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HF 844

4th Engrossment - 89th Legislature (2015 - 2016) Posted on 06/02/2016 11:59am

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A bill for an act
relating to state government; providing for funding and policy in early childhood,
kindergarten through grade 12, and adult education, including general education,
education excellence, standards and assessments, charter schools, special
education, facilities and technology, nutrition and accounting, libraries, early
childhood education, prevention, self-sufficiency and lifelong learning, state
agencies, and forecast adjustments; modifying an income tax credit; modifying
a sales tax exemption; requiring rulemaking; requiring reports; appropriating
money; amending Minnesota Statutes 2014, sections 5A.03; 13.32, subdivision
5; 120B.02, subdivision 2; 120B.021, subdivision 4; 120B.022, subdivisions 1,
1a, 1b; 120B.024, subdivision 2; 120B.11, subdivision 9; 120B.12, subdivision
4a; 120B.125; 120B.13, subdivision 4; 120B.30, subdivisions 1, 1a, 3, 4, by
adding subdivisions; 120B.31, subdivision 4; 120B.36, subdivision 1; 121A.17,
subdivisions 3, 5; 122A.09, subdivision 4, by adding subdivisions; 122A.14,
subdivision 3, by adding a subdivision; 122A.18, subdivision 2, by adding
a subdivision; 122A.20, subdivision 1; 122A.21, subdivision 2; 122A.23;
122A.245, subdivisions 1, 3, 7; 122A.30; 122A.31, subdivisions 1, 2; 122A.40,
subdivisions 8, 13; 122A.41, subdivisions 5, 6; 122A.413, subdivisions 1, 2;
122A.414, subdivisions 1, 1a, 2, 2a, 2b, 3; 122A.415; 122A.60; 122A.61,
subdivision 1; 122A.69; 123A.24, subdivision 1; 123B.53, subdivisions 1,
4; 123B.57; 123B.77, subdivision 3; 123B.88, subdivision 1; 124D.041,
subdivisions 1, 2; 124D.09, subdivisions 5, 5a, 8, 9, 12; 124D.10, subdivisions 1,
3, 4, 8, 12, 14, by adding a subdivision; 124D.11, subdivisions 1, 5, 9, by adding
subdivisions; 124D.12; 124D.122; 124D.15, subdivision 5; 124D.16, subdivision
2; 124D.165, subdivision 2; 124D.73, subdivisions 3, 4; 124D.74, subdivisions 1,
6; 124D.75, subdivisions 1, 3, 9; 124D.76; 124D.78; 124D.79, subdivisions 1, 2;
124D.791, subdivision 4; 124D.81; 124D.98; 125A.01; 125A.023, subdivisions
3, 4; 125A.027; 125A.03; 125A.08; 125A.085; 125A.0942, subdivision 3;
125A.11, subdivision 1; 125A.21; 125A.28; 125A.63, subdivisions 2, 3, 4, 5;
125A.75, subdivision 9; 125A.76, subdivisions 1, 2c; 125A.79, subdivisions 1,
5; 125B.26, subdivision 2; 126C.01, subdivision 2; 126C.10, subdivisions 1,
2, 2a, 13a; 126C.13, subdivisions 3a, 4; 126C.15, subdivisions 1, 2; 126C.17,
subdivisions 1, 2; 126C.48, subdivision 8; 127A.05, subdivision 6; 127A.353,
subdivision 2; 127A.45, subdivision 3; 127A.47, subdivision 7; 127A.49,
subdivision 1; 134.355, subdivisions 8, 9, 10; 135A.101, by adding a subdivision;
290.0671, subdivisions 1, 6a; 297A.70, subdivision 2; Laws 2013, chapter 116,
article 1, section 58, subdivisions 2, as amended, 3, as amended, 4, as amended, 5,
as amended, 6, as amended, 7, as amended, 11, as amended; article 3, sections 35,
subdivision 2; 37, subdivisions 3, as amended, 4, as amended, 5, as amended, 20,
as amended; article 4, section 9, subdivision 2, as amended; article 5, section 31,
subdivisions 2, as amended, 3, as amended, 4, as amended; article 6, section 12,
subdivisions 2, as amended, 6, as amended; article 7, sections 19; 21, subdivisions
2, as amended, 3, as amended, 4, as amended; article 8, section 5, subdivisions
3, as amended, 4, as amended, 14, as amended; Laws 2014, chapter 312, article
16, sections 15; 16, subdivision 7; proposing coding for new law in Minnesota
Statutes, chapters 120B; 123B; 124D; 125A; 136D; repealing Minnesota Statutes
2014, sections 120B.128; 123B.59; 123B.591; 125A.63, subdivision 1; 126C.12,
subdivision 6; 126C.13, subdivisions 3a, 3b, 3c; 126C.41, subdivision 1.

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

ARTICLE 1

GENERAL EDUCATION

Section 1.

Minnesota Statutes 2014, section 124D.11, subdivision 1, is amended to read:


Subdivision 1.

General education revenue.

(a) General education revenue must
be paid to a charter school as though it were a district. The general education revenue
for each adjusted pupil unit is the state average general education revenue per pupil
unit, plus the referendum equalization aid allowance in the pupil's district of residence,
minus an amount equal to the product of the formula allowance according to section
126C.10, subdivision 2, times .0466, calculated without declining enrollment revenue,
local optional revenue, basic skills revenue, extended time revenue, pension adjustment
revenue, transition revenue, and transportation sparsity revenue, plus declining enrollment
revenue, basic skills revenue, extended time revenue, pension adjustment revenue, and
transition revenue as though the school were a school district.

(b) For a charter school operating an extended day, extended week, or summer
program,
the general education revenue for each extended time pupil unit equals $4,794
in paragraph (a) is increased by an amount equal to 25 percent of the statewide average
extended support revenue per pupil unit
.

EFFECTIVE DATE.

This section is effective for fiscal year 2016 and later.

Sec. 2.

Minnesota Statutes 2014, section 124D.12, is amended to read:


124D.12 PURPOSE OF FLEXIBLE LEARNING YEAR PROGRAMS.

Sections 124D.12 to 124D.127 authorize districts to evaluate, plan and employ
the use of flexible learning year programs. It is anticipated that the open selection of
the type of flexible learning year operation from a variety of alternatives will allow
each district seeking to utilize this concept to suitably fulfill the educational needs of
its pupils. These alternatives must include, but not be limited to, various 45-15 plans,
four-quarter plans, quinmester plans, extended learning year plans, and flexible all-year
plans, and four-day week plans. A school district with an approved four-day week plan
in the 2014-2015 school year may continue under a four-day week plan through the end
of the 2019-2020 school year. Future approvals are contingent upon meeting the school
district's performance goals established in the district's plan under section 120B.11.
The commissioner must give a school district one school year's notice before revoking
approval of their flexible learning year program.

EFFECTIVE DATE.

This section is effective the day following final enactment.

Sec. 3.

Minnesota Statutes 2014, section 124D.122, is amended to read:


124D.122 ESTABLISHMENT OF FLEXIBLE LEARNING YEAR PROGRAM.

The board of any district or a consortium of districts, 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. 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.
The commissioner must approve or disapprove of a flexible learning year application
within 45 business days of receiving the application. If the commissioner disapproves the
application, they must give the district or consortium detailed reasons for the disapproval.

Sec. 4.

Minnesota Statutes 2014, section 126C.10, subdivision 1, is amended to read:


Subdivision 1.

General education revenue.

(a) For fiscal years 2013 and 2014, 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, secondary sparsity revenue, elementary sparsity revenue, transportation sparsity
revenue, total operating capital revenue, equity revenue, alternative teacher compensation
revenue, and transition revenue.

(b) For fiscal year 2015 and later, The general education revenue for each district
equals the sum of the district's basic revenue, extended time revenue, gifted and
talented revenue, declining enrollment revenue, local optional revenue, small schools
revenue, basic skills revenue, secondary sparsity revenue, elementary sparsity revenue,
transportation sparsity revenue, total operating capital revenue, equity revenue, pension
adjustment revenue, and transition revenue.

Sec. 5.

Minnesota Statutes 2014, section 126C.10, subdivision 2, is amended to read:


Subd. 2.

Basic revenue.

For fiscal year 2014, the basic revenue for each district
equals the formula allowance times the adjusted marginal cost pupil units for the school
year. For fiscal year 2015 and later,
The basic revenue for each district equals the formula
allowance times the adjusted pupil units for the school year. The formula allowance for
fiscal year 2013 is $5,224. The formula allowance for fiscal year 2014 is $5,302.
The
formula allowance for fiscal year 2015 and later is $5,831. The formula allowance for
fiscal year 2016 is $5,918. The formula allowance for fiscal year 2017 and later is $6,036.

Sec. 6.

Minnesota Statutes 2014, section 126C.10, subdivision 2a, is amended to read:


Subd. 2a.

Extended time revenue.

(a) A school district's extended time revenue for
fiscal year 2014 is equal to the product of $4,601 and the sum of the adjusted marginal
cost pupil units of the district for each pupil in average daily membership in excess of 1.0
and less than 1.2 according to section 126C.05, subdivision 8.
A school district's extended
time revenue for fiscal year 2015 and later is equal to the product of $5,017 $5,117 and the
sum of the adjusted pupil units of the district for each pupil in average daily membership
in excess of 1.0 and less than 1.2 according to section 126C.05, subdivision 8.

(b) A school district's extended time revenue may be used for extended day
programs, extended week programs, summer school, vacation break academies such as
spring break academies and summer term academies,
and other programming authorized
under the learning year program.

EFFECTIVE DATE.

This section is effective for fiscal year 2016 and later.

Sec. 7.

Minnesota Statutes 2014, section 126C.10, subdivision 13a, is amended to read:


Subd. 13a.

Operating capital levy.

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

EFFECTIVE DATE.

This section is effective for revenue in fiscal year 2016 and
later.

Sec. 8.

Minnesota Statutes 2014, section 126C.13, subdivision 3a, is amended to read:


Subd. 3a.

Student achievement rate.

The commissioner must establish the student
achievement rate by July 1 September 30 of each year for levies payable in the following
year. The student achievement rate must be a rate, rounded up to the nearest hundredth of
a percent, that, when applied to the adjusted net tax capacity for all districts, raises the
amount specified in this subdivision. The student achievement rate must be the rate that
raises $20,000,000 for fiscal year 2015 and later years , 2016, and 2017 and $10,000,000
for fiscal year 2018
. The student achievement rate may not be changed due to changes or
corrections made to a district's adjusted net tax capacity after the rate has been established.

EFFECTIVE DATE.

This section is effective the day following final enactment.

Sec. 9.

Minnesota Statutes 2014, section 126C.13, subdivision 4, is amended to read:


Subd. 4.

General education aid.

(a) For fiscal years 2013 and 2014 only, a district's
general education aid is the sum of the following amounts:

(1) general education revenue, excluding equity revenue, total operating capital
revenue, alternative teacher compensation revenue, and transition revenue;

(2) operating capital aid under section 126C.10, subdivision 13b;

(3) equity aid under section 126C.10, subdivision 30;

(4) alternative teacher compensation aid under section 126C.10, subdivision 36;

(5) transition aid under section 126C.10, subdivision 33;

(6) shared time aid under section 126C.01, subdivision 7;

(7) referendum aid under section 126C.17, subdivisions 7 and 7a; and

(8) online learning aid according to section 124D.096.

(b) For fiscal year 2015 and later, a district's general education aid equals:

(1) general education revenue, excluding operating capital revenue, equity revenue,
local optional revenue, and transition revenue, minus the student achievement levy,
multiplied times the ratio of the actual amount of student achievement levy levied to the
permitted student achievement levy; plus

(2) operating capital aid under section 126C.10, subdivision 13b;

(2) (3) equity aid under section 126C.10, subdivision 30; plus

(3) (4) transition aid under section 126C.10, subdivision 33; plus

(4) (5) shared time aid under section 126C.10, subdivision 7; plus

(5) (6) referendum aid under section 126C.17, subdivisions 7 and 7a; plus

(6) (7) online learning aid under section 124D.096; plus

(7) (8) local optional aid according to section 126C.10, subdivision 2d, paragraph (d).

EFFECTIVE DATE.

This section is effective for fiscal year 2015 and later.

Sec. 10.

Minnesota Statutes 2014, 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
50 percent of the amount of compensatory revenue that the district receives to school
sites according to a plan adopted by the school board, 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
. 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).

EFFECTIVE DATE.

This section is effective July 1, 2015.

Sec. 11.

Minnesota Statutes 2014, section 126C.17, subdivision 1, is amended to read:


Subdivision 1.

Referendum allowance.

(a) A district's initial referendum allowance
equals the result of the following calculations:

(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;

(2) add to the result of clause (1) the adjustment the district would have received
under Minnesota Statutes 2012, section 127A.47, subdivision 7, paragraphs (a), (b), and
(c), based on elections held before July 1, 2013;

(3) divide the result of clause (2) by the district's adjusted pupil units for fiscal
year 2015;

(4) add to the result of clause (3) any additional referendum allowance per adjusted
pupil unit authorized by elections held between July 1, 2013, and December 31, 2013;

(5) add to the result in clause (4) any additional referendum allowance resulting from
inflation adjustments approved by the voters prior to January 1, 2014;

(6) subtract from the result of clause (5), the sum of a district's actual local optional
levy and local optional aid under section 126C.10, subdivision 2e, divided by the adjusted
pupil units of the district for that school year; and

(7) if the result of clause (6) is less than zero, set the allowance to zero.

(b) A district's referendum allowance equals the sum of the district's initial
referendum allowance, plus any new referendum allowance authorized between July 1,
2013, and December 31, 2013, under subdivision 9a,
plus any additional referendum
allowance per adjusted pupil unit authorized after December 31, 2013, minus any
allowances expiring in fiscal year 2016 or later, provided that the allowance may not be
less than zero. For a district with more than one referendum allowance for fiscal year
2015 under Minnesota Statutes 2012, section 126C.17, the allowance calculated under
paragraph (a), clause (3), must be divided into components such that the same percentage
of the district's allowance expires at the same time as the old allowances would have
expired under Minnesota Statutes 2012, section 126C.17. For a district with more than one
allowance for fiscal year 2015 that expires in the same year, the reduction under paragraph
(a), clause (6), to offset local optional revenue shall be made first from any allowances that
do not have an inflation adjustment approved by the voters.

EFFECTIVE DATE.

This section is effective the day following final enactment for
fiscal year 2015 and later.

Sec. 12.

Minnesota Statutes 2014, section 126C.17, subdivision 2, is amended to read:


Subd. 2.

Referendum allowance limit.

(a) Notwithstanding subdivision 1, for
fiscal year 2015 and later, a district's referendum allowance must not exceed the annual
inflationary increase as calculated under paragraph (b) times the greatest of:

(1) $1,845;

(2) the sum of the referendum revenue the district would have received for fiscal
year 2015 under Minnesota Statutes 2012, section 126C.17, subdivision 4, based on
elections held before July 1, 2013, and the adjustment the district would have received
under Minnesota Statutes 2012, section 127A.47, subdivision 7, paragraphs (a), (b), and
(c), based on elections held before July 1, 2013, divided by the district's adjusted pupil
units for fiscal year 2015;

(3) the product of the referendum allowance limit the district would have received
for fiscal year 2015 under Minnesota Statutes 2012, section 126C.17, subdivision 2, and
the resident marginal cost pupil units the district would have received for fiscal year 2015
under Minnesota Statutes 2012, section 126C.05, subdivision 6, plus the adjustment the
district would have received under Minnesota Statutes 2012, section 127A.47, subdivision
7
, paragraphs (a), (b), and (c), based on elections held before July 1, 2013, divided by
the district's adjusted pupil units for fiscal year 2015; minus $424 for a district receiving
local optional revenue under section 126C.10, subdivision 2d, paragraph (a), minus
$212 for a district receiving local optional revenue under section 126C.10, subdivision
2d
, paragraph (b)
; or

(4) for a newly reorganized district created after July 1, 2013, the referendum
revenue authority for each reorganizing district in the year preceding reorganization
divided by its adjusted pupil units for the year preceding reorganization.

(b) For purposes of this subdivision, for fiscal year 2016 and later, "inflationary
increase" means one plus the percentage change in the Consumer Price Index for urban
consumers, as prepared by the United States Bureau of Labor Standards, for the current
fiscal year to fiscal year 2015. For fiscal year 2016 and later, for purposes of paragraph (a),
clause (3), the inflationary increase equals one-fourth of the percentage increase in the
formula allowance for that year compared with the formula allowance for fiscal year 2015.

EFFECTIVE DATE.

This section is effective the day following final enactment for
fiscal year 2015 and later.

Sec. 13.

Minnesota Statutes 2014, 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, excluding the student achievement levy
under section 126C.13, subdivision 3b,
by 95 percent of the sum of the previous year's
revenue specified under this clause 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).

(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, except
that payments under section 298.28, subdivision 7a, may reduce the debt service levy by
more than 50 percent. 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.

Sec. 14.

[136D.41] LISTED DISTRICTS MAY FORM INTERMEDIATE
DISTRICT.

Notwithstanding any other law to the contrary, two or more of the Independent School
Districts Nos. 108, 110, 111, and 112 of Carver County, Independent School Districts Nos.
716, 717, 719, 720, and 721 of Scott County, and Independent School District No. 2905 of
Le Sueur County, whether or not contiguous, may enter into agreements to accomplish
jointly and cooperatively the acquisition, betterment, construction, maintenance, and
operation of facilities for, and instruction in, special education, career and technical
education, adult basic education, and alternative education. Each school district that
becomes a party to such an agreement is a "participating school district" for purposes
of sections 136D.41 to 136D.49. The agreement may provide for the exercise of these
powers by a joint school board created as set forth in sections 136D.41 to 136D.49.

Sec. 15.

[136D.42] JOINT SCHOOL BOARD; MEMBERS; BYLAWS.

Subdivision 1.

Board.

The agreement shall provide for a joint school board
representing the parties to the agreement. The agreement shall specify the name of the
board, the number and manner of election or appointment of its members, their terms and
qualifications, and other necessary and desirable provisions.

Subd. 2.

Bylaws.

The board may adopt bylaws specifying the duties and powers of
its officers and the meeting dates of the board, and containing such other provisions as
may be usual and necessary for the efficient conduct of the business of the board.

Sec. 16.

[136D.43] STATUS OF JOINT SCHOOL BOARD.

Subdivision 1.

Public agency.

The joint school board shall be a public agency of the
participating school districts and may receive and disburse federal and state funds made
available to it or to the participating school districts.

Subd. 2.

Liability.

No participating school district shall have individual liability
for the debts and obligations of the board, nor shall any individual serving as a member
of the board have such liability.

Subd. 3.

Tax exempt.

Any properties, real or personal, acquired, owned, leased,
controlled, used, or occupied by the board for its purposes shall be exempt from taxation
by the state or any of its political subdivisions.

Sec. 17.

[136D.44] JOINT BOARD HAS ALL POWERS OF MEMBER
DISTRICTS.

To effectuate the agreement, the joint school board shall have all the powers granted
by law to any or all of the participating school districts.

Sec. 18.

[136D.45] AGREEMENT APPROVAL; NOTICE; PETITION;
REFERENDUM.

Subdivision 1.

Resolution.

The agreement shall, before it becomes effective, be
approved by a resolution adopted by the school board of each school district named therein.

Subd. 2.

When effective.

Each resolution shall be published once in a newspaper
published in the district, if there is one, or in a newspaper having general circulation in the
district, and shall become effective 30 days after publication, unless within the 30-day
period a petition for referendum on the resolution is filed with the school board, signed by
qualified voters of the school district equal in number to five percent of the number of
voters voting at the last annual school district election. In such case, the resolution shall
not become effective until approved by a majority of the voters voting thereon at a regular
or special election. The agreement may provide conditions under which it shall become
effective even though it may not be approved in all districts.

Sec. 19.

[136D.46] DISTRICT CONTRIBUTIONS, DISBURSEMENTS,
CONTRACTS.

The participating school districts may contribute funds to the board. Disbursements
shall be made by the board in accordance with sections 123B.14, 123B.143, and 123B.147.
The board shall be subject to section 123B.52, subdivisions 1, 2, 3, and 5.

Sec. 20.

[136D.47] TERM OF AGREEMENT.

The agreement shall state the term of its duration and may provide for the method of
termination and distribution of assets after payment of all liabilities of the joint school
board.

Sec. 21.

