, or cost-per-student basis. In order to allocate transportation expense based
upon contract rates, a school district, if audited, must be able to demonstrate to the auditor
that variances in the application of transportation cost basis rates are appropriate.
new text end

new text begin (e) new text endPupil transportation expenditures, excluding expenditures for capital outlay,
leased buses, student board and lodging, crossing guards, and aides on buses, must be
allocated among transportation categories based on cost-per-mile or cost-per-student
regardless of whether the transportation services are provided on district-owned or
contractor-owned school buses. Expenditures for school bus driver salaries and fringe
benefits may either be directly charged to the appropriate transportation category or may
be allocated among transportation categories based on cost-per-mile or cost-per-student.
Expenditures by private contractors or individuals who provide transportation exclusively
in one transportation category must be charged directly to the appropriate transportation
category. Transportation services provided by contractor-owned school bus companies
incorporated under different names but owned by the same individual or group of
individuals must be treated as the same company for cost allocation purposes.

deleted text begin (e) Notwithstanding paragraph (d), districts contracting for transportation services
are exempt from the standard cost allocation method for authorized and nonauthorized
transportation categories if the district: (1) bids its contracts separately for authorized and
nonauthorized transportation categories and for special transportation separate from regular
and excess transportation; (2) receives bids or quotes from more than one vendor for these
transportation categories; and (3) the district's cost-per-mile does not vary more than ten
percent among categories, excluding salaries and fringe benefits of bus aides. If the costs
reported by the district for contractor-owned operations vary by more than ten percent
among categories, the department shall require the district to reallocate its transportation
costs, excluding salaries and fringe benefits of bus aides, among all categories.
deleted text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2014
and later.
new text end

Sec. 7.

Minnesota Statutes 2012, section 124D.02, subdivision 1, is amended to read:


Subdivision 1.

Kindergarten instruction.

The board may establish and maintain
one or more kindergartens for the instruction of children and after July 1, 1974, shall
provide kindergarten instruction for all eligible children, either in the district or in
another district. All children to be eligible for kindergarten must be at least five years
of age on September 1 of the calendar year in which the school year commences. In
addition all children selected under an early admissions policy established by the school
board may be admitted. new text beginIf established, a board-adopted early admissions policy must
describe the process and procedures for comprehensive evaluation in cognitive, social,
and emotional developmental domains to help determine the child's ability to meet
kindergarten grade expectations and progress to first grade in the subsequent year. The
comprehensive evaluation must use valid and reliable instrumentation, be aligned with
state kindergarten expectations, and include a parent report and teacher observations of
the child's knowledge, skills, and abilities. The early admissions policy must be made
available to parents in an accessible format and is subject to review by the commissioner
of education. The evaluation is subject to section 127A.41.
new text endNothing in this section
shall prohibit a school district from establishing Head Start, prekindergarten, or nursery
school classes for children below kindergarten age. Any school board with evidence that
providing kindergarten will cause an extraordinary hardship on the school district may
apply to the commissioner of education for an exception.

Sec. 8.

Minnesota Statutes 2012, section 124D.128, subdivision 2, is amended to read:


Subd. 2.

Commissioner designation.

(a) A state-approved alternative program
designated by the state must be a site. A state-approved alternative program must provide
services to students who meet the criteria in section 124D.68 and who are enrolled in:

(1) a district that is served by the state-approved alternative program; or

(2) a charter school located within the geographic boundaries of a district that is
served by the state-approved alternative program.

deleted text begin (b) A school district or charter school may be approved biennially by the state to
provide additional instructional programming that results in grade level acceleration. The
program must be designed so that students make grade progress during the school year
and graduate prior to the students' peers.
deleted text end

deleted text begin (c)deleted text endnew text begin (b)new text end To be designated, a deleted text begindistrict, charter school, ordeleted text end state-approved alternative
program must demonstrate to the commissioner that it will:

(1) provide a program of instruction that permits pupils to receive instruction
throughout the entire year; and

(2) develop and maintain a separate record system that, for purposes of section
126C.05, permits identification of membership attributable to pupils participating in the
program. The record system and identification must ensure that the program will not have
the effect of increasing the total average daily membership attributable to an individual
pupil as a result of a learning year program. The record system must include the date the
pupil originally enrolled in a learning year program, the pupil's grade level, the date of
each grade promotion, the average daily membership generated in each grade level, the
number of credits or standards earned, and the number needed to graduate.

deleted text begin (d)deleted text endnew text begin (c)new text end A student who has not completed a school district's graduation requirements
may continue to enroll in courses the student must complete in order to graduate until
the student satisfies the district's graduation requirements or the student is 21 years old,
whichever comes first.

Sec. 9.

Minnesota Statutes 2012, section 124D.4531, subdivision 1, is amended to read:


Subdivision 1.

Career and technical levy.

(a) A district with a career and technical
program approved under this section for the fiscal year in which the levy is certified
may levy an amount equal to 35 percent of approved expenditures in the fiscal year in
which the levy is certified for the following:

(1) salaries paid to essential, licensed personnel providing direct instructional
services to students in that fiscal year, including extended contracts, for services rendered
in the district's approved career and technical education programsnew text begin, excluding salaries
reimbursed by another school district under clause (2)
new text end;

new text begin (2) amounts paid to another Minnesota school district for salaries of essential,
licensed personnel providing direct instructional services to students in that fiscal year for
services rendered in the district's approved career and technical education programs;
new text end

deleted text begin (2)deleted text endnew text begin (3)new text end contracted services provided by a public or private agency other than a
Minnesota school district or cooperative center under subdivision 7;

deleted text begin (3)deleted text endnew text begin (4)new text end necessary travel between instructional sites by licensed career and technical
education personnel;

deleted text begin (4)deleted text endnew text begin (5)new text end necessary travel by licensed career and technical education personnel for
vocational student organization activities held within the state for instructional purposes;

deleted text begin (5)deleted text endnew text begin (6)new text end curriculum development activities that are part of a five-year plan for
improvement based on program assessment;

deleted text begin (6)deleted text endnew text begin (7)new text end necessary travel by licensed career and technical education personnel for
noncollegiate credit-bearing professional development; and

deleted text begin (7)deleted text endnew text begin (8)new text end specialized vocational instructional supplies.

(b) Up to ten percent of a district's career and technical levy may be spent on
equipment purchases. Districts using the career and technical levy for equipment
purchases must report to the department on the improved learning opportunities for
students that result from the investment in equipment.

(c) The district must recognize the full amount of this levy as revenue for the fiscal
year in which it is certified.

(d) The amount of the levy certified under this subdivision may not exceed
$17,850,000 for taxes payable in 2012, $15,520,000 for taxes payable in 2013, and
$15,393,000 for taxes payable in 2014.

(e) If the estimated levy exceeds the amount in paragraph (d), the commissioner
must reduce the percentage in paragraph (a), clause (2), until the estimated levy no longer
exceeds the limit in paragraph (d).

Sec. 10.

Minnesota Statutes 2012, section 126C.01, is amended by adding a
subdivision to read:


new text begin Subd. 3a. new text end

new text begin Referendum market value equalizing factor. new text end

new text begin The referendum market
value equalizing factor equals the quotient derived by dividing the total referendum market
value of all school districts in the state for the year before the year the levy is certified by
the total number of resident marginal cost pupil units in the state for the current school year.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for taxes payable in 2014 and later.
new text end

Sec. 11.

Minnesota Statutes 2012, section 126C.05, subdivision 1, is amended to read:


Subdivision 1.

Pupil unit.

Pupil units for each Minnesota resident pupil under the
age of 21 or who meets the requirements of section 120A.20, subdivision 1, paragraph (c),
in average daily membership enrolled in the district of residence, in another district under
sections 123A.05 to 123A.08, 124D.03, 124D.08, or 124D.68; in a charter school under
section 124D.10; or for whom the resident district pays tuition under section 123A.18,
123A.22, 123A.30, 123A.32, 123A.44, 123A.488, 123B.88, subdivision 4, 124D.04,
124D.05, 125A.03 to 125A.24, 125A.51, or 125A.65, shall be counted according to this
subdivision.

(a) A prekindergarten pupil with a disability who is enrolled in a program approved
by the commissioner and has an individualized education program is counted as the ratio
of the number of hours of assessment and education service to 825 times 1.25 with a
minimum average daily membership of 0.28, but not more than 1.25 pupil units.

(b) A prekindergarten pupil who is assessed but determined not to be disabled is
counted as the ratio of the number of hours of assessment service to 825 times 1.25.

(c) A kindergarten pupil with a disability who is enrolled in a program approved
by the commissioner is counted as the ratio of the number of hours of assessment and
education services required in the fiscal year by the pupil's individualized education
program to 875, but not more than one.

(d) A kindergarten pupil who is not included in paragraph (c) is counted as deleted text begin.612
deleted text endnew text begin 1.0new text end pupil unitsnew text begin if the pupil is enrolled in a free all-day, every day kindergarten program
available to all kindergarten pupils at the pupil's school, or is counted as .612 pupil units,
if the pupil is not enrolled in a free all-day, every day kindergarten program available to all
kindergarten pupils at the pupil's school. The annual school calendar for a kindergarten
program established by the school board under section 120A.02 must include at least 850
hours of instruction for a kindergarten pupil to be counted as 1.0 pupil units
new text end.

(e) A pupil who is in any of grades 1 to 3 is counted as 1.115 pupil units deleted text beginfor fiscal
year 2000 and thereafter
deleted text end.

(f) A pupil who is any of grades 4 to 6 is counted as 1.06 pupil units deleted text beginfor fiscal
year 1995 and thereafter
deleted text end.

(g) A pupil who is in any of grades 7 to 12 is counted as 1.3 pupil units.

(h) A pupil who is in the postsecondary enrollment options program is counted
as 1.3 pupil units.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2015
and later.
new text end

Sec. 12.

Minnesota Statutes 2012, section 126C.05, subdivision 15, is amended to read:


Subd. 15.

Learning year pupil units.

(a) When a pupil is enrolled in a learning
year program under section 124D.128, an area learning center or an alternative learning
program approved by the commissioner under sections 123A.05 and 123A.06, or a
contract alternative program under section 124D.68, subdivision 3, paragraph (d), or
subdivision 3a, for more than 1,020 hours in a school year for a secondary student, more
than 935 hours in a school year for an elementary student, new text beginmore than 850 hours in a school
year for a kindergarten student without a disability in a full-day kindergarten program,
new text endor more than 425 hours in a school year for a new text beginhalf-day new text endkindergarten student without a
disability, that pupil may be counted as more than one pupil in average daily membership
for purposes of section 126C.10, subdivision 2a. The amount in excess of one pupil must
be determined by the ratio of the number of hours of instruction provided to that pupil in
excess of: (i) the greater of 1,020 hours or the number of hours required for a full-time
secondary pupil in the district to 1,020 for a secondary pupil; (ii) the greater of 935 hours
or the number of hours required for a full-time elementary pupil in the district to 935 for
an elementary pupil in grades 1 through 6; deleted text beginanddeleted text end (iii) the greater of 425 hours or the number
of hours required for a full-time kindergarten student without a disability in the district to
425 for a kindergarten student without a disabilitynew text begin; and (iv) the greater of 425 hours or the
number of hours required for a half-time kindergarten student without a disability in the
district to 425 for a half-day kindergarten student without a disability
new text end. Hours that occur
after the close of the instructional year in June shall be attributable to the following fiscal
year. deleted text beginA kindergarten student must not be counted as more than 1.2 pupils in average daily
membership under this subdivision.
deleted text end A student in new text beginkindergarten or new text endgrades 1 through 12 must
not be counted as more than 1.2 pupils in average daily membership under this subdivision.

(b)(i) To receive general education revenue for a pupil in an area learning center
or alternative learning program that has an independent study component, a district
must meet the requirements in this paragraph. The district must develop, for the pupil,
a continual learning plan consistent with section 124D.128, subdivision 3. Each school
district that has an area learning center or alternative learning program must reserve
revenue in an amount equal to at least 90 percent of the district average general education
revenue per pupil unit, minus an amount equal to the product of the formula allowance
according to section 126C.10, subdivision 2, times .0485, calculated without basic skills
and transportation sparsity revenue, times the number of pupil units generated by students
attending an area learning center or alternative learning program. The amount of reserved
revenue available under this subdivision may only be spent for program costs associated
with the area learning center or alternative learning program. Basic skills revenue
generated according to section 126C.10, subdivision 4, by pupils attending the eligible
program must be allocated to the program.

(ii) General education revenue for a pupil in a state-approved alternative program
without an independent study component must be prorated for a pupil participating for less
than a full year, or its equivalent. The district must develop a continual learning plan for the
pupil, consistent with section 124D.128, subdivision 3. Each school district that has an area
learning center or alternative learning program must reserve revenue in an amount equal to
at least 90 percent of the district average general education revenue per pupil unit, minus
an amount equal to the product of the formula allowance according to section 126C.10,
subdivision 2
, times .0485, calculated without basic skills and transportation sparsity
revenue, times the number of pupil units generated by students attending an area learning
center or alternative learning program. The amount of reserved revenue available under this
subdivision may only be spent for program costs associated with the area learning center or
alternative learning program. Basic skills revenue generated according to section 126C.10,
subdivision 4
, by pupils attending the eligible program must be allocated to the program.

(iii) General education revenue for a pupil in a state-approved alternative program
that has an independent study component must be paid for each hour of teacher contact
time and each hour of independent study time completed toward a credit or graduation
standards necessary for graduation. Average daily membership for a pupil shall equal the
number of hours of teacher contact time and independent study time divided by 1,020.

(iv) For a state-approved alternative program having an independent study
component, the commissioner shall require a description of the courses in the program, the
kinds of independent study involved, the expected learning outcomes of the courses, and
the means of measuring student performance against the expected outcomes.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2015
and later.
new text end

Sec. 13.

Minnesota Statutes 2012, section 126C.10, subdivision 1, is amended to read:


Subdivision 1.

General education revenue.

The general education revenue for
each district equals the sum of the district's basic revenue, extended time revenue, gifted
and talented revenue, small schools revenue, basic skills revenue, deleted text begintraining and experience
revenue,
deleted text end secondary sparsity revenue, elementary sparsity revenue, transportation sparsity
revenue, total operating capital revenue, equity revenue, alternative teacher compensation
revenue, and transition revenue.

Sec. 14.

Minnesota Statutes 2012, section 126C.10, subdivision 2, is amended to read:


Subd. 2.

Basic revenue.

The basic revenue for each district equals the formula
allowance times the adjusted marginal cost pupil units for the school year. deleted text beginThe formula
allowance for fiscal year 2011 is $5,124. The formula allowance for fiscal year 2012 is
$5,174.
deleted text end The formula allowance for fiscal year 2013 deleted text beginand subsequent yearsdeleted text end is $5,224.new text begin The
formula allowance for fiscal year 2014 is $5,328. The formula allowance for fiscal year
2015 and later is $5,433.
new text end

Sec. 15.

Minnesota Statutes 2012, section 126C.10, subdivision 14, is amended to read:


Subd. 14.

Uses of total operating capital revenue.

Total operating capital revenue
may be used only for the following purposes:

(1) to acquire land for school purposes;

(2) to acquire or construct buildings for school purposes;

(3) to rent or lease buildings, including the costs of building repair or improvement
that are part of a lease agreement;

(4) to improve and repair school sites and buildings, and equip or reequip school
buildings with permanent attached fixtures, including library media centers;

(5) for a surplus school building that is used substantially for a public nonschool
purpose;

(6) to eliminate barriers or increase access to school buildings by individuals with a
disability;

(7) to bring school buildings into compliance with the State Fire Code adopted
according to chapter 299F;

(8) to remove asbestos from school buildings, encapsulate asbestos, or make
asbestos-related repairs;

(9) to clean up and dispose of polychlorinated biphenyls found in school buildings;

(10) to clean up, remove, dispose of, and make repairs related to storing heating fuel
or transportation fuels such as alcohol, gasoline, fuel oil, and special fuel, as defined
in section 296A.01;

(11) for energy audits for school buildings and to modify buildings if the audit
indicates the cost of the modification can be recovered within ten years;

(12) to improve buildings that are leased according to section 123B.51, subdivision 4;

(13) to pay special assessments levied against school property but not to pay
assessments for service charges;

(14) to pay principal and interest on state loans for energy conservation according to
section 216C.37 or loans made under the Douglas J. Johnson Economic Protection Trust
Fund Act according to sections 298.292 to 298.298;

(15) to purchase or lease interactive telecommunications equipment;

(16) by board resolution, to transfer money into the debt redemption fund to: (i)
pay the amounts needed to meet, when due, principal and interest payments on certain
obligations issued according to chapter 475; or (ii) pay principal and interest on debt
service loans or capital loans according to section 126C.70;

(17) to pay operating capital-related assessments of any entity formed under a
cooperative agreement between two or more districts;

(18) to purchase or lease computers and related deleted text beginmaterialsdeleted text endnew text begin hardware, initial purchase
of related software, but not annual licensing fees
new text end, copying machines, telecommunications
equipment, and other noninstructional equipment;

(19) to purchase or lease assistive technology or equipment for instructional
programs;

(20) to purchase textbooksnew text begin as defined in section 123B.41, subdivision 2new text end;

(21) to purchase new and replacement library media resources or technology;

(22) to lease or purchase vehicles;

(23) to purchase or lease telecommunications equipment, computers, and related
equipment for integrated information management systems for:

(i) managing and reporting learner outcome information for all students under a
results-oriented graduation rule;

(ii) managing student assessment, services, and achievement information required
for students with individualized education programs; and

(iii) other classroom information management needs;

(24) to pay personnel costs directly related to the acquisition, operation, and
maintenance of telecommunications systems, computers, related equipment, and network
and applications software; and

(25) to pay the costs directly associated with closing a school facility, including
moving and storage costs.

Sec. 16.

Minnesota Statutes 2012, section 126C.10, subdivision 24, is amended to read:


Subd. 24.

Equity revenue.

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

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

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

(b) Equity revenue for a qualifying district that receives referendum revenue under
section 126C.17, subdivision 4, equals the product of (1) the district's adjusted marginal
cost pupil units for that year; times (2) the sum of (i) $13, plus (ii) $75, times the school
district's equity index computed under subdivision 27.

(c) Equity revenue for a qualifying district that does not receive referendum revenue
under section 126C.17, subdivision 4, equals the product of the district's adjusted marginal
cost pupil units for that year times $13.

(d) A school district's equity revenue is increased by the greater of zero or an amount
equal to the new text begindifference between $300 times the new text enddistrict's resident marginal cost pupil units
deleted text begintimes the difference between ten percent of the statewide averagedeleted text endnew text begin and the district'snew text end amount
of referendum revenue deleted text beginper resident marginal cost pupil unitdeleted text end for that year deleted text beginand the district's
referendum revenue per resident marginal cost pupil unit. A school district's revenue
under this paragraph must not exceed $100,000 for that year
deleted text end.

(e) A school district's equity revenue for a school district located in the metro equity
region equals the amount computed in paragraphs (b), (c), and (d) multiplied by 1.25.

(f) deleted text beginFor fiscal year 2007 and later, notwithstanding paragraph (a), clause (2),deleted text end A school
deleted text begindistrict that has per pupil referendum revenue below the 95th percentile qualifies for
deleted text endnew text begin district'snew text end additional equity revenue deleted text beginequal todeleted text endnew text begin equalsnew text end $46 times its adjusted marginal cost
pupil units.

deleted text begin (g) A district that does not qualify for revenue under paragraph (f) qualifies for
equity revenue equal to $46 times its adjusted marginal cost pupil units.
deleted text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2014
and later.
new text end

Sec. 17.

Minnesota Statutes 2012, section 126C.10, subdivision 29, is amended to read:


Subd. 29.

Equity levy.

To obtain equity revenue for fiscal year deleted text begin2005deleted text endnew text begin 2015new text end and later,
a district may levy an amount not more than the product of its equity revenue for the fiscal
year times the lesser of one or the ratio of its referendum market value per resident deleted text beginmarginal
cost
deleted text end pupil unit to deleted text begin$476,000deleted text endnew text begin 122 percent of the referendum market value equalizing factornew text end.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2015
and later.
new text end

Sec. 18.

Minnesota Statutes 2012, section 126C.10, subdivision 32, is amended to read:


Subd. 32.

Transition levy.

To obtain transition revenue for fiscal year deleted text begin2005deleted text endnew text begin 2015
new text end and later, a district may levy an amount not more than the product of its transition revenue
for the fiscal year times the lesser of one or the ratio of its referendum market value per
resident deleted text beginmarginal costdeleted text end pupil unit to deleted text begin$476,000deleted text endnew text begin 122 percent of the referendum market
value equalizing factor
new text end.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2015
and later.
new text end

Sec. 19.

Minnesota Statutes 2012, section 126C.15, subdivision 1, is amended to read:


Subdivision 1.

Use of revenue.

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

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

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

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

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

(5) comprehensive and ongoing staff development consistent with district and site
plans according to section 122A.60, for teachers, teacher aides, principals, and other
personnel to improve their ability to identify the needs of these learners and provide
appropriate remediation, intervention, accommodations, or modifications;

(6) instructional materials, digital learning, and technology appropriate for meeting
the individual needs of these learners;

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

(8) bilingual programs, bicultural programs, and programs for English learners;

(9) all day kindergarten;

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

new text begin (11) new text endextended school day and extended school year programs; and

deleted text begin (11)deleted text endnew text begin (12)new text end substantial parent involvement in developing and implementing remedial
education or intervention plans for a learner, including learning contracts between the
school, the learner, and the parent that establish achievement goals and responsibilities of
the learner and the learner's parent or guardian.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2014
and later.
new text end

Sec. 20.

Minnesota Statutes 2012, section 126C.15, subdivision 2, is amended to read:


Subd. 2.

Building allocation.

(a) A district or cooperative must allocate its
compensatory revenue to each school building in the district or cooperative where
the children who have generated the revenue are served unless the school district or
cooperative has received permission under Laws 2005, First Special Session chapter 5,
article 1, section 50, to allocate compensatory revenue according to student performance
measures developed by the school board.

(b) Notwithstanding paragraph (a), a district or cooperative may allocate up to
five percent of the amount of compensatory revenue that the district receives to school
sites according to a plan adopted by the school boardnew text begin, and a district or cooperative may
allocate up to an additional five percent of its compensatory revenue for activities under
subdivision 1, clause (10), according to a plan adopted by the school board
new text end. The money
reallocated under this paragraph must be spent for the purposes listed in subdivision 1, but
may be spent on students in any grade, including students attending school readiness or
other prekindergarten programs.

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

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

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

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2014
and later.
new text end

Sec. 21.

Minnesota Statutes 2012, section 126C.17, subdivision 1, is amended to read:


Subdivision 1.

Referendum allowance.

deleted text begin (a) For fiscal year 2003 and later, a district's
initial referendum revenue allowance equals the sum of the allowance under section
126C.16, subdivision 2, plus any additional allowance per resident marginal cost pupil
unit authorized under subdivision 9 before May 1, 2001, for fiscal year 2002 and later,
plus the referendum conversion allowance approved under subdivision 13, minus $415.
For districts with more than one referendum authority, the reduction must be computed
separately for each authority. The reduction must be applied first to the referendum
conversion allowance and next to the authority with the earliest expiration date. A
district's initial referendum revenue allowance may not be less than zero.
deleted text end

deleted text begin (b) For fiscal year 2003, a district's referendum revenue allowance equals the initial
referendum allowance plus any additional allowance per resident marginal cost pupil unit
authorized under subdivision 9 between April 30, 2001, and December 30, 2001, for
fiscal year 2003 and later.
deleted text end

deleted text begin (c) For fiscal year 2004 and later, a district's referendum revenue allowance equals
the sum of:
deleted text end

deleted text begin (1) the product of (i) the ratio of the resident marginal cost pupil units the district
would have counted for fiscal year 2004 under Minnesota Statutes 2002, section 126C.05,
to the district's resident marginal cost pupil units for fiscal year 2004, times (ii) the initial
referendum allowance plus any additional allowance per resident marginal cost pupil unit
authorized under subdivision 9 between April 30, 2001, and May 30, 2003, for fiscal
year 2003 and later, plus
deleted text end

deleted text begin (2) any additional allowance per resident marginal cost pupil unit authorized under
subdivision 9 after May 30, 2003, for fiscal year 2005 and later.
deleted text end

new text begin (a) A district's initial referendum allowance for fiscal year 2015 equals the result of
the following calculations:
new text end

new text begin (1) multiply the referendum allowance the district would have received for fiscal
year 2015 under Minnesota Statutes 2012, section 126C.17, subdivision 1, based on
elections held before July 1, 2013, by the resident marginal cost pupil units the district
would have counted for fiscal year 2015 under Minnesota Statutes 2012, section 126C.05;
new text end

new text begin (2) divide the result of clause (1) by the district's residential marginal cost pupil units
for fiscal year 2015; and
new text end

new text begin (3) if the result of clause (2) is less than zero, set the allowance to zero.
new text end

new text begin (b) A district's referendum allowance equals the sum of the district's initial
referendum allowance for fiscal year 2015, plus any additional referendum allowance per
resident marginal cost pupil unit authorized after June 30, 2013, minus any allowances
expiring in fiscal year 2016 or later.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for fiscal year 2015 and later.
new text end

Sec. 22.

