SF 1528

2nd Engrossment - 83rd Legislature (2003 - 2004) Posted on 12/15/2009 12:00am

  1.1                          A bill for an act 
  1.2             relating to education; providing for family and early 
  1.3             childhood and kindergarten through grade 12 education, 
  1.4             including general education, special programs, 
  1.5             education reform, facilities and technology, state 
  1.6             agencies, repeal of profile of learning, and statewide 
  1.7             accountability; providing for rulemaking; amending 
  1.8             Minnesota Statutes 2002, sections 13.485, by adding a 
  1.9             subdivision; 120A.05, subdivision 11; 120A.24, 
  1.10            subdivision 4; 120A.41; 120B.02; 120B.30, subdivision 
  1.11            1; 120B.35, by adding a subdivision; 121A.11, by 
  1.12            adding subdivisions; 121A.21; 121A.23; 121A.41, 
  1.13            subdivision 10; 121A.55; 121A.61, subdivision 3; 
  1.14            121A.64; 122A.09, subdivision 4; 122A.18, subdivision 
  1.15            7a; 122A.22; 122A.40, subdivision 5; 122A.46, 
  1.16            subdivision 9; 123B.14, subdivision 1; 123B.143, by 
  1.17            adding a subdivision; 123B.57, subdivision 2; 123B.59, 
  1.18            subdivision 2; 123B.62; 123B.71, subdivisions 4, 9; 
  1.19            123B.88, subdivision 2; 123B.90, subdivisions 2, 3; 
  1.20            123B.91, subdivision 1; 124D.09, subdivision 20; 
  1.21            124D.10, subdivisions 2a, 3, 4, 8, 16, 20; 124D.13, 
  1.22            subdivisions 4, 8; 124D.15, subdivision 7; 124D.16, 
  1.23            subdivision 1; 125A.023, subdivision 3; 125A.03; 
  1.24            125A.28; 125A.30; 128C.02, subdivision 1; 128C.05, by 
  1.25            adding a subdivision; 169.28, subdivision 1; 169.4503, 
  1.26            subdivision 4; 169.454, subdivisions 2, 6; 171.321, 
  1.27            subdivision 5; 205A.07, by adding a subdivision; 
  1.28            354.094, subdivision 1; 574.26, subdivision 2; 
  1.29            611A.78, subdivision 1; proposing coding for new law 
  1.30            in Minnesota Statutes, chapters 120B; 122A; 123B; 
  1.31            124D; 125A; repealing Minnesota Statutes 2002, 
  1.32            sections 15.014, subdivision 3; 119A.08; 119A.51; 
  1.33            120B.031; 123B.90, subdivision 1; 124D.65, subdivision 
  1.34            4; 124D.93; 125A.09; 125A.47; 126C.125; 128C.01, 
  1.35            subdivision 5; 128C.02, subdivision 8; 128C.13; 
  1.36            144.401, subdivision 5; 169.441, subdivision 4; 
  1.37            239.004; Minnesota Rules, parts 3501.0300; 3501.0310; 
  1.38            3501.0320; 3501.0330; 3501.0340; 3501.0350; 3501.0370; 
  1.39            3501.0380; 3501.0390; 3501.0400; 3501.0410; 3501.0420; 
  1.40            3501.0440; 3501.0441; 3501.0442; 3501.0443; 3501.0444; 
  1.41            3501.0445; 3501.0446; 3501.0447; 3501.0448; 3501.0449; 
  1.42            3501.0450; 3501.0460; 3501.0461; 3501.0462; 3501.0463; 
  1.43            3501.0464; 3501.0465; 3501.0466; 3501.0467; 3501.0468; 
  1.44            3501.0469. 
  1.45  BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA: 
  2.1                              ARTICLE 1 
  2.2                          GENERAL EDUCATION 
  2.3      Section 1.  Minnesota Statutes 2002, section 123B.88, 
  2.4   subdivision 2, is amended to read: 
  2.5      Subd. 2.  [VOLUNTARY SURRENDER OF TRANSPORTATION 
  2.6   PRIVILEGES.] The parent or guardian of a secondary student may 
  2.7   voluntarily surrender the secondary student's to and from school 
  2.8   transportation privileges granted under subdivision 1. 
  2.9      Sec. 2.  Minnesota Statutes 2002, section 124D.09, 
  2.10  subdivision 20, is amended to read: 
  2.11     Subd. 20.  [TEXTBOOKS; MATERIALS.] All textbooks and 
  2.12  equipment provided to a pupil, and paid for under subdivision 
  2.13  13, are the property of the pupil's school district of residence 
  2.14  postsecondary institution.  Each pupil is required to return all 
  2.15  textbooks and equipment to the district postsecondary 
  2.16  institution after the course has ended. 
  2.17     Sec. 3.  Minnesota Statutes 2002, section 124D.10, 
  2.18  subdivision 16, is amended to read: 
  2.19     Subd. 16.  [TRANSPORTATION.] (a) By July 1 of each year, a 
  2.20  charter school must notify the district in which the school is 
  2.21  located and the department of children, families, and learning 
  2.22  if it will provide transportation for pupils enrolled in the 
  2.23  school for the fiscal year. 
  2.24     (b) If a charter school elects to provide transportation 
  2.25  for pupils, the transportation must be provided by the charter 
  2.26  school within the district in which the charter school is 
  2.27  located.  The state must pay transportation aid to the charter 
  2.28  school according to section 124D.11, subdivision 2. 