[136D.48] NON-POSTSECONDARY PROGRAMS; LICENSED
DIRECTION.

The board may also provide any other educational programs or other services
requested by a participating district. However, these programs and services may not be
postsecondary programs or services. Academic offerings shall be provided only under the
direction of properly licensed academic supervisory personnel.

Sec. 22.

[136D.49] OTHER MEMBERSHIP AND POWERS.

In addition to the districts listed in sections 136D.21, 136D.41, 136D.71, and
136D.81, the agreement of an intermediate school district established under this chapter
may provide for the membership of other school districts and cities, counties, and other
governmental units as defined in section 471.59. In addition to the powers listed in
sections 136D.25, 136D.73, and 136D.84, an intermediate school board may provide the
services defined in section 123A.21, subdivisions 7 and 8.

Sec. 23. COMPENSATORY REVENUE; INTERMEDIATE DISTRICT.

For the 2015-2016 school year only, for an intermediate district formed under
Minnesota Statutes, section 136D.41, the department must calculate compensatory
revenue based on the October 1, 2014, enrollment counts for the South Metro Educational
Cooperative.

Sec. 24. SCHOOL DISTRICT LEVY ADJUSTMENTS.

Subdivision 1.

Tax rate adjustment.

The commissioner of education must adjust
each school district tax rate established under Minnesota Statutes, chapters 120B to 127A,
by multiplying the rate by the ratio of the statewide total tax capacity for assessment year
2014, as it existed prior to the passage of Regular Session 2015, House File No. 848, or
a similarly styled bill passed in a special session to the statewide total tax capacity for
assessment year 2014.

Subd. 2.

Equalizing factors.

The commissioner of education must adjust each
school district equalizing factor established under Minnesota Statutes, chapters 120B to
127A, by dividing the equalizing factor by the ratio of the statewide total tax capacity for
assessment year 2014, as it existed prior to the passage of Regular Session 2015, House
File No. 848, or a similarly styled bill passed in a special session, to the statewide total tax
capacity for assessment year 2014.

Sec. 25. APPROPRIATIONS.

Subdivision 1.

Department of Education.

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

Subd. 2.

General education aid.

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

$
6,595,541,000
.....
2016
$
6,723,884,000
.....
2017

The 2016 appropriation includes $622,908,000 for 2015 and $5,972,634,000 for
2016.

The 2017 appropriation includes $635,618,000 for 2016 and $6,088,266,000 for
2017.

Subd. 3.

Enrollment options transportation.

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:

$
39,000
.....
2016
$
42,000
.....
2017

Subd. 4.

Abatement revenue.

For abatement aid under Minnesota Statutes, section
127A.49:

$
2,740,000
.....
2016
$
2,932,000
.....
2017

The 2016 appropriation includes $278,000 for 2015 and $2,462,000 for 2016.

The 2017 appropriation includes $273,000 for 2016 and $2,659,000 for 2017.

Subd. 5.

Consolidation transition.

For districts consolidating under Minnesota
Statutes, section 123A.485:

$
292,000
.....
2016
$
165,000
.....
2017

The 2016 appropriation includes $22,000 for 2015 and $270,000 for 2016.

The 2017 appropriation includes $30,000 for 2016 and $135,000 for 2017.

Subd. 6.

Nonpublic pupil education aid.

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

$
16,756,000
.....
2016
$
17,309,000
.....
2017

The 2016 appropriation includes $1,575,000 for 2015 and $15,181,000 for 2016.

The 2017 appropriation includes $1,686,000 for 2016 and $15,623,000 for 2017.

Subd. 7.

Nonpublic pupil transportation.

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

$
17,322,000
.....
2016
$
17,228,000
.....
2017

The 2016 appropriation includes $1,816,000 for 2015 and $15,506,000 for 2016.

The 2017 appropriation includes $1,722,000 for 2016 and $15,506,000 for 2017.

Subd. 8.

One-room schoolhouse.

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

$
65,000
.....
2016
$
65,000
.....
2017

Subd. 9.

Compensatory revenue pilot project.

For grants for participation in the
compensatory revenue pilot program under Laws 2005, First Special Session chapter 5,
article 1, section 50, as amended by Laws 2007, chapter 146, article 1, section 21:

$
2,325,000
.....
2016
$
2,325,000
.....
2017

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

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.

Subd. 10.

Career and technical aid.

For career and technical aid under Minnesota
Statutes, section 124D.4531, subdivision 1b:

$
5,420,000
.....
2016
$
4,405,000
.....
2017

The 2016 appropriation includes $574,000 for 2015 and $4,846,000 for 2016.

The 2017 appropriation includes $538,000 for 2016 and $3,867,000 for 2017.

Sec. 26. REPEALER.

(a) Minnesota Statutes 2014, sections 126C.12, subdivision 6; and 126C.41,
subdivision 1,
are repealed.

(b) Minnesota Statutes 2014, section 126C.13, subdivisions 3a, 3b, and 3c, are
repealed for taxes payable in 2018.

ARTICLE 2

EDUCATION EXCELLENCE

Section 1.

Minnesota Statutes 2014, section 13.32, subdivision 5, is amended to read:


Subd. 5.

Directory information.

Information designated as directory information
pursuant to the provisions of United States Code, title 20, section 1232g and Code of
Federal Regulations, title 34, section 99.37 which are in effect on January 1, 2007 3,
2012
, is public data on individuals, to the extent required under federal law. When
conducting the directory information designation and notice process required by federal
law, an educational agency or institution shall give parents and students notice of the
right to refuse to let the agency or institution designate any or all data about the student
as directory information. This notice may be given by any means reasonably likely to
inform the parents and students of the right.

EFFECTIVE DATE.

This section is effective the day following final enactment.

Sec. 2.

Minnesota Statutes 2014, section 120B.022, subdivision 1a, is amended to read:


Subd. 1a.

Foreign language and culture; proficiency certificates.

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

(b) Any Minnesota public, charter, or nonpublic school may award Minnesota
World Language Proficiency Certificates or Minnesota World Language Proficiency High
Achievement Certificates,
consistent with this subdivision.

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

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

Sec. 3.

Minnesota Statutes 2014, section 120B.022, subdivision 1b, is amended to read:


Subd. 1b.

State bilingual and multilingual seals.

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

(b) In addition to paragraph (a), to be eligible to receive a seal:

(1) students must satisfactorily complete all required English language arts credits;
and

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

(c) Consistent with this subdivision, a high school graduate student who
demonstrates an intermediate high ACTFL level of functional native proficiency in one
language in addition to English is eligible to receive the state bilingual gold seal. A high
school graduate student who demonstrates an intermediate high ACTFL level of functional
native proficiency in more than one language in addition to English is eligible to receive
the state multilingual gold seal. A high school student who demonstrates an advanced low
ACTFL level of functional proficiency in one language in addition to English is eligible
to receive the state bilingual platinum seal. A high school student who demonstrates
an advanced-low ACTFL level of functional proficiency in more than one language in
addition to English is eligible to receive the state multilingual platinum seal.

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

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

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

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

(h) By August 1, 2015, the colleges and universities of the Minnesota State Colleges
and Universities system must award foreign language credits to a student who receives a
state bilingual seal or a state multilingual seal under this subdivision and may
establish
criteria to translate the seals into college credits based on the world language course
equivalencies identified by the Minnesota State Colleges and Universities faculty and
staff and, upon request from an enrolled student, the Minnesota State Colleges and
Universities may
award foreign language credits to a student who receives a Minnesota
World Language Proficiency Certificate or a Minnesota World Language Proficiency
High Achievement Certificate
under subdivision 1a. A student who demonstrated the
requisite level of language proficiency in grade 10, 11, or 12 to receive a seal or certificate
and is enrolled in a Minnesota State Colleges and Universities institution must request
college credits for the student's seal or proficiency certificate within three academic years
after graduating from high school. The University of Minnesota is encouraged to award
students foreign language academic credits consistent with this paragraph.

EFFECTIVE DATE.

This section is effective the day following final enactment and
applies beginning with students graduating in the 2014-2015 school year who demonstrate
the requisite language proficiency in grade 10, 11, or 12.

Sec. 4.

Minnesota Statutes 2014, section 120B.12, subdivision 4a, is amended to read:


Subd. 4a.

Local literacy plan.

(a) Consistent with this section, a school district
must adopt a local literacy plan to have every child reading at or above grade level no
later than the end of grade 3, including English learners. The plan must be consistent with
section 122A.06, subdivision 4, and
include the following:

(1) a process to assess students' level of reading proficiency, and data to support the
effectiveness of an assessment used to screen and identify a student's level of reading
proficiency;

(2) a process to notify and involve parents, intervene with ;

(3) a description of how schools in the district will determine the proper reading
intervention strategy for a student and the process for intensifying or modifying the
reading strategy in order to obtain measurable reading progress;

(4) evidence-based intervention methods for students who are not reading at or
above grade level, and identify and meet and progress monitoring to provide information
on the effectiveness of the intervention; and

(5) identification of staff development needs, including a program to meet those
needs
.

(b) The district must post its literacy plan on the official school district Web site.

EFFECTIVE DATE.

This section is effective for fiscal year 2016 and later.

Sec. 5.

Minnesota Statutes 2014, section 120B.13, subdivision 4, is amended to read:


Subd. 4.

Rigorous course taking information; AP, IB, and PSEO.

The
commissioner shall submit the following information on rigorous course taking,
disaggregated by student subgroup, school district, and postsecondary institution,
to the
education committees of the legislature each year by February 1:

(1) the number of pupils enrolled in postsecondary enrollment options under section
124D.09, including concurrent enrollment, career and technical education courses offered
as a concurrent enrollment course,
advanced placement, and international baccalaureate
courses in each school district;

(2) the number of teachers in each district attending training programs offered by the
college board, International Baccalaureate North America, Inc., or Minnesota concurrent
enrollment programs;

(3) the number of teachers in each district participating in support programs;

(4) recent trends in the field of postsecondary enrollment options under section
124D.09, including concurrent enrollment, advanced placement, and international
baccalaureate programs;

(5) expenditures for each category in this section and under sections 124D.09 and
124D.091, including career and technical education courses offered as a concurrent
enrollment course
; and

(6) other recommendations for the state program or the postsecondary enrollment
options under section 124D.09, including concurrent enrollment.

Sec. 6.

Minnesota Statutes 2014, section 120B.30, subdivision 3, is amended to read:


Subd. 3.

Reporting.

The commissioner shall report test results publicly and to
stakeholders, including the performance achievement levels developed from students'
unweighted test scores in each tested subject and a listing of demographic factors that
strongly correlate with student performance, including student homelessness, as data are
available, among other factors
. The test results must not include personally identifiable
information as defined in Code of Federal Regulations, title 34, section 99.3. The
commissioner shall also report data that compares performance results among school
sites, school districts, Minnesota and other states, and Minnesota and other nations. The
commissioner shall disseminate to schools and school districts a more comprehensive
report containing testing information that meets local needs for evaluating instruction and
curriculum. The commissioner shall disseminate to charter school authorizers a more
comprehensive report containing testing information that contains anonymized data where
cell count data are sufficient to protect student identity and that meets the authorizer's
needs in fulfilling its obligations under section 124D.10.

EFFECTIVE DATE.

This section is effective the day following final enactment
and applies to school year reports for the 2015-2016 school year and later.

Sec. 7.

Minnesota Statutes 2014, section 120B.31, subdivision 4, is amended to read:


Subd. 4.

Student performance data.

In developing policies and assessment
processes to hold schools and districts accountable for high levels of academic standards
under section 120B.021, the commissioner shall aggregate student data over time to
report student performance and growth levels measured at the school, school district, and
statewide level. When collecting and reporting the performance data, the commissioner
shall organize and report the data so that state and local policy makers can understand the
educational implications of changes in districts' demographic profiles over time, including
student homelessness, as data are available, among other demographic factors
. Any report
the commissioner disseminates containing summary data on student performance must
integrate student performance and the demographic factors that strongly correlate with
that performance.

EFFECTIVE DATE.

This section is effective the day following final enactment
and applies to school year reports for the 2015-2016 school year and later.

Sec. 8.

Minnesota Statutes 2014, section 120B.36, subdivision 1, is amended to read:


Subdivision 1.

School performance reports.

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

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

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

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

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

EFFECTIVE DATE.

This section is effective the day following final enactment
and applies to school year reports for the 2015-2016 school year and later.

Sec. 9.

Minnesota Statutes 2014, 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 require all candidates for teacher
licensure
to pass demonstrate a passing score on a board-adopted skills examination
in reading, writing, and mathematics or attain either a composite score composed of
the average of the scores in English and writing, reading, and mathematics on the ACT
Plus Writing recommended by the board, or an equivalent composite score composed
of the average of the scores in critical reading, mathematics, and writing on the SAT
recommended by the board
, as a requirement for initial teacher licensure, except that the
board may issue up to two four temporary, one-year teaching licenses to an otherwise
qualified candidate who has not yet passed the board-adopted skills exam or attained the
requisite composite score on the ACT Plus Writing or SAT
. Such rules The board 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
board-adopted skills examination or attain the requisite composite score on the ACT Plus
Writing or SAT
, including those for whom English is a second language. The requirement
to pass a board-adopted reading, writing, and mathematics skills examination or attain the
requisite composite score on the ACT Plus Writing or SAT
does not apply to nonnative
English speakers, as verified by qualified Minnesota school district personnel or Minnesota
higher education faculty, who, after meeting the content and pedagogy requirements
under this subdivision, apply for a teaching license to provide direct instruction in their
native language or world language instruction under section 120B.022, subdivision 1. A
teacher candidate's official ACT Plus Writing or SAT composite score report to the board
must not be more than ten years old at the time of licensure
The Board of Teaching and
the entity administering the content, pedagogy, and skills examinations must allow any
individual who produces documentation of a disability in the form of an evaluation, 504
plan, or individual education program (IEP) to receive the same testing accommodations
on the content, pedagogy, and skills examinations that the applicant received during their
secondary or postsecondary education
.

(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. Among other components,
teacher preparation programs are encouraged to provide a school-year-long student
teaching program that combines clinical opportunities with academic coursework and
in-depth student teaching experiences to offer students ongoing mentorship, coaching,
and assessment, help to prepare a professional development plan, and structured
learning experiences.
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. The board's
redesign rules must include creating flexible, specialized teaching licenses, credentials,
and other endorsement forms to increase students' participation in language immersion
programs, world language instruction, career development opportunities, work-based
learning, early college courses and careers, career and technical programs, Montessori
schools, and project and place-based learning, among other career and college ready
learning offerings.

(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. All teacher candidates must have preparation
in English language development and content instruction for English learners in order to be
able to effectively instruct the English learners in their classrooms. 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, recognizes the
importance of cultural and linguistic competencies, including the ability to teach and
communicate in culturally competent and aware ways, and formalizes mentoring and
induction for newly licensed teachers 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. The board must require licensed teachers
who are renewing a continuing license to include in the renewal requirements further
preparation in English language development and specially designed content instruction
in English for English learners.

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

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

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

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

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

(o) The board must adopt rules by January 1, 2016, to license applicants under
sections 122A.23 and 122A.245. The rules must permit applicants to demonstrate their
qualifications through the board's recognition of a teaching license from another state
in a similar content field, completion of a state-approved teacher preparation program,
teaching experience as the teacher of record in a similar licensure field, depth of content
knowledge, depth of content methods or general pedagogy, subject-specific professional
development and contribution to the field, or classroom performance as determined by
documented student growth on normed assessments or documented effectiveness on
evaluations. The rules must adopt criteria for determining a "similar content field" and
"similar licensure area."

EFFECTIVE DATE.

This section is effective the day following final enactment
and applies to all candidates seeking initial teacher licensure, including those holding a
temporary, one-year teaching license.

Sec. 10.

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


Subd. 4a.

Teacher and administrator preparation and performance data;
report.

(a) The Board of Teaching and the Board of School Administrators, in cooperation
with the Minnesota Association of Colleges of Teacher Education and Minnesota colleges
and universities offering board-adopted teacher or administrator preparation programs,
annually must collect and report summary data on teacher and administrator preparation
and performance outcomes, consistent with this subdivision. The Board of Teaching
and the Board of School Administrators annually by June 1 must update and post the
reported summary preparation and performance data on teachers and administrators from
the preceding school years on a Web site hosted jointly by the boards.

(b) Publicly reported summary data on teacher preparation programs must include:
student entrance requirements for each Board of Teaching-approved program, including
grade point average for enrolling students in the preceding year; the average board-adopted
skills examination or ACT or SAT scores of students entering the program in the preceding
year; summary data on faculty qualifications, including at least the content areas of faculty
undergraduate and graduate degrees and their years of experience either as kindergarten
through grade 12 classroom teachers or school administrators; the average time resident
and nonresident program graduates in the preceding year needed to complete the program;
the current number and percent of students by program who graduated, received a standard
Minnesota teaching license, and were hired to teach full time in their licensure field in a
Minnesota district or school in the preceding year; the number of content area credits and
other credits by undergraduate program that students in the preceding school year needed
to complete to graduate; students' pass rates on skills and subject matter exams required for
graduation in each program and licensure area in the preceding school year; survey results
measuring student and graduate satisfaction with the program in the preceding school
year; a standard measure of the satisfaction of school principals or supervising teachers
with the student teachers assigned to a school or supervising teacher; and information
under paragraphs (d) and (e). Program reporting must be consistent with subdivision 11.

(c) Publicly reported summary data on administrator preparation programs
approved by the Board of School Administrators must include: summary data on faculty
qualifications, including at least the content areas of faculty undergraduate and graduate
degrees and their years of experience either as kindergarten through grade 12 classroom
teachers or school administrators; the average time program graduates in the preceding
year needed to complete the program; the current number and percent of students who
graduated, received a standard Minnesota administrator license, and were employed as an
administrator in a Minnesota school district or school in the preceding year; the number of
credits by graduate program that students in the preceding school year needed to complete
to graduate; survey results measuring student, graduate, and employer satisfaction with
the program in the preceding school year; and information under paragraphs (f) and (g).
Program reporting must be consistent with section 122A.14, subdivision 10.

(d) School districts annually by October 1 must report to the Board of Teaching
the following information for all teachers who finished the probationary period and
accepted a continuing contract position with the district from September 1 of the previous
year through August 31 of the current year: the effectiveness category or rating of the
teacher on the summative evaluation under section 122A.40, subdivision 8, or 122A.41,
subdivision 5; the licensure area in which the teacher primarily taught during the
three-year evaluation cycle; and the teacher preparation program preparing the teacher in
the teacher's primary areas of instruction and licensure.

(e) School districts annually by October 1 must report to the Board of Teaching the
following information for all probationary teachers in the district who were released or
whose contracts were not renewed from September 1 of the previous year through August
31 of the current year: the licensure areas in which the probationary teacher taught; and
the teacher preparation program preparing the teacher in the teacher's primary areas of
instruction and licensure.

(f) School districts annually by October 1 must report to the Board of School
Administrators the following information for all school principals and assistant principals
who finished the probationary period and accepted a continuing contract position with the
district from September 1 of the previous year through August 31 of the current year: the
effectiveness category or rating of the principal or assistant principal on the summative
evaluation under section 123B.147, subdivision 3; and the principal preparation program
providing instruction to the principal or assistant principal.

(g) School districts annually by October 1 must report to the Board of School
Administrators all probationary school principals and assistant principals in the district
who were released or whose contracts were not renewed from September 1 of the previous
year through August 31 of the current year.

EFFECTIVE DATE.

This section is effective July 1, 2016.

Sec. 11.

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


Subd. 11.

Teacher preparation program reporting.

By December 31, 2018, and
annually thereafter, the Board of Teaching shall report and publish on its Web site the
cumulative summary results of at least three consecutive years of data reported to the board
under subdivision 4a, paragraph (b). Where the data are sufficient to yield statistically
reliable information and the results would not reveal personally identifiable information
about an individual teacher, the board shall report the data by teacher preparation program.

Sec. 12.

Minnesota Statutes 2014, section 122A.14, subdivision 3, is amended to read:


Subd. 3.

Rules for continuing education requirements.

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

EFFECTIVE DATE.

This section is effective the day following final enactment.

Sec. 13.

Minnesota Statutes 2014, section 122A.14, is amended by adding a
subdivision to read:


Subd. 10.

Principal preparation program reporting.

By December 31, 2018, and
annually thereafter, the Board of School Administrators shall report and publish on its
Web site the cumulative summary results of three years of data reported to the board under
section 122A.09, subdivision 4a, paragraph (c), for each principal preparation program.