Minnesota Statutes 2012, section 126C.17, subdivision 5, is amended to read:


Subd. 5.

Referendum equalization revenue.

(a) deleted text beginFor fiscal year 2003 and later,
deleted text end A district's referendum equalization revenue equals the sum of the first tier referendum
equalization revenue and the second tier referendum equalization revenue.

(b) A district's first tier referendum equalization revenue equals the district's first
tier referendum equalization allowance times the district's resident marginal cost pupil
units for that year.

(c) deleted text beginFor fiscal year 2006, a district's first tier referendum equalization allowance
equals the lesser of the district's referendum allowance under subdivision 1 or $500. For
fiscal year 2007, a district's first tier referendum equalization allowance equals the lesser
of the district's referendum allowance under subdivision 1 or $600.
deleted text end

deleted text begin For fiscal year 2008 and later,deleted text end A district's first tier referendum equalization allowance
equals the lesser of the district's referendum allowance under subdivision 1 or $700.

(d) A district's second tier referendum equalization revenue equals the district's
second tier referendum equalization allowance times the district's resident marginal cost
pupil units for that year.

(e) deleted text beginFor fiscal year 2006, a district's second tier referendum equalization allowance
equals the lesser of the district's referendum allowance under subdivision 1 or 18.6 percent
of the formula allowance, minus the district's first tier referendum equalization allowance.
For fiscal year 2007 and later,
deleted text end A district's second tier referendum equalization allowance
equals the lesser of the district's referendum allowance under subdivision 1 or 26 percent
of the formula allowance, minus the district's first tier referendum equalization allowance.

(f) Notwithstanding paragraph (e), the second tier referendum allowance for a
district qualifying for secondary sparsity revenue under section 126C.10, subdivision 7, or
elementary sparsity revenue under section 126C.10, subdivision 8, equals the district's
referendum allowance under subdivision 1 minus the district's first tier referendum
equalization allowance.

Sec. 23.

Minnesota Statutes 2012, section 126C.17, subdivision 6, is amended to read:


Subd. 6.

Referendum equalization levy.

(a) deleted text beginFor fiscal year 2003 and later,
deleted text end A district's referendum equalization levy equals the sum of the first tier referendum
equalization levy and the second tier referendum equalization levy.

(b) A district's first tier referendum equalization levy equals the district's first tier
referendum equalization revenue times the lesser of one or the ratio of the district's
referendum market value per resident marginal cost pupil unit to deleted text begin$476,000deleted text endnew text begin 122 percent of
the referendum market value equalizing factor
new text end.

(c) A district's second tier referendum equalization levy equals the district's second
tier referendum equalization revenue times the lesser of one or the ratio of the district's
referendum market value per resident marginal cost pupil unit to deleted text begin$270,000deleted text endnew text begin 66 percent of
the referendum market value equalizing factor
new text end.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for fiscal year 2015 and later.
new text end

Sec. 24.

Minnesota Statutes 2012, section 126C.40, subdivision 6, is amended to read:


Subd. 6.

Lease purchase; installment buys.

(a) Upon application to, and approval
by, the commissioner in accordance with the procedures and limits in subdivision 1,
paragraphs (a) and (b), a district, as defined in this subdivision, may:

(1) purchase real or personal property under an installment contract or may lease
real or personal property with an option to purchase under a lease purchase agreement, by
which installment contract or lease purchase agreement title is kept by the seller or vendor
or assigned to a third party as security for the purchase price, including interest, if any; and

(2) annually levy the amounts necessary to pay the district's obligations under the
installment contract or lease purchase agreement.

(b) The obligation created by the installment contract or the lease purchase
agreement must not be included in the calculation of net debt for purposes of section
475.53, and does not constitute debt under other law. An election is not required in
connection with the execution of the installment contract or the lease purchase agreement.

(c) The proceeds of the levy authorized by this subdivision must not be used to
acquire a facility to be primarily used for athletic or school administration purposes.

(d) For the purposes of this subdivision, "district" means:

(1) deleted text begina school district which is eligible for revenue under section 124D.86, subdivision
3
, clause (1), (2), or (3), and whose
deleted text endnew text begin Special School District No. 1, Minneapolis;
Independent School District No. 625, St. Paul; Independent School District No. 709,
Duluth; or Independent School District No. 535, Rochester, if the district's desegregation
new text end plan has been determined by the commissioner to be in compliance with Department of
Education rules relating to equality of educational opportunity and deleted text beginschool desegregation
and, for a district eligible for revenue under section 124D.86, subdivision 3, clause (4)
or (5),
deleted text end where the acquisition of property under this subdivision is determined by the
commissioner to contribute to the implementation of the desegregation plan; or

(2) deleted text begina school district that participates in a joint program for interdistrict desegregation
with a district defined in clause (1)
deleted text endnew text begin other districts eligible for revenue under section
124D.862
new text end if the facility acquired under this subdivision is to be primarily used for deleted text beginthedeleted text endnew text begin a
new text end joint program new text beginfor interdistrict desegregation new text endand the commissioner determines that the
joint programs are being undertaken to implement the districts' desegregation plan.

(e) Notwithstanding subdivision 1, the prohibition against a levy by a district to lease
or rent a district-owned building to itself does not apply to levies otherwise authorized
by this subdivision.

(f) For the purposes of this subdivision, any references in subdivision 1 to building
or land shall include personal property.

Sec. 25.

Minnesota Statutes 2012, section 126C.44, is amended to read:


126C.44 SAFE SCHOOLS LEVY.

(a) Each district may make a levy on all taxable property located within the district
for the purposes specified in this section. The maximum amount which may be levied for
all costs under this section shall be equal to deleted text begin$30deleted text endnew text begin $35new text end multiplied by the district's adjusted
marginal cost pupil units for the school year. The proceeds of the levy must be reserved
and used for directly funding the following purposes or for reimbursing the cities and
counties who contract with the district for the following purposes:

(1) to pay the costs incurred for the salaries, benefits, and transportation costs of
peace officers and sheriffs for liaison in services in the district's schools;

(2) to pay the costs for a drug abuse prevention program as defined in section
609.101, subdivision 3, paragraph (e), in the elementary schools;

(3) to pay the costs for a gang resistance education training curriculum in the
district's schools;

(4) to pay the costs for security in the district's schools and on school property;

(5) to pay the costs for other crime prevention, drug abuse, student and staff safety,
voluntary opt-in suicide prevention tools, and violence prevention measures taken by
the school district; deleted text beginordeleted text end

(6) to pay costs for licensed school counselors, licensed school nurses, licensed
school social workers, licensed school psychologists, and licensed alcohol and chemical
dependency counselors to help provide early responses to problemsnew text begin;
new text end

new text begin (7) to pay for facility security enhancements including laminated glass, public
announcement systems, emergency communications devices, and equipment and facility
modifications related to violence prevention and facility security;
new text end

new text begin (8) to pay for costs associated with improving the school climate; or
new text end

new text begin (9) to pay costs associated with mental health servicesnew text end.

new text begin (b)new text end For expenditures undernew text begin paragraph (a),new text end clause (1), the district must initially
attempt to contract for services to be provided by peace officers or sheriffs with the
police department of each city or the sheriff's department of the county within the district
containing the school receiving the services. If a local police department or a county
sheriff's department does not wish to provide the necessary services, the district may
contract for these services with any other police or sheriff's department located entirely or
partially within the school district's boundaries.

deleted text begin (b)deleted text endnew text begin (c)new text end A school district that is a member of an intermediate school district may
include in its authority under this section the costs associated with safe schools activities
authorized under paragraph (a) for intermediate school district programs. This authority
must not exceed $10 times the adjusted marginal cost pupil units of the member districts.
This authority is in addition to any other authority authorized under this section. Revenue
raised under this paragraph must be transferred to the intermediate school district.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2015
and later.
new text end

Sec. 26.

Minnesota Statutes 2012, section 126C.48, subdivision 8, is amended to read:


Subd. 8.

Taconite payment and other reductions.

(1) Reductions in levies
pursuant to subdivision 1 must be made prior to the reductions in clause (2).

(2) Notwithstanding any other law to the contrary, districts that have revenue
pursuant to sections 298.018; 298.225; 298.24 to 298.28, except an amount distributed
under sections 298.26; 298.28, subdivision 4, paragraphs (c), clause (ii), and (d); 298.34
to 298.39; 298.391 to 298.396; 298.405; 477A.15; and any law imposing a tax upon
severed mineral values must reduce the levies authorized by this chapter and chapters
120B, 122A, 123A, 123B, 124A, 124D, 125A, and 127A by 95 percent of new text beginthe sum of new text endthe
previous year's revenue specified under this clausenew text begin and the amount attributable to the same
production year distributed to the cities and townships within the school district under
section 298.28, subdivision 2, paragraph (c)
new text end.

(3) The amount of any voter approved referendum, facilities down payment, and
debt levies shall not be reduced by more than 50 percent under this subdivision. In
administering this paragraph, the commissioner shall first reduce the nonvoter approved
levies of a district; then, if any payments, severed mineral value tax revenue or recognized
revenue under paragraph (2) remains, the commissioner shall reduce any voter approved
referendum levies authorized under section 126C.17; then, if any payments, severed
mineral value tax revenue or recognized revenue under paragraph (2) remains, the
commissioner shall reduce any voter approved facilities down payment levies authorized
under section 123B.63 and then, if any payments, severed mineral value tax revenue or
recognized revenue under paragraph (2) remains, the commissioner shall reduce any
voter approved debt levies.

(4) Before computing the reduction pursuant to this subdivision of the health and
safety levy authorized by sections 123B.57 and 126C.40, subdivision 5, the commissioner
shall ascertain from each affected school district the amount it proposes to levy under
each section or subdivision. The reduction shall be computed on the basis of the amount
so ascertained.

(5) To the extent the levy reduction calculated under paragraph (2) exceeds the
limitation in paragraph (3), an amount equal to the excess must be distributed from the
school district's distribution under sections 298.225, 298.28, and 477A.15 in the following
year to the cities and townships within the school district in the proportion that their
taxable net tax capacity within the school district bears to the taxable net tax capacity of
the school district for property taxes payable in the year prior to distribution. No city or
township shall receive a distribution greater than its levy for taxes payable in the year prior
to distribution. The commissioner of revenue shall certify the distributions of cities and
towns under this paragraph to the county auditor by September 30 of the year preceding
distribution. The county auditor shall reduce the proposed and final levies of cities and
towns receiving distributions by the amount of their distribution. Distributions to the cities
and towns shall be made at the times provided under section 298.27.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for levies certified in 2014 and later.
new text end

Sec. 27.

Minnesota Statutes 2012, section 127A.47, subdivision 7, is amended to read:


Subd. 7.

Alternative attendance programs.

new text begin(a) new text endThe general education aid and
special education aid for districts must be adjusted for each pupil attending a nonresident
district under sections 123A.05 to 123A.08, 124D.03, 124D.08, and 124D.68. The
adjustments must be made according to this subdivision.

deleted text begin (a)deleted text endnew text begin (b)new text end General education aid paid to a resident district must be reduced by an amount
equal to the referendum equalization aid attributable to the pupil in the resident district.

deleted text begin (b)deleted text endnew text begin (c)new text end General education aid paid to a district serving a pupil in programs listed in
this subdivision must be increased by an amount equal to the greater of (1) the referendum
equalization aid attributable to the pupil in the nonresident district; or (2) the product of
the district's open enrollment concentration index, the maximum amount of referendum
revenue in the first tier, and the district's net open enrollment pupil units for that year. A
district's open enrollment concentration index equals the greater of: (i) zero, or (ii) the
lesser of 1.0, or the difference between the district's ratio of open enrollment pupil units
served to its resident pupil units for that year and 0.2. This clause does not apply to a
school district where more than 50 percent of the open enrollment students are enrolled
solely in online learning courses.

deleted text begin (c)deleted text endnew text begin (d)new text end If the amount of the reduction to be made from the general education aid of
the resident district is greater than the amount of general education aid otherwise due the
district, the excess reduction must be made from other state aids due the district.

deleted text begin (d) For fiscal year 2006, the district of residence must pay tuition to a district or an
area learning center, operated according to paragraph (f), providing special instruction and
services to a pupil with a disability, as defined in section 125A.02, or a pupil, as defined in
section 125A.51, who is enrolled in a program listed in this subdivision. The tuition must
be equal to (1) the actual cost of providing special instruction and services to the pupil,
including a proportionate amount for special transportation and unreimbursed building
lease and debt service costs for facilities used primarily for special education, minus (2)
if the pupil receives special instruction and services outside the regular classroom for
more than 60 percent of the school day, the amount of general education revenue and
referendum aid attributable to that pupil for the portion of time the pupil receives special
instruction and services outside of the regular classroom, excluding portions attributable to
district and school administration, district support services, operations and maintenance,
capital expenditures, and pupil transportation, minus (3) special education aid attributable
to that pupil, that is received by the district providing special instruction and services.
For purposes of this paragraph, general education revenue and referendum equalization
aid attributable to a pupil must be calculated using the serving district's average general
education revenue and referendum equalization aid per adjusted pupil unit.
deleted text end

(e) deleted text beginFor fiscal year 2007 and later, special education aid paid to a resident district must
be reduced by an amount equal to
deleted text endnew text begin For purposes of this subdivision, the "unreimbursed
cost of providing special education and services" means the difference between:
new text end (1) the
actual cost of providing special instruction and services, including special transportation
and unreimbursed building lease and debt service costs for facilities used primarily for
special education, for a pupil with a disability, as defined in section 125A.02, or a pupil, as
defined in section 125A.51, who is enrolled in a program listed in this subdivision, minus
(2) if the pupil receives special instruction and services outside the regular classroom for
more than 60 percent of the school day, the amount of general education revenue and
referendum equalization aid attributable to that pupil for the portion of time the pupil
receives special instruction and services outside of the regular classroom, excluding
portions attributable to district and school administration, district support services,
operations and maintenance, capital expenditures, and pupil transportation, minus (3)
special education aid new text beginunder section 125A.76 new text endattributable to that pupil, that is received by
the district providing special instruction and services. For purposes of this paragraph,
general education revenue and referendum equalization aid attributable to a pupil must be
calculated using the serving district's average general education revenue and referendum
equalization aid per adjusted pupil unit.

new text begin (f) For fiscal year 2015 and later, special education aid paid to a resident district
must be reduced by an amount equal to 90 percent of the unreimbursed cost of providing
special education and services.
new text end

new text begin (g) Notwithstanding paragraph (f), special education aid paid to a resident district
must be reduced by an amount equal to 100 percent of the unreimbursed cost of special
education and services provided to students at an intermediate district, cooperative, or
charter school where the percent of students eligible for special education services is at
least 70 percent of the charter school's total enrollment.
new text end

new text begin (h) new text endSpecial education aid paid to the district or cooperative providing special
instruction and services for the pupil, or to the fiscal agent district for a cooperative,
must be increased by the amount of the reduction in the aid paid to the resident district
new text begin under paragraphs (f) and (g)new text end. If the resident district's special education aid is insufficient
to make the full adjustment, the remaining adjustment shall be made to other state aids
due to the district.

deleted text begin (f)deleted text endnew text begin (i)new text end An area learning center operated by a service cooperative, intermediate
district, education district, or a joint powers cooperative may elect through the action of
the constituent boards to charge the resident district tuition for pupils rather than to have
the general education revenue paid to a fiscal agent school district. Except as provided in
paragraph deleted text begin(d) or (e)deleted text endnew text begin (f) or (g)new text end, the district of residence must pay tuition equal to at least 90
percent of the district average general education revenue per pupil unit minus an amount
equal to the product of the formula allowance according to section 126C.10, subdivision
2
, times .0485, calculated without compensatory revenue and transportation sparsity
revenue, times the number of pupil units for pupils attending the area learning center.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2015
and later.
new text end

Sec. 28. new text beginEQUITY AID; FISCAL YEAR 2014.
new text end

new text begin For fiscal year 2014 only, the commissioner must calculate and pay to school
districts in state aid the difference between the equity revenue actually received under
Minnesota Statutes, section 126C.10, and the amount the district would have received
under Minnesota Statutes 2012, section 126C.10.
new text end

Sec. 29. new text beginAPPROPRIATIONS.
new text end

new text begin Subdivision 1. new text end

new text begin Department of Education. new text end

new text begin The sums indicated in this section are
appropriated from the general fund to the Department of Education for the fiscal years
designated.
new text end

new text begin Subd. 2. new text end

new text begin General education aid. new text end

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

new text begin $
new text end
new text begin 6,092,415,000
new text end
new text begin .....
new text end
new text begin 2014
new text end
new text begin $
new text end
new text begin 6,440,890,000
new text end
new text begin .....
new text end
new text begin 2015
new text end

new text begin The 2014 appropriation includes $781,842,000 for 2013 and $5,310,573,000 for
2014.
new text end

new text begin The 2015 appropriation includes $808,460,000 for 2014 and $5,632,430,000 for
2015.
new text end

new text begin Subd. 3. new text end

new text begin Enrollment options transportation. new text end

new text begin For transportation of pupils attending
postsecondary institutions under Minnesota Statutes, section 124D.09, or for transportation
of pupils attending nonresident districts under Minnesota Statutes, section 124D.03:
new text end

new text begin $
new text end
new text begin 44,000
new text end
new text begin .....
new text end
new text begin 2014
new text end
new text begin $
new text end
new text begin 48,000
new text end
new text begin .....
new text end
new text begin 2015
new text end

new text begin Subd. 4. new text end

new text begin Abatement revenue. new text end

new text begin For abatement aid under Minnesota Statutes, section
127A.49:
new text end

new text begin $
new text end
new text begin 2,747,000
new text end
new text begin .....
new text end
new text begin 2014
new text end
new text begin $
new text end
new text begin 3,136,000
new text end
new text begin .....
new text end
new text begin 2015
new text end

new text begin The 2014 appropriation includes $301,000 for 2013 and $2,446,000 for 2014.
new text end

new text begin The 2015 appropriation includes $385,000 for 2014 and $2,751,000 for 2015.
new text end

new text begin Subd. 5. new text end

new text begin Consolidation transition. new text end

new text begin For districts consolidating under Minnesota
Statutes, section 123A.485:
new text end

new text begin $
new text end
new text begin 472,000
new text end
new text begin .....
new text end
new text begin 2014
new text end
new text begin $
new text end
new text begin 480,000
new text end
new text begin .....
new text end
new text begin 2015
new text end

new text begin The 2014 appropriation includes $40,000 for 2013 and $432,000 for 2014.
new text end

new text begin The 2015 appropriation includes $68,000 for 2014 and $412,000 for 2015.
new text end

new text begin Subd. 6. new text end

new text begin Nonpublic pupil education aid. new text end

new text begin For nonpublic pupil education aid under
Minnesota Statutes, sections 123B.40 to 123B.43 and 123B.87:
new text end

new text begin $
new text end
new text begin 15,660,000
new text end
new text begin .....
new text end
new text begin 2014
new text end
new text begin $
new text end
new text begin 16,324,000
new text end
new text begin .....
new text end
new text begin 2015
new text end

new text begin The 2014 appropriation includes $2,099,000 for 2013 and $13,561,000 for 2014.
new text end

new text begin The 2015 appropriation includes $2,121,000 for 2014 and $14,203,000 for 2015.
new text end

new text begin Subd. 7. new text end

new text begin Nonpublic pupil transportation. new text end

new text begin For nonpublic pupil transportation aid
under Minnesota Statutes, section 123B.92, subdivision 9:
new text end

new text begin $
new text end
new text begin 18,656,000
new text end
new text begin .....
new text end
new text begin 2014
new text end
new text begin $
new text end
new text begin 19,127,000
new text end
new text begin .....
new text end
new text begin 2015
new text end

new text begin The 2014 appropriation includes $2,668,000 for 2013 and $15,988,000 for 2014.
new text end

new text begin The 2015 appropriation includes $2,501,000 for 2014 and $16,626,000 for 2015.
new text end

new text begin Subd. 8. new text end

new text begin One-room schoolhouse. new text end

new text begin For a grant to Independent School District No.
690, Warroad, to operate the Angle Inlet School:
new text end

new text begin $
new text end
new text begin 65,000
new text end
new text begin .....
new text end
new text begin 2014
new text end
new text begin $
new text end
new text begin 65,000
new text end
new text begin .....
new text end
new text begin 2015
new text end

new text begin Subd. 9. new text end

new text begin Compensatory revenue pilot program. new text end

new text begin For grants for participation in the
compensatory revenue pilot program under Laws 2005, First Special Session chapter 5,
article 1, section 50:
new text end

new text begin $
new text end
new text begin 2,325,000
new text end
new text begin .....
new text end
new text begin 2014
new text end
new text begin $
new text end
new text begin 2,325,000
new text end
new text begin .....
new text end
new text begin 2015
new text end

new text begin Of this amount, $1,500,000 each year is for a grant to Independent School District
No. 11, Anoka-Hennepin; $75,000 each year is for a grant to Independent School District
No. 286, Brooklyn Center; $210,000 each year is for a grant to Independent School
District No. 279, Osseo; $160,000 each year is for a grant to Independent School District
No. 281, Robbinsdale; $165,000 each year is for a grant to Independent School District
No. 535, Rochester; $65,000 each year is for a grant to Independent School District No.
833, South Washington County; and $150,000 each year is for a grant to Independent
School District No. 241, Albert Lea.
new text end

new text begin If a grant to a specific school district is not awarded, the commissioner may increase
the aid amounts to any of the remaining participating school districts.
new text end

new text begin This appropriation is part of the base budget for subsequent fiscal years.
new text end

Sec. 30. new text begin REPEALER.
new text end

new text begin Minnesota Statutes 2012, section 126C.17, subdivision 13, new text end new text begin is repealed July 1, 2013.
new text end

ARTICLE 2

STUDENT ACCOUNTABILITY

Section 1.

new text begin [120B.018] DEFINITIONS.
new text end

new text begin Subdivision 1. new text end

new text begin Scope. new text end

new text begin The definitions in this section apply to this chapter.
new text end

new text begin Subd. 2. new text end

new text begin Academic standard. new text end

new text begin "Academic standard" means a summary description
of student learning in a required content area under section 120B.021 or elective content
area under section 120B.022.
new text end

new text begin Subd. 3. new text end

new text begin Career and college ready benchmark. new text end

new text begin "Career and college ready
benchmark" means specific knowledge or skill that a student must attain to complete part
of an academic standard.
new text end

new text begin Subd. 4. new text end

new text begin Credit. new text end

new text begin "Credit" means the determination by the local school district that a
student successfully completed an academic year of study or demonstrated attainment of
applicable subject matter.
new text end

new text begin Subd. 5. new text end

new text begin Elective standard. new text end

new text begin "Elective standard" means a locally adopted
expectation for student learning in career and technical education or world languages.
new text end

new text begin Subd. 6. new text end

new text begin Required standard. new text end

new text begin "Required standard" means (1) a statewide adopted
expectation for student learning in the content areas of language arts, mathematics,
science, social studies, physical education, and the arts or (2) a locally adopted expectation
for student learning in health or the arts.
new text end

new text begin Subd. 7. new text end

new text begin School site. new text end

new text begin "School site" means a separate facility, or a separate program
within a facility that a local school board recognizes as a school site for funding purposes.
new text end

Sec. 2.

Minnesota Statutes 2012, section 120B.02, is amended to read:


120B.02 EDUCATIONAL EXPECTATIONS new text beginAND GRADUATION
REQUIREMENTS
new text endFOR MINNESOTA'S STUDENTS.

new text begin Subdivision 1. new text end

new text begin Educational expectations. new text end

(a) The legislature is committed to
establishing rigorous academic standards for Minnesota's public school students. To
that end, the commissioner shall adopt in rule statewide academic standards. The
commissioner shall not prescribe in rule or otherwise the delivery system, classroom
assessments, or form of instruction that school sites must use. deleted text beginFor purposes of this chapter,
a school site is a separate facility, or a separate program within a facility that a local school
board recognizes as a school site for funding purposes.
deleted text end

(b) All commissioner actions regarding the rule must be premised on the following:

(1) the rule is intended to raise academic expectations for students, teachers, and
schools;

(2) any state action regarding the rule must evidence consideration of school district
autonomy; and

(3) the Department of Education, with the assistance of school districts, must make
available information about all state initiatives related to the rule to students and parents,
teachers, and the general public in a timely format that is appropriate, comprehensive, and
readily understandable.

deleted text begin (c) When fully implemented, the requirements for high school graduation in
Minnesota must require students to satisfactorily complete, as determined by the school
district, the course credit requirements under section 120B.024, all state academic
standards or local academic standards where state standards do not apply, and successfully
pass graduation examinations as required under section 120B.30.
deleted text end

deleted text begin (d)deleted text endnew text begin (c)new text end The commissioner shall periodically review and report on the state's
assessment process.

deleted text begin (e)deleted text endnew text begin (d)new text end School districts are not required to adopt specific provisions of the federal
School-to-Work programs.

new text begin Subd. 2. new text end

new text begin Graduation requirements. new text end

new text begin To graduate from high school, students must
demonstrate to their enrolling school district or school their satisfactory completion of the
credit requirements under section 120B.024 and their attainment of academic standards
and career and college readiness benchmarks on a nationally normed college entrance
exam under section 120B.30. A school district must adopt graduation requirements that
meet or exceed state graduation requirements established in law or rule.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective August 1, 2013, and applies to
students entering grade 8 in the 2013-2014 school year and later.
new text end

Sec. 3.