Sec. 14.

Minnesota Statutes 2014, 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, including those meeting the standards adopted
under section 122A.09, subdivision 4, paragraph (o)
.

(b) The board must require a person to pass an candidate for teacher licensure to
demonstrate a passing score on a board-adopted
examination of skills in reading, writing,
and mathematics or attain either a composite score composed of the average of the scores in
English and writing, reading, and mathematics on the ACT Plus Writing recommended by
the board, or an equivalent composite score composed of the average of the scores in critical
reading, mathematics, and writing on the SAT recommended by the board
, before being
granted an initial teaching license to provide direct instruction to pupils in prekindergarten,
elementary, secondary, or special education programs, except that the board may issue up
to two four temporary, one-year teaching licenses to an otherwise qualified candidate who
has not yet passed the a board-adopted skills exam or attained the requisite composite score
on the ACT Plus Writing or SAT
. At the request of the employing school district or charter
school, the Board of Teaching may issue a restricted license to an otherwise qualified
teacher not passing or demonstrating a passing score on a board-adopted skills examination
in reading, writing, and math. For purposes of this section, the restricted license issued by
the board is limited to the current subject or content matter the teacher is employed to teach
and limited to the district or charter school requesting the restricted license. If the board
denies the request, it must provide a detailed response to the school administrator as to the
reasons for the denial.
The board must require colleges and universities offering a board
approved teacher preparation program to make available upon request remedial assistance
that includes a formal diagnostic component to persons enrolled in their institution who
did not achieve a qualifying score on the a board-adopted skills examination or attain the
requisite composite ACT Plus Writing or SAT score
, including those for whom English is
a second language. The colleges and universities must make available assistance in the
specific academic areas of candidates' deficiency. School districts may make available
upon request similar, appropriate, and timely remedial assistance that includes a formal
diagnostic component to those persons employed by the district who completed their
teacher education program, who did not achieve a qualifying score on the a board-adopted
skills examination, or attain the requisite composite ACT Plus Writing or SAT score,
and who received a temporary license to teach in Minnesota. The Board of Teaching
shall report annually to the education committees of the legislature on the total number
of teacher candidates during the most recent school year taking the a board-adopted
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,
and the candidates who have not attained the requisite
composite ACT Plus Writing or SAT score or
have not passed a content or pedagogy
exam, disaggregated by categories of race, ethnicity, and eligibility for financial aid.

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

(d) All colleges and universities approved by the board of teaching to prepare persons
for teacher licensure must include in their teacher preparation programs a common core
of teaching knowledge and skills to be acquired by all persons recommended for teacher
licensure. Among other requirements, teacher candidates must demonstrate the knowledge
and skills needed to provide appropriate instruction to English learners to support and
accelerate their academic literacy, including oral academic language, and achievement in
content areas in a regular classroom setting. 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.

Sec. 15.

Minnesota Statutes 2014, section 122A.18, is amended by adding a
subdivision to read:


Subd. 4a.

Limited provisional licenses.

The board may grant two-year provisional
licenses to a licensure candidate in a field in which they were not previously licensed or in a
field in which a shortage of licensed teachers exists. A shortage is defined as an inadequate
supply of licensed personnel in a given licensure area as determined by the commissioner.

Sec. 16.

Minnesota Statutes 2014, section 122A.20, subdivision 1, is amended to read:


Subdivision 1.

Grounds for revocation, suspension, or denial.

(a) The Board of
Teaching or Board of School Administrators, whichever has jurisdiction over a teacher's
licensure, may, on the written complaint of the school board employing a teacher, a teacher
organization, or any other interested person, refuse to issue, refuse to renew, suspend, or
revoke a teacher's license to teach for any of the following causes:

(1) immoral character or conduct;

(2) failure, without justifiable cause, to teach for the term of the teacher's contract;

(3) gross inefficiency or willful neglect of duty;

(4) failure to meet licensure requirements; or

(5) fraud or misrepresentation in obtaining a license.

The written complaint must specify the nature and character of the charges.

(b) The Board of Teaching or Board of School Administrators, whichever
has jurisdiction over a teacher's licensure, shall refuse to issue, refuse to renew, or
automatically revoke a teacher's license to teach without the right to a hearing upon
receiving a certified copy of a conviction showing that the teacher has been convicted
of child abuse, as defined in section 609.185, sex trafficking in the first degree under
section 609.322, subdivision 1, sex trafficking in the second degree under section 609.322,
subdivision 1a, engaging in hiring, or agreeing to hire a minor to engage in prostitution
under section 609.324, subdivision 1,
sexual abuse under section 609.342, 609.343,
609.344, 609.345, 609.3451, subdivision 3, or 617.23, subdivision 3, solicitation of
children to engage in sexual conduct or communication of sexually explicit materials
to children under section 609.352, interference with privacy under section 609.746 or
stalking under section 609.749 and the victim was a minor,
using minors in a sexual
performance under section 617.246, or possessing pornographic works involving a minor
under section 617.247, or any other offense not listed in this paragraph that requires the
person to register as a predatory offender under section 243.166,
or a crime under a similar
law of another state or the United States. The board shall send notice of this licensing
action to the district in which the teacher is currently employed.

(c) A person whose license to teach has been revoked, not issued, or not renewed
under paragraph (b), may petition the board to reconsider the licensing action if the
person's conviction for child abuse or sexual abuse is reversed by a final decision of the
Court of Appeals or the Supreme Court or if the person has received a pardon for the
offense. The petitioner shall attach a certified copy of the appellate court's final decision or
the pardon to the petition. Upon receiving the petition and its attachment, the board shall
schedule and hold a disciplinary hearing on the matter under section 214.10, subdivision 2,
unless the petitioner waives the right to a hearing. If the board finds that, notwithstanding
the reversal of the petitioner's criminal conviction or the issuance of a pardon, the
petitioner is disqualified from teaching under paragraph (a), clause (1), the board shall
affirm its previous licensing action. If the board finds that the petitioner is not disqualified
from teaching under paragraph (a), clause (1), it shall reverse its previous licensing action.

(d) For purposes of this subdivision, the Board of Teaching is delegated the authority
to suspend or revoke coaching licenses.

Sec. 17.

Minnesota Statutes 2014, section 122A.21, subdivision 2, is amended to read:


Subd. 2.

Licensure via portfolio.

(a) An eligible candidate may use licensure
via portfolio to obtain an initial licensure or to add a licensure field, consistent with the
applicable Board of Teaching licensure rules.

(b) A candidate for initial licensure must submit to the Educator Licensing Division
at the department one portfolio demonstrating pedagogical competence and one portfolio
demonstrating content competence.

(c) A candidate seeking to add a licensure field must submit to the Educator
Licensing Division at the department one portfolio demonstrating content competence.

(d) The Board of Teaching must notify a candidate who submits a portfolio under
paragraph (b) or (c) within 90 calendar days after the portfolio is received whether or not
the portfolio was approved. If the portfolio was not approved, the board must immediately
inform the candidate how to revise the portfolio to successfully demonstrate the requisite
competence. The candidate may resubmit a revised portfolio at any time and the Educator
Licensing Division at the department must approve or disapprove the portfolio within
60 calendar days of receiving it.

(e) A candidate must pay to the executive secretary of the Board of Teaching a
$300 fee for the first portfolio submitted for review and a $200 fee for any portfolio
submitted subsequently. The fees must be paid to the executive secretary of the Board of
Teaching. The revenue generated from the fee must be deposited in an education licensure
portfolio account in the special revenue fund. The fees set by the Board of Teaching are
nonrefundable for applicants not qualifying for a license. The Board of Teaching may
waive or reduce fees for candidates based on financial need.

EFFECTIVE DATE.

This section is effective the day following final enactment and
applies to all portfolios submitted to the Educator Licensing Division at the department
after that date.

Sec. 18.

Minnesota Statutes 2014, section 122A.23, is amended to read:


122A.23 APPLICANTS TRAINED IN OTHER STATES.

Subdivision 1.

Preparation equivalency.

When a license to teach is authorized to
be issued to any holder of a diploma or a degree of a Minnesota state university, or of the
University of Minnesota, or of a liberal arts university, or a technical training institution,
such license may also, in the discretion of the Board of Teaching or the commissioner of
education, whichever has jurisdiction, be issued to any holder of a diploma or a degree
of a teacher training institution of equivalent rank and standing of any other state. The
diploma or degree must be granted by virtue of completing a course coursework in teacher
preparation essentially equivalent in content to that required by such Minnesota state
university or the University of Minnesota or a liberal arts university in Minnesota or a
technical training institution
as preliminary to the granting of a diploma or a degree of the
same rank and class. For purposes of granting a Minnesota teaching license to a person
who receives a diploma or degree from a state-accredited, out-of-state teacher training
program leading to licensure, the Board of Teaching must establish criteria and streamlined
procedures by January 1, 2016, to recognize the experience and professional credentials of
the person holding the out-of-state diploma or degree and allow that person to demonstrate
to the board the person's qualifications for receiving a Minnesota teaching license based
on performance measures the board adopts by January 1, 2016, under this section.

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) (c) to (e) (f) to an
applicant who holds at least a baccalaureate degree from a regionally accredited college
or university and holds or held a similar an out-of-state teaching license that requires the
applicant to successfully complete a teacher preparation program approved by the issuing
state, which includes either (1) field-specific teaching methods and , student teaching, or
essentially equivalent experience, or (2) at least two years of teaching experience as the
teacher of record in a similar licensure field
.

(b) The Board of Teaching may issue a standard license on the basis of teaching
experience and examination requirements only.

(c) 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 a similar content
field and grade levels if the scope of the out-of-state license is no more than two grade
levels less than a similar Minnesota license, and either (i) has completed field-specific
teaching methods, student teaching, or equivalent experience, or (ii) has at least two years
of teaching experience as the teacher of record in a similar licensure field
.

(c) (d) The Board of Teaching, consistent with board rules and paragraph (h) (i),
must issue up to three four one-year temporary teaching licenses to an applicant who holds
or held an out-of-state teaching license to teach the same a similar content field and grade
levels, where the scope of the out-of-state license is no more than two grade levels 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) (e) The Board of Teaching, consistent with board rules, must issue up to three
four 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 a similar content
field and grade levels, where the scope of the out-of-state license is no more than two
grade levels 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) (f) The Board of Teaching must issue a temporary restricted 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) (g) The Board of Teaching must not issue to an applicant more than three
one-year temporary teaching licenses under this subdivision
may issue a two-year limited
provisional license to an applicant under this subdivision to teach in a shortage area,
consistent with section 122A.18, subdivision 4a
.

(g) (h) The Board of Teaching must not may issue a license under this subdivision if
the applicant has not attained the additional degrees, credentials, or licenses required in
a particular licensure field and the applicant can demonstrate competency by obtaining
qualifying scores on the board-adopted skills examination in reading, writing, and
mathematics, and on applicable board-adopted rigorous content area and pedagogy
examinations under section 122A.09, subdivision 4, paragraphs (a) and (e)
.

(h) (i) The Board of Teaching must require an applicant for a teaching license
or a temporary teaching license under this subdivision to pass a board-adopted skills
examination in reading, writing, and mathematics or demonstrate, consistent with section
122A.09, subdivision 4, the applicant's attainment of either the requisite composite ACT
Plus Writing or SAT score
before the board issues the license unless, notwithstanding
other provisions of this subdivision, an applicable board-approved National Association of
State Directors of Teacher Education interstate reciprocity agreement exists to allow fully
certified teachers from other states to transfer their certification to Minnesota.

Subd. 3.

Teacher licensure agreements with adjoining states.

(a) Notwithstanding
any other law to the contrary, the Board of Teaching must enter into a National Association
of State Directors of Teacher Education and Certification (NASDTEC) interstate
agreement and other interstate agreements for teacher licensure to allow fully certified
teachers from adjoining states to transfer their certification to Minnesota. The board must
enter into these interstate agreements only after determining that the rigor of the teacher
licensure or certification requirements in the adjoining state is commensurate with the
rigor of Minnesota's teacher licensure requirements. The board may limit an interstate
agreement to particular content fields or grade levels based on established priorities or
identified shortages. This subdivision does not apply to out-of-state applicants holding
only a provisional teaching license.

(b) The Board of Teaching must work with designated authorities in adjoining states
to establish interstate teacher licensure agreements under this section.

EFFECTIVE DATE.

This section is effective August 1, 2015.

Sec. 19.

Minnesota Statutes 2014, section 122A.245, subdivision 1, is amended to read:


Subdivision 1.

Requirements.

(a) To improve academic excellence, improve ethnic
and cultural diversity in the classroom, and close the academic achievement gap, the
Board of Teaching must approve qualified teacher preparation programs under this section
that are a means to acquire a two-year limited-term license, which the board may renew
one time for an additional one-year term, and to prepare for acquiring a standard license.
The following entities are eligible to participate under this section:

(1) a school district or , charter school, or nonprofit corporation organized under
chapter 317A for an education-related purpose
that forms a partnership with a college or
university that has a board-approved alternative teacher preparation program; or

(2) a school district or charter school, after consulting with a college or university
with a board-approved teacher preparation program, that forms a partnership with a
nonprofit corporation organized under chapter 317A for an education-related purpose that
has a board-approved teacher preparation program.

(b) Before participating in this program becoming a teacher of record, a candidate
must:

(1) have a bachelor's degree with a 3.0 or higher grade point average unless the
board waives the grade point average requirement based on board-adopted criteria adopted
by January 1, 2016
;

(2) pass the demonstrate a passing score on a board-adopted reading, writing, and
mathematics skills examination under section 122A.09, subdivision 4, paragraph (b); and

(3) obtain qualifying scores on applicable board-approved rigorous content area and
pedagogy examinations under section 122A.09, subdivision 4, paragraph (e).

(c) The Board of Teaching must issue a two-year limited-term license to a person
who enrolls in an alternative teacher preparation program.

EFFECTIVE DATE.

This section is effective the day following final enactment.

Sec. 20.

Minnesota Statutes 2014, section 122A.245, subdivision 3, is amended to read:


Subd. 3.

Program approval; disapproval.

(a) The Board of Teaching must approve
alternative teacher preparation programs under this section based on board-adopted
criteria that reflect best practices for alternative teacher preparation programs, consistent
with this section.

(b) The board must permit teacher candidates to demonstrate mastery of pedagogy
and content standards in school-based settings and through other nontraditional means.
"Nontraditional means" must include a portfolio of previous experiences, teaching
experience, educator evaluations, certifications marking the completion of education
training programs, and essentially equivalent demonstrations.

(c) The board must use nontraditional criteria to determine the qualifications of
program instructors.

(d) The board may permit instructors to hold a baccalaureate degree only.

(b) (e) If the Board of Teaching determines that a teacher preparation program under
this section does not meet the requirements of this section, it may revoke its approval
of the program after it notifies the program provider of any deficiencies and gives the
program provider an opportunity to remedy the deficiencies.

Sec. 21.

Minnesota Statutes 2014, section 122A.245, subdivision 7, is amended to read:


Subd. 7.

Standard license.

The Board of Teaching must issue a standard license
to an otherwise qualified teacher candidate under this section who successfully performs
throughout a program under this section, successfully completes all required obtains
qualifying scores on applicable board-adopted rigorous
skills, pedagogy, and content
area examinations under section 122A.09, subdivision 4, paragraphs (a) and (e), and is
recommended for licensure under subdivision 5 or successfully demonstrates to the board
qualifications for licensure under subdivision 6.

Sec. 22.

Minnesota Statutes 2014, section 122A.30, is amended to read:


122A.30 EXEMPTION FOR TECHNICAL COLLEGE EDUCATION
INSTRUCTORS.

(a) Notwithstanding section 122A.15, subdivision 1, and upon approval of the local
employer school board,
a person who teaches in a part-time vocational or career and
technical education program not more than 61 hours per fiscal year is exempt from a
license requirement. Nothing in this section shall exclude licensed career and technical
educators from the definition of "teacher" in section 122A.40, 122A.41, or 179A.03.

(b) This section expires June 30, 2020.

EFFECTIVE DATE.

This section is effective the day following final enactment
and applies to all technical education instructors hired after that date.

Sec. 23.

Minnesota Statutes 2014, section 122A.40, subdivision 8, is amended to read:


Subd. 8.

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

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

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

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

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

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

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

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

(6) may include job-embedded learning opportunities such as professional learning
communities;

(7) may include mentoring and induction programs;

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

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

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

(11) must require qualified and trained evaluators such as school administrators to
perform summative evaluations and ensure school districts and charter schools provide for
effective evaluator training specific to teacher development and evaluation;

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

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

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

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

(d) Consistent with the measures of teacher effectiveness under this subdivision:

(1) for students in kindergarten through grade 4, a school administrator must not
place or approve the placement of a student in the classroom of a teacher who is in the
improvement process referenced in paragraph (b), clause (12), or has not had a summative
evaluation if, in the prior year, that student was in the classroom of a teacher who received
discipline pursuant to paragraph (b), clause (13), unless no other teacher at the school
teaches that grade; and

(2) for students in grades 5 through 12, a school administrator must not place
or approve the placement of a student in the classroom of a teacher who is in the
improvement process referenced in paragraph (b), clause (12), or has not had a summative
evaluation if, in the prior year, that student was in the classroom of a teacher who received
discipline pursuant to paragraph (b), clause (13), unless no other teacher at the school
teaches that subject area and grade.

All data created and used under this paragraph retains its classification under chapter 13.

Sec. 24.

Minnesota Statutes 2014, section 122A.40, subdivision 13, is amended to read:


Subd. 13.

Immediate discharge.

(a) Except as otherwise provided in paragraph
(b), a board may discharge a continuing-contract teacher, effective immediately, upon any
of the following grounds:

(1) immoral conduct, insubordination, or conviction of a felony;

(2) conduct unbecoming a teacher which requires the immediate removal of the
teacher from classroom or other duties;

(3) failure without justifiable cause to teach without first securing the written release
of the school board;

(4) gross inefficiency which the teacher has failed to correct after reasonable written
notice;

(5) willful neglect of duty; or

(6) continuing physical or mental disability subsequent to a 12 months leave of
absence and inability to qualify for reinstatement in accordance with subdivision 12.

For purposes of this paragraph, conduct unbecoming a teacher includes an unfair
discriminatory practice described in section 363A.13.

Prior to discharging a teacher under this paragraph, the board must notify the teacher
in writing and state its ground for the proposed discharge in reasonable detail. Within
ten days after receipt of this notification the teacher may make a written request for a
hearing before the board and it shall be granted before final action is taken. The board
may suspend a teacher with pay pending the conclusion of the hearing and determination
of the issues raised in the hearing after charges have been filed which constitute ground for
discharge. If a teacher has been charged with a felony and the underlying conduct that
is the subject of the felony charge is a ground for a proposed immediate discharge, the
suspension pending the conclusion of the hearing and determination of the issues may be
without pay. If a hearing under this paragraph is held, the board must reimburse the teacher
for any salary or compensation withheld if the final decision of the board or the arbitrator
does not result in a penalty to or suspension, termination, or discharge of the teacher.

(b) A board must discharge a continuing-contract teacher, effective immediately,
upon receipt of notice under section 122A.20, subdivision 1, paragraph (b), that the
teacher's license has been revoked due to a conviction for child abuse or , as defined in
section 609.185; sex trafficking in the first degree under section 609.322, subdivision 1;
sex trafficking in the second degree under section 609.322, subdivision 1a; engaging
in hiring or agreeing to hire a minor to engage in prostitution under section 609.324,
subdivision 1;
sexual abuse under section 609.342, 609.343, 609.344, 609.345, 609.3451,
subdivision 3
, or 617.23, subdivision 3; solicitation of children to engage in sexual
conduct or communication of sexually explicit materials to children under section
609.352; interference with privacy under section 609.746 or stalking under section
609.749 and the victim was a minor; using minors in a sexual performance under section
617.246; possessing pornographic works involving a minor under section 617.247; or
any other offense not listed in this paragraph that requires the person to register as a
predatory offender under section 243.166, or a crime under a similar law of another state
or the United States
.