Minnesota Statutes 2012, section 120B.021, subdivision 1, is amended to read:


Subdivision 1.

Required academic standards.

new text begin(a) new text endThe 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;

(5) physical education;

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

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

deleted text begin The commissioner must submit proposed standards in science and social studies to
the legislature by February 1, 2004.
deleted text end

new text begin (b) new text endFor 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.

deleted text begin A school district, no later than the 2007-2008 school year, must adopt graduation
requirements that meet or exceed state graduation requirements established in law or rule.
A school district that incorporates these state graduation requirements before the 2007-2008
school year must provide students who enter the 9th grade in or before the 2003-2004
school year the opportunity to earn a diploma based on existing locally established
graduation requirements in effect when the students entered the 9th grade.
deleted text end new text begin(c) new text endDistrict
efforts to develop, implement, or improve instruction or curriculum as a result of the
provisions of this section must be consistent with sections 120B.10, 120B.11, and 120B.20.

deleted text begin The commissioner must include the contributions of Minnesota American Indian
tribes and communities as they relate to the academic standards during the review and
revision of the required academic standards.
deleted text end

Sec. 4.

Minnesota Statutes 2012, section 120B.023, is amended to read:


120B.023 BENCHMARKS.

Subdivision 1.

Benchmarks implement, supplement statewide academic
standards.

(a) The commissioner must supplement required state academic standards with
grade-level benchmarks. High school new text begincareer and college ready new text endbenchmarks may cover
more than one grade. deleted text beginThe benchmarks must implement statewide academic standards
by specifying the academic knowledge and skills that
deleted text end Schools must offer and students
must achieve new text beginall benchmarks for an academic standard new text endto satisfactorily complete deleted text beginadeleted text endnew text begin that
new text end state standard. deleted text beginThe commissioner must publish benchmarks to inform and guide parents,
teachers, school districts, and other interested persons and to use in developing tests
consistent with the benchmarks.
deleted text end

(b) The commissioner shall publish benchmarks in the State Register and transmit
the benchmarks in any other manner thatnew text begin informs and guides parents, teachers, school
districts, and other interested persons and
new text end makes them accessible to the general public. new text beginThe
commissioner must use benchmarks in developing career and college readiness assessments
under section 120B.30.
new text endThe commissioner may charge a reasonable fee for publications.

(c) Once established, the commissioner may change the benchmarks only with
specific legislative authorization and after completing a review under subdivision 2.

deleted text begin (d) The commissioner must develop and implement a system for reviewing each
of the required academic standards and related benchmarks and elective standards on a
periodic cycle, consistent with subdivision 2.
deleted text end

deleted text begin (e)deleted text endnew text begin (d)new text end The benchmarks are not subject to chapter 14 and section 14.386 does not
apply.

Subd. 2.

Revisions and reviews required.

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

deleted text begin (b) The commissioner in the 2006-2007 school year must revise and align the state's
academic standards and high school graduation requirements in mathematics to require
that students satisfactorily complete the revised mathematics standards, beginning in the
2010-2011 school year. Under the revised standards:
deleted text end

deleted text begin (1) students must satisfactorily complete an algebra I credit by the end of eighth
grade; and
deleted text end

deleted text begin (2) students scheduled to graduate in the 2014-2015 school year or later must
satisfactorily complete an algebra II credit or its equivalent.
deleted text end

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

(c) deleted text beginThe commissioner in the 2007-2008 school year must revise and align the state's
academic standards and high school graduation requirements in the arts to require that
students satisfactorily complete the revised arts standards beginning in the 2010-2011
school year.
deleted text end The commissioner must implement a review of the academic standards and
related benchmarks in arts beginning in the 2016-2017 school year.

(d) deleted text beginThe commissioner in the 2008-2009 school year must revise and align the state's
academic standards and high school graduation requirements in science to require that
students satisfactorily complete the revised science standards, beginning in the 2011-2012
school year. Under the revised standards, students scheduled to graduate in the 2014-2015
school year or later must satisfactorily complete a chemistry or physics credit or a career
and technical education credit that meets standards underlying the chemistry, physics,
or biology credit or a combination of those standards approved by the district.
deleted text end The
commissioner must implement a review of the academic standards and related benchmarks
in science beginning in the 2017-2018 school year.

(e) deleted text beginThe commissioner in the 2009-2010 school year must revise and align the state's
academic standards and high school graduation requirements in language arts to require
that students satisfactorily complete the revised language arts standards beginning in the
2012-2013 school year.
deleted text end The commissioner must implement a review of the academic
standards and related benchmarks in language arts beginning in the 2018-2019 school year.

(f) The commissioner in the 2010-2011 school year must revise and align the state's
academic standards and high school graduation requirements in social studies to require
that students satisfactorily complete the revised social studies standards beginning in the
2013-2014 school year. The commissioner must implement a review of the academic
standards and related benchmarks in social studies beginning in the 2019-2020 school year.

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

Sec. 5.

Minnesota Statutes 2012, section 120B.024, is amended to read:


120B.024 deleted text beginGRADUATION REQUIREMENTS; COURSEdeleted text end CREDITS.

new text begin Subdivision 1. new text end

new text begin Graduation requirements. new text end

deleted text begin(a)deleted text end Students beginning 9th grade in the
2011-2012 school year and later must successfully complete the following high school
level deleted text begincoursedeleted text end credits for graduation:

(1) four credits of language artsnew text begin sufficient to satisfy all of the academic standards
in English language arts
new text end;

(2) three credits of mathematics, deleted text beginencompassing at least algebra, geometry, statistics,
and probability
deleted text endnew text begin including an algebra II credit or its equivalent,new text end sufficient to satisfy new text beginall of
new text endthe academic deleted text beginstandarddeleted text endnew text begin standards in mathematicsnew text end;

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

deleted text begin (3)deleted text endnew text begin (4)new text end three credits of science, including at least: (i) one credit in biology; and (ii)
one chemistry or physics credit or a career and technical education credit that meets
standards underlying the chemistry, physics, or biology credit or a combination of those
standards approved by the district, but meeting biology standards under this item does not
meet the biology requirement under item (i);

deleted text begin (4)deleted text endnew text begin (5)new text end three and one-half credits of social studies, encompassing at least United
States history, geography, government and citizenship, world history, and economics deleted text beginor
three credits of social studies encompassing at least United States history, geography,
government and citizenship, and world history, and one-half credit of economics taught in
a school's social studies, agriculture education, or business department
deleted text endnew text begin sufficient to satisfy
all of the academic standards in social studies
new text end;

deleted text begin (5)deleted text endnew text begin (6)new text end one credit deleted text beginindeleted text endnew text begin ofnew text end the artsnew text begin sufficient to satisfy all of the state or local academic
standards in the arts
new text end; and

deleted text begin (6)deleted text endnew text begin (7)new text end a minimum of seven elective deleted text begincoursedeleted text end credits.

deleted text begin A course credit is equivalent to a student successfully completing an academic
year of study or a student mastering the applicable subject matter, as determined by the
local school district.
deleted text end

new text begin Subd. 2. new text end

new text begin Credit equivalencies. new text end

new text begin (a) A one-half credit of economics taught in a
school's agriculture education or business department may fulfill a one-half credit in
social studies under subdivision 1, clause (5), if the credit is sufficient to satisfy all of the
academic standards in economics.
new text end

(b) An agriculture science course may fulfill a science credit requirement other
than the specified science credit in biology under deleted text beginparagraph (a)deleted text endnew text begin subdivision 1new text end, clause
deleted text begin(3)deleted text endnew text begin (4), item (i)new text end.

(c) A career and technical education course may fulfill a mathematics or arts credit
requirement or a science credit requirement other than the specified science credit in
biology under deleted text beginparagraph (a)deleted text endnew text begin subdivision 1new text end, clause (2), deleted text begin(3), or (5)deleted text endnew text begin (4), or (6)new text end.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective August 1, 2013.
new text end

Sec. 6.

Minnesota Statutes 2012, section 120B.125, is amended to read:


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

(a) Consistent with sections 120B.128, 120B.13, 120B.131, 120B.132, 120B.14,
120B.15, new text begin120B.30, subdivision 1, paragraph (c), new text end125A.08, and other related sections,
school districts deleted text beginare strongly encouraged todeleted text endnew text begin, beginning in the 2013-2014 school year, must
new text end assist all students by no later than grade 9 to explore their college and career interests and
aspirations and develop a plan for a smooth and successful transition to postsecondary
education or employment. All students' plans must be designed to:

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

(2) emphasize academic rigor and high expectations;

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

(4) help students deleted text beginsucceed at gainingdeleted text endnew text begin gainnew text end access to postsecondary education and
career options;

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

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

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

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

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

deleted text begin (c) School districts are encouraged to seek and use revenue and in-kind contributions
from nonstate sources and to seek administrative cost savings through innovative local
funding arrangements, such as the Collaboration Among Rochester Educators (CARE)
model for funding postsecondary enrollment options, among other sources, for purposes
of implementing this section.
deleted text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 7.

Minnesota Statutes 2012, section 120B.128, is amended to read:


120B.128 EDUCATIONAL PLANNING AND ASSESSMENT SYSTEM
(EPAS) PROGRAM.

(a) School districts and charter schools may elect to participate in the Educational
Planning and Assessment System (EPAS) program offered by ACT, Inc. to provide a
longitudinal, systematic approach to student educational and career planning, assessment,
instructional support, and evaluation. The EPAS achievement tests include English,
reading, mathematics, science, and components on planning for high school and
postsecondary education, interest inventory, needs assessments, and student education
plans. These tests are linked to the ACT assessment for college admission and allow
students, parents, teachers, and schools to determine the student's college readiness before
grades 11 and 12.

(b) The commissioner of education shall provide ACT Explore tests for students
in grade 8 and the ACT Plan test for students in grade 10 to assess individual student
academic strengths and weaknesses, academic achievement and progress, higher order
thinking skills, and college readiness.

new text begin (c) Students enrolled in grade 8 through the 2012-2013 school year who have
not yet demonstrated proficiency on the Minnesota comprehensive assessments, the
graduation-required assessments for diploma, or the basic skills testing requirements
prior to high school graduation may satisfy state high school graduation requirements
for assessments in reading, mathematics, and writing by taking 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), the WorkKeys
job skills assessment, the Compass computer-adaptive college placement test, or the
ACT assessment for college admission.
new text end

new text begin (d)new text end The state shall pay the test costs for deleted text beginschool districts and charter schools that
choose to participate in the EPAS program
deleted text endnew text begin public school students to participate in the
assessments under this section
new text end. The commissioner shall establish an application procedure
and a process for state payment of costs.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment
and applies through the 2013-2014 school year.
new text end

Sec. 8.

new text begin [120B.21] MENTAL HEALTH EDUCATION.
new text end

new text begin School districts and charter schools are encouraged to provide mental health
instruction for students in grades 6 through 12 aligned with local health standards and
integrated into existing programs, curriculum, or the general school environment of a
district or charter school. The commissioner, in consultation with the commissioner of
human services and mental health organizations, is encouraged to provide districts and
charter schools with:
new text end

new text begin (1) age-appropriate model learning activities for grades 6 through 12 that encompass
the mental health components of the National Health Education Standards and the
benchmarks developed by the department's quality teaching network in health and best
practices in mental health education; and
new text end

new text begin (2) a directory of resources for planning and implementing age-appropriate mental
health curriculum and instruction in grades 6 through 12.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 9.

Minnesota Statutes 2012, section 120B.30, subdivision 1, is amended to read:


Subdivision 1.

Statewide testing.

(a) The commissioner, with advice from experts
with appropriate technical qualifications and experience and stakeholders, consistent
with subdivision 1a, shall include in the comprehensive assessment system, for each
grade level to be tested, state-constructed tests developed deleted text beginfrom anddeleted text endnew text begin as computer-adaptive
reading and mathematics assessments for students that are
new text end aligned with the state's required
academic standards under section 120B.021, include multiple choice questions, and deleted text beginbe
deleted text endnew text begin arenew text end administered annually to all students in grades 3 through deleted text begin8deleted text endnew text begin 7new text end. State-developed high
school tests aligned with the state's required academic standards under section 120B.021
and administered to all high school students in a subject other than writing must include
multiple choice questions. The commissioner shall establish one or more months during
which schools shall administer the tests to students each school year. deleted text beginFor students enrolled
in grade 8 before the 2005-2006 school year, Minnesota basic skills tests in reading,
mathematics, and writing shall fulfill students' basic skills testing requirements for a
passing state notation. The passing scores of basic skills tests in reading and mathematics
are the equivalent of 75 percent correct for students entering grade 9 based on the
first uniform test administered in February 1998. Students who have not successfully
passed a Minnesota basic skills test by the end of the 2011-2012 school year must pass
the graduation-required assessments for diploma under paragraph (c), except that for
the 2012-2013 and 2013-2014 school years only, these students may satisfy the state's
graduation test requirement for math by complying with paragraph (d), clauses (1) and
(3)
deleted text endnew text begin For students enrolled in grade 8 in the 2005-2006 through 2012-2013 school years,
students' state graduation requirements include the requirements under: (i) section
120B.128, paragraph (c); (ii) paragraph (c); or (iii) Minnesota Statutes 2012, section
120B.30, subdivision 1, paragraph (c), clauses (1) and (2)
new text end.

(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 deleted text begin2005-2006deleted text endnew text begin 2013-2014new text end school year and
later, deleted text beginonly the following options shall fulfilldeleted text end students' state graduation deleted text begintestdeleted text end requirementsnew text begin,
based on a longitudinal, systematic approach to student education and career planning,
assessment, instructional support, and evaluation, include the following
new text end:

deleted text begin (1) for reading and mathematics:
deleted text end

deleted text begin (i) obtaining an achievement level equivalent to or greater than proficient as
determined through a standard setting process on the Minnesota comprehensive
assessments in grade 10 for reading and grade 11 for mathematics or achieving a passing
score as determined through a standard setting process on the graduation-required
assessment for diploma in grade 10 for reading and grade 11 for mathematics or
subsequent retests;
deleted text end

deleted text begin (ii) achieving a passing score as determined through a standard setting process
on the state-identified language proficiency test in reading and the mathematics test for
English learners or the graduation-required assessment for diploma equivalent of those
assessments for students designated as English learners;
deleted text end

deleted text begin (iii) achieving an individual passing score on the graduation-required assessment for
diploma as determined by appropriate state guidelines for students with an individualized
education program or 504 plan;
deleted text end

deleted text begin (iv) obtaining achievement level equivalent to or greater than proficient as
determined through a standard setting process on the state-identified alternate assessment
or assessments in grade 10 for reading and grade 11 for mathematics for students with
an individualized education program; or
deleted text end

deleted text begin (v) achieving an individual passing score on the state-identified alternate assessment
or assessments as determined by appropriate state guidelines for students with an
individualized education program; and
deleted text end

deleted text begin (2) for writing:
deleted text end

deleted text begin (i) achieving a passing score on the graduation-required assessment for diploma;
deleted text end

deleted text begin (ii) achieving a passing score as determined through a standard setting process on
the state-identified language proficiency test in writing for students designated as English
learners;
deleted text end

deleted text begin (iii) achieving an individual passing score on the graduation-required assessment for
diploma as determined by appropriate state guidelines for students with an individualized
education program or 504 plan; or
deleted text end

deleted text begin (iv) achieving an individual passing score on the state-identified alternate assessment
or assessments as determined by appropriate state guidelines for students with an
individualized education program.
deleted text end

new text begin (1) attainment of required academic standards and career and college readiness
benchmarks under section 120B.023 as demonstrated on a nationally normed college
entrance exam, or taking a nationally recognized armed services vocational aptitude
test at the election of the student;
new text end

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

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

new text begin 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.
new text end

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

(d) deleted text beginStudents enrolled in grade 8 in any school year from the 2005-2006 school
year to the 2009-2010 school year who do not pass the mathematics graduation-required
assessment for diploma under paragraph (c) are eligible to receive a high school diploma
if they:
deleted text end

deleted text begin (1) complete with a passing score or grade all state and local coursework and credits
required for graduation by the school board granting the students their diploma;
deleted text end

deleted text begin (2) participate in district-prescribed academic remediation in mathematics; and
deleted text end

deleted text begin (3) fully participate in at least two retests of the mathematics GRAD test or until
they pass the mathematics GRAD test, whichever comes first.
deleted text end new text begin To improve the secondary
and postsecondary outcomes of all students, the alignment between secondary and
postsecondary education programs and Minnesota's workforce needs, and the efficiency
and cost-effectiveness of secondary and postsecondary programs, the commissioner, after
consulting with the chancellor of the Minnesota State Colleges and Universities and using
a request for proposal process, shall contract for a series of assessments that are consistent
with this subdivision, aligned with state academic standards, and include career and
college readiness benchmarks. Mathematics, reading, and writing assessments for students
in grades 8 and 10 must be predictive of and aligned with a nationally normed assessment
for career and college readiness. This nationally recognized assessment must be a college
entrance exam and given to students in grade 11 or 12. This series of assessments must
include a college placement diagnostic exam and contain career exploration elements.
Students in grade 11 or 12 may choose to take a nationally recognized armed services
vocational aptitude test as an alternative to the college and career readiness entrance
exam under this paragraph. The commissioner and the chancellor of the Minnesota State
Colleges and Universities must collaborate in aligning instruction and assessments for
adult basic education students to provide the students with diagnostic information about
any targeted interventions they need so that they may seek postsecondary education or
employment without need for postsecondary remediation.
new text end

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

new text begin (2) Students who, based on their growth in academic achievement between grades 8
and 10, show adequate progress toward meeting state career and college readiness must
be given the college entrance exam part of these assessments in grade 11 or a nationally
recognized armed services vocational aptitude test. A student under this clause who
demonstrates attainment of required state academic standards, which include career and
college readiness benchmarks, on these assessments is academically ready for a career or
college and is encouraged to participate in courses and programs 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.
new text end

new text begin (3) All students in grade 11 not subject to clause (2) must be given the college
placement diagnostic exam so that the students, their families, the school, and the district
can use the results to diagnose areas for targeted instruction, intervention, or remediation
and improve students' knowledge and skills in core subjects sufficient for the student
to graduate and have a reasonable chance to succeed in a career or college without
remediation. These students must be given the college entrance exam part of these
assessments in grade 12 or a nationally recognized armed services vocational aptitude test.
new text end

new text begin (4) A student in clause (3) who demonstrates: (i) attainment of required state
academic standards, which include career and college readiness benchmarks, on these
assessments; (ii) attainment of career and college readiness benchmarks on the college
placement diagnostic part of these assessments; and, where applicable, (iii) successfully
completes targeted instruction, intervention, or remediation approved by the commissioner
and the chancellor of the Minnesota State Colleges and Universities after consulting with
local school officials and educators, is academically ready for a career or college and is
encouraged to participate in courses and programs 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.
new text end

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

new text begin (e) In developing, supporting, and improving students' academic readiness for a
career or college, schools, districts, and the state must have a continuum of empirically
derived, clearly defined benchmarks focused on students' attainment of knowledge and
skills so that students, their parents, and teachers know how well students must perform to
have a reasonable chance to succeed in a career or college without need for postsecondary
remediation. The commissioner 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.
new text end

new text begin (f)new text end A school, district, or charter school must deleted text beginplacedeleted text endnew text begin recordnew text end on the high school
transcript a student's deleted text begincurrent pass status for each subject that has a required graduation
assessment
deleted text endnew text begin progress toward career and college readinessnew text end.

deleted text begin In addition,deleted text endnew text begin (g)new text end The school board granting deleted text beginthedeleted text end 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.

deleted text begin (e)deleted text endnew text begin (h)new text end The 3rd through deleted text begin8thdeleted text endnew text begin 7thnew text end gradenew text begin computer-adaptive assessment resultsnew text end 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. new text beginThe commissioner must establish empirically derived benchmarks on
adaptive assessments in grades 3 through 7 that reveal a trajectory toward career and
college readiness.
new text endThe commissioner must disseminate to the public thenew text begin computer-adaptive
assessments and
new text end high school test results upon receiving those results.

deleted text begin (f)deleted text endnew text begin (i)new text end The deleted text begin3rd through 8th gradedeleted text endnew text begin grades 3 through 7 computer-adaptive assessments
new text end and high school tests must be aligned with state academic standards. The commissioner
shall determine the testing process and the order of administration. The statewide results
shall be aggregated at the site and district level, consistent with subdivision 1a.

deleted text begin (g) In addition to the testing and reporting requirements under this section,deleted text endnew text begin (j)new text end The
commissioner shall include the following components in the statewide public reporting
system:

(1) uniform statewide deleted text begintestingdeleted text endnew text begin computer-adaptive assessmentsnew text end of all students in
grades 3 through deleted text begin8deleted text endnew text begin 7new text end andnew text begin testingnew text end at the high school level that provides appropriate,
technically sound accommodations deleted text beginor alternate assessmentsdeleted text end;

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

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

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

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment
and applies to the 2013-2014 school year and later, except that paragraph (a) applies
the day following final enactment and the requirements for using computer-adaptive
mathematics and reading assessments for grades 3 through 7 apply in the 2015-2016
school year and later.
new text end

Sec. 10.

Minnesota Statutes 2012, section 120B.30, subdivision 1a, is amended to read:


Subd. 1a.

Statewide and local assessments; results.

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

new text begin (1) "Computer-adaptive assessments" means fully adaptive assessments.
new text end

new text begin (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.
new text end

new text begin (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.
new text end

new text begin (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.
new text end

new text begin (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.
new text end

new text begin (b) The commissioner must use fully adaptive mathematics and reading assessments
for grades 3 through 7 beginning in the 2015-2016 school year and later.
new text end

new text begin (c)new text end For purposes of conforming with existing federal educational accountability
requirements, the commissioner must developnew text begin and implement computer-adaptivenew text end reading
and mathematics assessments for grades 3 through deleted text begin8deleted text endnew text begin 7new text end, state-developed high school
reading and mathematics tests aligned with state academic standards, 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) annualnew text begin computer-adaptivenew text end reading and mathematics assessments in grades 3
through deleted text begin8deleted text endnew text begin 7new text end, and high school reading 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.

new text begin (d) The commissioner must ensure that for annual computer-adaptive assessments:
new text end

new text begin (1) individual student performance data and achievement reports are available within
three school days of when students take an assessment;
new text end

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

new text begin (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
new text end

new text begin (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.
new text end

deleted text begin (b)deleted text endnew text begin (e)new text end The commissioner must ensure that all statewide tests administered to
elementary and secondary students measure students' academic knowledge and skills and
not students' values, attitudes, and beliefs.

deleted text begin (c)deleted text endnew text begin (f)new text end Reporting of 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 value-added growth indicator of student achievement under section
120B.35, subdivision 3, paragraph (b); and

(3)deleted text begin(i) for students enrolled in grade 8 before the 2005-2006 school year, determine
whether students have met the state's basic skills requirements; and
deleted text end

deleted text begin (ii) for students enrolled in grade 8 in the 2005-2006 school year and later,deleted text end determine
whether students have met the state's academic standards.

deleted text begin (d)deleted text endnew text begin (g)new text end Consistent with applicable federal law deleted text beginand subdivision 1, paragraph (d),
clause (1)
deleted text end, 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.

deleted text begin (e)deleted text end new text begin(h) new text endA school, school district, and charter school must administer statewide
assessments under this section, as the assessments become available, to evaluate student
deleted text beginproficiencydeleted text endnew text begin progress toward career and college readinessnew text end in the context of the state's deleted text begingrade
level
deleted text end academic standards. deleted text beginIf a state assessment is not available, a school, school district,
and charter school must determine locally if a student has met the required academic
standards.
deleted text end A school, school district, or charter school may use a student's performance
on a statewide assessment as one of multiple criteria to determine grade promotion or
retention. A school, school district, or charter school may use a high school student's
performance on a statewide assessment as a percentage of the student's final grade in a
course, or place a student's assessment score on the student's transcript.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2013-2014 school year and
later except the requirements for using computer-adaptive mathematics and reading
assessments for grades 3 through 7 apply in the 2015-2016 school year and later.
new text end

Sec. 11.

Minnesota Statutes 2012, section 120B.31, subdivision 1, is amended to read:


Subdivision 1.

Educational accountability and public reporting.

Consistent
with the direction to adopt statewide academic standards under section 120B.02, the
department, in consultation with education and other system stakeholders, must establish a
coordinated and comprehensive system of educational accountability and public reporting
that promotes greater academic achievement, preparation for higher academic education,
preparation for the world of work, citizenship deleted text beginunder sections 120B.021, subdivision 1,
clause (4), and 120B.024, paragraph (a), clause (4)
deleted text end, and the arts.

Sec. 12.

Minnesota Statutes 2012, section 120B.35, subdivision 3, is amended to read:


Subd. 3.

State growth target; other state measures.

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

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

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

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

The commissioner must report deleted text beginseparatedeleted text end measures of student growth deleted text beginand proficiencydeleted text end,
consistent with this paragraph.