(c) When a teacher is discharged under paragraph (b) or when the commissioner
makes a final determination of child maltreatment involving a teacher under section
626.556, subdivision 11, the school principal or other person having administrative
control of the school must include in the teacher's employment record the information
contained in the record of the disciplinary action or the final maltreatment determination,
consistent with the definition of public data under section 13.41, subdivision 5, and must
provide the Board of Teaching and the licensing division at the department with the
necessary and relevant information to enable the Board of Teaching and the department's
licensing division to fulfill their statutory and administrative duties related to issuing,
renewing, suspending, or revoking a teacher's license. Information received by the Board
of Teaching or the licensing division at the department under this paragraph is governed
by section 13.41 or other applicable law governing data of the receiving entity. In addition
to the background check required under section 123B.03, a school board or other school
hiring authority must contact the Board of Teaching and the department to determine
whether the teacher's license has been suspended or revoked, consistent with the discharge
and final maltreatment determinations identified in this paragraph. Unless restricted by
federal or state data practices law or by the terms of a collective bargaining agreement,
the responsible authority for a school district must disseminate to another school district
private personnel data on a current or former teacher employee or contractor of the district,
including the results of background investigations, if the requesting school district seeks
the information because the subject of the data has applied for employment with the
requesting school district.

EFFECTIVE DATE.

This section is effective the day following final enactment.

Sec. 25.

Minnesota Statutes 2014, section 122A.41, subdivision 5, is amended to read:


Subd. 5.

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

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

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

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

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

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

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

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

(6) may include job-embedded learning opportunities such as professional learning
communities;

(7) may include mentoring and induction programs;

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

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

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

(11) must require qualified and trained evaluators such as school administrators to
perform summative evaluations and ensure school districts and charter schools provide for
effective evaluator training specific to teacher development and evaluation;

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

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

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

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

(d) Consistent with the measures of teacher effectiveness under this subdivision:

(1) for students in kindergarten through grade 4, a school administrator must not
place or approve the placement of a student in the classroom of a teacher who is in the
improvement process referenced in paragraph (b), clause (12), or has not had a summative
evaluation if, in the prior year, that student was in the classroom of a teacher who received
discipline pursuant to paragraph (b), clause (13), unless no other teacher at the school
teaches that grade; and

(2) for students in grades 5 through 12, a school administrator must not place
or approve the placement of a student in the classroom of a teacher who is in the
improvement process referenced in paragraph (b), clause (12), or has not had a summative
evaluation if, in the prior year, that student was in the classroom of a teacher who received
discipline pursuant to paragraph (b), clause (13), unless no other teacher at the school
teaches that subject area and grade.

All data created and used under this paragraph retains its classification under chapter 13.

Sec. 26.

Minnesota Statutes 2014, section 122A.41, subdivision 6, is amended to read:


Subd. 6.

Grounds for discharge or demotion.

(a) Except as otherwise provided
in paragraph (b), causes for the discharge or demotion of a teacher either during or after
the probationary period must be:

(1) immoral character, conduct unbecoming a teacher, or insubordination;

(2) failure without justifiable cause to teach without first securing the written release
of the school board having the care, management, or control of the school in which the
teacher is employed;

(3) inefficiency in teaching or in the management of a school, consistent with
subdivision 5, paragraph (b);

(4) affliction with a communicable disease must be considered as cause for removal
or suspension while the teacher is suffering from such disability; or

(5) discontinuance of position or lack of pupils.

For purposes of this paragraph, conduct unbecoming a teacher includes an unfair
discriminatory practice described in section 363A.13.

(b) A probationary or continuing-contract teacher must be discharged immediately
upon receipt of notice under section 122A.20, subdivision 1, paragraph (b), that the
teacher's license has been revoked due to a conviction for child abuse or , as defined in
section 609.185; sex trafficking in the first degree under section 609.322, subdivision 1;
sex trafficking in the second degree under section 609.322, subdivision 1a; engaging
in hiring or agreeing to hire a minor to engage in prostitution under section 609.324,
subdivision 1;
sexual abuse under section 609.342, 609.343, 609.344, 609.345, 609.3451,
subdivision 3
, or 617.23, subdivision 3; solicitation of children to engage in sexual
conduct or communication of sexually explicit materials to children under section
609.352; interference with privacy under section 609.746 or stalking under section
609.749 and the victim was a minor; using minors in a sexual performance under section
617.246; possessing pornographic works involving a minor under section 617.247; or
any other offense not listed in this paragraph that requires the person to register as a
predatory offender under section 243.166, or a crime under a similar law of another state
or the United States
.

(c) When a teacher is discharged under paragraph (b) or when the commissioner
makes a final determination of child maltreatment involving a teacher under section
626.556, subdivision 11, the school principal or other person having administrative
control of the school must include in the teacher's employment record the information
contained in the record of the disciplinary action or the final maltreatment determination,
consistent with the definition of public data under section 13.41, subdivision 5, and must
provide the Board of Teaching and the licensing division at the department with the
necessary and relevant information to enable the Board of Teaching and the department's
licensing division to fulfill their statutory and administrative duties related to issuing,
renewing, suspending, or revoking a teacher's license. Information received by the Board
of Teaching or the licensing division at the department under this paragraph is governed
by section 13.41 or other applicable law governing data of the receiving entity. In addition
to the background check required under section 123B.03, a school board or other school
hiring authority must contact the Board of Teaching and the department to determine
whether the teacher's license has been suspended or revoked, consistent with the discharge
and final maltreatment determinations identified in this paragraph. Unless restricted by
federal or state data practices law or by the terms of a collective bargaining agreement,
the responsible authority for a school district must disseminate to another school district
private personnel data on a current or former teacher employee or contractor of the district,
including the results of background investigations, if the requesting school district seeks
the information because the subject of the data has applied for employment with the
requesting school district.

EFFECTIVE DATE.

This section is effective the day following final enactment.

Sec. 27.

Minnesota Statutes 2014, section 122A.413, subdivision 1, is amended to read:


Subdivision 1.

Qualifying plan.

A district or , intermediate school district, or a
cooperative unit, as defined in section 123A.24, subdivision 2,
may develop an educational
improvement plan for the purpose of qualifying for the alternative teacher professional pay
system under section 122A.414. The plan must include measures for improving school
district, intermediate school district, cooperative, school site, teacher, and individual
student performance.

EFFECTIVE DATE.

This section is effective for revenue in fiscal year 2017 and
later.

Sec. 28.

Minnesota Statutes 2014, section 122A.413, subdivision 2, is amended to read:


Subd. 2.

Plan components.

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

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

(2) performance goals and benchmarks for improvement;

(3) measures of student attendance and completion rates;

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

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

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

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

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

EFFECTIVE DATE.

This section is effective for revenue in fiscal year 2017 and
later.

Sec. 29.

Minnesota Statutes 2014, section 122A.414, subdivision 1, is amended to read:


Subdivision 1.

Restructured pay system.

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

EFFECTIVE DATE.

This section is effective for revenue in fiscal year 2017 and
later.

Sec. 30.

Minnesota Statutes 2014, section 122A.414, subdivision 1a, is amended to read:


Subd. 1a.

Transitional planning year.

(a) To be eligible to participate in an
alternative teacher professional pay system, a school district, intermediate school district,
or site, at least one school year before it expects to fully implement an alternative pay
system, must:

(1) submit to the department a letter of intent executed by the school district or ,
intermediate school district and the exclusive representative of the teachers to complete a
plan preparing for full implementation, consistent with subdivision 2, that may include,
among other activities, training to evaluate teacher performance, a restructured school
day to develop integrated ongoing site-based professional development activities, release
time to develop an alternative pay system agreement, and teacher and staff training on
using multiple data sources; and

(2) agree to use up to two percent of basic revenue for staff development purposes,
consistent with sections 122A.60 and 122A.61, to develop the alternative teacher
professional pay system agreement under this section.

(b) To be eligible to participate in an alternative teacher professional pay system, a
charter school, at least one school year before it expects to fully implement an alternative
pay system, must:

(1) submit to the department a letter of intent executed by the charter school and the
charter school board of directors;

(2) submit the record of a formal vote by the teachers employed at the charter
school indicating at least 70 percent of all teachers agree to implement the alternative
pay system; and

(3) agree to use up to two percent of basic revenue for staff development purposes,
consistent with sections 122A.60 and 122A.61, to develop the alternative teacher
professional pay system.

(c) To be eligible to participate in an alternative teacher professional pay system,
a cooperative, excluding intermediate school districts at least one school year before it
expects to fully implement an alternative pay system, must:

(1) submit to the department a letter of intent executed by the governing board
of the cooperative; and

(2) submit the record of a formal vote by the teachers employed by the cooperative
indicating at least 70 percent of all teachers agree to implement the alternative pay system.

(c) (d) The commissioner may waive the planning year if the commissioner
determines, based on the criteria under subdivision 2, that the school district, intermediate
school district, cooperative, site or charter school is ready to fully implement an alternative
pay system.

EFFECTIVE DATE.

This section is effective for revenue in fiscal year 2017 and
later.

Sec. 31.

Minnesota Statutes 2014, section 122A.414, subdivision 2, is amended to read:


Subd. 2.

Alternative teacher professional pay system.

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

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

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

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

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

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

(ii) measures of student growth and literacy that may include value-added models
or student learning goals, consistent with section 122A.40, subdivision 8, clause (9), or
122A.41, subdivision 5, clause (9), and other measures that include the academic literacy,
oral academic language, and achievement of English learners under section 122A.40,
subdivision 8, clause (10), or 122A.41, subdivision 5, clause (10); and

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

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

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

(6) encourage collaboration rather than competition among teachers.

(c) The alternative teacher professional pay system may:

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

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

EFFECTIVE DATE.

This section is effective the day following final enactment
and applies to agreements approved or renegotiated after that date.

Sec. 32.

Minnesota Statutes 2014, section 122A.414, subdivision 2a, is amended to read:


Subd. 2a.

Charter school applications; cooperative applications.

(a) For charter
school applications, the board of directors of a charter school that satisfies the conditions
under subdivisions 2 and 2b must submit to the commissioner an application that contains:

(1) an agreement to implement an alternative teacher professional pay system
under this section;

(2) a resolution by the charter school board of directors adopting the agreement; and

(3) the record of a formal vote by the teachers employed at the charter school
indicating that at least 70 percent of all teachers agree to implement the alternative
teacher professional pay system, unless the charter school submits an alternative teacher
professional pay system agreement under this section before the first year of operation.

Alternative compensation revenue for a qualifying charter school must be calculated
under section 126C.10, subdivision 34, paragraphs (a) and (b).

(b) For cooperative unit applications, excluding intermediate school districts, the
governing board of a cooperative unit that satisfies the conditions under subdivisions 2
and 2b must submit to the commissioner an application that contains:

(1) an agreement to implement an alternative teacher professional pay system
under this section;

(2) a resolution by the governing board adopting the agreement; and

(3) the record of a formal vote by the teachers employed at the cooperative unit
indicating that at least 70 percent of all teachers agree to implement the alternative teacher
professional pay system.

EFFECTIVE DATE.

This section is effective for revenue in fiscal year 2017 and
later.

Sec. 33.

Minnesota Statutes 2014, section 122A.414, subdivision 2b, is amended to
read:


Subd. 2b.

Approval process.

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

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

EFFECTIVE DATE.

This section is effective for revenue in fiscal year 2017 and
later.

Sec. 34.

Minnesota Statutes 2014, section 122A.414, subdivision 3, is amended to read:


Subd. 3.

Report; continued funding.

(a) Participating districts, intermediate school
districts, cooperatives, school sites, and charter schools must report on the implementation
and effectiveness of the alternative teacher professional pay system, particularly
addressing each requirement under subdivision 2 and make annual recommendations by
June 15 to their school boards. The school board or , board of directors, or governing board
shall transmit a copy of the report with a summary of the findings and recommendations
of the district, intermediate school district, cooperative, school site, or charter school to
the commissioner in the form and manner determined by the commissioner.

(b) If the commissioner determines that a school district, intermediate school district,
cooperative, school site, or charter school that receives alternative teacher compensation
revenue is not complying with the requirements of this section, the commissioner
may withhold funding from that participant. Before making the determination, the
commissioner must notify the participant of any deficiencies and provide the participant
an opportunity to comply.

EFFECTIVE DATE.

This section is effective for revenue in fiscal year 2017 and
later.

Sec. 35.

Minnesota Statutes 2014, section 122A.415, is amended to read:


122A.415 ALTERNATIVE COMPENSATION REVENUE.

Subdivision 1.

Revenue amount.

(a) A school district, intermediate school district,
cooperative unit as defined in section 123A.24, subdivision 2, school site, or charter
school that meets the conditions of section 122A.414 and submits an application approved
by the commissioner is eligible for alternative teacher compensation revenue.

(b) For school district and intermediate school district applications, the commissioner
must consider only those applications to participate that are submitted jointly by a
district and the exclusive representative of the teachers. The application must contain an
alternative teacher professional pay system agreement that:

(1) implements an alternative teacher professional pay system consistent with
section 122A.414; and

(2) is negotiated and adopted according to the Public Employment Labor Relations
Act under chapter 179A, except that notwithstanding section 179A.20, subdivision 3, a
district may enter into a contract for a term of two or four years.

Alternative teacher compensation revenue for a qualifying school district or site in
which the school board and the exclusive representative of the teachers agree to place
teachers in the district or at the site on the alternative teacher professional pay system equals
$260 times the number of pupils enrolled at the district or site on October 1 of the previous
fiscal year. Alternative teacher compensation revenue for a qualifying intermediate school
district or cooperative must be calculated under subdivision 4, paragraph (a) (b).

(c) For a newly combined or consolidated district, the revenue shall be computed
using the sum of pupils enrolled on October 1 of the previous year in the districts entering
into the combination or consolidation. The commissioner may adjust the revenue computed
for a site using prior year data to reflect changes attributable to school closings, school
openings, or grade level reconfigurations between the prior year and the current year.

(d) The revenue is available only to school districts, intermediate school districts,
cooperatives, school sites, and charter schools that fully implement an alternative teacher
professional pay system by October 1 of the current school year.

Subd. 3.

Revenue timing.

(a) Districts, intermediate school districts, cooperatives,
school sites, or charter schools with approved applications must receive alternative
compensation revenue for each school year that the district, intermediate school district,
cooperative, school site, or charter school implements an alternative teacher professional
pay system under this subdivision and section 122A.414. For fiscal year 2007 and later,
A qualifying district, intermediate school district, cooperative, school site, or charter
school that received alternative teacher compensation aid for the previous fiscal year
must receive at least an amount of alternative teacher compensation revenue equal to the
lesser of the amount it received for the previous fiscal year or the amount it qualifies
for under subdivision 1 for the current fiscal year if the district, intermediate school
district, cooperative, school site, or charter school submits a timely application and the
commissioner determines that the district, intermediate school district, cooperative, school
site, or charter school continues to implement an alternative teacher professional pay
system, consistent with its application under this section.

(b) The commissioner shall approve applications that comply with subdivision 1,
and section 122A.414, subdivisions 2, paragraph (b), and 2a, if the applicant is a charter
school or cooperative, in the order in which they are received, select applicants that
qualify for this program, notify school districts, intermediate school districts, cooperatives,
school sites, and charter schools about the program, develop and disseminate application
materials, and carry out other activities needed to implement this section.

(c) For fiscal year 2008 and later, the portion of the state total basic alternative
teacher compensation aid entitlement allocated to charter schools must not exceed the
product of $3,374,000 times the ratio of the state total charter school enrollment for the
previous fiscal year to the state total charter school enrollment for fiscal year 2007.
Additional basic alternative teacher compensation aid may be approved for charter schools
after August 1, not to exceed the charter school limit for the following fiscal year, if
the basic alternative teacher compensation aid entitlement for school districts based on
applications approved by August 1 does not expend the remaining amount under the limit.

Subd. 4.

Basic alternative teacher compensation aid.

(a) For fiscal year 2015 and
later,
The basic alternative teacher compensation aid for a school with a plan approved
under section 122A.414, subdivision 2b, equals 65 percent of the alternative teacher
compensation revenue under subdivision 1. The basic alternative teacher compensation
aid for an intermediate school district or a charter school with a plan approved under
section 122A.414, subdivisions 2a and 2b, if the recipient is a charter school, equals $260
times the number of pupils enrolled in the school on October 1 of the previous year, or
on October 1 of the current year for a charter school in the first year of operation, times
the ratio of the sum of the alternative teacher compensation aid and alternative teacher
compensation levy for all participating school districts to the maximum alternative teacher
compensation revenue for those districts under subdivision 1.

(b) Notwithstanding paragraph (a) and subdivision 1, the state total basic alternative
teacher compensation aid entitlement must not exceed $75,636,000 $88,118,000 for fiscal
year 2015 2017 and later. The commissioner must limit the amount of alternative teacher
compensation aid approved under this section so as not to exceed these limits. Basic
alternative teacher compensation aid for an intermediate district or other cooperative unit
equals $3,000 times the number of licensed teachers employed by the intermediate district
or cooperative unit on October 1 of the previous school year.

Subd. 5.

Alternative teacher compensation levy.

For fiscal year 2015 and later,
The alternative teacher compensation levy for a district receiving basic alternative teacher
compensation aid equals the product of (1) the difference between the district's alternative
teacher compensation revenue and the district's basic alternative teacher compensation
aid, times (2) the lesser of one or the ratio of the district's adjusted net tax capacity per
adjusted pupil unit to $6,100.

Subd. 6.

Alternative teacher compensation equalization aid.

(a) For fiscal year
2015 and later,
A district's alternative teacher compensation equalization aid equals the
district's alternative teacher compensation revenue minus the district's basic alternative
teacher compensation aid minus the district's alternative teacher compensation levy. If a
district does not levy the entire amount permitted, the alternative teacher compensation
equalization aid must be reduced in proportion to the actual amount levied.

(b) A district's alternative teacher compensation aid equals the sum of the
district's basic alternative teacher compensation aid and the district's alternative teacher
compensation equalization aid.

EFFECTIVE DATE.

This section is effective for revenue in fiscal year 2017 and
later.

Sec. 36.

Minnesota Statutes 2014, section 122A.60, is amended to read:


122A.60 STAFF DEVELOPMENT PROGRAM.

Subdivision 1.

Staff development committee.

(a) A school board must use the
revenue authorized in section 122A.61 for in-service education for programs under section
120B.22, subdivision 2, or for staff development
:

(1) teacher development and evaluation plans under this section 122A.40,
subdivision 8, or 122A.41, subdivision 5;

(2) principal development and evaluation under section 123B.147, subdivision 3;

(3) in-service education programs under section 120B.22, subdivision 2; and

(4) other staff development needs.

(b) The board must establish an advisory staff development committee to develop
the plan, assist site professional development teams in developing a site plan consistent
with the goals of the plan, and evaluate staff development efforts at the site level. A
majority of the advisory committee and the site professional development team must be
teachers representing various grade levels, subject areas, and special education. The
advisory committee must also include nonteaching staff, parents, and administrators.

Subd. 1a.

Effective staff development activities.

(a) Staff development activities
must:

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

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

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

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

(5) align with state and local academic standards;

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

(7) align with the plan of the district or site for an alternative teacher professional
pay system;

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

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

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

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

Subd. 2.

Contents of plan.

The plan must include the staff development outcomes
under section 122A.40, subdivision 8, or 122A.41, subdivision 5, and section 123B.147,
subdivision 3, the means to achieve the outcomes, and procedures for evaluating progress
at each school site toward meeting education and staff development outcomes, consistent
with relicensure requirements under section 122A.18, subdivision 4. The plan also must:

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

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

(3) maintain a strong subject matter focus premised on students' learning goals,
consistent with section 120B.125;

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

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

Subd. 3.

Staff development outcomes.

The advisory staff development committee
must adopt a staff development plan, consistent with section 122A.40, subdivision 8, or
122A.41, subdivision 5, for developing and evaluating teachers and
for improving student
achievement outcomes and with section 123B.147, subdivision 3, for strengthening
principals' capacity in areas of instruction, supervision, evaluation, and teacher
development
. The plan must be consistent with education outcomes that the school board
determines. The plan must include ongoing staff development activities that contribute
toward continuous improvement in achievement of achieving the following goals:

(1) improve student achievement of state and local education standards in all areas of
the curriculum, including areas of regular academic and applied and experiential learning,
by using research-based best practices methods;

(2) effectively meet the needs of a diverse student population, including at-risk
children, children with disabilities, English learners, and gifted children, within the regular
classroom, applied and experiential learning settings, and other settings;

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

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

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

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

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

Subd. 4.

Staff development report.