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

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

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

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

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

new text begin (e) For purposes of statewide educational accountability, the commissioner must
identify and report measures that demonstrate the success of school districts, school sites,
charter schools, and alternative program providers in improving the graduation outcomes
of students under this paragraph. When reporting student performance under section
120B.36, subdivision 1, the commissioner, beginning July 1, 2015, must annually report
summary data on:
new text end

new text begin (1) the four- and six-year graduation rates of students throughout the state who
are identified as at risk of not graduating or off track to graduate, including students
who are eligible to participate in a program under section 123A.05 or 124D.68, among
other students; and
new text end

new text begin (2) the success that school districts, school sites, charter schools, and alternative
program providers experience in:
new text end

new text begin (i) identifying at-risk and off-track student populations by grade;
new text end

new text begin (ii) providing successful prevention and intervention strategies for at-risk students;
new text end

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

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

new text begin For purposes of this paragraph, a student who is at risk of not graduating is a student
in eighth or ninth grade who meets one or more of the following criteria: first enrolled in
an English language learners program in eighth or ninth grade and may be older than other
students enrolled in the same grade; as an eighth grader, is absent from school for at least
20 percent of the days of instruction during the school year, is two or more years older
than other students enrolled in the same grade, or fails multiple core academic courses; or
as a ninth grader, fails multiple ninth grade core academic courses in English language
arts, mathematics, science, or social studies.
new text end

new text begin For purposes of this paragraph, a student who is off track to graduate is a student
who meets one or more of the following criteria: first enrolled in an English language
learners program in high school and is older than other students enrolled in the same grade;
is a returning dropout; is 16 or 17 years old and two or more academic years off track to
graduate; is 18 years or older and two or more academic years off track to graduate; or is
18 years or older and may graduate within one school year.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin Paragraph (e) applies to data that are collected in the
2014-2015 school year and later and reported annually beginning July 1, 2015, consistent
with the recommendations the commissioner receives from recognized and qualified
experts on improving differentiated graduation rates and establishing alternative routes to
a standard high school diploma for at-risk and off-track students.
new text end

Sec. 13.

Minnesota Statutes 2012, section 120B.36, subdivision 1, is amended to read:


Subdivision 1.

School performance deleted text beginreport cardsdeleted text endnew text begin reportsnew text end.

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

(b) The commissioner shall develop, annually update, and post on the department
Web site school performance deleted text beginreport cardsdeleted text endnew text begin reportsnew text end.

(c) The commissioner must make available performance deleted text beginreport cardsdeleted text endnew text begin reportsnew text end by the
beginning of each school year.

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

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

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2013-2014 school year and
later.
new text end

Sec. 14.

Minnesota Statutes 2012, section 124D.52, is amended by adding a
subdivision to read:


new text begin Subd. 8. new text end

new text begin Standard high school diploma for adults. new text end

new text begin (a) The commissioner shall
adopt rules for providing a standard high school diploma to adults who:
new text end

new text begin (1) are not eligible for kindergarten through grade 12 services;
new text end

new text begin (2) do not have a high school diploma; and
new text end

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

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

new text begin EFFECTIVE DATE. new text end

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

Sec. 15.

new text begin [126C.101] MINNESOTA'S WORLD'S BEST WORKFORCE.
new text end

new text begin Subdivision 1. new text end

new text begin Goals for the world's best workforce. new text end

new text begin To create the world's best
workforce by 2027, Minnesota must strive to: close entirely the academic achievement
gap among all racial and ethnic groups of students and between students living in poverty
and students not living in poverty; achieve a 100 percent high school graduation rate;
achieve 100 percent grade-level literacy for students in third grade; and have 100 percent
of students attain career and college readiness before graduating from high school.
new text end

new text begin Subd. 2. new text end

new text begin Strategic plans for attaining the world's best workforce. new text end

new text begin (a) A school
board must formally develop, implement, and periodically review and, where appropriate,
revise a comprehensive, long-term strategic education and budget plan for student
achievement premised on research-based strategies and efforts required for a district and
school to make progress toward realizing the goals in subdivision 1. The strategic plan for
student achievement must identify the state, regional, and local structures and systems,
interdistrict, intradistrict, and in-school strategies, inclusive best education practices,
and collaborative partnerships with regional centers under subdivision 4, postsecondary
institutions, and local and regional business and industry to work effectively and efficiently
toward making all students part of the world's best workforce by 2027.
new text end

new text begin (b) The components of a board's plan may include: innovative and integrated
prekindergarten through grade 12 learning environments that include school enrollment
options; family engagement initiatives that involve families in their students' academic
life and career success; professional development opportunities for teachers, school
administrators, and other licensed school professionals focused on improving all students'
academic achievement and career and college readiness; increased programmatic
opportunities for all students, including historically underserved students, focused on rigor
in learning and career and college readiness, and recruitment and retention of teachers
and school administrators of diverse backgrounds. Plans must include at least formative
assessment practices, consistent with chapter 120B, and other instructional best practices
that inform cost-effective, research-based interventions, improve student achievement,
reduce disparities in students' academic performance, and foster students' career and
college readiness without need for postsecondary remediation.
new text end

new text begin (c) A regional center of excellence, upon request, must assist a school board with
developing, implementing, reviewing, or revising its education and budget plan.
new text end

new text begin Subd. 3. new text end

new text begin Budgeting process. new text end

new text begin (a) Beginning in the 2014-2015 school year, a school
board must hold at least one formal hearing by March 1 each year to report to the public
its progress in realizing the goals contained in its strategic plan for student achievement, to
review the plan components, and to revise the plan where appropriate. At the hearing, the
board must provide the public with longitudinal data from at least the three immediately
preceding school years demonstrating district and school progress in realizing its student
achievement goals, consistent with the measures for demonstrating progress in paragraph
(b). At least 30 days before the hearing, the board must post on the district Web site, in
an understandable, readily accessible format, up-to-date longitudinal data on district
and school progress. The district, by March 1, must submit to the commissioner and
its regional center of excellence in an electronic format the district's annual budget for
continuing to implement its strategic plan for student achievement.
new text end

new text begin (b) The longitudinal data required under paragraph (a) at least must be based on
one or more of the following measures and must report outcomes for all students and
specific groups of students identified under section 120B.35, subdivision 3: third grade
at-grade-level literacy rates; reductions in the disparity in academic achievement among
all racial and ethnic student groups and between students living in poverty and students not
living in poverty; high school graduation rates; rates for completing rigorous coursework;
rates for attaining career and college readiness; rates for receiving postsecondary credit
while enrolled in high school; students' engagement and connection in school; and rates
for awarding world language proficiency or high achievement certificates under section
120B.022, subdivision 1, paragraphs (b) and (c).
new text end

new text begin (c) For the 2013-2014 school year only, a board, after providing a 30-day notice on
the district Web site, must hold a formal hearing before March 1, 2014, to inform the
public about the content of its proposed strategic plan for student achievement under
this section. The board also must submit its proposed plan by March 1, 2014, to the
commissioner and its regional center of excellence in an electronic format.
new text end

new text begin Subd. 4. new text end

new text begin Regional support. new text end

new text begin (a) Regional centers of excellence are established to
assist and support school boards, districts, and schools in implementing this section. The
centers must collaborate with local and regional service cooperatives, postsecondary
institutions, integrated school districts, the department, children's mental health providers,
and other interested entities to equitably support school boards, districts, and schools
throughout the region. Center support may include assisting districts and schools
with common principles of effective practice, defining measurable education goals,
implementing evidence-based practices, engaging in data-driven decision making,
reducing the use of seclusion and restraints, providing multilayered levels of support,
supporting culturally responsive teaching and learning, aligning state and local academic
standards and career and college readiness benchmarks, and engaging parents, families,
youth, and the local community in district and school programs and activities.
new text end

new text begin (b) The department must help the regional centers of excellence meet staff, facilities,
and technical needs, provide the centers with programmatic support, and work with the
centers to establish a coherent statewide system of regional support, including consulting,
training, and technical support, to help school boards, districts, and schools effectively and
efficiently implement state and federal initiatives.
new text end

new text begin Subd. 5. new text end

new text begin Evaluation. new text end

new text begin (a) The commissioner and each regional center of excellence
must collaborate in evaluating the success of districts and schools in working effectively
and efficiently toward creating the world's best workforce by 2027. Where districts and
schools demonstrate effective use of resources and adequate progress toward realizing
plan goals, the commissioner and the regional centers of excellence must promote and
disseminate successful strategies to other districts and schools throughout the state.
new text end

new text begin (b) If the commissioner, in consultation with the affected regional center of
excellence, determines a district or charter school is not making adequate progress in
realizing its student achievement goals under this section, the department may reduce the
district's basic general education revenue by up to four percent per fiscal year, and transfer
that amount to the affected regional center of excellence for the center to use to assist the
district to effectively and efficiently realize its student achievement goals.
new text end

new text begin (c) If, after a district receives assistance under paragraph (b) for at least three
consecutive school years, the commissioner, in consultation with the affected regional
center of excellence and the affected district, identifies a school as persistently failing to
make adequate progress toward realizing the student achievement goals contained in
the strategic plan, the commissioner may require the school to implement a turnaround
strategy to improve the school's ability to effectively and efficiently realize those goals.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for fiscal year 2014 and later.
new text end

Sec. 16. new text beginSTATEWIDE ASSESSMENT AND ACCOUNTABILITY; TRANSITION.
new text end

new text begin Notwithstanding other law to the contrary, students enrolled in grade 8 in the
2005-2006 through 2012-2013 school years are eligible to be assessed under the amended
provisions of Minnesota Statutes, section 120B.30, subdivision 1, to the extent such
assessments are available, under Minnesota Statutes, section 120B.128, paragraph (c), or
under Minnesota Statutes 2012, section 120B.30, subdivision 1, paragraph (c), clauses
(1) and (2). Other measures of statewide accountability, including student performance,
preparation, rigorous course taking, engagement and connection, and transition into
postsecondary education or the workforce remain in effect.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 17. new text beginCAREER PATHWAYS AND TECHNICAL EDUCATION ADVISORY
TASK FORCE.
new text end

new text begin Subdivision 1. new text end

new text begin Recommendations. new text end

new text begin (a) A career pathways and technical education
advisory task force is established to recommend to the Minnesota legislature, consistent
with Minnesota Statutes, sections 120B.30, subdivision 1, and 120B.35, subdivision 3,
how to structurally redesign secondary and postsecondary education to:
new text end

new text begin (1) improve secondary and postsecondary outcomes for students and adult learners;
new text end

new text begin (2) align secondary and postsecondary education programs serving students and
adult learners;
new text end

new text begin (3) align secondary and postsecondary education programs and Minnesota's
workforce needs; and
new text end

new text begin (4) measure and evaluate the combined efficacy of Minnesota's public kindergarten
through grade 12 and postsecondary education programs.
new text end

new text begin (b) Advisory task force members, in preparing these recommendations, must
seek the advice of education providers, employers, policy makers, and other interested
stakeholders and must at least consider how to:
new text end

new text begin (1) better inform students about career options, occupational trends, and educational
paths leading to viable and rewarding careers and reduce the gap between the demand for
and preparation of a skilled Minnesota workforce;
new text end

new text begin (2) in consultation with a student's family, develop and periodically adapt, as
needed, an education and work plan for each student aligned with the student's personal
and professional interests, abilities, skills, and aspirations;
new text end

new text begin (3) improve monitoring of high school students' progress with targeted interventions
and support and remove the need for remedial instruction;
new text end

new text begin (4) increase and accelerate opportunities for secondary school students to earn
postsecondary credits leading to a certificate, industry license, or degree;
new text end

new text begin (5) better align high school courses and expectations and postsecondary
credit-bearing courses;
new text end

new text begin (6) better align high school standards and assessments, postsecondary readiness
measures and entrance requirements, and the expectations of Minnesota employers;
new text end

new text begin (7) increase the rates at which students complete a postsecondary certificate,
industry license, or degree; and
new text end

new text begin (8) provide graduates of two-year and four-year postsecondary institutions with the
foundational skills needed for civic engagement, ongoing employment, and continuous
learning.
new text end

new text begin Subd. 2. new text end

new text begin Task force membership and operation. new text end

new text begin (a) Advisory task force members
must include representatives of the following organizations from throughout the state:
the Minnesota Association of Career and Technical Administrators; the Minnesota
Association for Career and Technical Education; University of Minnesota, Minnesota
State Colleges and Universities, and secondary and other postsecondary faculty working
to develop career and technical educators in Minnesota; the National Research Center
for Career and Technical Education; the Department of Education; the Department of
Employment and Economic Development; the Minnesota Chamber of Commerce; the
Minnesota Business Partnership; the Minnesota Board of Teaching; the Minnesota
Association of Colleges for Teacher Education; Minnesota State Colleges and Universities
foundational skills and general education faculty; Minnesota Secondary School Principals
Association; Minnesota Association of School Administrators; Minnesota School
Counselors Association; Minnesota Association of Charter Schools; and any other
representatives selected by the task force members. The education commissioner or the
commissioner's designee must convene the task force.
new text end

new text begin (b) The commissioner, upon request, must provide technical assistance to the task
force.
new text end

new text begin (c) The task force must submit its written recommendations under this section to the
legislative committees with jurisdiction over kindergarten through grade 12 education by
February 15, 2014.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 18. new text beginSTANDARD ADULT HIGH SCHOOL DIPLOMA ADVISORY TASK
FORCE.
new text end

new text begin (a) The commissioner of education shall appoint a nine-member advisory task
force to recommend programmatic requirements for adult basic education programs of
instruction leading to a standard adult high school diploma under Minnesota Statutes,
section 124D.52, subdivision 8.
new text end

new text begin (b) The commissioner of education must appoint representatives from the following
organizations to the task force by July 1, 2013:
new text end

new text begin (1) one employee of the Department of Education with expertise in adult basic
education;
new text end

new text begin (2) five adult basic education administrators and teachers from local adult basic
education programs located in rural, suburban, and urban areas of the state, at least one of
whom represents the Literacy Action network;
new text end

new text begin (3) one employee of the Minnesota State Colleges and Universities with expertise
in adult basic education;
new text end

new text begin (4) one employee of the Department of Employment and Economic Development
with expertise in adult basic education and employment; and
new text end

new text begin (5) one member of the Minnesota Chamber of Commerce familiar with adult basic
education programs under Minnesota Statutes, section 124D.52.
new text end

new text begin (c) The commissioner of education must convene the task force. Task force
members are not eligible for compensation or reimbursement for expenses related to task
force activities. The commissioner, upon request, must provide technical assistance to
task force members.
new text end

new text begin (d) By February 1, 2014, the task force must submit its recommendations to the
commissioner of education for providing a standard adult high school diploma to persons
who are not eligible for kindergarten through grade 12 services, who do not have a
high school diploma, and who successfully complete an approved adult basic education
program of instruction necessary to earn an adult high school diploma. The commissioner
must consider these recommendations when adopting rules under Minnesota Statutes,
section 124D.52, subdivision 8.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 19. new text beginIMPLEMENTING DIFFERENTIATED GRADUATION RATE
MEASURES AND EXPLORING ALTERNATIVE ROUTES TO A STANDARD
DIPLOMA FOR AT-RISK AND OFF-TRACK STUDENTS.
new text end

new text begin (a) To implement the requirements of Minnesota Statutes, section 120B.35,
subdivision 3, paragraph (e), the commissioner of education must consult with recognized
and qualified experts and the stakeholders listed in paragraph (b) on improving
differentiated graduation rates and establishing alternative routes to a standard high school
diploma for at-risk and off-track students throughout the state. The commissioner must
consider and recommend to the legislature:
new text end

new text begin (1) research-based measures that demonstrate the relative success of school
districts, school sites, charter schools, and alternative program providers in improving the
graduation outcomes of at-risk and off-track students; and
new text end

new text begin (2) state options for establishing alternative routes to a standard diploma consistent
with the educational accountability system under Minnesota Statutes, chapter 120B.
new text end

new text begin When proposing alternative routes to a standard diploma, the commissioner also must
identify highly reliable variables that generate summary data to comply with Minnesota
Statutes, section 120B.35, subdivision 3, paragraph (e), including: who initiates the
request for an alternative route; who approves the request for an alternative route; the
parameters of the alternative route process, including whether a student first must fail a
regular, state-mandated exam; and the comparability of the academic and achievement
criteria reflected in the alternative route and the standard route for a standard diploma.
The commissioner is also encouraged to identify the data, timelines, and methods needed
to evaluate and report on the alternative routes to a standard diploma once they are
implemented and the student outcomes that result from those routes.
new text end

new text begin (b) Stakeholders to be consulted include persons from: state-approved alternative
programs; online programs; charter schools; school boards; teachers; metropolitan school
districts; rural educators; university and college faculty with expertise in serving and
assessing at-risk and off-track students; superintendents; high school principals; and
the public. The commissioner may seek input from other interested stakeholders and
organizations with expertise to help inform the commissioner.
new text end

new text begin (c) The commissioner, by February 15, 2014, must develop and submit to the
education policy and finance committees of the legislature recommendations and
legislation, consistent with this section and Minnesota Statutes, section 120B.35,
subdivision 3, paragraph (e), for:
new text end

new text begin (1) measuring and reporting differentiated graduation rates for at-risk and off-track
students throughout the state and the success and costs that school districts, school sites,
charter schools, and alternative program providers experience in identifying and serving
at-risk or off-track student populations; and
new text end

new text begin (2) establishing alternative routes to a standard diploma.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment
and applies to school reports beginning July 1, 2015.
new text end

Sec. 20. new text beginAPPROPRIATIONS.
new text end

new text begin Subdivision 1. new text end

new text begin Minnesota Department of Education. new text end

new text begin The sums indicated in this
section are appropriated from the general fund to the Department of Education for the
fiscal years designated.
new text end

new text begin Subd. 2. new text end

new text begin Statewide testing and reporting system. new text end

new text begin For the statewide testing and
reporting system under Minnesota Statutes, section 120B.30:
new text end

new text begin $
new text end
new text begin 17,550,000
new text end
new text begin .....
new text end
new text begin 2014
new text end
new text begin $
new text end
new text begin 20,079,000
new text end
new text begin .....
new text end
new text begin 2015
new text end

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

new text begin Subd. 3. new text end

new text begin Educational planning and assessment system (EPAS) program. new text end

new text begin For
the educational planning and assessment system program under Minnesota Statutes,
section 120B.128:
new text end

new text begin $
new text end
new text begin 829,000
new text end
new text begin .....
new text end
new text begin 2014
new text end
new text begin $
new text end
new text begin 0
new text end
new text begin .....
new text end
new text begin 2015
new text end

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

Sec. 21. new text beginREVISOR'S INSTRUCTION.
new text end

new text begin The revisor of statutes shall renumber Minnesota Statutes, section 120B.023,
subdivision 2, as Minnesota Statutes, section 120B.021, subdivision 4. The revisor shall
make necessary cross-reference changes consistent with the renumbering.
new text end

Sec. 22. new text begin REPEALER.
new text end

new text begin (a) new text end new text begin Minnesota Rules, parts 3501.0505; 3501.0510; 3501.0515; 3501.0520;
3501.0525; 3501.0530; 3501.0535; 3501.0540; 3501.0545; and 3501.0550,
new text end new text begin are repealed.
new text end

new text begin (b) new text end new text begin Minnesota Rules, parts 3501.0010; 3501.0020; 3501.0030, subparts 1, 2, 3, 4,
5, 6, 7, 9, 10, 11, 12, 13, 14, 15, and 16; 3501.0040; 3501.0050; 3501.0060; 3501.0090;
3501.0100; 3501.0110; 3501.0120; 3501.0130; 3501.0140; 3501.0150; 3501.0160;
3501.0170; 3501.0180; 3501.0200; 3501.0210; 3501.0220; 3501.0230; 3501.0240;
3501.0250; 3501.0270; 3501.0280, subparts 1 and 2; 3501.0290; 3501.1000; 3501.1020;
3501.1030; 3501.1040; 3501.1050; 3501.1110; 3501.1120; 3501.1130; 3501.1140;
3501.1150; 3501.1160; 3501.1170; 3501.1180; and 3501.1190,
new text end new text begin are repealed.
new text end

new text begin EFFECTIVE DATE. new text end

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

ARTICLE 3

EDUCATION EXCELLENCE

Section 1.

Minnesota Statutes 2012, section 121A.22, subdivision 2, is amended to read:


Subd. 2.

Exclusions.

In addition, this section does not apply to drugs or medicine
that are:

(1) purchased without a prescription;

(2) used by a pupil who is 18 years old or older;

(3) used in connection with services for which a minor may give effective consent,
including section 144.343, subdivision 1, and any other law;

(4) used in situations in which, in the judgment of the school personnel who are
present or available, the risk to the pupil's life or health is of such a nature that drugs or
medicine should be given without delay;

(5) used off the school grounds;

(6) used in connection with athletics or extra curricular activities;

(7) used in connection with activities that occur before or after the regular school day;

(8) provided or administered by a public health agency to prevent or control an
illness or a disease outbreak as provided for in sections 144.05 and 144.12;

(9) prescription asthma or reactive airway disease medications self-administered by
a pupil with an asthma inhaler if the district has received a written authorization from the
pupil's parent permitting the pupil to self-administer the medication, the inhaler is properly
labeled for that student, and the parent has not requested school personnel to administer
the medication to the pupil. The parent must submit written authorization for the pupil to
self-administer the medication each school year; or

(10) deleted text beginprescription nonsyringe injectors ofdeleted text end epinephrinenew text begin auto-injectorsnew text end, consistent with
section 121A.2205, if the parent and prescribing medical professional annually inform
the pupil's school in writing that (i) the pupil may possess the epinephrine or (ii) the
pupil is unable to possess the epinephrine and requires immediate access to deleted text beginnonsyringe
injectors of
deleted text end epinephrine new text beginauto-injectors new text endthat the parent provides properly labeled to the
school for the pupil as needed.

Sec. 2.

Minnesota Statutes 2012, section 121A.2205, is amended to read:


121A.2205 POSSESSION AND USE OF deleted text beginNONSYRINGE INJECTORS OF
deleted text end EPINEPHRINEnew text begin AUTO-INJECTORSnew text end; MODEL POLICY.

new text begin Subdivision 1. new text end

new text begin Definitions. new text end

new text begin As used in this section:
new text end

new text begin (1) "administer" means the direct application of an epinephrine auto-injector to
the body of an individual;
new text end

new text begin (2) "epinephrine auto-injector" means a device that automatically injects a
premeasured dose of epinephrine; and
new text end

new text begin (3) "school" means a public school under section 120A.22, subdivision 4, or a
nonpublic school, excluding a home school, under section 120A.22, subdivision 4, that
is subject to the federal Americans with Disabilities Act.
new text end

new text begin Subd. 2. new text end

new text begin Plan for use of epinephrine auto-injectors. new text end

(a) At the start of each school
year or at the time a student enrolls in school, whichever is first, a student's parent, school
staff, including those responsible for student health care, and the prescribing medical
professional must develop and implement an individualized written health plan for a
student who is prescribed deleted text beginnonsyringe injectors ofdeleted text end epinephrine new text beginauto-injectors new text endthat enables
the student to:

(1) possess deleted text beginnonsyringe injectors ofdeleted text end epinephrinenew text begin auto-injectorsnew text end; or

(2) if the parent and prescribing medical professional determine the student is unable
to possess the epinephrine, have immediate access to deleted text beginnonsyringe injectors ofdeleted text end epinephrine
new text beginauto-injectors new text endin close proximity to the student at all times during the instructional day.

The plan must designate the school staff responsible for implementing the student's
health plan, including recognizing anaphylaxis and administering deleted text beginnonsyringe injectors of
deleted text end epinephrine new text beginauto-injectors new text endwhen required, consistent with section 121A.22, subdivision 2,
clause (10). This health plan may be included in a student's 504 plan.

(b) deleted text beginA school under this section is a public school under section 120A.22, subdivision
4
, or a nonpublic school, excluding a home school, under section 120A.22, subdivision 4,
that is subject to the federal Americans with Disabilities Act.
deleted text end Other nonpublic schools are
encouraged to develop and implement an individualized written health plan for students
requiring deleted text beginnonsyringe injectors ofdeleted text end epinephrinenew text begin auto-injectorsnew text end, consistent with this section
and section 121A.22, subdivision 2, clause (10).

(c) A school district and its agents and employees are immune from liability for
any act or failure to act, made in good faith, in implementing this section new text beginand section
121A.2207
new text end.

(d) The education commissioner may develop and transmit to interested schools a
model policy and individualized health plan form consistent with this section and federal
504 plan requirements. The policy and form may:

(1) assess a student's ability to safely possess deleted text beginnonsyringe injectors ofdeleted text end epinephrine
new text begin auto-injectorsnew text end;

(2) identify staff training needs related to recognizing anaphylaxis and administering
epinephrine when needed;

(3) accommodate a student's need to possess or have immediate access to deleted text beginnonsyringe
injectors of
deleted text end epinephrine new text beginauto-injectors new text endin close proximity to the student at all times during
the instructional day; and

(4) ensure that the student's parent provides properly labeled deleted text beginnonsyringe injectors of
deleted text endepinephrine new text beginauto-injectors new text endto the school for the student as needed.

(e) Additional deleted text beginnonsyringe injectors ofdeleted text end epinephrinenew text begin auto-injectorsnew text end may be available in
school first aid kits.

(f) The school board of the school district must define instructional day for the
purposes of this section.