(a) By October 15 of each year, the district and
site staff development committees shall write and submit a report of staff development
activities and expenditures for the previous year, in the form and manner determined by
the commissioner. The report, signed by the district superintendent and staff development
chair, must include assessment and evaluation data indicating progress toward district and
site staff development goals based on teaching and learning outcomes, including the
percentage of teachers and other staff involved in instruction who participate in effective
staff development activities under subdivision 3.

(b) The report must break down expenditures for:

(1) curriculum development and curriculum training programs; and

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

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

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

EFFECTIVE DATE.

This section is effective for the 2016-2017 school year and
later.

Sec. 37.

Minnesota Statutes 2014, 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:

(1) teacher development and evaluation under sections 122A.40, subdivision 8, or
122A.41, subdivision 5;

(2) principal development and evaluation under section 123B.147, subdivision 3;

(3) professional development under section 122A.60; and

(4) in-service education for programs under section 120B.22, subdivision 2 , .

To the extent extra funds remain, staff development revenue may be used 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, teachers' mentoring under section 122A.70 and evaluation,
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.

EFFECTIVE DATE.

This section is effective for the 2016-2017 school year and
later.

Sec. 38.

Minnesota Statutes 2014, section 122A.69, is amended to read:


122A.69 PRACTICE OR STUDENT TEACHERS.

The Board of Teaching may, by agreements with teacher preparing preparation
institutions, arrange for classroom experience in the district for practice or student
teachers who have completed not less than at least two years of an approved teacher
education preparation program. Such practice and student teachers must be provided with
appropriate supervision
appropriately supervised by a fully qualified teacher under rules
promulgated adopted by the board. A practice or student teacher must be placed with a
cooperating licensed teacher who has at least three years of teaching experience and is
not in the improvement process under section 122A.40, subdivision 8, paragraph (b),
clause (12), or 122A.41, subdivision 5, paragraph (b), clause (12).
Practice and student
teachers are deemed employees of the school district in which they are rendering services
for purposes of workers' compensation; liability insurance, if provided for other district
employees in accordance with under section 123B.23; and legal counsel in accordance
with the provisions of
under section 123B.25.

EFFECTIVE DATE.

This section is effective for the 2015-2016 school year and
later.

Sec. 39.

Minnesota Statutes 2014, section 124D.09, subdivision 5, is amended to read:


Subd. 5.

Authorization; notification.

Notwithstanding any other law to the
contrary, an 11th or 12th grade pupil enrolled in a school or an American Indian-controlled
tribal contract or grant school eligible for aid under section 124D.83, except a foreign
exchange pupil enrolled in a district under a cultural exchange program, may apply to an
eligible institution, as defined in subdivision 3, to enroll in nonsectarian courses offered by
that postsecondary institution. Notwithstanding any other law to the contrary, a 9th or 10th
grade pupil enrolled in a district or an American Indian-controlled tribal contract or grant
school eligible for aid under section 124D.83, except a foreign exchange pupil enrolled in
a district under a cultural exchange program, may apply to enroll in nonsectarian courses
offered under subdivision 10, if after all 11th and 12th grade students have applied for a
course, additional students are necessary to offer the course
(1) the school district and the
eligible postsecondary institution providing the course agree to the student's enrollment
or (2) the course is a world language course currently available to 11th and 12th grade
students, and consistent with section 120B.022 governing world language standards,
certificates, and seals
. If an institution accepts a secondary pupil for enrollment under this
section, the institution shall send written notice to the pupil, the pupil's school or school
district, and the commissioner within ten days of acceptance. The notice must indicate
the course and hours of enrollment of that pupil. If the pupil enrolls in a course for
postsecondary credit, the institution must notify the pupil about payment in the customary
manner used by the institution.

Sec. 40.

Minnesota Statutes 2014, section 124D.09, subdivision 5a, is amended to read:


Subd. 5a.

Authorization; career or technical education.

A 10th, 11th, or 12th
grade pupil enrolled in a district or an American Indian-controlled tribal contract or grant
school eligible for aid under section 124D.83, except a foreign exchange pupil enrolled in
a district under a cultural exchange program, may enroll in a career or technical education
course offered by a Minnesota state college or university. A 10th grade pupil applying
for enrollment in a career or technical education course under this subdivision must have
received a passing score on the 8th grade Minnesota Comprehensive Assessment in
reading as a condition of enrollment. A current 10th grade pupil who did not take the 8th
grade Minnesota Comprehensive Assessment in reading may substitute another reading
assessment accepted by the enrolling postsecondary institution.
A secondary pupil may
enroll in the pupil's first postsecondary options enrollment course under this subdivision.
A student who is refused enrollment by a Minnesota state college or university under this
subdivision may apply to an eligible institution offering a career or technical education
course. The postsecondary institution must give priority to its students according to
subdivision 9. If a secondary student receives a grade of "C" or better in the career or
technical education course taken under this subdivision, the postsecondary institution
must allow the student to take additional postsecondary courses for secondary credit at
that institution, not to exceed the limits in subdivision 8. A "career or technical course" is
a course that is part of a career and technical education program that provides individuals
with coherent, rigorous content aligned with academic standards and relevant technical
knowledge and skills needed to prepare for further education and careers in current and
emerging professions and provide technical skill proficiency, an industry recognized
credential, and a certificate, a diploma, or an associate degree.

Sec. 41.

Minnesota Statutes 2014, section 124D.09, subdivision 8, is amended to read:


Subd. 8.

Limit on participation.

A pupil who first enrolls in grade 9 may not
enroll in postsecondary courses under this section for secondary credit for more than
the equivalent of four academic years. A pupil who first enrolls in grade 10 may not
enroll in postsecondary courses under this section for secondary credit for more than
the equivalent of three academic years. A pupil who first enrolls in grade 11 may not
enroll in postsecondary courses under this section for secondary credit for more than the
equivalent of two academic years. A pupil who first enrolls in grade 12 may not enroll in
postsecondary courses under this section for secondary credit for more than the equivalent
of one academic year. If a pupil in grade 9, 10, 11, or 12 first enrolls in a postsecondary
course for secondary credit during the school year, the time of participation shall be
reduced proportionately. If a pupil is in a learning year or other year-round program and
begins each grade in the summer session, summer sessions shall not be counted against
the time of participation. If a school district determines a pupil is not on track to graduate,
the limit on participation does not apply to that pupil.
A pupil who has graduated from
high school cannot participate in a program under this section. A pupil who has completed
course requirements for graduation but who has not received a diploma may participate in
the program under this section.

Sec. 42.

Minnesota Statutes 2014, section 124D.09, subdivision 9, is amended to read:


Subd. 9.

Enrollment priority.

(a) A postsecondary institution shall give priority to
its postsecondary students when enrolling 10th, 11th, and 12th grade pupils in its courses.
A postsecondary institution may provide information about its programs to a secondary
school or to a pupil or parent and it may advertise or otherwise recruit or solicit a secondary
pupil to enroll in its programs on educational and programmatic grounds only except,
notwithstanding other law to the contrary, and for the 2014-2015 through 2019-2020
school years only, an eligible postsecondary institution may advertise or otherwise recruit
or solicit a secondary pupil residing in a school district with 700 students or more in grades
10, 11, and 12, to enroll in its programs on educational, programmatic, or financial grounds.

(b) An institution must not enroll secondary pupils, for postsecondary enrollment
options purposes, in remedial, developmental, or other courses that are not college level
except when a student eligible to participate and enrolled in the graduation incentives
program under section 124D.68 enrolls full time in a middle or early college program. A
middle or early college program must be
specifically designed to allow the student to earn
dual high school and college credit with a well-defined pathway to allow the student to earn
a postsecondary degree or credential
. In this case, the student shall receive developmental
college credit and not college credit for completing remedial or developmental courses.

(c) Once a pupil has been enrolled in any postsecondary course under this section,
the pupil shall not be displaced by another student.

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

Sec. 43.

Minnesota Statutes 2014, section 124D.09, subdivision 12, is amended to read:


Subd. 12.

Credits.

A pupil must not audit a course under this section.

A district shall grant academic credit to a pupil enrolled in a course for secondary
credit if the pupil successfully completes the course. Seven quarter or four semester
college credits equal at least one full year of high school credit. Fewer college credits may
be prorated. A district must also grant academic credit to a pupil enrolled in a course for
postsecondary credit if secondary credit is requested by a pupil. If no comparable course is
offered by the district, the district must, as soon as possible, notify the commissioner, who
shall determine the number of credits that shall be granted to a pupil who successfully
completes a course. If a comparable course is offered by the district, the school board
shall grant a comparable number of credits to the pupil. If there is a dispute between the
district and the pupil regarding the number of credits granted for a particular course, the
pupil may appeal the board's decision to the commissioner. The commissioner's decision
regarding the number of credits shall be final.

The secondary credits granted to a pupil must be counted toward the graduation
requirements and subject area requirements of the district. Evidence of successful
completion of each course and secondary credits granted must be included in the pupil's
secondary school record. A pupil shall provide the school with a copy of the pupil's grade
in each course taken for secondary credit under this section. Upon the request of a pupil,
the pupil's secondary school record must also include evidence of successful completion
and credits granted for a course taken for postsecondary credit. In either case, the record
must indicate that the credits were earned at a postsecondary institution.

If a pupil enrolls in a postsecondary institution after leaving secondary school, the
postsecondary institution must award postsecondary credit for any course successfully
completed for secondary credit at that institution. Other postsecondary institutions may
award, after a pupil leaves secondary school, postsecondary credit for any courses
successfully completed under this section. An institution may not charge a pupil for
the award of credit.

The Board of Trustees of the Minnesota State Colleges and Universities and
the Board of Regents of the University of Minnesota must, and private nonprofit and
proprietary postsecondary institutions should, award postsecondary credit for any
successfully completed courses in a program certified by the National Alliance of
Concurrent Enrollment Partnerships offered according to an agreement under subdivision
10. Consistent with section 135A.101, subdivision 3, all MnSCU institutions must give
full credit to a secondary pupil who completes for postsecondary credit a postsecondary
course or program that is part or all of a goal area or a transfer curriculum at a MnSCU
institution when the pupil enrolls in a MnSCU institution after leaving secondary school.
Once one MnSCU institution certifies as completed a secondary student's postsecondary
course or program that is part or all of a goal area or a transfer curriculum, every MnSCU
institution must consider the student's course or program for that goal area or the transfer
curriculum as completed.

EFFECTIVE DATE.

This section is effective for the 2015-2016 school year and
later.

Sec. 44.

[124D.231] FULL-SERVICE COMMUNITY SCHOOLS.

Subdivision 1.

Definitions.

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

(a) "Community organization" means a nonprofit organization that has been in
existence for three years or more and serves persons within the community surrounding
the covered school site on education and other issues.

(b) "Community school consortium" means a group of schools and community
organizations that propose to work together to plan and implement community school
programming.

(c) "Community school programming" means services, activities, and opportunities
described under subdivision 2, paragraph (g).

(d) "High-quality child care or early childhood education programming" means
educational programming for preschool-aged children that is grounded in research,
consistent with best practices in the field, and provided by licensed teachers.

(e) "School site" means a school site at which an applicant has proposed or has been
funded to provide community school programming.

(f) "Site coordinator" is an individual who is responsible for aligning programming
with the needs of the school community identified in the baseline analysis.

Subd. 2.

Full-service community school program.

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

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

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

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

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

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

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

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

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

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

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

(i) identification of challenges facing the school;

(ii) analysis of the student body, including:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

(1) early childhood:

(i) early childhood education; and

(ii) child care services;

(2) academic:

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

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

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

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

(v) specialized instructional support services;

(3) parental involvement:

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

(ii) parent leadership development activities; and

(iii) parenting education activities;

(4) mental and physical health:

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

(ii) juvenile crime prevention and rehabilitation programs;

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

(iv) developmentally appropriate physical education;

(v) nutrition services;

(vi) primary health and dental care; and

(vii) mental health counseling services;

(5) community involvement:

(i) service and service-learning opportunities;

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

(iii) homeless prevention services;

(6) positive discipline practices; and

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

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

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

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

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

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

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

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

(7) plan for school leadership team development.

Subd. 3.

Full-service community school review.

(a) Every three years, a
full-service community school site must submit to the commissioner, and make available
at the school site and online, a report describing efforts to integrate community school
programming at each covered school site and the effect of the transition to a full-service
community school on participating children and adults. This report shall include, but
is not limited to, the following:

(1) an assessment of the effectiveness of the school site in development or
implementing the community school plan;

(2) problems encountered in the design and execution of the community school
plan, including identification of any federal, state, or local statute or regulation impeding
program implementation;

(3) the operation of the school leadership team and its contribution to successful
execution of the community school plan;

(4) recommendations for improving delivery of community school programming
to students and families;

(5) the number and percentage of students receiving community school programming
who had not previously been served;

(6) the number and percentage of nonstudent community members receiving
community school programming who had not previously been served;

(7) improvement in retention among students who receive community school
programming;

(8) improvement in academic achievement among students who receive community
school programming;

(9) changes in student's readiness to enter school, active involvement in learning and
in their community, physical, social and emotional health, and student's relationship with
the school and community environment;

(10) an accounting of anticipated local budget savings, if any, resulting from the
implementation of the program;

(11) improvements to the frequency or depth of families' involvement with their
children's education;

(12) assessment of community stakeholder satisfaction;

(13) assessment of institutional partner satisfaction;

(14) the ability, or anticipated ability, of the school site and partners to continue to
provide services in the absence of future funding under this section;

(15) increases in access to services for students and their families; and

(16) the degree of increased collaboration among participating agencies and private
partners.

(b) Reports submitted under this section shall be evaluated by the commissioner with
respect to the following criteria:

(1) the effectiveness of the school or the community school consortium in
implementing the full-service community school plan, including the degree to which
the school site navigated difficulties encountered in the design and operation of the
full-service community school plan, including identification of any federal, state, or local
statute or regulation impeding program implementation;

(2) the extent to which the project has produced lessons about ways to improve
delivery of community school programming to students;

(3) the degree to which there has been an increase in the number or percentage of
students and nonstudents receiving community school programming;

(4) the degree to which there has been an improvement in retention of students and
improvement in academic achievement among students receiving community school
programming;

(5) local budget savings, if any, resulting from the implementation of the program;

(6) the degree of community stakeholder and institutional partner engagement;

(7) the ability, or anticipated ability, of the school site and partners to continue to
provide services in the absence of future funding under this section;

(8) increases in access to services for students and their families; and

(9) the degree of increased collaboration among participating agencies and private
partners.

Sec. 45.

Minnesota Statutes 2014, section 124D.73, subdivision 3, is amended to read:


Subd. 3.

Advisory task force Tribal Nations Education Committee.

"Advisory
task force"
"Tribal Nations Education Committee" means the state advisory task force
committee established through tribal directive that the commissioner consults with
on American Indian education programs, policy, and all matters related to educating
Minnesota's American Indian students
.

Sec. 46.

Minnesota Statutes 2014, section 124D.73, subdivision 4, is amended to read:


Subd. 4.

Participating school; American Indian school.

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

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

(2) is eligible for a grant under federal Title IV of the Indian VII of the Elementary
and Secondary
Education Act for the education of American Indian children.

Sec. 47.

Minnesota Statutes 2014, section 124D.74, subdivision 1, is amended to read:


Subdivision 1.

Program described.

American Indian education programs are
programs in public elementary and secondary schools, nonsectarian nonpublic, community,
tribal, charter, or alternative schools enrolling American Indian children designed to:

(1) support postsecondary preparation for pupils;

(2) support the academic achievement of American Indian students with identified
focus to improve reading and mathematic skills
;

(3) make the curriculum more relevant to the needs, interests, and cultural heritage
of American Indian pupils;

(4) provide positive reinforcement of the self-image of American Indian pupils;

(5) develop intercultural awareness among pupils, parents, and staff; and

(6) supplement, not supplant, state and federal educational and cocurricular programs.

Program components may include: development of support components for students in
the areas of
services designed to increase completion and graduation rates of American
Indian students must emphasize
academic achievement, retention, and attendance;
development of support components services for staff, including in-service training and
technical assistance in methods of teaching American Indian pupils; research projects,
including experimentation with innovative teaching approaches and evaluation of
methods of relating to American Indian pupils; provision of personal and vocational
career counseling to American Indian pupils; modification of curriculum, instructional
methods, and administrative procedures to meet the needs of American Indian pupils; and
supplemental instruction in American Indian language, literature, history, and culture.
Districts offering programs may make contracts for the provision of program components
services by establishing cooperative liaisons with tribal programs and American Indian
social service agencies. These programs may also be provided as components of early
childhood and family education programs.

Sec. 48.

Minnesota Statutes 2014, section 124D.74, subdivision 6, is amended to read:


Subd. 6.

Nonverbal courses and extracurricular activities.

In predominantly
nonverbal subjects, such as art, music, and physical education, American Indian children
shall participate fully and on an equal basis with their contemporaries peers in school
classes provided for these subjects. Every school district or participating school shall
ensure to children enrolled in American Indian education programs an equal and
meaningful opportunity to participate fully with other children in all extracurricular
activities. This subdivision shall not be construed to prohibit instruction in nonverbal
subjects or extracurricular activities which relate to the cultural heritage of the American
Indian children, or which are otherwise necessary to accomplish the objectives described
in sections 124D.71 to 124D.82.

Sec. 49.

Minnesota Statutes 2014, section 124D.75, subdivision 1, is amended to read:


Subdivision 1.

American Indian language and culture education licenses.

The
Board of Teaching, in consultation with the Tribal Nations Education Committee, must
grant initial and continuing teaching licenses in American Indian language and culture
education that bear the same duration as other initial and continuing licenses. The board
must grant licenses to persons who present satisfactory evidence that they:

(1) possess competence in an American Indian language or possess unique
qualifications relative to or knowledge and understanding of American Indian history
and culture; or

(2) possess a bachelor's degree or other academic degree approved by the board or
meet such requirements as to course of study and training as the board may prescribe, or
possess such relevant experience as the board may prescribe.

This evidence may be presented by affidavits, tribal resolutions, or by such other
methods as the board may prescribe. Individuals may present applications for licensure on
their own behalf or these applications may be submitted by the superintendent or other
authorized official of a school district, participating school, or an American Indian school.

Sec. 50.

Minnesota Statutes 2014, section 124D.75, subdivision 3, is amended to read:


Subd. 3.

Resolution or letter.

All persons applying for a license under this section
must submit to the board a resolution or letter of support signed by an American Indian
tribal government or its designee. All persons holding a license under this section on July
1, 1995,
must have on file or file with the board a resolution or letter of support signed by
a tribal government or its designee by January 1, 1996, or the next renewal date of the
license thereafter
.

Sec. 51.

Minnesota Statutes 2014, section 124D.75, subdivision 9, is amended to read:


Subd. 9.

Affirmative efforts in hiring.

In hiring for all positions in these programs,
school districts and participating schools shall give preference to and make affirmative
efforts to seek, recruit, and employ persons who share the culture of the American Indian
children who are enrolled in the program. The district or participating school shall must
provide procedures for the involvement of the parent advisory committees in designing
the procedures for
the recruitment, screening and selection of applicants. This subdivision
shall not be construed to limit the school board's authority to hire and discharge personnel.

Sec. 52.

Minnesota Statutes 2014, section 124D.76, is amended to read:


124D.76 TEACHERS AIDES; COMMUNITY COORDINATORS, INDIAN
HOME/SCHOOL LIAISONS, PARAPROFESSIONALS
.

In addition to employing American Indian language and culture education teachers,
each district or participating school providing programs pursuant to sections 124D.71 to
124D.82 may employ teachers' aides paraprofessionals. Teachers' aides Paraprofessionals
must not be employed for the purpose of supplanting American Indian language and
culture education teachers.

Any district or participating school which conducts American Indian education
programs pursuant to sections 124D.71 to 124D.82 must employ one or more full-time
or part-time community coordinators or Indian home/school liaisons if there are 100 or
more American Indian students enrolled in the program district. Community coordinators
shall promote communication understanding, and cooperation between the schools and the
community and shall visit the homes of children who are to be enrolled in an American
Indian education program in order to convey information about the program.

Sec. 53.

Minnesota Statutes 2014, section 124D.78, is amended to read:


124D.78 PARENT AND COMMUNITY PARTICIPATION.

Subdivision 1.

Parent committee.