Sec. 3.

new text begin [121A.2207] LIFE-THREATENING ALLERGIES IN SCHOOLS;
STOCK SUPPLY OF EPINEPHRINE AUTO-INJECTORS.
new text end

new text begin Subdivision 1. new text end

new text begin Districts and schools permitted to maintain supply.
new text end

new text begin Notwithstanding section 151.37, districts and schools may obtain and possess epinephrine
auto-injectors to be maintained and administered by school personnel to a student or
other individual if, in good faith, it is determined that person is experiencing anaphylaxis
regardless of whether the student or other individual has a prescription for an epinephrine
auto-injector. The administration of an epinephrine auto-injector in accordance with
this section is not the practice of medicine.
new text end

new text begin Subd. 2. new text end

new text begin Arrangements with manufacturers. new text end

new text begin A district or school may enter into
arrangements with manufacturers of epinephrine auto-injectors to obtain epinephrine
auto-injectors at fair-market, free, or reduced prices. A third party, other than a
manufacturer or supplier, may pay for a school's supply of epinephrine auto-injectors.
new text end

Sec. 4.

Minnesota Statutes 2012, section 122A.09, subdivision 4, is amended to read:


Subd. 4.

License and rules.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

new text begin EFFECTIVE DATE. new text end

new text begin Paragraph (b) is effective the day following final enactment.
Paragraph (n) is effective August 1, 2014.
new text end

Sec. 5.

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


Subd. 2.

Teacher and support personnel qualifications.

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

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

(c) new text beginA person who has completed an approved teacher preparation program and has
been issued three temporary, one-year teaching licenses, but has not passed the skills exam,
may have the board renew the temporary license if the school district employing the licensee
requests that the licensee continue to teach for that district under a temporary license.
new text end

new text begin (d) new text endThe Board of Teaching must grant continuing licenses only to those persons who
have met board criteria for granting a continuing license, which includes passing the skills
examination in reading, writing, and mathematics.

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

new text begin EFFECTIVE DATE. new text end

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

Sec. 6.

Minnesota Statutes 2012, section 122A.23, subdivision 2, is amended to read:


Subd. 2.

Applicants licensed in other states.

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

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

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

(2) holds or held an out-of-state teaching license to teach the same content field and
grade levels if the scope of the out-of-state license is no more than one grade level less
than a similar Minnesota license.

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

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

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

(2) holds or held an out-of-state teaching license to teach the same content field
and grade levels, where the scope of the out-of-state license is no more than one grade
level less than a similar Minnesota license, but has not completed field-specific teaching
methods or student teaching or equivalent experience.

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

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

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

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

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

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

(h) The Board of Teaching must require an applicant for a teaching license or a
temporary teaching license under this subdivision to pass a skills examination in reading,
writing, and mathematics before the board issues the license.new text begin Consistent with section
122A.18, subdivision 2, paragraph (c), and notwithstanding other provisions of this
subdivision, the board may issue up to three additional temporary, one-year teaching
licenses to an otherwise qualified applicant who has not passed the skills exam and the
board may renew this temporary license if the school district employing the applicant
requests that the applicant continue to teach for that district under a temporary license.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 7.

Minnesota Statutes 2012, section 122A.28, subdivision 1, is amended to read:


Subdivision 1.

K-12 license to teach deaf and hard-of-hearing studentsnew text begin;
relicensure
new text end.

new text begin(a) new text endThe Board of Teaching must review and determine appropriate licensure
requirements for a candidate for a license or an applicant for a continuing license to teach
deaf and hard-of-hearing students in prekindergarten through grade 12. In addition to
other requirements, a candidate must demonstrate the minimum level of proficiency in
American sign language as determined by the board.

new text begin (b) Among other relicensure requirements, each teacher under this section must
complete 30 continuing education clock hours on hearing loss topics, including American
Sign Language, American Sign Language linguistics, or deaf culture, in each licensure
renewal period.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective August 1, 2013.
new text end

Sec. 8.

Minnesota Statutes 2012, section 122A.33, subdivision 3, is amended to read:


Subd. 3.

Notice of nonrenewal; opportunity to respond.

A school board that
declines to renew the coaching contract of a licensed or nonlicensed head varsity coach
must notify the coach within 14 days of that decision. If the coach requests reasons for not
renewing the coaching contract, the board must give the coach its reasons in writing within
ten days of receiving the request. new text beginThe existence of parent complaints must not be the sole
reason for a board not to renew a coaching contract.
new text endUpon request, the board must provide
the coach with a reasonable opportunity to respond to the reasons at a board meeting. The
hearing may be opened or closed at the election of the coach unless the board closes the
meeting under section 13D.05, subdivision 2, to discuss private data.

new text begin EFFECTIVE DATE. new text end

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

Sec. 9.

Minnesota Statutes 2012, section 122A.61, subdivision 1, is amended to read:


Subdivision 1.

Staff development revenue.

A district is required to reserve
an amount equal to at least two percent of the basic revenue under section 126C.10,
subdivision 2
, for in-service education for programs under section 120B.22, subdivision 2,
for staff development plans, including plans for challenging instructional activities and
experiences under section 122A.60, and for curriculum development and programs, other
in-service education,new text begin teachers' evaluation,new text end teachers' workshops, teacher conferences, the
cost of substitute teachers staff development purposes, preservice and in-service education
for special education professionals and paraprofessionals, and other related costs for
staff development efforts. A district may annually waive the requirement to reserve their
basic revenue under this section if a majority vote of the licensed teachers in the district
and a majority vote of the school board agree to a resolution to waive the requirement.
A district in statutory operating debt is exempt from reserving basic revenue according
to this section. Districts may expend an additional amount of unreserved revenue for
staff development based on their needs.

new text begin EFFECTIVE DATE. new text end

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

Sec. 10.

Minnesota Statutes 2012, section 124D.095, subdivision 10, is amended to
read:


Subd. 10.

Online new text beginand Digital new text endLearning Advisory Council.

(a) An Online new text beginand
Digital
new text endLearning Advisory Council is established. The term for each council member shall
be three years. The advisory council is composed of deleted text begin12deleted text end new text begin15 new text endmembers from throughout the
state who have demonstrated experience with or interest in online learning. new text beginTwo members
of the council must represent technology business. The remaining membership must
represent the following interests:
new text end

new text begin (1) superintendents;
new text end

new text begin (2) special education specialists;
new text end

new text begin (3) technology directors;
new text end

new text begin (4) teachers;
new text end

new text begin (5) rural, urban, and suburban school districts;
new text end

new text begin (6) supplemental programs;
new text end

new text begin (7) full-time programs;
new text end

new text begin (8) consortia;
new text end

new text begin (9) charter schools;
new text end

new text begin (10) Board of Teaching-approved teacher preparation programs; and
new text end

new text begin (11) parents.
new text end

The members of the council shall be appointed by the commissioner.

new text begin (b) new text endThe advisory council shall bring to the attention of the commissioner new text beginand the
legislature
new text endany matters related to online new text beginand digital new text endlearning deleted text beginanddeleted text endnew text begin. The advisory council
shall
new text end provide input to the department new text beginand the legislature new text endin new text beginonline learning new text endmatters related,
but not restricted, to:

(1) quality assurance;

(2) teacher qualifications;

(3) program approval;

(4) special education;

(5) attendance;

(6) program design and requirements; and

(7) fair and equal access to programs.

deleted text begin (b) By June 30, 2013,deleted text end new text begin (c) new text endThe deleted text beginOnline Learningdeleted text end advisory council with the support of
the Minnesota Department of Education and the Minnesota Learning Commons shall:

(1) oversee the development and maintenance of a catalog of publicly available
digital learning content currently aligned to Minnesota academic standards to include:

(i) indexing of Minnesota academic standards with which curriculum is aligned;

(ii) a method for student and teacher users to provide evaluative feedback; and

(iii) a plan for ongoing maintenance; and

(2) recommend methods for including student performance data on the digital
learning content within the catalog.

new text begin (d) The advisory council shall also consider and provide input to the department and
legislature on digital learning matters including, but not limited to:
new text end

new text begin (1) methods to maximize the effectiveness of technology and related instructional
strategies in teaching and learning to improve student outcomes and identify methods
for measuring the impact of using various forms of digital learning in and outside of
the classroom;
new text end

new text begin (2) the effective use of technology to advance a student's ability to learn 21st
century skills and knowledge and to involve parents in an education system that is more
transparent in terms of outcomes and processes by providing toolkits to help parents,
students, and schools make good decisions in the environment of choice;
new text end

new text begin (3) the use of technology for schools to personalize or differentiate learning to the
needs, abilities, and learning styles of each student and guide students towards greater
ownership of their learning, so that all students are digital learners and have access to
high-quality digital curriculum in every class and level;
new text end

new text begin (4) methods to prepare current and future educators, education leaders, and staff to
provide professional development and collaboration around best practices to use and to
evaluate the effectiveness of digital tools and instructional strategies to personalize or
differentiate education and focus on competency-based learning and advancement, so that
all teachers have a digital presence and use high-quality digital curriculum;
new text end

new text begin (5) methods to support collaborative efforts to leverage resources among districts or
at regional levels to provide digital resources, content, and curriculum;
new text end

new text begin (6) the barriers to improving the use of technology in the classroom, and methods
to ensure that each student has access to a digital device and high-speed Internet at
school and at home; and
new text end

new text begin (7) the current disparities in digital education across the state.
new text end

new text begin (e) The advisory council shall make policy recommendations to the commissioner
and committees of the legislature having jurisdiction over kindergarten through grade 12
education annually by December 15 of each year, including implementation plans based
on recommendations from previous councils and task forces related to online and digital
learning.
new text end

deleted text begin (c)deleted text end new text begin(f) new text endThe Online new text beginand Digitalnew text end Learning Advisory Council under this subdivision
expires June 30, deleted text begin2013deleted text endnew text begin 2016new text end.

Sec. 11.

Minnesota Statutes 2012, section 124D.122, is amended to read:


124D.122 ESTABLISHMENT OF FLEXIBLE LEARNING YEAR PROGRAM.

The board of any districtnew text begin or a consortium of districtsnew text end, with the approval of the
commissioner, may establish and operate a flexible learning year program in one or more of
the day or residential facilities for children with a disability within the district.new text begin Consortiums
may use a single application and evaluation process, though results, public hearings, and
board approvals must be obtained for each district as required under appropriate sections.
new text end

Sec. 12.

Minnesota Statutes 2012, section 124D.42, is amended to read:


124D.42 READING new text beginAND MATH new text endCORPS.

Subd. 6.

Program training.

The commission must, within available resources:

(1) orient each grantee organization in the nature, philosophy, and purpose of the
program;

(2) build an ethic of community service through general community service training;
and

(3) provide guidance on integrating programmatic-based measurement into program
models.

Subd. 8.

Minnesota reading corps program.

(a) A Minnesota reading corps
program is established to provide ServeMinnesota deleted text beginInnovationdeleted text endnew text begin AmeriCorpsnew text end members with
a data-based problem-solving model of literacy instruction to use in helping to train local
Head Start program providers, other prekindergarten program providers, and staff in
schools with students in kindergarten through grade 3 to evaluate and teach early literacy
skills, including comprehensive, scientifically based reading instruction under section
122A.06, subdivision 4, to children age 3 to grade 3.

(b) Literacy programs under this subdivision must comply with the provisions
governing literacy program goals and data use under section 119A.50, subdivision 3,
paragraph (b).

(c) The commission must submit a biennial report to the committees of the
legislature with jurisdiction over kindergarten through grade 12 education that records and
evaluates program data to determine the efficacy of the programs under this subdivision.

new text begin Subd. 9. new text end

new text begin Minnesota math corps program. new text end

new text begin (a) A Minnesota math corps program is
established to give ServeMinnesota AmeriCorps members a data-based problem-solving
model of mathematics instruction useful for providing elementary and middle school
students and their teachers with instructional support to meet state academic standards in
mathematics.
new text end

new text begin (b) The commission must submit a biennial report to the legislative committees with
jurisdiction over kindergarten through grade 12 education that records and evaluates
program data to determine the efficacy of the programs under this subdivision.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 13.

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


Subd. 2.

English learner.

(a) "English learner" means a pupil in kindergarten
through grade 12 who meets the following requirements:

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

(2) the pupil is determined by developmentally appropriate measures, which might
include observations, teacher judgment, parent recommendations, or developmentally
appropriate assessment instrumentsnew text begin that measure the pupil's emerging academic English
and are aligned to state standards for English language development defined in rule
new text end, to
lack the necessary English skills to participate fully in classes taught in English.

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

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

(1) the pupil is not enrolled during the current fiscal year in an educational program
for English learners in accordance with sections 124D.58 to 124D.64; or

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

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2014
and later.
new text end

Sec. 14.

Minnesota Statutes 2012, section 124D.61, is amended to read:


124D.61 GENERAL REQUIREMENTS FOR PROGRAMS.

A district that enrolls one or more English learners must implement an educational
program that includes at a minimum the following requirements:

(1) identificationnew text begin, program entrance,new text end and reclassification criteria for English learners
and program entrance and exit criteria for English learners must be documented by the
district, applied uniformly to English learners, and made available to parents and other
stakeholders upon request;

(2) a written plan of services that describes programming by English proficiency level
made available to parents upon request. The plan must articulate the amount and scope of
service offered to English learners through an educational program for English learners;

(3) professional development opportunities for ESL, bilingual education,
mainstream, and all staff working with English learners which are: (i) coordinated with
the district's professional development activities; (ii) related to the needs of English
learners; and (iii) ongoing;

(4) to the extent possible, avoid isolating English learners for a substantial part of
the school day; and

(5) in predominantly nonverbal subjects, such as art, music, and physical education,
permit English learners to participate fully and on an equal basis with their contemporaries
in public school classes provided for these subjects. To the extent possible, the district
must assure to pupils enrolled in a program for English learners an equal and meaningful
opportunity to participate fully with other pupils in all extracurricular activities.

new text begin The exit criteria under clause (1) must be equivalent to the emerging academic English
measures on state assessments for English language development.
new text end

Sec. 15.

Minnesota Statutes 2012, section 124D.79, subdivision 1, is amended to read:


Subdivision 1.

Community involvement.

The commissioner must provide for the
maximum involvement of the state committees on American Indian education, parents
of American Indian children, secondary students eligible to be served, American Indian
language and culture education teachers, American Indian teachers, teachers' aides,
representatives of community groups, and persons knowledgeable in the field of American
Indian education, in the formulation of policy and procedures relating to the administration
of sections 124D.71 to 124D.82.new text begin The commissioner must annually hold a field hearing on
American Indian education to gather input from American Indian educators, parents, and
students on the state of American Indian education in Minnesota. Results of the hearing
must be made available to all 11 tribal nations for review and comment.
new text end

Sec. 16.

Minnesota Statutes 2012, section 124D.79, is amended by adding a
subdivision to read:


new text begin Subd. 4. new text end

new text begin Consultation with the Tribal Nations Education Committee. new text end

new text begin (a) The
commissioner shall seek consultation with the Tribal Nations Education Committee on all
issues relating to American Indian education including:
new text end

new text begin (1) administration of the commissioner's duties under sections 124D.71 to 124D.82
and other programs;
new text end

new text begin (2) administration of other programs for the education of American Indian people, as
determined by the commissioner;
new text end

new text begin (3) awarding of scholarships to eligible American Indian students;
new text end

new text begin (4) administration of the commissioner's duties regarding awarding of American
Indian postsecondary preparation grants to school districts; and
new text end

new text begin (5) recommendations of education policy changes for American Indians.
new text end

new text begin (b) Membership in the Tribal Nations Education Committee is at the sole discretion
of the committee and nothing in this subdivision gives the commissioner authority to
dictate committee membership.
new text end

Sec. 17.

new text begin [124D.791] INDIAN EDUCATION DIRECTOR.
new text end

new text begin Subdivision 1. new text end

new text begin Appointment. new text end

new text begin An Indian education director shall be appointed by
the commissioner.
new text end

new text begin Subd. 2. new text end

new text begin Qualifications. new text end

new text begin The commissioner shall select the Indian education
director on the basis of outstanding professional qualifications and knowledge of
American Indian education, culture, practices, and beliefs. The Indian education director
serves in the unclassified service. The commissioner may remove the Indian education
director for cause. The commissioner is encouraged to seek qualified applicants who
are enrolled members of a tribe.
new text end

new text begin Subd. 3. new text end

new text begin Compensation. new text end

new text begin Compensation of the Indian education director shall be
established under chapter 15A.
new text end

new text begin Subd. 4. new text end

new text begin Duties; powers. new text end

new text begin (a) The Indian education director shall:
new text end

new text begin (1) serve as the liaison for the department with the Tribal Nations Education
Committee, the 11 reservations, the Minnesota Chippewa tribe, the Minnesota Indian
Affairs Council, and the Urban Indian Advisory Council;
new text end

new text begin (2) evaluate the state of American Indian education in Minnesota;
new text end

new text begin (3) engage the tribal bodies, community groups, parents of children eligible to be
served by American Indian education programs, American Indian administrators and
teachers, persons experienced in the training of teachers for American Indian education
programs, the tribally controlled schools, and other persons knowledgeable in the field of
American Indian education and seek their advice on policies that can improve the quality
of American Indian education;
new text end

new text begin (4) advise the commissioner on American Indian education issues, including:
new text end

new text begin (i) issues facing American Indian students;
new text end

new text begin (ii) policies for American Indian education;
new text end

new text begin (iii) awarding scholarships to eligible American Indian students and in administering
the commissioner's duties regarding awarding of American Indian postsecondary
preparation grants to school districts; and
new text end

new text begin (iv) administration of the commissioner's duties under sections 124D.71 to 124D.82
and other programs for the education of American Indian people;
new text end

new text begin (5) propose to the commissioner legislative changes that will improve the quality
of American Indian education;
new text end

new text begin (6) develop a strategic plan and a long-term framework for American Indian
education, in conjunction with the Minnesota Indian Affairs Council, that is updated every
five years and implemented by the commissioner, with goals to:
new text end

new text begin (i) increase American Indian student achievement, including increased levels of
proficiency and growth on statewide accountability assessments;
new text end

new text begin (ii) increase the number of American Indian teachers in public schools;
new text end

new text begin (iii) close the achievement gap between American Indian students and their more
advantaged peers;
new text end

new text begin (iv) increase the statewide graduation rate for American Indian students; and
new text end

new text begin (v) increase American Indian student placement in postsecondary programs and
the workforce; and
new text end

new text begin (7) keep the American Indian community informed about the work of the department
by reporting to the Tribal Nations Education Committee at each committee meeting.
new text end

Sec. 18.

new text begin [124D.861] ACHIEVEMENT AND INTEGRATION FOR MINNESOTA.
new text end

new text begin Subdivision 1. new text end

new text begin Program to close the academic achievement and opportunity
gap.
new text end

new text begin (a) The "Achievement and Integration for Minnesota" program is established to
promote diversity, pursue racial and economic integration, and increase student academic
achievement and equitable educational opportunities in Minnesota public schools. The
program must serve students of varying racial, ethnic, and economic backgrounds, taking
into account unique geographic and demographic particularities affecting students,
schools, and districts including race, neighborhood locations and characteristics, grades,
socioeconomic status, academic performance, and language barriers.
new text end

new text begin (b) For purposes of this section and section 124D.862, "eligible district" means a
district required to submit a plan to the commissioner under Minnesota Rules governing
school desegregation and integration.
new text end

new text begin (c) Eligible districts must use the revenue under section 124D.862 to pursue racial
and economic integration in schools through: (1) in-school educational practices and
integrated learning environments created to prepare all students to be effective citizens,
enhance social cohesion, and reinforce democratic values; and (2) corresponding
and meaningful policies and curricula and trained instructors, administrators, school
counselors, and other advocates who support and enhance in-school practices and
integrated learning environments under this section. In-school practices and integrated
learning environments must promote increased student academic achievement, cultural
fluency, graduation and educational attainment rates, and parent involvement.
new text end

new text begin Subd. 2. new text end

new text begin Plan components. new text end

new text begin (a) The school board of each eligible district must
formally develop and implement a long-term comprehensive plan that identifies the
collaborative structures and systems, in-school strategies, inclusive best educational
practices, and partnerships with higher education institutions and industries required
to effect this section and increase the academic achievement of all students. Plan
components may include: innovative and integrated prekindergarten through grade 12
learning environments that offer students school enrollment choices; family engagement
initiatives that involve families in their students' academic life and success; professional
development opportunities for teachers and administrators focused on improving the
academic achievement of all students; increased programmatic opportunities focused
on rigor and college and career readiness for underserved students, including students
enrolled in alternative learning centers under section 123A.05, public alternative programs
under section 126C.05, subdivision 15, or contract alternative programs under section
124D.69, among other underserved students; or recruitment and retention of teachers and
administrators with diverse backgrounds. The plan must specify district and school goals
for reducing the disparity in academic achievement among all racial and ethnic categories of
students and promoting racial and economic integration in schools and districts over time.
new text end

new text begin (b) Among other requirements, an eligible district must implement a cost-effective,
research-based intervention that includes formative assessment practices to reduce the
disparity in student academic achievement between the highest and lowest performing
racial and ethnic categories of students as measured by student demonstration of
proficiency on state reading and math assessments.
new text end

new text begin (c) Eligible districts must collaborate in creating efficiencies and eliminating the
duplication of programs and services under this section, which may include forming a
single, seven-county metropolitan areawide partnership of eligible districts for this purpose.
new text end

new text begin Subd. 3. new text end

new text begin Biennial progress; budget process. new text end

new text begin (a) To receive revenue under section
124D.862, the school board of an eligible district must hold at least one formal hearing by
March 1 in the year preceding the current biennium to report to the public its progress in
realizing the goals identified in its plan. At the hearing, the board must provide the public
with longitudinal data demonstrating district and school progress in reducing the disparity
in student academic achievement among all racial and ethnic categories of students and
realizing racial and economic integration, consistent with its plan and the measures in
paragraph (b). At least 30 days before the formal hearing under this paragraph, the
board must post on the district Web site, in an understandable, readily accessible format,
up-to-date longitudinal data on district and school progress in reducing disparities in
students' academic achievement, consistent with this subdivision. The district also must
submit to the commissioner by March 1 in the year preceding the current biennium a
detailed biennial budget for continuing to implement its plan and the commissioner must
review and approve or disapprove the budget by June 1 of that year.
new text end

new text begin (b) The longitudinal data required under paragraph (a) must be based on one or
more of the following measures:
new text end

new text begin (1) the number of world language proficiency or high achievement certificates
awarded under section 120B.022, subdivision 1, paragraphs (b) and (c);
new text end

new text begin (2) student growth and progress toward proficiency in reading or mathematics as
defined under section 120B.299;
new text end

new text begin (3) adequate yearly progress under section 120B.35, subdivision 2;
new text end

new text begin (4) preparation for postsecondary academic and career opportunities under section
120B.35, subdivision 3, paragraph (c), clause (1);
new text end

new text begin (5) rigorous coursework completed under section 120B.35, subdivision 3, paragraph
(c), clause (2); or
new text end

new text begin (6) school safety and students' engagement and connection at school under section
120B.35, subdivision 3, paragraph (d).
new text end

new text begin Subd. 4. new text end

new text begin Evaluation. new text end

new text begin The commissioner must evaluate the efficacy of district
plans in reducing the disparity in student academic achievement among all racial and
ethnic categories of students and realizing racial and economic integration and report the
commissioner's findings to the legislative committees with jurisdiction over kindergarten
through grade 12 education by February 1 every fourth year beginning February 1, 2017.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for fiscal year 2014 and later.
new text end

Sec. 19.

new text begin [124D.862] ACHIEVEMENT AND INTEGRATION REVENUE.
new text end

new text begin Subdivision 1. new text end

new text begin Eligibility. new text end

new text begin A school district is eligible for achievement and
integration revenue under this section if the district has a biennial achievement and
integration plan approved by the department under section 124D.861.
new text end

new text begin Subd. 2. new text end

new text begin Achievement and integration revenue. new text end

new text begin (a) An eligible district's initial
achievement and integration revenue equals the sum of (1) $350 times the district's adjusted
pupil units for that year times the ratio of the district's enrollment of protected students
for the previous school year to total enrollment for the previous school year, and (2) the
greater of zero or 65 percent of the difference between the district's integration revenue for
fiscal year 2013 and the district's integration revenue for fiscal year 2014 under clause (1).
new text end

new text begin (b) In each year, 0.2 percent of each district's initial achievement and integration
revenue is transferred to the department for the oversight and accountability activities
required under this section and section 124D.861.
new text end

new text begin (c) A district that did not meet its achievement goals established in section 124D.861
for the previous biennium must have its initial achievement and integration revenue
reduced by five percent for the current year.
new text end

new text begin (d) Any revenue saved by the reductions in paragraph (c) must be proportionately
reallocated on a per-pupil basis to all districts that met their achievement goals in the
previous biennium.
new text end

new text begin Subd. 3. new text end

new text begin Achievement and integration aid. new text end

new text begin A district's achievement and
integration aid equals 70 percent of its achievement and integration revenue.
new text end

new text begin Subd. 4. new text end

new text begin Achievement and integration levy. new text end

new text begin A district's achievement and
integration levy equals the difference between its achievement and integration revenue
and its achievement and integration aid. For Special School District No. 1, Minneapolis,
Independent School District No. 625, St. Paul, and Independent School District No. 709,
Duluth, 100 percent of the levy certified under this subdivision is shifted into the prior
calendar year for purposes of sections 123B.75, subdivision 5, and 127A.441.
new text end

new text begin Subd. 5. new text end

new text begin Incentive revenue. new text end

new text begin An eligible school district's maximum incentive
revenue equals $10 per adjusted pupil unit. In order to receive this revenue, a district
must be implementing a voluntary plan to reduce racial enrollment disparities through
intradistrict and interdistrict activities that have been approved as a part of the district's
achievement and integration plan.
new text end

new text begin Subd. 6. new text end

new text begin Revenue reserved. new text end

new text begin Integration revenue received under this section must
be reserved and used only for the programs authorized in subdivision 7.
new text end

new text begin Subd. 7. new text end

new text begin Revenue uses. new text end

new text begin (a) At least 80 percent of a district's achievement and
integration revenue received under this section must be used for innovative and integrated
learning environments, school enrollment choices, family engagement activities, and other
approved programs providing direct services to students.
new text end

new text begin (b) Up to 20 percent of the revenue may be used for professional development and
staff development activities and placement services.
new text end

new text begin (c) No more than ten percent of the total amount of revenue may be spent on
administrative services.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2014
and later.
new text end

Sec. 20.

new text begin [127A.051] SCHOOL CLIMATE COUNCIL.
new text end

new text begin Subdivision 1. new text end

new text begin Establishment and membership. new text end

new text begin (a) A multiagency leadership
council is established to improve school climate and school safety so that all Minnesota
students in prekindergarten through grade 12 schools and higher education institutions
are provided with safe and welcoming learning environments in order to maximize each
student's learning potential.
new text end

new text begin (b) The council shall consist of:
new text end

new text begin (1) the commissioners or their designees from the Departments of Education,
Health, Human Rights, Human Services, Public Safety, and Corrections, and the Office of
Higher Education;
new text end

new text begin (2) one representative each from the Board of Teaching, Board of School
Administrators, Minnesota School Boards Association, Elementary School Principals
Association, Association of Secondary School Principals, and Education Minnesota as
selected by each organization;
new text end

new text begin (3) two representatives each of student support personnel, parents, and students as
selected by the commissioner of education;
new text end

new text begin (4) two representatives of local law enforcement as selected by the commissioner of
public safety;
new text end

new text begin (5) two representatives of the judicial branch as selected by the chief justice of
the Supreme Court; and
new text end

new text begin (6) one charter school representative selected by the Minnesota Association of
Charter Schools.
new text end

new text begin Subd. 2. new text end

new text begin Duties. new text end

new text begin The council must provide leadership for the following activities:
new text end

new text begin (1) establishment of norms and standards for prevention, intervention, and support
around issues of prohibited conduct;
new text end

new text begin (2) advancement of evidence-based policy and best practices to improve school
climate and promote school safety; and
new text end

new text begin (3) development and dissemination of resources and training for schools and
communities about issues of prohibited conduct and other school safety-related issues.
new text end

Sec. 21.

new text begin [127A.052] SCHOOL CLIMATE CENTER.
new text end

new text begin (a) The commissioner shall establish a school climate center at the department to
help districts and schools under section 121A.031 provide a safe and supportive learning
environment and foster academic achievement for all students by focusing on prevention,
intervention, support, and recovery. The center must work collaboratively with implicated
state agencies identified by the center and schools, communities, and interested individuals
and organizations to determine how to best use available resources.
new text end

new text begin (b) The center's services shall include:
new text end

new text begin (1) evidence-based policy review, development, and dissemination;
new text end

new text begin (2) single, point-of-contact services for schools, parents, and students seeking
information or other help;
new text end

new text begin (3) qualitative and quantitative data gathering, interpretation, and dissemination of
summary data for existing reporting systems and student surveys and the identification
and pursuit of emerging trends and issues;
new text end

new text begin (4) assistance to districts and schools in using Minnesota student survey results to
inform intervention and prevention programs;
new text end

new text begin (5) education and skill building;
new text end

new text begin (6) multisector and multiagency planning and advisory activities incorporating
best practices and research; and
new text end

new text begin (7) administrative and financial support for school site-based planning, school sites
recovering from incidents of violence, and violence prevention education.
new text end

new text begin (c) The center shall:
new text end

new text begin (1) compile and make available to all districts and schools evidence-based elements
and resources to develop and maintain safe and supportive schools;
new text end

new text begin (2) establish and maintain a central repository for collecting and analyzing
information about prohibited conduct, including but not limited to:
new text end

new text begin (i) training materials on strategies and techniques to prevent and appropriately
address prohibited conduct;
new text end

new text begin (ii) model programming;
new text end

new text begin (iii) remedial responses consistent with section 121A.031, subdivision 3, paragraph
(g); and
new text end

new text begin (iv) other resources for improving the school climate and preventing prohibited
conduct;
new text end

new text begin (3) assist districts and schools to develop strategies and techniques for effectively
communicating with and engaging parents in efforts to protect students from prohibited
conduct by other students and adults; and
new text end

new text begin (4) solicit input from social media experts on implementing this section.
new text end

new text begin (d) The commissioner shall provide administrative services including personnel,
budget, payroll and contract services, and staff support for center activities including
developing and disseminating materials, providing seminars, and developing and
maintaining a Web site. Center staff shall include a center director, a data analyst
coordinator, and trainers who provide training to affected state and local organizations
under a fee-for-service agreement. The financial, administrative, and staff support the
commissioner provides under this section must be based on an annual budget and work
program developed by the center and submitted to the commissioner by the center director.
new text end

new text begin (e) School climate center staff may consult with school safety center staff at the
Department of Public Safety in providing services under this section.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 22. new text beginTEACHER LICENSURE ADVISORY TASK FORCE.
new text end

new text begin (a) A Teacher Licensure Advisory Task Force is established to make
recommendations to the Board of Teaching, the commissioner of education, and the
education committees of the legislature on requirements for: teacher applicants to
demonstrate mastery of basic reading, writing, and mathematics skills through nationally
normed assessments, a basic skills portfolio, or accredited college coursework, among other
methods of demonstrating basic skills mastery; and an alternative licensure pathway for
nonnative English speakers seeking licensure to teach in a language immersion program.
new text end

new text begin (b) Task force recommendations on how teacher candidates demonstrate basic skills
mastery must encompass the following criteria:
new text end

new text begin (1) assessment content must be relevant to the teacher's subject area licensure;
new text end

new text begin (2) the scope of assessment content must be documented in sufficient detail to
correspond to a similarly detailed description of relevant public school curriculum;
new text end

new text begin (3) the scope of assessment content must be publicly available and readily accessible
on the Web site of the Board of Teaching and all Minnesota board-approved teacher
preparation programs and institutions;
new text end

new text begin (4) the Board of Teaching and all Minnesota board-approved teacher preparation
programs and institutions, upon request, must make available to the public at cost a written
review of the scope of assessment content;
new text end

new text begin (5) if applicable, the Board of Teaching and all Minnesota board-approved teacher
preparation programs and institutions annually must post on their Web site up-to-date
longitudinal summary data showing teacher candidates' overall passing rate and the
passing rate for each demographic group of teacher candidates taking a basic skills
assessment in that school year and in previous school years;
new text end

new text begin (6) reliable evidence showing assessment content is not culturally biased;
new text end

new text begin (7) the Board of Teaching and all Minnesota board-approved teacher preparation
programs and institutions must appropriately accommodate teacher candidates with
documented learning disabilities; and
new text end

new text begin (8) if applicable, give timely, detailed feedback to teacher candidates who do not
pass the basic skills assessment sufficient for the candidate to target specific areas of
deficiency for appropriate remediation.
new text end

new text begin (c) The Teacher Licensure Advisory Task Force shall be composed of the following
members:
new text end

new text begin (1) two members of the Board of Teaching appointed by the board's chair;
new text end

new text begin (2) two representatives from the Department of Education appointed by the
commissioner of education;
new text end

new text begin (3) two members of the house of representatives appointed by the speaker of the
house, one from the minority party and one from the majority party;
new text end

new text begin (4) two members of the senate appointed by the Subcommittee on Committees of
the Committee on Rules and Administration of the senate, one from the minority party
and one from the majority party;
new text end

new text begin (5) one elementary school principal from rural Minnesota appointed by the
Minnesota Elementary School Principals Association and one secondary school principal
from the seven-county metropolitan area appointed by the Minnesota Secondary School
Principals Association;
new text end

new text begin (6) one licensed and practicing public elementary school teacher and one licensed
and practicing secondary school teacher appointed by Education Minnesota;
new text end

new text begin (7) one teacher preparation faculty member each from the University of Minnesota
system appointed by the system president, the Minnesota State Colleges and Universities
system appointed by the system chancellor, and the Minnesota Private Colleges and
Universities system appointed by the Minnesota Private Colleges Council;
new text end

new text begin (8) one member of the Nonpublic Education Council appointed by the council; and
new text end

new text begin (9) one representative of Minnesota charter schools appointed by the Minnesota
Charter Schools Association.
new text end

new text begin (d) The executive director of the Board of Teaching and the commissioner of
education jointly must convene the task force by August 1, 2013. Task force members
are not eligible for compensation or reimbursement for expenses related to task force
activities. The executive director of the board and the commissioner of education must
provide technical assistance to task force members upon request.
new text end

new text begin (e) By February 1, 2014, task force members must submit to the Board of Teaching,
the commissioner of education, and the education committees of the legislature their
written recommendations on requirements for teacher applicants to demonstrate mastery of
basic reading, writing, and mathematics skills and for an alternative licensure pathway for
nonnative English speakers seeking licensure to teach in a language immersion program.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 23. new text beginSCHOOL CLIMATE CENTER FIRST-YEAR PRIORITIES.
new text end

new text begin (a) During the first year the school climate center operates under Minnesota Statutes,
section 127A.052, the center shall:
new text end

new text begin (1) work in partnership with the Department of Public Safety school safety center
and other appropriate entities to establish and staff the school climate council under
Minnesota Statutes, section 127A.051;
new text end

new text begin (2) develop and disseminate a model bullying and intimidation prevention policy
for schools;
new text end

new text begin (3) provide regional training and technical assistance to schools on best practices for
ensuring a positive school climate;
new text end

new text begin (4) collaborate with other entities to establish and make accessible baseline data to
inform and guide efforts to improve the school climate; and
new text end

new text begin (5) develop a tool kit, available through the Department of Education Web site, of
current research-based practices that promote positive learning environments and help
repair learning environments when harm occurs, including materials appropriate for use
with diverse and special needs populations.
new text end

new text begin (b) When appropriate, and consistent with federal and state data privacy laws,
data under paragraph (a), clause (4), shall be made available for analysis at population
subgroup, school site, and district, regional, and statewide levels.
new text end

Sec. 24. new text beginSTUDENT SUPPORT SERVICES; TEAM STAFFING APPROACH.
new text end

new text begin The commissioner of education shall develop and submit to the kindergarten
through grade 12 education policy and finance committees of the legislature by February
1, 2014, recommendations for providing professional support services, including school
counseling, psychology, nursing, social work, and chemical dependency services, to
public school students throughout Minnesota using a team staffing structure. The
recommendations must reflect (i) the extent to which students need academic, career,
personal, social, and early-onset mental health services and (ii) the extent to which
such services or teams do not exist, are incomplete or inadequate given the number of
students implicated, or are not funded or reimbursed from nonstate sources, and where
caseloads for individual team members exceed established professional guidelines or
recommendations by more than 50 percent.
new text end

Sec. 25. new text beginLEVY ADJUSTMENT.
new text end

new text begin The Department of Education must adjust the achievement and integration levy for
taxes payable in 2014 by the difference between the achievement and integration levy for
fiscal year 2014 under section 124D.862 and the amount levied by the district under Laws
2011, First Special Session chapter 11, article 2, section 49, paragraph (f).
new text end

Sec. 26. new text beginAPPROPRIATIONS.
new text end

new text begin Subdivision 1. new text end

new text begin Department. new text end

new text begin The sums indicated in this section are appropriated
from the general fund to the Department of Education for the fiscal years designated.
new text end

new text begin Subd. 2. new text end

new text begin Integration aid. new text end

new text begin For integration aid under Minnesota Statutes, section
124D.86:
new text end

new text begin $
new text end
new text begin 17,197,000
new text end
new text begin .....
new text end
new text begin 2014
new text end
new text begin $
new text end
new text begin 0
new text end
new text begin .....
new text end
new text begin 2015
new text end

new text begin The 2014 appropriation includes $17,197,000 for 2013 and $0 for 2014.
new text end

new text begin The 2015 appropriation includes $0 for 2014 and $0 for 2015.
new text end

new text begin Subd. 3. new text end

new text begin Achievement and integration aid. new text end

new text begin For achievement and integration aid
under Minnesota Statutes, section 124D.862:
new text end

new text begin $
new text end
new text begin 58,911,000
new text end
new text begin .....
new text end
new text begin 2014
new text end
new text begin $
new text end
new text begin 68,623,000
new text end
new text begin .....
new text end
new text begin 2015
new text end

new text begin The 2014 appropriation includes $0 for 2013 and $58,911,000 for 2014.
new text end

new text begin The 2015 appropriation includes $9,273,000 for 2014 and $59,350,000 for 2015.
new text end

new text begin Subd. 4. new text end

new text begin Literacy incentive aid. new text end

new text begin For literacy incentive aid under Minnesota
Statutes, section 124D.98:
new text end

new text begin $
new text end
new text begin 52,514,000
new text end
new text begin .....
new text end
new text begin 2014
new text end
new text begin $
new text end
new text begin 53,818,000
new text end
new text begin .....
new text end
new text begin 2015
new text end

new text begin The 2014 appropriation includes $6,607,000 for 2013 and $45,907,000 for 2014.
new text end

new text begin The 2015 appropriation includes $7,225,000 for 2014 and $46,593,000 for 2015.
new text end

new text begin Subd. 5. new text end

new text begin Interdistrict desegregation or integration transportation grants. new text end

new text begin For
interdistrict desegregation or integration transportation grants under Minnesota Statutes,
section 124D.87:
new text end

new text begin $
new text end
new text begin 13,968,000
new text end
new text begin .....
new text end
new text begin 2014
new text end
new text begin $
new text end
new text begin 14,712,000
new text end
new text begin .....
new text end
new text begin 2015
new text end

new text begin Subd. 6. new text end

new text begin Success for the future. new text end

new text begin For American Indian success for the future grants
under Minnesota Statutes, section 124D.81:
new text end

new text begin $
new text end
new text begin 2,137,000
new text end
new text begin .....
new text end
new text begin 2014
new text end
new text begin $
new text end
new text begin 2,137,000
new text end
new text begin .....
new text end
new text begin 2015
new text end

new text begin The 2014 appropriation includes $290,000 for 2013 and $1,847,000 for 2014.
new text end

new text begin The 2015 appropriation includes $290,000 for 2014 and $1,847,000 for 2015.
new text end

new text begin Subd. 7. new text end

new text begin American Indian teacher preparation grants. new text end

new text begin For joint grants to assist
American Indian people to become teachers under Minnesota Statutes, section 122A.63:
new text end

new text begin $
new text end
new text begin 190,000
new text end
new text begin .....
new text end
new text begin 2014
new text end
new text begin $
new text end
new text begin 190,000
new text end
new text begin .....
new text end
new text begin 2015
new text end

new text begin Subd. 8. new text end

new text begin Tribal contract schools. new text end

new text begin For tribal contract school aid under Minnesota
Statutes, section 124D.83:
new text end

new text begin $
new text end
new text begin 2,090,000
new text end
new text begin .....
new text end
new text begin 2014
new text end
new text begin $
new text end
new text begin 2,252,000
new text end
new text begin .....
new text end
new text begin 2015
new text end

new text begin The 2014 appropriation includes $266,000 for 2013 and $1,824,000 for 2014.
new text end

new text begin The 2015 appropriation includes $285,000 for 2014 and $1,967,000 for 2015.
new text end

new text begin Subd. 9. new text end

new text begin Early childhood programs at tribal schools. new text end

new text begin For early childhood family
education programs at tribal contract schools under Minnesota Statutes, section 124D.83,
subdivision 4:
new text end

new text begin $
new text end
new text begin 68,000
new text end
new text begin .....
new text end
new text begin 2014
new text end
new text begin $
new text end
new text begin 68,000
new text end
new text begin .....
new text end
new text begin 2015
new text end

new text begin Subd. 10. new text end

new text begin Examination fees; teacher training and support programs. new text end

new text begin (a) For
students' advanced placement and international baccalaureate examination fees under
Minnesota Statutes, section 120B.13, subdivision 3, and the training and related costs
for teachers and other interested educators under Minnesota Statutes, section 120B.13,
subdivision 1:
new text end

new text begin $
new text end
new text begin 4,500,000
new text end
new text begin .....
new text end
new text begin 2014
new text end
new text begin $
new text end
new text begin 4,500,000
new text end
new text begin .....
new text end
new text begin 2015
new text end

new text begin (b) The advanced placement program shall receive 75 percent of the appropriation
each year and the international baccalaureate program shall receive 25 percent of the
appropriation each year. The department, in consultation with representatives of the
advanced placement and international baccalaureate programs selected by the Advanced
Placement Advisory Council and the Minnesota Association of IB World Schools,
respectively, shall determine the amounts of the expenditures each year for examination
fees and training and support programs for each program.
new text end

new text begin (c) Notwithstanding Minnesota Statutes, section 120B.13, subdivision 1, at least
$500,000 each year is for teachers to attend subject matter summer training programs
and follow-up support workshops approved by the advanced placement or international
baccalaureate programs. The amount of the subsidy for each teacher attending an
advanced placement or international baccalaureate summer training program or workshop
shall be the same. The commissioner shall determine the payment process and the amount
of the subsidy.
new text end

new text begin (d) The commissioner shall pay all examination fees for all students of low-income
families under Minnesota Statutes, section 120B.13, subdivision 3, and to the extent
of available appropriations shall also pay examination fees for students sitting for an
advanced placement examination, international baccalaureate examination, or both.
new text end

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

new text begin Subd. 11. new text end

new text begin Concurrent enrollment program. new text end

new text begin For concurrent enrollment programs
under Minnesota Statutes, section 124D.091:
new text end

new text begin $
new text end
new text begin 2,000,000
new text end
new text begin .....
new text end
new text begin 2014
new text end
new text begin $
new text end
new text begin 2,000,000
new text end
new text begin .....
new text end
new text begin 2015
new text end

new text begin If the appropriation is insufficient, the commissioner must proportionately reduce
the aid payment to each district.
new text end

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

new text begin Subd. 12. new text end

new text begin Collaborative urban educator. new text end

new text begin For the collaborative urban educator
grant program:
new text end

new text begin $
new text end
new text begin 776,000
new text end
new text begin .....
new text end
new text begin 2014
new text end
new text begin $
new text end
new text begin 776,000
new text end
new text begin .....
new text end
new text begin 2015
new text end

new text begin $224,000 each year is for the Southeast Asian teacher program at Concordia
University, St. Paul; $184,000 each year is for the collaborative educator program at the
University of St. Thomas; $184,000 each year is for the Center for Excellence in Urban
Teaching at Hamline University; and $184,000 each year is for East African teacher
educator activities at Augsburg College.
new text end

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

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

new text begin Subd. 13. new text end

new text begin ServeMinnesota program. new text end

new text begin For funding ServeMinnesota programs under
Minnesota Statutes, sections 124D.37 to 124D.45:
new text end

new text begin $
new text end
new text begin 900,000
new text end
new text begin .....
new text end
new text begin 2014
new text end
new text begin $
new text end
new text begin 900,000
new text end
new text begin .....
new text end
new text begin 2015
new text end

new text begin A grantee organization may provide health and child care coverage to the dependents
of each participant enrolled in a full-time ServeMinnesota program to the extent such
coverage is not otherwise available.
new text end

new text begin Subd. 14. new text end

new text begin Student organizations. new text end

new text begin For student organizations:
new text end

new text begin $
new text end
new text begin 725,000
new text end
new text begin .....
new text end
new text begin 2014
new text end
new text begin $
new text end
new text begin 725,000
new text end
new text begin .....
new text end
new text begin 2015
new text end

new text begin $45,695 each year is for student organizations serving health occupations (HOSA).
new text end

new text begin $42,830 each year is for student organizations serving service occupations (HERO).
new text end

new text begin $100,130 each year is for student organizations serving trade and industry
occupations (Skills USA, secondary and postsecondary).
new text end

new text begin $95,355 each year is for student organizations serving business occupations (BPA,
secondary and postsecondary).
new text end

new text begin $149,790 each year is for student organizations serving agriculture occupations
(FFA, PAS).
new text end

new text begin $142,150 each year is for student organizations serving family and consumer science
occupations (FCCLA).
new text end

new text begin $108,725 each year is for student organizations serving marketing occupations
(DECA and DECA collegiate).
new text end

new text begin $40,325 each year is for the Minnesota Foundation for Student Organizations.
new text end

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

new text begin Subd. 15. new text end

new text begin Early childhood literacy programs. new text end

new text begin For early childhood literacy
programs under Minnesota Statutes, section 119A.50, subdivision 3:
new text end

new text begin $
new text end
new text begin 4,125,000
new text end
new text begin .....
new text end
new text begin 2014
new text end
new text begin $
new text end
new text begin 4,125,000
new text end
new text begin .....
new text end
new text begin 2015
new text end

new text begin Up to $4,125,000 each year is for leveraging federal and private funding to support
AmeriCorps members serving in the Minnesota reading corps program established by
ServeMinnesota, including costs associated with the training and teaching of early literacy
skills to children age three to grade 3 and the evaluation of the impact of the program
under Minnesota Statutes, sections 124D.38, subdivision 2, and 124D.42, subdivision 6.
new text end

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

new text begin Subd. 16. new text end

new text begin Minnesota math corps program. new text end

new text begin For the Minnesota math corps program
under Minnesota Statutes, section 124D.42, subdivision 9:
new text end

new text begin $
new text end
new text begin 250,000
new text end
new text begin .....
new text end
new text begin 2014
new text end
new text begin $
new text end
new text begin 250,000
new text end
new text begin .....
new text end
new text begin 2015
new text end

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

new text begin Subd. 17. new text end

new text begin Minnesota Principals' Academy. new text end

new text begin For a grant to the University of
Minnesota, College of Education and Human Development, for the operation of the
Minnesota Principals' Academy:
new text end

new text begin $
new text end
new text begin 235,000
new text end
new text begin .....
new text end
new text begin 2014
new text end
new text begin $
new text end
new text begin 215,000
new text end
new text begin .....
new text end
new text begin 2015
new text end

new text begin Any balance in the first year does not cancel but is available in the second year. The
base appropriation for this program for fiscal year 2016 and later is $250,000.
new text end

new text begin Subd. 18. new text end

new text begin Regional centers of excellence. new text end

new text begin For regional centers of excellence under
Minnesota Statutes, section 126C.101, subdivision 4:
new text end

new text begin $
new text end
new text begin 1,500,000
new text end
new text begin .....
new text end
new text begin 2014
new text end
new text begin $
new text end
new text begin 3,000,000
new text end
new text begin .....
new text end
new text begin 2015
new text end

new text begin The base for the regional centers of excellence in fiscal years 2016 and 2017 is
$4,500,000 each year.
new text end

new text begin Subd. 19. new text end

new text begin School Climate Center. new text end

new text begin For the School Climate Center under Minnesota
Statutes, section 127A.052:
new text end

new text begin $
new text end
new text begin 500,000
new text end
new text begin .....
new text end
new text begin 2014
new text end
new text begin $
new text end
new text begin 500,000
new text end
new text begin .....
new text end
new text begin 2015
new text end

new text begin Subd. 20. new text end

new text begin Site decision-making grant program. new text end

new text begin For site decision-making grants
under Minnesota Statutes, section 123B.04, subdivision 2, paragraph (f):
new text end

new text begin $
new text end
new text begin 200,000
new text end
new text begin .....
new text end
new text begin 2014
new text end

new text begin An education site having a written achievement contract under Minnesota Statutes,
section 123B.04, subdivision 4, agreed to by the school board and the education site,
may apply to the commissioner of education for a two-year grant not to exceed $10 per
resident pupil unit at the site in the 2012-2013 school year. Each participating education
site and its school board that are the parties to the achievement contract must report
annually to the commissioner, in the form and manner determined by the commissioner,
on the progress and success of the education site in achieving student or contract goals
or other performance expectations or measures contained in the achievement contract.
The commissioner must include the substance and an analysis of these reports in the
next statewide report under Minnesota Statutes, section 123B.04, subdivision 5, clause
(3), evaluating the effectiveness of site management agreements in redesigning learning
programs and broadening the definition of student achievement. Any unexpended funds
do not cancel but are available in fiscal year 2015.
new text end

ARTICLE 4

CHARTER SCHOOLS

Section 1.

Minnesota Statutes 2012, section 124D.10, is amended to read:


124D.10 CHARTER SCHOOLS.

Subdivision 1.

Purposes.