School boards and American Indian schools
must provide for the maximum involvement of parents of children enrolled in education
programs, programs for elementary and secondary grades, special education programs,
and support services. Accordingly, the board of a school district in which there are ten
or more American Indian children students enrolled and each American Indian school
must establish a an American Indian education parent advisory committee. If a committee
whose membership consists of a majority of parents of American Indian children has been
or is established according to federal, tribal, or other state law, that committee may serve
as the committee required by this section and is subject to, at least, the requirements of
this subdivision and subdivision 2.

The American Indian education parent advisory committee must develop its
recommendations in consultation with the curriculum advisory committee required by
section 120B.11, subdivision 3. This committee must afford parents the necessary
information and the opportunity effectively to express their views concerning all aspects
of American Indian education and the educational needs of the American Indian children
enrolled in the school or program. The committee must also address the need for adult
education programs for American Indian people in the community.
The school board or
American Indian school must ensure that programs are planned, operated, and evaluated
with the involvement of and in consultation with parents of children students served by
the programs.

Subd. 2.

Resolution of concurrence.

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

Subd. 3.

Membership.

The American Indian education parent advisory committee
must be composed of parents of children eligible to be enrolled in American Indian
education programs; secondary students eligible to be served; American Indian language
and culture education teachers and aides paraprofessionals; American Indian teachers;
counselors; adult American Indian people enrolled in educational programs; and
representatives from community groups. A majority of each committee must be parents
of children enrolled or eligible to be enrolled in the programs. The number of parents
of American Indian and non-American Indian children shall reflect approximately the
proportion of children of those groups enrolled in the programs.

Subd. 4.

Alternate committee.

If the organizational membership or the board
of directors of an American Indian school consists of parents of children attending the
school, that membership or board may serve also as the American Indian education parent
advisory committee.

Sec. 54.

Minnesota Statutes 2014, section 124D.79, subdivision 1, is amended to read:


Subdivision 1.

American Indian community involvement.

The commissioner
must provide for the maximum involvement of the state committees on American Indian
education
Tribal Nations Education Committee, parents of American Indian children,
secondary students eligible to be served, American Indian language and culture education
teachers, American Indian teachers, teachers' aides paraprofessionals, 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. The commissioner must annually hold a field hearing on 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.

Sec. 55.

Minnesota Statutes 2014, section 124D.79, subdivision 2, is amended to read:


Subd. 2.

Technical assistance.

The commissioner shall provide technical assistance
to districts, schools and postsecondary institutions for preservice and in-service training
for teachers, American Indian education teachers and teacher's aides, paraprofessionals
specifically designed to implement culturally responsive
teaching methods, culturally
based
curriculum development, testing and testing mechanisms, and the development of
materials for American Indian education programs.

Sec. 56.

Minnesota Statutes 2014, section 124D.791, subdivision 4, is amended to read:


Subd. 4.

Duties; powers.

The Indian education director shall:

(1) serve as the liaison for the department with the Tribal Nations Education
Committee, the 11 reservations tribal communities in Minnesota, the Minnesota Chippewa
tribe, and the Minnesota Indian Affairs Council, and the Urban Advisory Council;

(2) evaluate the state of American Indian education in Minnesota;

(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;

(4) advise the commissioner on American Indian education issues, including:

(i) issues facing American Indian students;

(ii) policies for American Indian education;

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

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

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

(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:

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

(ii) increase the number of American Indian teachers in public schools;

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

(iv) increase the statewide graduation rate for American Indian students; and

(v) increase American Indian student placement in postsecondary programs and
the workforce; and

(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.

Sec. 57.

Minnesota Statutes 2014, section 124D.81, is amended to read:


124D.81 CONTINUATION OF AMERICAN INDIAN EDUCATION GRANTS
AID.

Subdivision 1.

Grants; Procedures.

Each fiscal year the commissioner of education
must make grants to no fewer than six American Indian education programs. At least
three programs must be in urban areas and at least three must be on or near reservations.
The board of a local district, a participating school or a group of boards may develop a
proposal for grants in support of American Indian education programs. Proposals
A
school district, charter school, or American Indian-controlled tribal contract or grant
school enrolling at least 20 American Indian students on October 1 of the previous school
year, receiving federal Title 7 funding, and operating an American Indian education
program according to section 124D.74 is eligible for Indian education aid if it meets the
requirements of this section. Programs
may provide for contracts for the provision of
program components by nonsectarian nonpublic, community, tribal, charter, or alternative
schools. The commissioner shall prescribe the form and manner of application for grants
aids, and no grant aid shall be made for a proposal program not complying with the
requirements of sections 124D.71 to 124D.82.

Subd. 2.

Plans.

Each To qualify for aid, an eligible district, charter school, or
participating tribal contract school submitting a proposal under subdivision 1 must
develop and submit with the proposal a plan for approval by the Indian education director
which that shall:

(a) Identify the measures to be used to meet the requirements of sections 124D.71 to
124D.82;

(b) Identify the activities, methods and programs to meet the identified educational
needs of the children to be enrolled in the program;

(c) Describe how district goals and objectives as well as the objectives of sections
124D.71 to 124D.82 are to be achieved;

(d) Demonstrate that required and elective courses as structured do not have a
discriminatory effect within the meaning of section 124D.74, subdivision 5;

(e) Describe how each school program will be organized, staffed, coordinated,
and monitored; and

(f) Project expenditures for programs under sections 124D.71 to 124D.82.

Subd. 2a.

American Indian education aid.

(a) The American Indian education
aid for an eligible district or tribal contract school equals the greater of (1) the sum of
$20,000 plus the product of $63 times the difference between the number of American
Indian students enrolled on October 1 of the previous school year and 20; or (2) if the
district or school received a grant under this section for fiscal year 2015, the amount
of the grant for fiscal year 2015.

(b) Notwithstanding paragraph (a), the American Indian education aid must not
exceed the district or tribal contract school's actual expenditure according to the approved
plan under subdivision 2.

Subd. 3.

Additional requirements.

Each district receiving a grant aid under this
section must each year conduct a count of American Indian children in the schools
of the district; test for achievement; identify the extent of other educational needs of
the children to be enrolled in the American Indian education program; and classify the
American Indian children by grade, level of educational attainment, age and achievement.
Participating schools must maintain records concerning the needs and achievements of
American Indian children served.

Subd. 4.

Nondiscrimination; testing.

In accordance with recognized professional
standards, all testing and evaluation materials and procedures utilized for the identification,
testing, assessment, and classification of American Indian children must be selected and
administered so as not to be racially or culturally discriminatory and must be valid for the
purpose of identifying, testing, assessing, and classifying American Indian children.

Subd. 5.

Records.

Participating schools and districts must keep records and afford
access to them as the commissioner finds necessary to ensure that American Indian
education programs are implemented in conformity with sections 124D.71 to 124D.82.
Each school district or participating school must keep accurate, detailed, and separate
revenue and expenditure accounts for pilot American Indian education programs funded
under this section.

Subd. 6.

Money from other sources.

A district or participating school providing
American Indian education programs shall be eligible to receive moneys for these programs
from other government agencies and from private sources when the moneys are available.

Subd. 7.

Exceptions.

Nothing in sections 124D.71 to 124D.82 shall be construed as
prohibiting a district or school from implementing an American Indian education program
which is not in compliance with sections 124D.71 to 124D.82 if the proposal and plan for
that program is not funded pursuant to this section.

EFFECTIVE DATE.

This section is effective for revenue for fiscal year 2016
and later.

Sec. 58.

Minnesota Statutes 2014, section 124D.98, is amended to read:


124D.98 LITERACY INCENTIVE AID.

Subdivision 1.

Literacy incentive aid.

In fiscal year 2013 and later, A district's
literacy incentive aid equals the sum of the proficiency aid under subdivision 2, and the
growth aid under subdivision 3.

Subd. 2.

Proficiency aid.

In fiscal year 2013 and later, The proficiency aid for
each school in a district that has submitted to the commissioner its local literacy plan
under section 120B.12, subdivision 4a,
is equal to the product of the school's proficiency
allowance times the number of third grade pupils at the school on October 1 of the previous
fiscal year. A school's proficiency allowance is equal to the percentage of students in
each building that meet or exceed proficiency on the third grade reading Minnesota
Comprehensive Assessment, averaged across the previous three test administrations,
times $530.

Subd. 3.

Growth aid.

In fiscal year 2013 and later, The growth aid for each school
in a district that has submitted to the commissioner its local literacy plan under section
120B.12, subdivision 4a,
is equal to the product of the school's growth allowance times
the number of fourth grade pupils enrolled at the school on October 1 of the previous
fiscal year. A school's growth allowance is equal to the percentage of students at that
school making medium or high growth, under section 120B.299, on the fourth grade
reading Minnesota Comprehensive Assessment, averaged across the previous three test
administrations, times $530.

EFFECTIVE DATE.

This section is effective for fiscal year 2016 and later.

Sec. 59.

Minnesota Statutes 2014, section 126C.15, subdivision 1, is amended to read:


Subdivision 1.

Use of revenue.

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

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

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

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

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

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

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

(11) extended school day and extended school year programs; and

(12) 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.

EFFECTIVE DATE.

This section is effective for fiscal year 2016 and later.

Sec. 60.

Minnesota Statutes 2014, section 135A.101, is amended by adding a
subdivision to read:


Subd. 3.

Minnesota transfer curriculum.

Notwithstanding section 135A.08 or
other law to the contrary, all MnSCU institutions must give full credit to a secondary pupil
who completes for postsecondary credit a postsecondary course or program that is part or
all of a goal area or a transfer curriculum at a MnSCU institution when the pupil enrolls
in a MnSCU institution after leaving secondary school. Once one MnSCU institution
certifies as completed a secondary student's postsecondary course or program that is part
or all of a goal area or a transfer curriculum, every MnSCU institution must consider the
student's course or program for that goal area or the transfer curriculum as completed.

EFFECTIVE DATE.

This section is effective August 1, 2015.

Sec. 61.

Laws 2013, chapter 116, article 3, section 35, subdivision 2, is amended to read:


Subd. 2.

Achievement and integration levy.

For fiscal year 2014 only, a district's
achievement and integration levy equals the lesser of the district's achievement and
integration revenue for that year or
the amount the district was authorized to levy under
Laws 2011, First Special Session chapter 11, article 2, section 49, paragraph (f).

EFFECTIVE DATE.

This section is effective the day following final enactment.

Sec. 62.

Laws 2014, chapter 312, article 16, section 15, is amended to read:


Sec. 15. TEACHER DEVELOPMENT AND EVALUATION REVENUE.

(a) For fiscal year 2015 only, teacher development and evaluation revenue for a
school district, intermediate school district, educational cooperative, education district,
or charter school with any school site that does not have an alternative professional pay
system agreement under Minnesota Statutes, section 122A.414, subdivision 2, equals $302
times the number of full-time equivalent teachers employed on October 1 of the previous
school year in each school site without an alternative professional pay system under
Minnesota Statutes, section 122A.414, subdivision 2
. Except for charter schools, revenue
under this section must be reserved for teacher development and evaluation activities
consistent with Minnesota Statutes, section 122A.40, subdivision 8, or Minnesota Statutes,
section 122A.41, subdivision 5. For the purposes of this section, "teacher" has the
meaning given it in Minnesota Statutes, section 122A.40, subdivision 1, or Minnesota
Statutes, section 122A.41, subdivision 1.

(b) Notwithstanding paragraph (a), the state total teacher development and
evaluation revenue entitlement must not exceed $10,000,000 $10,022,000 for fiscal year
2015. The commissioner must limit the amount of revenue under this section so as not
to exceed this limit.

EFFECTIVE DATE.

This section is effective retroactively from July 1, 2014.

Sec. 63.

Laws 2014, chapter 312, article 16, section 16, subdivision 7, is amended to
read:


Subd. 7.

Teacher development and evaluation.

For teacher development and
evaluation revenue.

$
9,000,000
9,020,000
.....
2015

The 2015 appropriation includes $0 for 2014 and $9,000,000 $9,020,000 for 2015.
This is a onetime appropriation and is available until expended the end of fiscal year 2017.

EFFECTIVE DATE.

This section is effective the day following final enactment.

Sec. 64. TRANSFER CURRICULUM REPORT.

By February 1, 2016, the chancellor of the Minnesota State Colleges and
Universities must prepare and submit to the K-12 and higher education committees of
the legislature a report describing the implementation of the transfer curriculum policy
for postsecondary enrollment options program students under Minnesota Statutes,
sections 124D.09, subdivision 12, and 135A.101, subdivision 3, and how to standardize
Advanced Placement, International Baccalaureate, and college-level exam program course
equivalencies across all state colleges and universities.

EFFECTIVE DATE.

This section is effective the day following final enactment.

Sec. 65. EXAMINING AND DEVELOPING STATEWIDE SWIMMING
RESOURCES.

(a) The commissioner of education must use existing budgetary resources to
inventory and report to the education committees of the legislature by February 1, 2016,
on the extent of existing resources and best practices available for swimming instruction
in Minnesota public schools.

(b) The commissioner of education must establish a work group of interested
stakeholders, including the commissioner or commissioner's designee, the commissioner
of health or the commissioner's designee, and representatives of K-12 physical education
teachers, K-12 school administrators, the Minnesota school boards association, nonprofit
fitness and recreational organizations, public parks and recreation departments, and
other stakeholders, including community members underserved and disproportionately
impacted by the current distribution of swimming resources, interested in swimming
instruction and activities identified by the commissioner of education, to determine
and report to the education committees of the legislature by February 1, 2016, on the
curriculum, resources, personnel, and other costs needed to make swimming instruction
available in all Minnesota public schools for children beginning at an early age. The work
group must consider the substance of the report under paragraph (a) in preparing its report.

EFFECTIVE DATE.

This section is effective the day following final enactment.

Sec. 66. SCHOOL START DATE FOR THE 2015-2016 SCHOOL YEAR ONLY.

Notwithstanding Minnesota Statutes, section 120A.40, or other law to the contrary,
for the 2015-2016 school year only, school districts may begin the school year on
September 1.

EFFECTIVE DATE.

This section is effective the day following final enactment for
the 2015-2016 school year only.

Sec. 67. DEVELOPMENTAL COURSE TAKING; REPORT.

The commissioner of education, in consultation with the commissioner of the Office
of Higher Education, the chancellor of the Minnesota State Colleges and Universities,
and the president of the University of Minnesota, shall collect and report the following
information to the legislature by January 1, 2016:

(1) the tuition costs incurred by students enrolled in noncredit-bearing college
courses at the University of Minnesota and the Minnesota State Colleges and Universities
for developmental or remedial purposes for the 2014-2015 and preceding four school
years; and

(2) for the same time period, the Minnesota high schools who graduated the students
in clause (1), the aggregate number of students from each high school in clause (1), and
the tuition cost under clause (1) for students from each high school.

Sec. 68. RECOMMENDATIONS ON SERVICE-LEARNING.

The Board of Teaching may make recommendations to the legislature on teacher
preparation and licensure requirements in the area of service-learning, consistent with
Minnesota Statutes, section 124D.50, and the definition of service-learning in the federal
National and Community Service Act, as amended, and submit the recommendations
to the legislature by February 15, 2016. The board must consult with representatives
of teacher preparation programs and institutions, school-based and community-based
service-learning practitioners and experts, licensed teachers, students with service-learning
experience, and other interested stakeholders in developing the recommendations.

Sec. 69. APPROPRIATIONS.

Subdivision 1.

Department of Education.

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

Subd. 2.

Alternative compensation.

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

$
78,331,000
.....
2016
$
87,147,000
.....
2017

The 2016 appropriation includes $7,766,000 for 2015 and $70,565,000 for 2016.

The 2017 appropriation includes $7,840,000 for 2016 and $79,307,000 for 2017.

Subd. 3.

Achievement and integration aid.

For achievement and integration aid
under Minnesota Statutes, section 124D.862:

$
65,539,000
.....
2016
$
68,745,000
.....
2017

The 2016 appropriation includes $6,382,000 for 2015 and $59,157,000 for 2016.

The 2017 appropriation includes $6,573,000 for 2016 and $62,172,000 for 2017.

Subd. 4.

Literacy incentive aid.

For literacy incentive aid under Minnesota
Statutes, section 124D.98:

$
44,552,000
.....
2016
$
45,508,000
.....
2017

The 2016 appropriation includes $4,683,000 for 2015 and $39,869,000 for 2016.

The 2017 appropriation includes $4,429,000 for 2016 and $41,079,000 for 2017.

Subd. 5.

Interdistrict desegregation or integration transportation grants.

For
interdistrict desegregation or integration transportation grants under Minnesota Statutes,
section 124D.87:

$
15,023,000
.....
2016
$
15,825,000
.....
2017

Subd. 6.

Reading Corps.

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

$
6,125,000
.....
2016
$
6,125,000
.....
2017

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

Subd. 7.

Tribal contract schools.

For tribal contract school aid under Minnesota
Statutes, section 124D.83:

$
2,157,000
.....
2016
$
2,273,000
.....
2017

The 2016 appropriation includes $204,000 for 2015 and $1,953,000 for 2016.

The 2017 appropriation includes $216,000 for 2016 and $2,057,000 for 2017.

Subd. 8.

Compensatory revenue pilot program.

For grants for participation in the
compensatory revenue pilot program under Laws 2005, First Special Session chapter 5,
article 1, section 50, as amended by Laws 2007, chapter 146, article 1, section 21:

$
2,325,000
.....
2016
$
2,325,000
.....
2017

(a) In fiscal years 2016 and 2017, grants shall be awarded in the following amounts:
$1,500,000 is for a grant to Independent School District No. 11, Anoka-Hennepin;
$75,000 is for a grant to Independent School District No. 286, Brooklyn Center; $210,000
is for a grant to Independent School District No. 279, Osseo; $160,000 is for a grant to
Independent School District No. 281, Robbinsdale; $165,000 is for a grant to Independent
School District No. 535, Rochester; $65,000 is for a grant to Independent School District
No. 833, South Washington; and $150,000 is for a grant to Independent School District No.
241, Albert Lea. 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.

(b) The commissioner of education must submit a report by February 15, 2016, to the
education committees of the legislature evaluating the effectiveness of the pilot program.

Subd. 9.

Concurrent enrollment program.

For concurrent enrollment programs
under Minnesota Statutes, section 124D.091:

$
$4,000,000
.....
2016
$
$4,000,000
.....
2017

If the appropriation is insufficient, the commissioner must proportionately reduce
the aid payment to each district.

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

Subd. 10.

Success for the future.

For American Indian success for the future grants
under Minnesota Statutes, section 124D.81:

$
213,000
.....
2016
$
0
.....
2017

The 2016 appropriation includes $213,000 for 2015 and $0 for 2016.

Subd. 11.

American Indian education aid.

For American Indian education aid
under Minnesota Statutes, section 124D.81, subdivision 2a:

$
3,513,000
.....
2016
$
3,726,000
.....
2017

Subd. 12.

Collaborative urban educator.

For the collaborative urban educator
grant program:

$
780,000
.....
2016
$
780,000
.....
2017

Grants shall be awarded in equal amounts: $195,000 each year is for the Southeast
Asian teacher program at Concordia University, St. Paul; $195,000 each year is for the
collaborative urban educator program at the University of St. Thomas; $195,000 each year
is for the Center for Excellence in Urban Teaching at Hamline University; and $195,00
each year is for the East Africa Student to Teacher program at Augsburg College.

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

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.

Subd. 13.

ServeMinnesota program.

For funding ServeMinnesota programs under
Minnesota Statutes, sections 124D.37 to 124D.45:

$
900,000
.....
2016
$
900,000
.....
2017

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.

Subd. 14.

Student organizations.

For student organizations:

$
725,000
.....
2016
$
725,000
.....
2017

$46,000 each year is for student organizations serving health occupations (HOSA).

$100,000 each year is for student organizations serving trade and industry
occupations (Skills USA, secondary and postsecondary).

$95,000 each year is for student organizations serving business occupations (BPA,
secondary and postsecondary).

$193,000 each year is for student organizations serving agriculture occupations
(FFA, PAS).

$142,000 each year is for student organizations serving family and consumer science
occupations (FCCLA).

$109,000 each year is for student organizations serving marketing occupations
(DECA and DECA collegiate).

$40,000 each year is for the Minnesota Foundation for Student Organizations.

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

Subd. 15.

Museums and Education Centers.

For grants to museums and education
centers:

$
351,000
.....
2016
$
351,000
.....
2017

(a) $260,000 each year is for the Minnesota Children's Museum.