(a) The new text beginprimary new text endpurpose of this section is todeleted text begin:
deleted text end

deleted text begin (1)deleted text end improve pupil learning and student achievementdeleted text begin;deleted text endnew text begin. Additional purposes include to:
new text end

deleted text begin (2)deleted text endnew text begin (1)new text end increase learning opportunities for pupils;

deleted text begin (3)deleted text endnew text begin (2)new text end encourage the use of different and innovative teaching methods;

deleted text begin (4)deleted text endnew text begin (3)new text end measure learning outcomes and create different and innovative forms of
measuring outcomes;

deleted text begin (5)deleted text endnew text begin (4)new text end establish new forms of accountability for schools; deleted text beginanddeleted text endnew text begin or
new text end

deleted text begin (6)deleted text endnew text begin (5)new text end create new professional opportunities for teachers, including the opportunity
to be responsible for the learning program at the school site.

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

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

Subd. 2.

Applicability.

This section applies only to charter schools formed and
operated under this section.

Subd. 3.

Authorizer.

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

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

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

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

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

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

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

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

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

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

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

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

(5) single-purpose authorizers that are charitable, nonsectarian organizations formed
under section 501(c)(3) of the Internal Revenue Code of 1986 and incorporated in the
state of Minnesota new text beginunder chapter 317A as a corporation with no membersnew text end whose sole
purpose is to charter schools. Eligible organizations interested in being approved as an
authorizer under this paragraph must submit a proposal to the commissioner that includes
the provisions of paragraph (c) and a five-year financial plan. Such authorizers shall
consider and approve new text begincharter school new text endapplications using the criteria provided in subdivision
4 and shall not limit the applications it solicits, considers, or approves to any single
curriculum, learning program, or method.

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

(1) capacity and infrastructure;

(2) application criteria and process;

(3) contracting process;

(4) ongoing oversight and evaluation processes; and

(5) renewal criteria and processes.

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

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

(2) a description of the capacity of the organization to serve as an authorizer,
including the personnel who will perform the authorizing duties, their qualifications, the
amount of time they will be assigned to this responsibility, and the financial resources
allocated by the organization to this responsibility;

(3) a description of the application and review process the authorizer will use to
make decisions regarding the granting of charters;

(4) a description of the type of contract it will arrange with the schools it charters
that meets the provisions of subdivision 6;

(5) the process to be used for providing ongoing oversight of the school consistent
with the contract expectations specified in clause (4) that assures that the schools chartered
are complying with both the provisions of applicable law and rules, and with the contract;

(6) a description of the criteria and process the authorizer will use to grant expanded
applications under subdivision 4, paragraph (j);

(7) the process for making decisions regarding the renewal or termination of
the school's charter based on evidence that demonstrates the academic, organizational,
and financial competency of the school, including its success in increasing student
achievement and meeting the goals of the charter school agreement; and

(8) an assurance specifying that the organization is committed to serving as an
authorizer for the full five-year term.

(e) A disapproved applicant under this section may resubmit an application during a
future application period.

(f) If the governing board of an approved authorizer votes to withdraw as an
approved authorizer for a reason unrelated to any cause under subdivision 23, the
authorizer must notify all its chartered schools and the commissioner in writing by July
15 of its intent to withdraw as an authorizer on June 30 in the next calendar year. The
commissioner may approve the transfer of a charter school to a new authorizer under this
paragraph after the new authorizer submits an affidavit to the commissioner.

(g) The authorizer must participate in department-approved training.

deleted text begin (h) An authorizer that chartered a school before August 1, 2009, must apply by
June 30, 2012, to the commissioner for approval, under paragraph (c), to continue as an
authorizer under this section. For purposes of this paragraph, an authorizer that fails to
submit a timely application is ineligible to charter a school.
deleted text end

deleted text begin (i)deleted text endnew text begin (h)new text end The commissioner shall review an authorizer's performance every five years
in a manner and form determined by the commissioner and may review an authorizer's
performance more frequently at the commissioner's own initiative or at the request of a
charter school operator, charter school board member, or other interested party. The
commissioner, after completing the review, shall transmit a report with findings to the
authorizer. If, consistent with this section, the commissioner finds that an authorizer has
not fulfilled the requirements of this section, the commissioner may subject the authorizer
to corrective action, which may include terminating the contract with the charter school
board of directors of a school it chartered. The commissioner must notify the authorizer
in writing of any findings that may subject the authorizer to corrective action and
the authorizer then has 15 business days to request an informal hearing before the
commissioner takes corrective action. If the commissioner terminates a contract between
an authorizer and a charter school under this paragraph, the commissioner may assist the
charter school in acquiring a new authorizer.

deleted text begin (j)deleted text endnew text begin (i)new text end The commissioner may at any time take corrective action against an authorizer,
including terminating an authorizer's ability to charter a school for:

(1) failing to demonstrate the criteria under paragraph (c) under which the
commissioner approved the authorizer;

(2) violating a term of the chartering contract between the authorizer and the charter
school board of directors;

(3) unsatisfactory performance as an approved authorizer; or

(4) any good cause shown that provides the commissioner a legally sufficient reason
to take corrective action against an authorizer.

Subd. 4.

Formation of school.

(a) An authorizer, after receiving an application from
a school developer, may charter a licensed teacher under section 122A.18, subdivision
1
, or a group of individuals that includes one or more licensed teachers under section
122A.18, subdivision 1, to operate a school subject to the commissioner's approval of the
authorizer's affidavit under paragraph (b). The school must be organized and operated as a
nonprofit corporation under chapter 317A and the provisions under the applicable chapter
shall apply to the school except as provided in this section.

Notwithstanding sections 465.717 and 465.719, a school district, subject to this
section and section 124D.11, may create a corporation for the purpose of establishing a
charter school.

(b) Before the operators may establish and operate a school, the authorizer must file
an affidavit with the commissioner stating its intent to charter a school. An authorizer
must file a separate affidavit for each school it intends to charter. The affidavit must state
the terms and conditions under which the authorizer would charter a school and how the
authorizer intends to oversee the fiscal and student performance of the charter school and to
comply with the terms of the written contract between the authorizer and the charter school
board of directors under subdivision 6. The commissioner must approve or disapprove the
authorizer's affidavit within 60 business days of receipt of the affidavit. If the commissioner
disapproves the affidavit, the commissioner shall notify the authorizer of the deficiencies
in the affidavit and the authorizer then has 20 business days to address the deficiencies.
If the authorizer does not address deficiencies to the commissioner's satisfaction, the
commissioner's disapproval is final. Failure to obtain commissioner approval precludes an
authorizer from chartering the school that is the subject of this affidavit.

(c) The authorizer may prevent an approved charter school from opening for
operation if, among other grounds, the charter school violates this section or does not meet
the ready-to-open standards that are part of the authorizer's oversight and evaluation
process or are stipulated in the charter school contract.

(d) The operators authorized to organize and operate a school, before entering into
a contract or other agreement for professional or other services, goods, or facilities,
must incorporate as a nonprofit corporation under chapter 317A and must establish a
board of directors composed of at least five members who are not related parties until a
timely election for members of the ongoing charter school board of directors is held
according to the school's articles and bylaws under paragraph (f). A charter school board
of directors must be composed of at least five members who are not related parties.
Staff members employed at the school, including teachers providing instruction under a
contract with a cooperative,new text begin members of the board of directors,new text end and all parents or legal
guardians of children enrolled in the school are the voters eligible to elect the members
of the school's board of directors. A charter school must notify eligible voters of the
school board election dates at least 30 days before the election. Board of director meetings
must comply with chapter 13D.

(e) A charter school shall publish and maintain on the school's official Web site: (1)
the minutes of meetings of the board of directors, and of members and committees having
any board-delegated authority, for at least one calendar year from the date of publication;
(2) directory information for members of the board of directors and committees having
board-delegated authority; and (3) identifying and contact information for the school's
authorizer. Identifying and contact information for the school's authorizer must be
included in other school materials made available to the public. Upon request of an
individual, the charter school must also make available in a timely fashion financial
statements showing all operations and transactions affecting income, surplus, and deficit
during the school's last annual accounting period; and a balance sheet summarizing assets
and liabilities on the closing date of the accounting period. A charter school also must deleted text beginpost
on its official Web site information identifying its authorizer and indicate how to contact
that authorizer and
deleted text end include that same information about its authorizer in other school
materials that it makes available to the public.

(f) Every charter school board member shall attend deleted text beginongoingdeleted text endnew text begin annualnew text end training
throughout the member's term onnew text begin thenew text end board deleted text begingovernance, includingdeleted text endnew text begin. All new board
members shall attend initial
new text end training on the board's role and responsibilities, employment
policies and practices, and financial management. Anew text begin newnew text end board member who does not
begin the required initial training within six months after being seated and complete that
training within 12 months of being seated on the board is new text beginautomatically new text endineligible to
continue to serve as a board member. The school shall include in its annual report the
training attended by each board member during the previous year.

(g) The ongoing board must be elected before the school completes its third year of
operation. Board elections must be held during the school year but may not be conducted
on days when the school is closed for holidaysnew text begin, breaks,new text end or vacations. The charter school
board of directors shall be composed of at least five nonrelated members and include: (i)
at least one licensed teacher employed new text beginas a teacher new text endat the school or deleted text begina licensed teacher
deleted text end providing instruction under contract between the charter school and a cooperative; (ii) deleted text beginthe
deleted text end new text beginat least one new text endparent or legal guardian of a student enrolled in the charter school who is not an
employee of the charter school; and (iii) deleted text beginandeleted text endnew text begin at least onenew text end interested community member who
new text begin resides in Minnesota andnew text end is not employed by the charter school and does not have a child
enrolled in the school. The board deleted text beginmay be a teacher majority board composeddeleted text endnew text begin may include
a majority
new text end of teachersnew text begin, parents, or community members asnew text end described in this paragraphnew text begin or it
may have no clear majority
new text end. The chief financial officer and the chief administrator may only
serve as ex-officio nonvoting board members deleted text beginand may not serve as a voting member of the
board
deleted text end. new text beginNo new text endcharter school employees shall deleted text beginnotdeleted text end serve on the board deleted text beginunlessdeleted text endnew text begin other than teachers
under
new text end item (i) deleted text beginappliesdeleted text end. Contractors providing facilities, goods, or services to a charter
school shall not serve on the board of directors of the charter school. Board bylaws shall
outline the process and procedures for changing the board's governance deleted text beginmodeldeleted text endnew text begin structurenew text end,
consistent with chapter 317A. A board may change its governance deleted text beginmodeldeleted text endnew text begin structurenew text end only:

(1) by a majority vote of the board of directors andnew text begin a majority vote ofnew text end the licensed
teachers employed by the schoolnew text begin as teachersnew text end, including licensed teachers providing
instruction under a contract between the school and a cooperative; and

(2) with the authorizer's approval.

Any change in board governancenew text begin structurenew text end must conform with thenew text begin composition of
the
new text end board deleted text beginstructuredeleted text end established under this paragraph.

(h) The granting or renewal of a charter by an authorizer must not be conditioned
upon the bargaining unit status of the employees of the school.

(i) The granting or renewal of a charter school by an authorizer must not be
contingent on the charter school being required to contract, lease, or purchase services
new text beginor facilities new text endfrom the authorizernew text begin or to enter into a contract with a corporation, contractor,
or individual with which the authorizer has a financial relationship or arrangement
new text end. Any
potential contractdeleted text begin, lease,deleted text end or purchase of service from an authorizer must be disclosed to
the commissioner, accepted through an open bidding process, and be a separate contract
from the charter contract. The school must document the open bidding processnew text begin it used in
awarding the contract. The authorizer must document that the bid terms were competitive
in relation to the market and that the authorizer makes the same terms available to
schools that it does not authorize
new text end. An authorizer must not enter into a contract to provide
management and financial services for a school that it authorizes, unless the school
documents that it received at least two competitive bids.

(j) An authorizer may permit the board of directors of a charter school to expand
the operation of the charter school to additional sites or deleted text beginto add additionaldeleted text end grades at the
school beyond those described in the authorizer's original affidavit as approved by
the commissioner only after submitting a supplemental affidavit for approval to the
commissioner in a form and manner prescribed by the commissioner. The supplemental
affidavit must document that:

(1) the proposed expansion plan demonstrates need and projected enrollment;

(2) the expansion is warranted, at a minimum, by longitudinal data demonstrating
students' improved academic performance and growth on statewide assessments under
chapter 120B;

(3) the charter school is financially sound and the financing it needs to implement
the proposed expansion exists; and

(4) the charter school has the governance structure and management capacity to
carry out its expansion.

(k) The commissioner shall have 30 business days to review and comment on the
supplemental affidavit. The commissioner shall notify the authorizer of any deficiencies in
the supplemental affidavit and the authorizer then has 20 business days to address, to the
commissioner's satisfaction, any deficiencies in the supplemental affidavit. The school
may not expand grades or add sites until the commissioner has approved the supplemental
affidavit. The commissioner's approval or disapproval of a supplemental affidavit is final.

Subd. 4a.

Conflict of interest.

(a) An individual is prohibited from serving as a
member of the charter school board of directors if the individual, an immediate family
member, or the individual's partner is deleted text beginandeleted text endnew text begin a full or partnew text end ownerdeleted text begin, employee or agent of,deleted text end or
deleted text begina contractordeleted text endnew text begin principalnew text end with a for-profit or nonprofit entity or deleted text beginindividualdeleted text endnew text begin independent
contractor
new text end with whom the charter school contracts, directly or indirectly, for professional
services, goods, or facilities.new text begin An individual is prohibited from serving as a board member
if an immediate family member is an employee of the school or is an individual with
whom the school contracts, directly or indirectly, through full or part ownership, for
professional services, goods, or facilities.
new text end A violation of this prohibition 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 this prohibition is individually
liable to the charter school for any damage caused by the violation.

(b) No member of the board of directors, employee, officer, or agent of a charter
school shall participate in selecting, awarding, or administering a contract if a conflict
of interest exists. A conflict exists when:

(1) the board member, employee, officer, or agent;

(2) the immediate family of the board member, employee, officer, or agent;

(3) the partner of the board member, employee, officer, or agent; or

(4) an organization that employs, or is about to employ any individual in clauses
(1) to (3),

has a financial or other interest in the entity with which the charter school is contracting.
A violation of this prohibition renders the contract void.

(c) Any employee, agent, or board member of the authorizer who participates
in the initial review, approval, ongoing oversight, evaluation, or the charter renewal or
nonrenewal process or decision is ineligible to serve on the board of directors of a school
chartered by that authorizer.

(d) An individual may serve as a member of the board of directors if no conflict of
interest under paragraph (a) exists.

(e) The conflict of interest provisions under this subdivision do not apply to
compensation paid to a teacher employed new text beginas a teacher new text endby the charter school deleted text beginwhodeleted text endnew text begin or a
teacher who provides instructional services to the charter school through a cooperative
formed under chapter 308A when the teacher
new text end also serves deleted text beginas a member ofdeleted text endnew text begin onnew text end the new text begincharter
school
new text endboard of directors.

deleted text begin (f) The conflict of interest provisions under this subdivision do not apply to a teacher
who provides services to a charter school through a cooperative formed under chapter
308A when the teacher also serves on the charter school board of directors.
deleted text end

Subd. 5.

Conversion of existing schools.

A board of an independent or special
school district may convert one or more of its existing schools to charter schools under
this section if 60 percent of the full-time teachers at the school sign a petition seeking
conversion. The conversion must occur at the beginning of an academic year.

Subd. 6.

Charter contract.

The authorization for a charter school must be in the
form of a written contract signed by the authorizer and the board of directors of the charter
school. The contract must be completed within 45 business days of the commissioner's
approval of the authorizer's affidavit. The authorizer shall submit to the commissioner a
copy of the signed charter contract within ten business days of its execution. The contract
for a charter school must be in writing and contain at least the following:

new text begin (1) a declaration that the charter school will carry out the primary purpose in
subdivision 1 and how the school will report its implementation of the primary purpose;
new text end

deleted text begin (1)deleted text endnew text begin (2)new text end a declaration of thenew text begin additionalnew text end purposes in subdivision 1 that the school
intends to carry out and how the school will report its implementation of those purposes;

deleted text begin (2)deleted text endnew text begin (3)new text end a description of the school program and the specific academic and
nonacademic outcomes that pupils must achieve;

deleted text begin (3)deleted text endnew text begin (4)new text end a statement of admission policies and procedures;

deleted text begin (4)deleted text endnew text begin (5)new text end a governance, management, and administration plan for the school;

deleted text begin (5)deleted text endnew text begin (6)new text end signed agreements from charter school board members to comply with all
federal and state laws governing organizational, programmatic, and financial requirements
applicable to charter schools;

deleted text begin (6)deleted text endnew text begin (7)new text end the criteria, processes, and procedures that the authorizer will use deleted text beginfor
ongoing oversight of operational, financial, and academic performance
deleted text endnew text begin to monitor and
evaluate the fiscal, operational, and academic performance consistent with subdivision
15, paragraphs (a) and (b)
new text end;

deleted text begin (7)deleted text endnew text begin (8) for contract renewal,new text end the new text beginformal written new text endperformance evaluation new text beginof the school
new text endthat is a prerequisite for reviewing a charter contract under subdivision 15;

deleted text begin (8)deleted text endnew text begin (9)new text end types and amounts of insurance liability coverage to be obtained by the
charter schoolnew text begin, consistent with subdivision 8, paragraph (k)new text end;

deleted text begin (9)deleted text endnew text begin (10)new text end consistent with subdivision 25, paragraph (d), a provision to indemnify and
hold harmless the authorizer and its officers, agents, and employees from any suit, claim,
or liability arising from any operation of the charter school, and the commissioner and
department officers, agents, and employees notwithstanding section 3.736;

deleted text begin (10)deleted text endnew text begin (11)new text end the term of the initial contract, which may be up to five years plus an
additional preoperational planning year, and up to five years for a renewed contract or a
contract with a new authorizer after a transfer of authorizers, if warranted by the school's
academic, financial, and operational performance;

deleted text begin (11)deleted text endnew text begin (12)new text end how the board of directors or the operators of the charter school will
provide special instruction and services for children with a disability under sections
125A.03 to 125A.24, and 125A.65, a description of the financial parameters within
which the charter school will operate to provide the special instruction and services to
children with a disability;

deleted text begin (12) the process and criteria the authorizer intends to use to monitor and evaluate the
fiscal and student performance of the charter school, consistent with subdivision 15; and
deleted text end

new text begin (13) the specific conditions for contract renewal, which identify performance under
the primary purpose of subdivision 1 as the most important factor in determining contract
renewal; and
new text end

deleted text begin (13)deleted text endnew text begin (14)new text end the plan for an orderly closing of the school under chapter 317A, deleted text beginif
deleted text endnew text begin whethernew text end the closure is a termination for cause, a voluntary termination, or a nonrenewal
of the contract, deleted text beginanddeleted text end that includes establishing the responsibilities of the school board of
directors and the authorizer and notifying the commissioner, authorizer, school district in
which the charter school is located, and parents of enrolled students about the closure,
the transfer of student records to students' resident districts, and procedures for closing
financial operations.

Subd. 6a.

Audit report.

(a) The charter school must submit an audit report to the
commissioner and its authorizer by December 31 each year.

(b) The charter school, with the assistance of the auditor conducting the audit,
must include with the reportnew text begin, as supplemental information,new text end a copy of all charter school
agreements for corporate management servicesnew text begin, including parent company or other
administrative, financial, and staffing services
new text end. If the entity that provides the professional
services to the charter school is exempt from taxation under section 501 of the Internal
Revenue Code of 1986, that entity must file with the commissioner by February 15 a copy
of the annual return required under section 6033 of the Internal Revenue Code of 1986.

new text begin (c) A charter school independent audit report shall include audited financial data of
an affiliated building corporation or other component unit.
new text end

deleted text begin (c)deleted text endnew text begin (d)new text end If the audit report finds that a material weakness exists in the financial
reporting systems of a charter school, the charter school must submit a written report to
the commissioner explaining how the material weakness will be resolved. An auditor,
as a condition of providing financial services to a charter school, must agree to make
available information about a charter school's financial audit to the commissioner and
authorizer upon request.

Subd. 7.

Public status; exemption from statutes and rules.

A charter school is
a public school and is part of the state's system of public education. A charter school is
exempt from all statutes and rules applicable to a school, school board, or school district
unless a statute or rule is made specifically applicable to a charter school or is included
in this section.

Subd. 8.

Federal, state, and local requirements.

(a) A charter school shall meet all
federal, state, and local health and safety requirements applicable to school districts.

(b) A school must comply with statewide accountability requirements governing
standards and assessments in chapter 120B.

(c) A school authorized by a school board may be located in any district, unless the
school board of the district of the proposed location disapproves by written resolution.

(d) A charter school must be nonsectarian in its programs, admission policies,
employment practices, and all other operations. An authorizer may not authorize a charter
school or program that is affiliated with a nonpublic sectarian school or a religious
institution. A charter school student must be released for religious instruction, consistent
with section 120A.22, subdivision 12, clause (3).

(e) Charter schools must not be used as a method of providing education or
generating revenue for students who are being home-schooled. This paragraph does not
apply to shared time aid under section 126C.19.

(f) The primary focus of a charter school must be to provide a comprehensive
program of instruction for at least one grade or age group from five through 18 years
of age. Instruction may be provided to people younger than five years and older than
18 years of age.

(g) A charter school may not charge tuition.

(h) A charter school is subject to and must comply with chapter 363A and section
121A.04.

(i) A charter school is subject to and must comply with the Pupil Fair Dismissal
Act, sections 121A.40 to 121A.56, and the Minnesota Public School Fee Law, sections
123B.34 to 123B.39.

(j) A charter school is subject to the same financial audits, audit procedures, and
audit requirements as a districtnew text begin, except as required under subdivision 6anew text end. Audits must be
conducted in compliance with generally accepted governmental auditing standards, the
federal Single Audit Act, if applicable, and section 6.65. A charter school is subject
to and must comply with sections 15.054; 118A.01; 118A.02; 118A.03; 118A.04;
118A.05; 118A.06; 471.38; 471.391; 471.392; and 471.425. The audit must comply with
the requirements of sections 123B.75 to 123B.83, except to the extent deviations are
necessary because of the program at the school. Deviations must be approved by the
commissioner and authorizer. The Department of Education, state auditor, legislative
auditor, or authorizer may conduct financial, program, or compliance audits. A charter
school determined to be in statutory operating debt under sections 123B.81 to 123B.83
must submit a plan under section 123B.81, subdivision 4.

(k) A charter school is a district for the purposes of tort liability under chapter 466.

(l) A charter school must comply with chapters 13 and 13D; and sections 120A.22,
subdivision 7
; 121A.75; and 260B.171, subdivisions 3 and 5.

(m) A charter school is subject to the Pledge of Allegiance requirement under
section 121A.11, subdivision 3.

(n) A charter school offering online courses or programs must comply with section
124D.095.

(o) A charter school and charter school board of directors are subject to chapter 181.

(p) A charter school must comply with section 120A.22, subdivision 7, governing
the transfer of students' educational records and sections 138.163 and 138.17 governing
the management of local records.

(q) A charter school that provides early childhood health and developmental
screening must comply with sections 121A.16 to 121A.19.

(r) A charter school that provides school-sponsored youth athletic activities must
comply with section 121A.38.

new text begin (s) A charter school is subject to and must comply with continuing truant notification
under section 260A.03.
new text end

new text begin (t) A charter school must develop and implement a teacher evaluation and peer
review process, consistent with section 122A.40, subdivision 8, paragraph (b), and
subdivision 21, paragraph (b), of this section.
new text end

new text begin (u) A charter school is subject to and must comply with the same requirements as
a school district under section 126C.101.
new text end

Subd. 8a.

Aid reduction.

The commissioner may reduce a charter school's state aid
under section 127A.42 or 127A.43 if the charter school board fails to correct a violation
under this section.

Subd. 8b.

Aid reduction for violations.

The commissioner may reduce a charter
school's state aid by an amount not to exceed 60 percent of the charter school's basic
revenue for the period of time that a violation of law occurs.

Subd. 9.

Admission requirements.

new text begin(a) new text endA charter school may limit admission to:

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

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

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

new text begin (b) new text endA charter school shall enroll an eligible pupil who submits a timely application,
unless the number of applications exceeds the capacity of a program, class, grade level, or
building. In this case, pupils must be accepted by lot. The charter school must develop
and publishnew text begin, including on its Web site,new text end a lottery policy and process that it must use when
accepting pupils by lot.

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

new text begin (d) A person shall not be admitted to a charter school: (1) as a kindergarten pupil,
unless the pupil is at least five years of age on September 1 of the calendar year in which
the school year for which the pupil seeks admission commences; or (2) as a first grade
student, unless the pupil is at least six years of age on September 1 of the calendar year in
which the school year for which the pupil seeks admission commences or has completed
kindergarten; except that a charter school may establish and publish on its Web site a
policy for admission of selected pupils at an earlier age, consistent with the enrollment
process in paragraphs (b) and (c) and section 124D.02, subdivision 1.
new text end

new text begin (e) Except as permitted in paragraph (d), new text enda charter school may not limit admission
to pupils on the basis of intellectual ability, measures of achievement or aptitude, or
athletic ability and may not establish any criteria or requirements for admission that are
inconsistent with this subdivision.

new text begin (f) new text endThe charter school shall not distribute any services or goods of value to students,
parents, or guardians as an inducement, term, or condition of enrolling a student in a
charter school.

Subd. 10.

Pupil performance.

A charter school must design its programs to at
least meet the outcomes adopted by the commissioner for public school students. In
the absence of the commissioner's requirements, the school must meet the outcomes
contained in the contract with the authorizer. The achievement levels of the outcomes
contained in the contract may exceed the achievement levels of any outcomes adopted by
the commissioner for public school students.

Subd. 11.

Employment and other operating matters.

(a) A charter school must
employ or contract with necessary teachers, as defined by section 122A.15, subdivision 1,
who hold valid licenses to perform the particular service for which they are employed in
the school. The charter school's state aid may be reduced under section 127A.43 if the
school employs a teacher who is not appropriately licensed or approved by the board of
teaching. The school may employ necessary employees who are not required to hold
teaching licenses to perform duties other than teaching and may contract for other services.
The school may discharge teachers and nonlicensed employees. The charter school board
is subject to section 181.932. When offering employment to a prospective employee, a
charter school must give that employee a written description of the terms and conditions
of employment and the school's personnel policies.

(b) A person, without holding a valid administrator's license, may perform
administrative, supervisory, or instructional leadership duties. The board of directors shall
establish qualifications for persons that hold administrative, supervisory, or instructional
leadership roles. The qualifications shall include at least the following areas: instruction
and assessment; human resource and personnel management; financial management;
legal and compliance management; effective communication; and board, authorizer, and
community relationships. The board of directors shall use those qualifications as the basis
for job descriptions, hiring, and performance evaluations of those who hold administrative,
supervisory, or instructional leadership roles. The board of directors and an individual
who does not hold a valid administrative license and who serves in an administrative,
supervisory, or instructional leadership position shall develop a professional development
plan. Documentation of the implementation of the professional development plan of these
persons shall be included in the school's annual report.

(c) The board of directors also shall decide new text beginand be responsible for policy new text endmatters
related to the operation of the school, including budgeting, curriculumnew text begin programming,
personnel,
new text end and operating procedures.new text begin The board shall adopt a policy on nepotism in
employment. The board shall adopt personnel evaluation policies and practices that,
at a minimum:
new text end

new text begin (1) carry out the school's mission and goals;
new text end

new text begin (2) evaluate the execution of charter contract goals and commitments;
new text end

new text begin (3) evaluate student achievement, postsecondary and workforce readiness, and
engagement goals; and
new text end

new text begin (4) provide professional development related to the individual's job responsibilities.
new text end

Subd. 12.

Pupils with a disability.

A charter school must comply with sections
125A.02, 125A.03 to 125A.24, and 125A.65 and rules relating to the education of pupils
with a disability as though it were a district.

Subd. 13.

Length of school year.

A charter school must provide instruction each
year for at least the number of hours required by section 120A.41. It may provide
instruction throughout the year according to sections 124D.12 to 124D.127 or 124D.128.

Subd. 14.

Annual public reports.

A charter school must publish an annual report
approved by the board of directors. The annual report must at least include information
on school enrollment, student attrition, governance and management, staffing, finances,
academic performance, deleted text beginoperational performance,deleted text end innovative practices and implementation,
and future plans. A charter school must new text beginpost the annual report on the school's official
Web site. A charter school must also
new text enddistribute the annual report by publication, mail, or
electronic means to deleted text beginthe commissioner,deleted text endnew text begin itsnew text end authorizer, school employees, and parents and
legal guardians of students enrolled in the charter school deleted text beginand must also post the report on
the charter school's official Web site
deleted text end. The reports are public data under chapter 13.

Subd. 15.

Review and comment.

(a) The authorizer shall provide a formal written
evaluation of the school's performance before the authorizer renews the charter contract.
The department must review and comment on the authorizer's evaluation process at the
time the authorizer submits its application for approval and each time the authorizer
undergoes its five-year review under subdivision 3, paragraph (i).

(b) An authorizer shall monitor and evaluate the fiscal, operational, and student
performance of the school, and may for this purpose annually assess a charter school
a fee according to paragraph (c). The agreed-upon fee structure must be stated in the
charter school contract.

(c) The fee that each charter school pays to an authorizer each year is the greater of:

(1) the basic formula allowance for that year; or

(2) the lesser of:

(i) the maximum fee factor times the basic formula allowance for that year; or

(ii) the fee factor times the basic formula allowance for that year times the charter
school's adjusted marginal cost pupil units for that year. The fee factor equals deleted text begin.005 in fiscal
year 2010, .01 in fiscal year 2011, .013 in fiscal year 2012, and
deleted text end .015 deleted text beginin fiscal years 2013
and later
deleted text end. The maximum fee factor equals deleted text begin1.5 in fiscal year 2010, 2.0 in fiscal year 2011,
3.0 in fiscal year 2012, and
deleted text end 4.0 deleted text beginin fiscal years 2013 and laterdeleted text end.

(d) An authorizer may not assess a fee for any required services other than as
provided in this subdivision.

(e) For the preoperational planning period, new text beginafter a school is chartered, new text endthe authorizer
may assess a charter school a fee equal to the basic formula allowance.

(f) By September 30 of each year, an authorizer shall submit to the commissioner a
statement of new text beginincome and new text endexpenditures related to chartering activities during the previous
school year ending June 30. A copy of the statement shall be given to all schools chartered
by the authorizer.

Subd. 16.

Transportation.

(a) A charter school after its first fiscal year of operation
by March 1 of each fiscal year and a charter school by July 1 of its first fiscal year of
operation must notify the district in which the school is located and the Department of
Education if it will provide its own transportation or use the transportation services of the
district in which it is located for the fiscal year.

(b) If a charter school elects to provide transportation for pupils, the transportation
must be provided by the charter school within the district in which the charter school is
located. The state must pay transportation aid to the charter school according to section
124D.11, subdivision 2.

For pupils who reside outside the district in which the charter school is located, the
charter school is not required to provide or pay for transportation between the pupil's
residence and the border of the district in which the charter school is located. A parent
may be reimbursed by the charter school for costs of transportation from the pupil's
residence to the border of the district in which the charter school is located if the pupil is
from a family whose income is at or below the poverty level, as determined by the federal
government. The reimbursement may not exceed the pupil's actual cost of transportation
or 15 cents per mile traveled, whichever is less. Reimbursement may not be paid for
more than 250 miles per week.

At the time a pupil enrolls in a charter school, the charter school must provide the
parent or guardian with information regarding the transportation.

(c) If a charter school does not elect to provide transportation, transportation for
pupils enrolled at the school must be provided by the district in which the school is
located, according to sections 123B.88, subdivision 6, and 124D.03, subdivision 8, for a
pupil residing in the same district in which the charter school is located. Transportation
may be provided by the district in which the school is located, according to sections
123B.88, subdivision 6, and 124D.03, subdivision 8, for a pupil residing in a different
district. If the district provides the transportation, the scheduling of routes, manner and
method of transportation, control and discipline of the pupils, and any other matter relating
to the transportation of pupils under this paragraph shall be within the sole discretion,
control, and management of the district.

Subd. 17.

Leased space.

A charter school may lease space from an independent
or special school board deleted text begineligible to be an authorizerdeleted text end, other public organization, private,
nonprofit nonsectarian organization, private property owner, or a sectarian organization
if the leased space is constructed as a school facility. The department must review and
approve or disapprove leasesnew text begin, including modifications and renewals prior to execution of
the lease by the lessee and lessor,
new text end in a timely manner.new text begin Leases for a school year must be
submitted to the department no later than July 1 before that school year. The commissioner
may waive this date based on an appeal by a charter school when circumstances beyond
the control of the charter school do not allow a lease agreement to be written prior to that
date. The commissioner shall not approve a facility lease that does not have (1) a sum
certain annual cost and (2) an escape clause that may be exercised by the charter school in
the event of nonrenewal or termination of the charter school contract.
new text end

Subd. 17a.

Affiliated nonprofit building corporation.

(a) Before a charter school
may organize an affiliated nonprofit building corporation (i) to renovate or purchase an
existing facility to serve as a school or (ii) to new text beginexpand an existing building or new text endconstruct
a new school facility, an authorizer must submit an affidavit to the commissioner for
approval in the form and manner the commissioner prescribes, and consistent with
paragraphs (b) and (c) or (d).

(b) An affiliated nonprofit building corporation under this subdivision must:

(1) be incorporated under section 317A;

(2) comply with applicable Internal Revenue Service regulations, including
regulations for "supporting organizations" as defined by the Internal Revenue Service;

(3) submit to the commissioner each fiscal year a list of current board members
and a copy of its annual audit; and

(4) comply with government data practices law under chapter 13.

An affiliated nonprofit building corporation must not serve as the leasing agent for
property or facilities it does not own. A charter school that leases a facility from an
affiliated nonprofit building corporation that does not own the leased facility is ineligible
to receive charter school lease aid. The state is immune from liability resulting from a
contract between a charter school and an affiliated nonprofit building corporation.

(c) A charter school may organize an affiliated nonprofit building corporation to
renovate or purchase an existing facility to serve as a school if the charter school:

(1) has been operating for at least five consecutive school years;

(2) has had a net positive unreserved general fund balance as of June 30 in the
preceding five fiscal years;

(3) has a long-range strategic and financial plan;

(4) completes a feasibility study of available buildings;

(5) documents enrollment projections and the need to use an affiliated building
corporation to renovate or purchase an existing facility to serve as a school; and

(6) has a plan for the renovation or purchase, which describes the parameters and
budget for the project.

(d) A charter school may organize an affiliated nonprofit building corporation to
expand an existing school facility or construct a new school facility if the charter school:

(1) demonstrates the lack of facilities available to serve as a school;

(2) has been operating for at least eight consecutive school years;

(3) has had a net positive unreserved general fund balance as of June 30 in the
preceding five fiscal years;

(4) completes a feasibility study of facility options;

(5) has a long-range strategic and financial plan that includes enrollment projections
and demonstrates the need for constructing a new school facility; and

(6) has a plan for the expansion or new school facility, which describes the
parameters and budget for the project.

new text begin Subd. 17b. new text end

new text begin Positive review and comment. new text end

deleted text begin(e)deleted text end A charter school or an affiliated
nonprofit building corporation organized by a charter school must not initiate an
installment contract for purchase, or a lease agreement, or solicit bids for new construction,
expansion, or remodeling of an educational facility that requires an expenditure in
excess of $1,400,000, unless it meets the criteria in new text beginsubdivision 17a, new text endparagraph (b) and
paragraph (c) or (d), as applicable, and receives a positive review and comment from
the commissioner under section 123B.71.

Subd. 19.

Disseminate information.

(a) deleted text beginThe authorizer, the operators,deleted text endnew text begin Authorizers
new text end and the department must disseminate information to the public on how to form and
operate a charter school. Charter schools must disseminate information about how to
use the offerings of a charter school. Targeted groups include low-income families and
communities, students of color, and students who are at risk of academic failure.

(b) Authorizers, operators, and the department also may disseminate information
about the successful best practices in teaching and learning demonstrated by charter
schools.

Subd. 20.

Leave to teach in a charter school.

If a teacher employed by a district
makes a written request for an extended leave of absence to teach at a charter school,
the district must grant the leave. The district must grant a leave not to exceed a total of
five years. Any request to extend the leave shall be granted only at the discretion of the
school board. The district may require that the request for a leave or extension of leave
be made before February 1 in the school year preceding the school year in which the
teacher intends to leave, or February 1 of the calendar year in which the teacher's leave is
scheduled to terminate. Except as otherwise provided in this subdivision and except for
section 122A.46, subdivision 7, the leave is governed by section 122A.46, including, but
not limited to, reinstatement, notice of intention to return, seniority, salary, and insurance.

During a leave, the teacher may continue to aggregate benefits and credits in the
Teachers' Retirement Association account under chapters 354 and 354A, consistent with
subdivision 22.

Subd. 21.

Collective bargaining.

Employees of the board of directors of a charter
school may, if otherwise eligible, organize under chapter 179A and comply with its
provisions. The board of directors of a charter school is a public employer, for the
purposes of chapter 179A, upon formation of one or more bargaining units at the school.
Bargaining units at the school must be separate from any other units within an authorizing
district, except that bargaining units may remain part of the appropriate unit within an
authorizing district, if the employees of the school, the board of directors of the school,
the exclusive representative of the appropriate unit in the authorizing district, and the
board of the authorizing district agree to include the employees in the appropriate unit of
the authorizing district.

Subd. 22.

Teacher and other employee retirement.

(a) Teachers in a charter
school must be public school teachers for the purposes of chapters 354 and 354A.

(b) Except for teachers under paragraph (a), employees in a charter school must be
public employees for the purposes of chapter 353.

Subd. 23.

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 6. 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 notify the board of directors of the charter school of the proposed action in writing.
The notice shall state the grounds for the proposed action in reasonable detail and that the
charter school's board of directors may request in writing an informal hearing before the
authorizer within 15 business days of 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 give ten
business days' notice to the charter school's board of directors of the hearing date. The
authorizer shall conduct an informal hearing before taking final action. The authorizer
shall 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) A contract may be terminated or not renewed upon any of the following grounds:

(1) failure to deleted text beginmeetdeleted text endnew text begin demonstrate satisfactory academic achievement for all groups of
students, including
new text end 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 a contract is terminated or not renewed under this paragraph, the school must be
dissolved according to the applicable provisions of chapter 317A.

deleted text begin (c) If the authorizer and the charter school board of directors mutually agree to
terminate or not renew the contract, a change in authorizers is allowed if the commissioner
approves the change to a different eligible authorizer to authorize the charter school.
deleted text end deleted text begin Both parties must jointly submit their intent in writing to the commissioner to mutually
terminate the contract. The authorizer that is a party to the existing contract must inform
the proposed authorizer about the fiscal and operational status and student performance
of the school. Before the commissioner determines whether to approve a change in
authorizer, the proposed authorizer must identify any outstanding issues in the proposed
charter contract that were unresolved in the previous charter contract and have the charter
school agree to resolve those issues. If no change in authorizer is approved, the school
must be dissolved according to applicable law and the terms of the contract.
deleted text end

new text begin (c) If the authorizer and the charter school board of directors mutually agree not to
renew the contract, a change in authorizers is allowed. The authorizer and the school
board must jointly submit a written and signed letter of their intent to the commissioner
to mutually not renew the contract. The authorizer that is a party to the existing contract
must inform the proposed authorizer about the fiscal, operational, and student performance
status of the school, as well as any outstanding contractual obligations that exist. The
charter contract between the proposed authorizer and the school must identify and provide
a plan to address any outstanding obligations from the previous contract. The proposed
contract must be submitted at least 105 business days before the end of the existing
charter contract. The commissioner shall have 30 business days to review and make a
determination. The proposed authorizer and the school shall have 15 business days to
respond to the determination and address any issues identified by the commissioner. A
final determination by the commissioner shall be made no later than 45 business days
before the end of the current charter contract. If no change in authorizer is approved, the
school and the current authorizer may withdraw their letter of nonrenewal and enter into a
new contract. If the transfer of authorizers is not approved and the current authorizer and
the school do not withdraw their letter and enter into a new contract, the school must be
dissolved according to applicable law and the terms of the contract.
new text end

(d) 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.

Subd. 23a.

Related party lease costs.

(a) A charter school is prohibited from
entering a lease of real property with a related party unless the lessor is a nonprofit
corporation under chapter 317A or a cooperative under chapter 308A, and the lease cost is
reasonable under section 124D.11, subdivision 4, clause (1).

(b) For purposes of this section and section 124D.11:

(1) "related party" means an affiliate or immediate relative of the other party in
question, an affiliate of an immediate relative, or an immediate relative of an affiliate;

(2) "affiliate" means a person that directly or indirectly, through one or more
intermediaries, controls, is controlled by, or is under common control with another person;

(3) "immediate family" means an individual whose relationship by blood, marriage,
adoption, or partnering is no more remote than first cousin;

(4) "person" means an individual or entity of any kind; and

(5) "control" means the ability to affect the management, operations, or policy
actions or decisions of a person, whether through ownership of voting securities, by
contract, or otherwise.

(c) A lease of real property to be used for a charter school, not excluded in paragraph
(a), must contain the following statement: "This lease is subject to Minnesota Statutes,
section 124D.10, subdivision 23a."

(d) If a charter school enters into as lessee a lease with a related party and the
charter school subsequently closes, the commissioner has the right to recover from the
lessor any lease payments in excess of those that are reasonable under section 124D.11,
subdivision 4
, clause (1).

Subd. 24.

Pupil enrollment upon nonrenewal or termination of charter school
contract.

If a contract is not renewed or is terminated according to subdivision 23, a
pupil who attended the school, siblings of the pupil, or another pupil who resides in the
same place as the pupil may enroll in the resident district or may submit an application
to a nonresident district according to section 124D.03 at any time. Applications and
notices required by section 124D.03 must be processed and provided in a prompt manner.
The application and notice deadlines in section 124D.03 do not apply under these
circumstances. The closed charter school must transfer the student's educational records
within ten business days of closure to the student's school district of residence where the
records must be retained or transferred under section 120A.22, subdivision 7.

Subd. 25.

Extent of specific legal authority.

(a) The board of directors of a charter
school may sue and be sued.

(b) The board may not levy taxes or issue bonds.

(c) The commissioner, an authorizer, members of the board of an authorizer in
their official capacity, and employees of an authorizer are immune from civil or criminal
liability with respect to all activities related to a charter school they approve or authorize.
The board of directors shall obtain at least the amount of and types of insurance up to the
applicable tort liability limits under chapter 466. The charter school board must submit
a copy of the insurance policy to its authorizer deleted text beginand the commissionerdeleted text end before starting
operations. The charter school board must submit changes in its insurance carrier or policy
to its authorizer deleted text beginand the commissionerdeleted text end within 20 business days of the change.

(d) Notwithstanding section 3.736, the charter school shall assume full liability for
its activities and indemnify and hold harmless the authorizer and its officers, agents, and
employees from any suit, claim, or liability arising from any operation of the charter school
and the commissioner and department officers, agents, and employees. A charter school
is not required to indemnify or hold harmless a state employee if the state would not be
required to indemnify and hold the employee harmless under section 3.736, subdivision 9.

new text begin (e) The board may borrow money in the following manner and subject to the
following limitations in anticipation of receipt of state aids for schools as defined in
Minnesota Statutes or federal school aid distributed by or through the Department of
Education. The aggregate borrowing under this paragraph shall not exceed the greater
of (1) 50 percent or (2) the difference between 100 percent and the current year aid
payment under section 127A.45, subdivision 2, paragraph (d), of the aids, fees, and
tuition payments receivable by the charter school in the fiscal year in which the money is
borrowed as estimated and certified by the commissioner. If the charter school proposes
to sell all or a portion of the estimated and certified aid, it must give public notice of the
proposed sale on its official Web site for at least 15 business days before the proposed sale.
At the time the board intends to sell all or a portion of the anticipated aid, the anticipated
aid must be sold to the buyer who will agree to purchase the aid on the terms deemed
most favorable to the charter school. The terms of any sale of anticipated aid are public
data under chapter 13. The money received from the sale of the anticipated aid must be
disbursed solely for the purpose that the aid is intended.
new text end

Subd. 27.

Collaboration between charter school and school district.

(a) A charter
school board may voluntarily enter into a two-year, renewable agreement for collaboration
to enhance student achievement with a school district within whose geographic boundary
it operates.

(b) A school district need not be an approved authorizer to enter into a collaboration
agreement with a charter school. A charter school need not be authorized by the school
district with which it seeks to collaborate.

(c) A charter school authorizer is prohibited from requiring a collaboration agreement
as a condition of entering into or renewing a charter contract as defined in subdivision 6.

(d) Nothing in this subdivision or in the collaboration agreement may impact in any
way the authority or autonomy of the charter school.

(e) Nothing in this subdivision or in the collaboration agreement shall cause the state
to pay twice for the same student, service, or facility or otherwise impact state funding, or
the flow thereof, to the school district or the charter school.

(f) The collaboration agreement may include, but need not be limited to,
collaboration regarding facilities, transportation, training, student achievement,
assessments, mutual performance standards, and other areas of mutual agreement.

(g) The school district may include the academic performance of the students of a
collaborative charter school site operating within the geographic boundaries of the school
district, for purposes of student assessment and reporting to the state.

(h) Districts, authorizers, or charter schools entering into a collaborative agreement
are equally and collectively subject to the same state and federal accountability measures
for student achievement, school performance outcomes, and school improvement
strategies. The collaborative agreement and all accountability measures must be posted
on the district, charter school, and authorizer Web sites.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment,
except subdivision 23 is effective July 1, 2013.
new text end

Sec. 2.

Minnesota Statutes 2012, section 260A.02, subdivision 3, is amended to read:


Subd. 3.

Continuing truant.

"Continuing truant" means a child who is subject to the
compulsory instruction requirements of section 120A.22 and is absent from instruction in a
school, as defined in section 120A.05, without valid excuse within a single school year for:

(1) three days if the child is in elementary school; or

(2) three or more class periods on three days if the child is in middle school, junior
high school, or high school.

Nothing in this section shall prevent a school district new text beginor charter school new text endfrom notifying
a truant child's parent or legal guardian of the child's truancy or otherwise addressing a
child's attendance problems prior to the child becoming a continuing truant.

Sec. 3.

Minnesota Statutes 2012, section 260A.03, is amended to read:


260A.03 NOTICE TO PARENT OR GUARDIAN WHEN CHILD IS A
CONTINUING TRUANT.

Upon a child's initial classification as a continuing truant, the school attendance
officer or other designated school official shall notify the child's parent or legal guardian,
by first-class mail or other reasonable means, of the following:

(1) that the child is truant;

(2) that the parent or guardian should notify the school if there is a valid excuse
for the child's absences;

(3) that the parent or guardian is obligated to compel the attendance of the child
at school pursuant to section 120A.22 and parents or guardians who fail to meet this
obligation may be subject to prosecution under section 120A.34;

(4) that this notification serves as the notification required by section 120A.34;

(5) that alternative educational programs and services may be available in the new text beginchild's
enrolling or resident
new text enddistrict;

(6) that the parent or guardian has the right to meet with appropriate school personnel
to discuss solutions to the child's truancy;

(7) that if the child continues to be truant, the parent and child may be subject to
juvenile court proceedings under chapter 260C;

(8) that if the child is subject to juvenile court proceedings, the child may be subject
to suspension, restriction, or delay of the child's driving privilege pursuant to section
260C.201; and

(9) that it is recommended that the parent or guardian accompany the child to school
and attend classes with the child for one day.

Sec. 4.

Minnesota Statutes 2012, section 260A.05, subdivision 1, is amended to read:


Subdivision 1.

Establishment.

A school district new text beginor charter school new text endmay establish
one or more school attendance review boards to exercise the powers and duties in this
section. The school district new text beginor charter school new text endboard shall appoint the members of the
school attendance review board and designate the schools within the board's jurisdiction.
Members of a school attendance review board may include:

(1) the superintendent of the school district or the superintendent's designeenew text begin or
charter school director or the director's designee
new text end;

(2) a principal and one or more other school officials from within the districtnew text begin or
charter school
new text end;

(3) parent representatives;

(4) representatives from community agencies that provide services for truant
students and their families;

(5) a juvenile probation officer;

(6) school counselors and attendance officers; and

(7) law enforcement officers.

Sec. 5.

Minnesota Statutes 2012, section 260A.07, subdivision 1, is amended to read:


Subdivision 1.

Establishment; referrals.

A county attorney may establish a truancy
mediation program for the purpose of resolving truancy problems without court action. If
a student is in a school districtnew text begin or charter schoolnew text end that has established a school attendance
review board, the student may be referred to the county attorney under section 260A.06,
subdivision 3
. If the student's school district new text beginor charter school new text endhas not established a board,
the student may be referred to the county attorney by the school district new text beginor charter school
new text endif the student continues to be truant after the parent or guardian has been sent or conveyed
the notice under section 260A.03.

Sec. 6. new text beginAPPROPRIATIONS.
new text end

new text begin Subdivision 1. new text end

new text begin Department. new text end

new text begin The sums indicated in this section are appropriated
from the general fund to the Department of Education for the fiscal years designated.
new text end

new text begin Subd. 2. new text end

new text begin Charter school building lease aid. new text end

new text begin For building lease aid under Minnesota
Statutes, section 124D.11, subdivision 4:
new text end

new text begin $
new text end
new text begin 54,484,000
new text end
new text begin .....
new text end
new text begin 2014
new text end
new text begin $
new text end
new text begin 59,533,000
new text end
new text begin .....
new text end
new text begin 2015
new text end

new text begin The 2014 appropriation includes $6,819,000 for 2013 and $47,665,000 for 2014.
new text end

new text begin The 2015 appropriation includes $7,502,000 for 2014 and $52,031,000 for 2015.
new text end

Sec. 7. new text beginREVISOR'S INSTRUCTION; CHARTER SCHOOLS
RECODIFICATION.
new text end

new text begin The revisor of statutes, in consultation with K-12 education staff in House Research
and Senate Counsel and Research, shall prepare a recodification of Minnesota Statutes,
sections 124D.10 and 124D.11, including corresponding technical corrections and other
needed technical changes and shall submit the completed recodification to the chairs and
ranking minority members of the legislative committees having jurisdiction over K-12
education policy and finance.
new text end

ARTICLE 5

SPECIAL EDUCATION