(b) $50,000 each year is for the Duluth Children's Museum.

(c) $41,000 each year is for the Minnesota Academy of Science.

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

Subd. 16.

Teacher development and evaluation.

For teacher development and
evaluation revenue:

$
1,002,000
.....
2016

The 2016 appropriation includes $1,002,000 for 2016 and $0 for 2017. This is a
onetime appropriation and is available in the second year.

Subd. 17.

Starbase MN.

For a grant to Starbase MN for rigorous science,
technology, engineering, and math (STEM) program providing students in grades 4 to
6 with a multisensory learning experience and a hands-on curriculum in an aerospace
environment using state-of-the-art technology:

$
924,000
.....
2016
$
-0-
.....
2017

This appropriation does not cancel but is available in the second year of the biennium.

The base appropriation for this appropriation in fiscal year 2018 is $500,000.

All unspent funds, estimated at $924,000 from the Starbase appropriation under
Laws 2013, chapter 116, article 3, section 37, subdivision 22, are canceled to the general
fund on June 30, 2015.

Subd. 18.

Recovery program grants.

For recovery program grants under
Minnesota Statutes, section 124D.695:

$
500,000
.....
2016
$
500,000
.....
2017

Any balance in the first year does not cancel and is available in the second year.

Subd. 19.

Full-service community schools.

For full-service community schools
under Minnesota Statutes, section 124D.231:

$
250,000
.....
2016
$
250,000
.....
2017

This is a onetime appropriation. Any balance in the first year does not cancel but
is available in the second year.

Subd. 20.

Minnesota math corps program.

For the Minnesota math corps program
under Minnesota Statutes, section 124D.42, subdivision 9:

$
250,000
.....
2016
$
250,000
.....
2017

Any unexpended balance in the first year does not cancel but is available in the
second year.

Subd. 21.

American Indian teacher preparation grants.

For joint grants to assist
American Indian people to become teachers under Minnesota Statutes, section 122A.63:

$
190,000
.....
2016
$
190,000
.....
2017

Subd. 22.

Civic education grants.

For grants to the Minnesota Civic Education
Coalition, Kids Voting St. Paul, Learning Law and Democracy Foundation, and YMCA
Youth in Government to provide civic education programs for Minnesota youth age 18
and younger. Civic education is the study of constitutional principles and the democratic
foundation of our national, state, and local institutions, and the study of political processes
and structures of government, grounded in the understanding of constitutional government
under the rule of law.

$
125,000
.....
2016
$
125,000
.....
2017

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

Subd. 23.

Minnesota Principals' Academy.

For a grant to the University of
Minnesota College of Education and Human Development, for the operation of the
Minnesota Principals' Academy:

$
150,000
.....
2016
$
150,000
.....
2017

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

Subd. 24.

Race 2 Reduce.

For grants to support expanded Race 2 Reduce water
conservation programming in Minnesota schools:

$
81,000
.....
2016
$
69,000
.....
2017

In the first year, $28,000 is for H2O for Life; $38,000 is for Independent School
District No. 624, White Bear Lake; and $15,000 is for Independent School District
No. 832, Mahtomedi. In the second year, $32,000 is for H2O for Life; $22,000 is for
Independent School District No. 624, White Bear Lake; and $15,000 is for Independent
School District No. 832, Mahtomedi.

Any balance in the first year does not cancel but is available in the second year. The
base appropriation for fiscal year 2018 and later is $0.

Subd. 25.

Northwestern Online College in the High School program.

For the
Northwestern Online College in the High School program:

$
50,000
.....
2016
$
50,000
.....
2017

This is a onetime appropriation. Any balance from the first year may carry forward
into the second year.

ARTICLE 3

STANDARDS AND ASSESSMENTS

Section 1.

Minnesota Statutes 2014, section 120B.02, subdivision 2, is amended to read:


Subd. 2.

Graduation requirements.

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 understanding of academic standards
on a nationally normed college entrance exam. A school district must adopt graduation
requirements that meet or exceed state graduation requirements established in law or rule.

EFFECTIVE DATE.

This section is effective and applies to students entering grade
8 in the 2012-2013 school year and later.

Sec. 2.

Minnesota Statutes 2014, section 120B.021, subdivision 4, is amended to read:


Subd. 4.

Revisions and reviews required.

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

(b) The commissioner must ensure that the statewide mathematics assessments
administered to students in grades 3 through 8 and 11 are aligned with the state academic
standards in mathematics, consistent with section 120B.30, subdivision 1, paragraph
(b). The commissioner must implement a review of the academic standards and related
benchmarks in mathematics beginning in the 2015-2016 2020-2021 school year and
every ten years thereafter.

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

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

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

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

(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.

EFFECTIVE DATE.

This section is effective the day following final enactment.

Sec. 3.

Minnesota Statutes 2014, section 120B.022, subdivision 1, is amended to read:


Subdivision 1.

Elective standards.

A district must establish its own standards in the
following subject areas:

(1) career and technical education; and .

(2) A district must use the current world languages standards developed by the
American Council on the Teaching of Foreign Languages
.

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

Sec. 4.

Minnesota Statutes 2014, section 120B.024, subdivision 2, is amended to read:


Subd. 2.

Credit equivalencies.

(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.

(b) An agriculture science or career and technical education credit may fulfill the
credit in chemistry or physics or
the elective science credit required under subdivision 1,
clause (4), if the credit meets the state chemistry or physics, or district biology physical
science, life science, earth and space science, chemistry, or physics
academic standards or
a combination of these academic standards as approved by the district. An agriculture or
career and technical education credit may fulfill the credit in chemistry or physics required
under subdivision 1, clause (4), if the credit meets the state chemistry or physics academic
standards as approved by the district.
A student must satisfy either all of the chemistry
academic standards or all of the physics academic standards prior to graduation. An
agriculture science or career and technical education credit may not fulfill the required
biology credit under subdivision 1, clause (4).

(c) A career and technical education credit may fulfill a mathematics or arts credit
requirement under subdivision 1, clause (2) or (6).

(d) An agriculture education teacher is not required to meet the requirements of
Minnesota Rules, part 3505.1150, subpart 1, item B, to meet the credit equivalency
requirements of paragraph (b) above.

(e) A computer science credit may fulfill a mathematics credit requirement under
subdivision 1, clause (2), if the credit meets state academic standards in mathematics.

(f) A Project Lead the Way credit may fulfill a science or mathematics credit
requirement under subdivision 1, clause (2) or (4), if the credit meets the state academic
standards in science or mathematics.

EFFECTIVE DATE.

This section is effective for the 2015-2016 school year and
later.

Sec. 5.

Minnesota Statutes 2014, section 120B.11, subdivision 9, is amended to read:


Subd. 9.

Annual evaluation.

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

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

(c) The commissioner shall report by January 25 of each year to the committees of
the legislature having jurisdiction over kindergarten through grade 12 education the list of
school districts that have not submitted their report to the commissioner under subdivision
5 and the list of school districts not achieving their performance goals established in
their plan under subdivision 2.

Sec. 6.

Minnesota Statutes 2014, section 120B.125, is amended to read:


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

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

(1) provide a comprehensive plan to prepare for and complete a career and college
ready curriculum by meeting state and local academic standards and developing career and
employment-related skills such as team work, collaboration, creativity, communication,
critical thinking, and good work habits;

(2) emphasize academic rigor and high expectations;

(3) help students identify interests, aptitudes, aspirations, and personal learning
styles that may affect their career and college ready goals and postsecondary education
and employment choices;

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

(5) help students access education and career options;

(6) integrate strong academic content into career-focused courses and applied and
experiential learning opportunities and integrate relevant career-focused courses and
applied and experiential learning opportunities into strong academic content;

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

(8) help identify collaborative partnerships among prekindergarten through grade
12 schools, postsecondary institutions, economic development agencies, and local and
regional employers that support students' transition to postsecondary education and
employment and provide students with applied and experiential learning opportunities; and

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

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

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

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

Sec. 7.

Minnesota Statutes 2014, section 120B.30, subdivision 1, is amended to read:


Subdivision 1.

Statewide testing.

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

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

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

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

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

(1) mathematics;

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

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

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

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

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

(1) demonstrate understanding of required academic standards an opportunity to
participate
on a nationally normed college entrance exam, in grade 11 or grade 12;

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

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

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

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

(d) To improve the secondary and postsecondary outcomes of all students, the
alignment between secondary and postsecondary education programs and Minnesota's
workforce needs, and the efficiency and cost-effectiveness of secondary and postsecondary
programs, the commissioner, after consulting with the chancellor of the Minnesota State
Colleges and Universities and using a request for proposal process, shall contract for a
series of assessments that are consistent with this subdivision, aligned with state academic
standards, and include career and college readiness benchmarks. Mathematics, reading,
and writing assessments for students in grades 8 and 10 must be predictive of a nationally
normed assessment for career and college readiness. This

(e) Though not a high school graduation requirement, students are encouraged to
participate in a nationally recognized college entrance exam. With funding provided by
the state, a district must pay the cost, one time, for an interested student in grade 11 or 12
to take a
nationally recognized assessment must be a college entrance exam and given to
students in grade 11
before graduating. This series of assessments must include a college
placement diagnostic exam and contain career exploration elements.
A student must be
able to take the exam under this paragraph at the student's high school during the school
day and at any one of the multiple exam administrations available to students in the district.

(f) The commissioner and the chancellor of the Minnesota State Colleges and
Universities must collaborate in aligning instruction and assessments for adult basic
education students and English learners to provide the students with diagnostic information
about any targeted interventions, accommodations, modifications, and supports they
need so that assessments and other performance measures are accessible to them and
they may seek postsecondary education or employment without need for postsecondary
remediation. When administering formative or summative assessments used to measure
the academic progress, including the oral academic development, of English learners
and inform their instruction, schools must ensure that the assessments are accessible to
the students and students have the modifications and supports they need to sufficiently
understand the assessments.

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

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

(3) All students except those eligible for alternative assessments must be given the
college entrance part of these assessments in grade 11.
(h) A student under this clause
who demonstrates attainment of required state academic standards, which include career
and college readiness benchmarks, on these high school assessments under subdivision 1a
is academically ready for a career or college and is encouraged to participate in courses
awarding college credit to high school students. Such courses and programs may include
sequential courses of study within broad career areas and technical skill assessments
that extend beyond course grades.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

EFFECTIVE DATE.

This section is effective for the 2015-2016 school year and
later.

Sec. 8.

Minnesota Statutes 2014, section 120B.30, subdivision 1a, is amended to read:


Subd. 1a.

Statewide and local assessments; results.

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

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

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

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

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

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

(b) The commissioner must use fully adaptive mathematics and reading assessments
for grades 3 through 7 beginning in the 2015-2016 school year and later 8.

(c) For purposes of conforming with existing federal educational accountability
requirements, the commissioner must develop and implement computer-adaptive reading
and mathematics assessments for grades 3 through 7 8, state-developed grade 8 and
high school reading and mathematics tests aligned with state academic standards, a
high school writing test aligned with state standards when it becomes available,
and
science assessments under clause (2) that districts and sites must use to monitor student
growth toward achieving those standards. The commissioner must not develop statewide
assessments for academic standards in social studies, health and physical education, and
the arts. The commissioner must require:

(1) annual computer-adaptive reading and mathematics assessments in grades 3
through 7 8, and grade 8 and high school reading, writing, and mathematics tests; and

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

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

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

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

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

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

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

(f) Reporting of state assessment results must:

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

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

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

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

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

Sec. 9.

Minnesota Statutes 2014, section 120B.30, is amended by adding a subdivision
to read:


Subd. 1b.

Special and extenuating circumstances.

The Department of Education
shall develop a list of circumstances in which a student may be unable to test. The list
shall include but not be limited to: students transferring to Minnesota from another state,
students transferring from nonpublic to public school and students hospitalized. Students
unable to participate in statewide assessment due to a circumstance on the list authorized
under this subdivision shall not be penalized for missing the opportunity to take a test.

Sec. 10.

Minnesota Statutes 2014, section 120B.30, subdivision 4, is amended to read:


Subd. 4.

Access to tests.

Consistent with section 13.34, the commissioner must
adopt and publish a policy to provide public and parental access for review of basic
skills tests,
Minnesota Comprehensive Assessments, or any other such statewide test
and assessment
developed assessments which would not compromise the objectivity or
fairness of the testing or examination process. Upon receiving a written request, the
commissioner must make available to parents or guardians a copy of their student's actual
responses to the test questions for their review.

Sec. 11.

Minnesota Statutes 2014, section 120B.30, is amended by adding a subdivision
to read:


Subd. 6.

Commissioner-ordered suspension of assessments.

In the event that it
becomes necessary for the commissioner to order the suspension of assessments under
this section because of service disruptions, technical interruptions, or any other reason
beyond the control of school districts, the commissioner must immediately notify the chair
and ranking member of the legislative committees with jurisdiction over kindergarten
through grade 12 education.

Sec. 12.

[120B.301] LIMITS ON LOCAL TESTING.

(a) For students in grades 1 through 6, the cumulative total amount of time spent
taking locally adopted districtwide or schoolwide assessments must not exceed ten hours
per school year. For students in grades 7 through 12, the cumulative total amount of time
spent taking locally adopted districtwide or schoolwide assessments must not exceed 11
hours per school year. For purposes of this paragraph, International Baccalaureate and
Advanced Placement exams are not considered locally adopted assessments.

(b) A district or charter school is exempt from the requirements of paragraph (a),
if the district or charter school, in consultation with the exclusive representative of the
teachers or other teachers if there is no exclusive representative of the teachers, decides
to exceed a time limit in paragraph (a) and includes in the report required under section
120B.11, subdivision 5.

EFFECTIVE DATE.

This section is effective the day following final enactment.

Sec. 13. INTERRUPTED TESTS; TEST DATA.

(a) The commissioner of education must contract with a qualified independent
contractor to determine whether students' 2015 Minnesota Comprehensive Assessments
mathematics, reading, and science test results under Minnesota Statutes, section 120B.30,
are sufficiently robust or were sufficiently invariant to observed disruptions of the test
administration to accurately reflect students' achievement on these tests.

(b) For purposes of Minnesota Statutes, section 120B.36, and section 122A.40,
subdivision 9, or 122A.41, subdivision 5, and notwithstanding other law to the contrary,
a school district may decide, consistent with the concern under paragraph (a) about
incomplete data from interrupted tests, to not report student test results for the 2014-2015
school year.

EFFECTIVE DATE.

This section is effective the day following final enactment.

Sec. 14. REPORT ON MCA CONTRACTOR PERFORMANCE.

By February 10, 2016, the commissioner of education must report to the legislative
committee with jurisdiction over education finance and policy describing the performance
of the contractor providing the Minnesota Comprehensive Assessments to the state,
including any payment adjusted to reflect the contractor's failure to perform according to
the terms of the state contract, findings from the qualified independent contractor under
section 13, and any other information about online administration of the Minnesota
Comprehensive assessments the commissioner wishes to include in the report.

Sec. 15. APPROPRIATIONS.

Subdivision 1.

Department.

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

Subd. 2.

Statewide testing and reporting system.

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

$
11,204,000
.....
2016
$
10,892,000
.....
2017

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

Subd. 3.

ACT test reimbursement.

To reimburse districts for students who qualify
under Minnesota Statutes, section 120B.30, subdivision 1, paragraph (e), for onetime
payment of their ACT examination fee:

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

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

Sec. 16. REPEALER.

Minnesota Statutes 2014, section 120B.128, is repealed.

ARTICLE 4

CHARTER SCHOOLS

Section 1.

Minnesota Statutes 2014, section 124D.10, subdivision 1, is amended to read:


Subdivision 1.

Purposes.

(a) The primary purpose of this section is to improve all
pupil learning and all student achievement. Additional purposes include to:

(1) increase learning opportunities for all pupils;

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

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

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

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

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

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

Sec. 2.

Minnesota Statutes 2014, section 124D.10, subdivision 3, is amended to read:


Subd. 3.

Authorizer.

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

"Application" to receive approval as an authorizer means the proposal an eligible
authorizer submits to the commissioner under paragraph (c) (d) 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 formed as charitable, nonsectarian organizations
under section 501(c)(3) of the Internal Revenue Code of 1986 and incorporated in the state
of Minnesota under chapter 317A as a corporation with no members or under section
322B.975 as a nonprofit limited liability company for the sole purpose of chartering schools.

(c) 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) (d) and a five-year financial plan. Such authorizers shall consider and
approve charter school applications using the criteria provided in subdivision 4 and shall
not limit the applications it solicits, considers, or approves to any single curriculum,
learning program, or method.

(c) (d) 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) (e) 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) (s);

(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) (f) A disapproved applicant under this section may resubmit an application
during a future application period.

(f) (g) 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, regardless
of when the authorizer's five-year term of approval ends
. The commissioner may approve
the transfer of a charter school to a new authorizer under this paragraph after the new
authorizer submits an affidavit to the commissioner.

(g) (h) The authorizer must participate in department-approved training.

(h) (i) 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.

(j) If, consistent with this section, the commissioner finds that an authorizer has not
fulfilled the requirements of this section, the commissioner may subject the authorizer
to corrective action, which may include terminating the contract with the charter school
board of directors of a school it chartered. The commissioner must notify the authorizer
in writing of any findings that may subject the authorizer to corrective action and
the authorizer then has 15 business days to request an informal hearing before the
commissioner takes corrective action. If the commissioner terminates a contract between
an authorizer and a charter school under this paragraph, the commissioner may assist the
charter school in acquiring a new authorizer.

(i) (k) 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) (d) 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.

Sec. 3.

Minnesota Statutes 2014, section 124D.10, subdivision 4, is amended to read:


Subd. 4.

Formation of school.

(a) An authorizer, after receiving an application from
a school developer, may charter a licensed teacher under section 122A.18, subdivision
1
, or a group of individuals that includes one or more licensed teachers under section
122A.18, subdivision 1, to operate a school subject to the commissioner's approval of the
authorizer's affidavit under paragraph (b) (d).

(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.

(c) 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) (d) 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. An authorizer must file
an affidavit by May 1 to be able to charter a new school in the next school year after the
commissioner approves the authorizer's affidavit
at least 14 months before July 1 of the
year the new charter school plans to serve students
. 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. The commissioner must notify the authorizer of final approval or disapproval
within 15 business days after receiving the authorizer's response to the deficiencies in the
affidavit. 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) (e) 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) (f) 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 .

(g) 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
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) (l). A charter school
board of directors must be composed of at least five members who are not related parties.

(h) Staff members employed at the school, including teachers providing instruction
under a contract with a cooperative, members of the board of directors, and all parents
or legal guardians of children enrolled in the school are the voters eligible to elect the
members of the school's board of directors. A charter school must notify eligible voters of
the school board election dates at least 30 days before the election.

(i) Board of director meetings must comply with chapter 13D.

(e) (j) 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.

(k) Upon request of an individual, the charter school must also make available in
a timely fashion financial statements showing all operations and transactions affecting
income, surplus, and deficit during the school's last annual accounting period; and a
balance sheet summarizing assets and liabilities on the closing date of the accounting
period. A charter school also must include that same information about its authorizer in
other school materials that it makes available to the public.

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

(g) (m) The ongoing board must be elected before the school completes its third
year of operation. Board elections must be held during the school year but may not be
conducted on days when the school is closed for holidays, breaks, or vacations.

(n) The charter school board of directors shall be composed of at least five nonrelated
members and include: (i) at least one licensed teacher employed as a teacher at the school
or providing instruction under contract between the charter school and a cooperative; (ii)
at least one parent or legal guardian of a student enrolled in the charter school who is not
an employee of the charter school; and (iii) at least one interested community member
who resides in Minnesota and is not employed by the charter school and does not have a
child enrolled in the school. The board may include a majority of teachers described in
this paragraph or parents or community members, or it may have no clear majority. The
chief financial officer and the chief administrator may only serve as ex-officio nonvoting
board members. No charter school employees shall serve on the board other than teachers
under item (i). Contractors providing facilities, goods, or services to a charter school shall
not serve on the board of directors of the charter school.

(o) Board bylaws shall outline the process and procedures for changing the board's
governance structure, consistent with chapter 317A. A board may change its governance
structure only:

(1) by a majority vote of the board of directors and a majority vote of the licensed
teachers employed by the school as teachers, including licensed teachers providing
instruction under a contract between the school and a cooperative; and

(2) with the authorizer's approval.

Any change in board governance structure must conform with the composition of
the board established under this paragraph.

(h) (p) 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) (q) The granting or renewal of a charter school by an authorizer must not be
contingent on the charter school being required to contract, lease, or purchase services
from the authorizer.

(r) Any potential contract, lease, or purchase of service from an authorizer must
be disclosed to the commissioner, accepted through an open bidding process, and be a
separate contract from the charter contract. The school must document the open bidding
process. An authorizer must not enter into a contract to provide management and financial
services for a school that it authorizes, unless the school documents that it received at
least two competitive bids.

(j) (s) A charter school may apply to the authorizer to amend the school charter to
expand the operation of the school to additional grades or sites that would be students'
primary enrollment site beyond those defined in the original affidavit approved by the
commissioner. After approving the school's application, the authorizer shall submit a
supplementary affidavit in the form and manner prescribed by the commissioner. The
authorizer must file a supplement affidavit by October 1 to be eligible to expand in the next
school year. The supplementary affidavit must document that the school has demonstrated
to the satisfaction of the authorizer the following:

(1) the need for the expansion with supporting long-range enrollment projections;

(2) a longitudinal record of demonstrated student academic performance and growth
on statewide assessments under chapter 120B or on other academic assessments that
measure longitudinal student performance and growth approved by the charter school's
board of directors and agreed upon with the authorizer;

(3) a history of sound school finances and a finance plan to implement the expansion
in a manner to promote the school's financial sustainability; and

(4) board capacity and an administrative and management plan to implement its
expansion.

(k) (t) The commissioner shall have 30 business days to review and comment on the
supplemental affidavit. The commissioner shall notify the authorizer in writing 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 commissioner must notify the authorizer of final approval or disapproval within 15
business days after receiving the authorizer's response to the deficiencies in the affidavit.
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.

Sec. 4.

Minnesota Statutes 2014, section 124D.10, subdivision 8, is amended to read:


Subd. 8.

Federal, state, and local requirements.

(a) A charter school shall meet all
federal, state, and local health and safety requirements applicable to school districts.

(b) A school must comply with statewide accountability requirements governing
standards and assessments in chapter 120B.

(c) A school authorized by a school board may be located in any district, unless the
school board of the district of the proposed location disapproves by written resolution.

(d) A charter school must be nonsectarian in its programs, admission policies,
employment practices, and all other operations. An authorizer may not authorize a charter
school or program that is affiliated with a nonpublic sectarian school or a religious
institution.

(e) A charter school student must be released for religious instruction, consistent
with section 120A.22, subdivision 12, clause (3).

(e) (f) 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) (g) 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 older than 18 years of age. A charter school
may offer a free or fee-based preschool or prekindergarten that meets high-quality early
learning instructional program standards that are aligned with Minnesota's early learning
standards for children. The hours a student is enrolled in a fee-based prekindergarten
program do not generate pupil units under section 126C.05 and must not be used to
calculate general education revenue under section 126C.10. A charter school with at least
90 percent of enrolled students who are eligible for special education services and have
a primary disability of deaf or hard-of-hearing may enroll prekindergarten pupils with a
disability under section 126C.05, subdivision 1, paragraph (a), and must comply with the
federal Individuals with Disabilities Education Act under Code of Federal Regulations,
title 34, section 300.324, subsection (2), clause (iv).

(g) (h) Except as provided in paragraph (g), a charter school may not charge tuition.

(h) (i) A charter school is subject to and must comply with chapter 363A and section
121A.04.

(i) (j) Once a student is enrolled in the school, the student is considered enrolled
in the school until the student formally withdraws or is expelled under the Pupil Fair
Dismissal Act in sections 121A.40 to 121A.56. A charter school is subject to and must
comply with the Pupil Fair Dismissal Act, sections 121A.40 to 121A.56 , and .

(k) A charter school is subject to and must comply with the Minnesota Public School
Fee Law, sections 123B.34 to 123B.39.

(j) (l) A charter school is subject to the same financial audits, audit procedures, and
audit requirements as a district, except as required under subdivision 6a. Audits must be
conducted in compliance with generally accepted governmental auditing standards, the
federal Single Audit Act, if applicable, and section 6.65. A charter school is subject
to and must comply with sections 15.054; 118A.01; 118A.02; 118A.03; 118A.04;
118A.05; 118A.06; 471.38; 471.391; 471.392; and 471.425. The audit must comply with
the requirements of sections 123B.75 to 123B.83, except to the extent deviations are
necessary because of the program at the school. Deviations must be approved by the
commissioner and authorizer. The Department of Education, state auditor, legislative
auditor, or authorizer may conduct financial, program, or compliance audits. A charter
school determined to be in statutory operating debt under sections 123B.81 to 123B.83
must submit a plan under section 123B.81, subdivision 4.

(k) (m) A charter school is a district for the purposes of tort liability under chapter 466.

(l) (n) 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) (o) A charter school is subject to the Pledge of Allegiance requirement under
section 121A.11, subdivision 3.

(n) (p) A charter school offering online courses or programs must comply with
section 124D.095.

(o) (q) A charter school and charter school board of directors are subject to chapter
181.

(p) (r) 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) (s) A charter school that provides early childhood health and developmental
screening must comply with sections 121A.16 to 121A.19.

(r) (t) A charter school that provides school-sponsored youth athletic activities
must comply with section 121A.38.

(s) (u) A charter school is subject to and must comply with continuing truant
notification under section 260A.03.

(t) (v) A charter school must develop and implement a teacher evaluation and
peer review process under section 122A.40, subdivision 8, paragraph (b), clauses (2) to
(13). The teacher evaluation process in this paragraph does not create any additional
employment rights for teachers.

(u) (w) A charter school must adopt a policy, plan, budget, and process, consistent
with section 120B.11, to review curriculum, instruction, and student achievement and
strive for the world's best workforce.

(v) (x) A charter school must comply with section 121A.031 governing policies on
prohibited conduct.

(w) (y) A charter school must comply with all pupil transportation requirements in
section 123B.88, subdivision 1. A charter school must not require parents to surrender
their rights to pupil transportation under section 123B.88, subdivision 2.

EFFECTIVE DATE.

This section is effective the day following final enactment
except the provision under paragraph (g) allowing prekindergarten deaf or hard-of-hearing
pupils to enroll in a charter school is effective only if the commissioner of education
determines there is no added cost attributable to the pupil.

Sec. 5.

Minnesota Statutes 2014, section 124D.10, subdivision 12, is amended to read:


Subd. 12.

Pupils with a disability.

A charter school must comply with sections
125A.02, 125A.03 to 125A.24, and 125A.65, and 125A.75 and rules relating to the
education of pupils with a disability as though it were a district. A charter school enrolling
prekindergarten pupils with a disability under subdivision 8, paragraph (g), must comply
with sections 125A.259 to 125A.48 and rules relating to the Interagency Early Intervention
System as though it were a school district.

EFFECTIVE DATE.

This section is effective for fiscal year 2016 and later.

Sec. 6.

Minnesota Statutes 2014, section 124D.10, subdivision 14, is amended to read:


Subd. 14.

Annual public reports.

(a) A charter school must publish an annual
report approved by the board of directors. The annual report must at least include
information on school enrollment, student attrition, governance and management, staffing,
finances, academic performance, innovative practices and implementation, and future
plans. A charter school may combine this report with the reporting required under section
120B.11.
A charter school must post the annual report on the school's official Web site. A
charter school must also distribute the annual report by publication, mail, or electronic
means to its authorizer, school employees, and parents and legal guardians of students
enrolled in the charter school. The reports are public data under chapter 13.

(b) The commissioner shall establish specifications for an authorizer's annual public
report that is part of the system to evaluate authorizer performance under subdivision
3, paragraph (h). The report shall at least include key indicators of school academic,
operational, and financial performance.

Sec. 7.

Minnesota Statutes 2014, section 124D.10, is amended by adding a subdivision
to read:


Subd. 24a.

Merger.

(a) Two or more charter schools may merge under chapter
317A. The effective date of a merger must be July 1. The merged school must continue
under the identity of one of the merging schools. A new charter contract under subdivision
6 must be executed by July 1. The authorizer must submit to the commissioner a copy of
the new signed charter contract within ten business days of its execution.

(b) Each merging school must submit a separate year-end report for the previous year
for that school only. After the final fiscal year of the premerger schools is closed out, the
fund balances and debts from the merging schools must be transferred to the merged school.

(c) For its first year of operation, the merged school is eligible to receive aid from
programs requiring approved applications equal to the sum of the aid of all of the merging
schools. For aids based on prior year data, the merged school is eligible to receive aid for
its first year of operation based on the combined data of all of the merging schools.

Sec. 8.

Minnesota Statutes 2014, section 124D.11, subdivision 9, is amended to read:


Subd. 9.

Payment of aids to charter schools.

(a) Notwithstanding section
127A.45, subdivision 3, if the current year aid payment percentage under section
127A.45, subdivision 2, paragraph (d), is 90 or greater, aid payments for the current
fiscal year to a charter school shall be of an equal amount on each of the 24 payment
dates. Notwithstanding section 127A.45, subdivision 3, if the current year aid payment
percentage under section 127A.45, subdivision 2, paragraph (d), is less than 90, aid
payments for the current fiscal year to a charter school shall be of an equal amount on
each of the 16 payment dates in July through February.

(b) Notwithstanding paragraph (a) and section 127A.45, for a charter school ceasing
operation on or prior to June 30 of a school year, for the payment periods occurring after
the school ceases serving students, the commissioner shall withhold the estimated state aid
owed the school. The charter school board of directors and authorizer must submit to the
commissioner a closure plan under chapter 308A or 317A, and financial information about
the school's liabilities and assets. After receiving the closure plan, financial information,
an audit of pupil counts, documentation of lease expenditures, and monitoring of special
education expenditures, the commissioner may release cash withheld and may continue
regular payments up to the current year payment percentages if further amounts are
owed. If, based on audits and monitoring, the school received state aid in excess of the
amount owed, the commissioner shall retain aid withheld sufficient to eliminate the aid
overpayment. For a charter school ceasing operations prior to, or at the end of, a school
year, notwithstanding section 127A.45, subdivision 3, preliminary final payments may
be made after receiving the closure plan, audit of pupil counts, monitoring of special
education expenditures, documentation of lease expenditures, and school submission of
Uniform Financial Accounting and Reporting Standards (UFARS) financial data for the
final year of operation. Final payment may be made upon receipt of audited financial
statements under section 123B.77, subdivision 3.

(c) If a charter school fails to comply with the commissioner's directive to return,
for cause, federal or state funds administered by the department, the commissioner may
withhold an amount of state aid sufficient to satisfy the directive.

(d) If, within the timeline under section 471.425, a charter school fails to pay the state
of Minnesota, a school district, intermediate school district, or service cooperative after
receiving an undisputed invoice for goods and services, the commissioner may withhold
an amount of state aid sufficient to satisfy the claim and shall distribute the withheld
aid to the interested state agency, school district, intermediate school district, or service
cooperative. An interested state agency, school district, intermediate school district, or
education cooperative shall notify the commissioner when a charter school fails to pay an
undisputed invoice within 75 business days of when it received the original invoice.

(e) Notwithstanding section 127A.45, subdivision 3, and paragraph (a), 80 percent
of the start-up cost aid under subdivision 8 shall be paid within 45 days after the first day
of student attendance for that school year.

(f) (e) In order to receive state aid payments under this subdivision, a charter school
in its first three years of operation must submit a school calendar in the form and manner
requested by the department and a quarterly report to the Department of Education. The
report must list each student by grade, show the student's start and end dates, if any,
with the charter school, and for any student participating in a learning year program,
the report must list the hours and times of learning year activities. The report must be
submitted not more than two weeks after the end of the calendar quarter to the department.
The department must develop a Web-based reporting form for charter schools to use
when submitting enrollment reports. A charter school in its fourth and subsequent year of
operation must submit a school calendar and enrollment information to the department in
the form and manner requested by the department.

(g) (f) Notwithstanding sections 317A.701 to 317A.791, upon closure of a charter
school and satisfaction of creditors, cash and investment balances remaining shall be
returned to the state.

(h) (g) A charter school must have a valid, signed contract under section 124D.10,
subdivision 6, on file at the Department of Education at least 15 days prior to the date of
first payment of state aid for the fiscal year.

(i) (h) State aid entitlements shall be computed for a charter school only for the
portion of a school year for which it has a valid, signed contract under section 124D.10,
subdivision 6.

Sec. 9. APPROPRIATIONS.

Subdivision 1.

Department.

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

Subd. 2.

Charter school building lease aid.

For building lease aid under Minnesota
Statutes, section 124D.11, subdivision 4:

$
66,787,000
.....
2016
$
73,603,000
.....
2017

The 2016 appropriation includes $6,032,000 for 2015 and $60,755,000 for 2016.

The 2017 appropriation includes $6,750,000 for 2016 and $66,853,000 for 2017.

Sec. 10. REVISOR'S INSTRUCTION.

The revisor of statutes shall renumber the provisions of Minnesota Statutes listed
in column A to the references listed in column B. The revisor of statutes may alter the
renumbering to incorporate statutory changes made during the 2015 regular legislative
session. The revisor shall also make necessary cross-reference changes in Minnesota
Statutes and Minnesota Rules consistent with the renumbering in this instruction and the
relettering of paragraphs in sections 1 to 8.

Column A
Column B
124D.10, subd. 1, paragraph (a)
124E.01, subd. 1
124D.10, subd. 1, paragraph (b)
124E.06, subd. 3, paragraph (d)
124D.10, subd. 1, paragraph (c)
124E.06, subd. 1, paragraph (b)
124D.10, subd. 2
124E.01, subd. 2
124D.10, subd. 3, paragraph (a)
124E.02, paragraph (a)
124D.10, subd. 3, paragraph (b)
124E.05, subd. 1
124D.10, subd. 3, paragraph (c)
124E.05, subd. 2, paragraph (a)
124D.10, subd. 3, paragraph (d)
124E.05, subd. 3, paragraph (a)
124D.10, subd. 3, paragraph (e)
124E.05, subd. 4
124D.10, subd. 3, paragraph (f)
124E.05, subd. 3, paragraph (b)
124D.10, subd. 3, paragraph (g)
124E.05, subd. 7
124D.10, subd. 3, paragraph (h)
124E.05, subd. 2, paragraph (b)
124D.10, subd. 3, paragraph (i)
124E.05, subd. 5
124D.10, subd. 3, paragraph (j)
124E.05, subd. 6, paragraph (a)
124D.10, subd. 3, paragraph (k)
124E.05, subd. 6, paragraph (b)
124D.10, subd. 4, paragraph (a)
124E.06, subd. 1, paragraph (a)
124D.10, subd. 4, paragraph (b)
124E.06, subd. 2, paragraph (a)
124D.10, subd. 4, paragraph (c)
124E.06, subd. 2, paragraph (c)
124D.10, subd. 4, paragraph (d)
124E.06, subd. 4
124D.10, subd. 4, paragraph (e)
124E.06, subd. 3, paragraph (g)
124D.10, subd. 4, paragraph (f)
124E.06, subd. 2, paragraph (b)
124D.10, subd. 4, paragraph (g)
124E.07, subd. 1
124D.10, subd. 4, paragraph (h)
124E.07, subd. 5
124D.10, subd. 4, paragraph (i)
124E.07, subd. 8, paragraph (a)
124D.10, subd. 4, paragraph (j)
124E.07, subd. 8, paragraph (b)
124D.10, subd. 4, paragraph (k)
124E.17, subd. 2
124D.10, subd. 4, paragraph (l)
124E.07, subd. 7
124D.10, subd. 4, paragraph (m)
124E.07, subd. 2
124D.10, subd. 4, paragraph (n)
124E.07, subd. 3, paragraph (a)
124D.10, subd. 4, paragraph (o)
124E.07, subd. 4
124D.10, subd. 4, paragraph (p)
124E.10, subd. 2, paragraph (c)
124D.10, subd. 4, paragraph (q)
124E.10, subd. 2, paragraph (b)
124D.10, subd. 4, paragraph (r)
124E.10, subd. 2, paragraph (a)
124D.10, subd. 4, paragraph (s)
124E.06, subd. 5, paragraph (a)
124D.10, subd. 4, paragraph (t)
124E.06, subd. 5, paragraph (b)
124D.10, subd. 4a, paragraph (a)
124E.07, subd. 3, paragraph (b)
124D.10, subd. 4a, paragraph (b)
124E.14, paragraph (a)
124D.10, subd. 4a, paragraph (c)
124E.07, subd. 3, paragraph (c)
124D.10, subd. 4a, paragraph (d)
124E.07, subd. 3, paragraph (d)
124D.10, subd. 4a, paragraph (e)
124E.14, paragraph (b)
124D.10, subd. 4a, paragraph (f)
124E.14, paragraph (c)
124D.10, subd. 5
124E.06, subd. 6
124D.10, subd. 6
124E.10, subd. 1, paragraph (a)
124D.10, subd. 6a
124E.16, subd. 1, paragraphs (b) to
(e)
124D.10, subd. 7
124E.03, subd. 1
124D.10, subd. 8, paragraph (a)
124E.03, subd. 2, paragraph (a)
124D.10, subd. 8, paragraph (b)
124E.03, subd. 2, paragraph (b)
124D.10, subd. 8, paragraph (c)
124E.06, subd. 3, paragraph (e)
124D.10, subd. 8, paragraph (d)
124E.06, subd. 3, paragraph (b)
124D.10, subd. 8, paragraph (e)
124E.03, subd. 4, paragraph (a)
124D.10, subd. 8, paragraph (f)
124E.06, subd. 3, paragraph (c)
124D.10, subd. 8, paragraph (g)
124E.06, subd. 3, paragraph (a)
124D.10, subd. 8, paragraph (h)
124E.06, subd. 3, paragraph (f)
124D.10, subd. 8, paragraph (i)
124E.03, subd. 4, paragraph (b)
124D.10, subd. 8, paragraph (j)
124E.11, paragraph (g)
124D.10, subd. 8, paragraph (k)
124E.03, subd. 2, paragraph (c)
124D.10, subd. 8, paragraph (l)
124E.16, subd. 1, paragraph (a)
124D.10, subd. 8, paragraph (m)
124E.03, subd. 2, paragraph (d)
124D.10, subd. 8, paragraph (n)
124E.03, subd. 5, paragraph (a)
124D.10, subd. 8, paragraph (o)
124E.03, subd. 2, paragraph (e)
124D.10, subd. 8, paragraph (p)
124E.03, subd. 7, paragraph (a)
124D.10, subd. 8, paragraph (q)
124E.03, subd. 2, paragraph (f)
124D.10, subd. 8, paragraph (r)
124E.03, subd. 5, paragraph (b)
124D.10, subd. 8, paragraph (s)
124E.03, subd. 7, paragraph (b)
124D.10, subd. 8, paragraph (t)
124E.03, subd. 7, paragraph (c)
124D.10, subd. 8, paragraph (u)
124E.03, subd. 2, paragraph (g)
124D.10, subd. 8, paragraph (v)
124E.03, subd. 2, paragraph (h)
124D.10, subd. 8, paragraph (w)
124E.03, subd. 2, paragraph (i)
124D.10, subd. 8, paragraph (x)
124E.03, subd. 4, paragraph (c)
124D.10, subd. 8, paragraph (y)
124E.15, paragraph (a)
124D.10, subd. 8a
124E.25, subd. 3, paragraph (a)
124D.10, subd. 8b
124E.25, subd. 3, paragraph (b)
124D.10, subd. 9
124E.11, paragraphs (a) to (f)
124D.10, subd. 10
124E.10, subd. 1, paragraph (b)
124D.10, subd. 11, paragraph (a)
124E.12, subd. 1
124D.10, subd. 11, paragraph (b)
124E.12, subd. 2
124D.10, subd. 11, paragraph (c)
124E.07, subd. 6
124D.10, subd. 11, paragraph (d)
124E.12, subd. 5
124D.10, subd. 12
124E.03, subd. 3
124D.10, subd. 13
124E.03, subd. 6
124D.10, subd. 14
124E.16, subd. 2
124D.10, subd. 15, paragraphs (a)
to (e)
124E.10, subd. 3, paragraphs (a) to
(e)
124D.10, subd. 15, paragraph (f)
124E.05, subd. 8
124D.10, subd. 16
124E.15, paragraphs (b) to (d)
124D.10, subd. 17
124E.13, subd. 1
124D.10, subd. 17a
124E.13, subd. 3
124D.10, sub