  2.29     For pupils who reside outside the district in which the 
  2.30  charter school is located, the charter school is not required to 
  2.31  provide or pay for transportation between the pupil's residence 
  2.32  and the border of the district in which the charter school is 
  2.33  located.  A parent may be reimbursed by the charter school for 
  2.34  costs of transportation from the pupil's residence to the border 
  2.35  of the district in which the charter school is located if the 
  2.36  pupil is from a family whose income is at or below the poverty 
  2.37  level, as determined by the federal government.  The 
  3.1   reimbursement may not exceed the pupil's actual cost of 
  3.2   transportation or 15 cents per mile traveled, whichever is 
  3.3   less.  Reimbursement may not be paid for more than 250 miles per 
  3.4   week.  
  3.5      At the time a pupil enrolls in a charter school, the 
  3.6   charter school must provide the parent or guardian with 
  3.7   information regarding the transportation.  
  3.8      (c) If a charter school does not elect to provide 
  3.9   transportation, transportation for pupils enrolled at the school 
  3.10  must be provided by the district in which the school is located, 
  3.11  according to sections 123B.88, subdivision 6, and 124D.03, 
  3.12  subdivision 8, for a pupil residing in the same district in 
  3.13  which the charter school is located.  Transportation may be 
  3.14  provided by the district in which the school is located, 
  3.15  according to sections 123B.88, subdivision 6, and 124D.03, 
  3.16  subdivision 8, for a pupil residing in a different district.  If 
  3.17  the district provides the transportation, the scheduling of 
  3.18  routes, manner and method of transportation, control and 
  3.19  discipline of the pupils, and any other matter relating to the 
  3.20  transportation of pupils under this paragraph shall be within 
  3.21  the sole discretion, control, and management of the district. 
  3.22     Sec. 4.  Minnesota Statutes 2002, section 205A.07, is 
  3.23  amended by adding a subdivision to read: 
  3.24     Subd. 3a.  [NOTICE TO COMMISSIONER OF CHILDREN, FAMILIES, 
  3.25  AND LEARNING.] At least 49 days prior to every school district 
  3.26  election, under section 123B.62, 123B.63, 126C.17, 126C.69, or 
  3.27  475.58, the school district clerk shall provide a written notice 
  3.28  to the commissioner of children, families, and learning.  The 
  3.29  notice must include the date of the election and the title and 
  3.30  language for each ballot question to be voted on at the 
  3.31  election.  The certified vote totals for each ballot question 
  3.32  shall be provided in a written notice to the commissioner in a 
  3.33  timely manner. 
  3.34                             ARTICLE 2 
  3.35              EDUCATIONAL EXCELLENCE AND OTHER POLICY 
  3.36     Section 1.  Minnesota Statutes 2002, section 13.485, is 
  4.1   amended by adding a subdivision to read: 
  4.2      Subd. 5.  [SCHOOL DISTRICT CONTRACTS.] Financial statements 
  4.3   submitted by certain contractors with school districts are 
  4.4   classified under section 574.26. 
  4.5      Sec. 2.  Minnesota Statutes 2002, section 120A.05, 
  4.6   subdivision 11, is amended to read: 
  4.7      Subd. 11.  [MIDDLE SCHOOL.] "Middle school" means any 
  4.8   school other than a secondary school giving an approved course 
  4.9   of study in a minimum of three two consecutive grades above 4th 
  4.10  but below 10th with building, equipment, courses of study, class 
  4.11  schedules, enrollment, and staff meeting the standards 
  4.12  established by the commissioner of children, families, and 
  4.13  learning. 
  4.14     [EFFECTIVE DATE.] This section is effective for the 
  4.15  2003-2004 school year and later. 
  4.16     Sec. 3.  Minnesota Statutes 2002, section 120A.24, 
  4.17  subdivision 4, is amended to read: 
  4.18     Subd. 4.  [REPORTS TO THE STATE.] A superintendent must 
  4.19  make an annual report to the commissioner of children, families, 
  4.20  and learning.  The report must include the following information:
  4.21     (1) the number of children residing in the district 
  4.22  attending nonpublic schools or receiving instruction from 
  4.23  persons or institutions other than a public school; 
  4.24     (2) the number of children in clause (1) who are in 
  4.25  compliance with section 120A.22 and this section; and 
  4.26     (3) the names, ages, and addresses number of children whom 
  4.27  in clause (1) who the superintendent has determined are not in 
  4.28  compliance with section 120A.22 and this section.  
  4.29     Sec. 4.  Minnesota Statutes 2002, section 120A.41, is 
  4.30  amended to read: 
  4.31     120A.41 [LENGTH OF SCHOOL YEAR; DAYS OF INSTRUCTION.] 
  4.32     A school board's annual school calendar must include at 
  4.33  least three additional days of student instruction or staff 
  4.34  development training related to implementing section 120B.031, 
  4.35  subdivision 1, paragraph (f), beyond the number of days of 
  4.36  student instruction the board formally adopted as its school 
  5.1   calendar at the beginning of the 1996-1997 school year. 
  5.2      [EFFECTIVE DATE.] This section is effective for the 
  5.3   2003-2004 school year. 
  5.4      Sec. 5.  Minnesota Statutes 2002, section 120B.35, is 
  5.5   amended by adding a subdivision to read: 
  5.6      Subd. 5.  [IMPROVING GRADUATION RATES FOR STUDENTS WITH 
  5.7   EMOTIONAL OR BEHAVIORAL DISORDERS.] (a) A district must develop 
  5.8   strategies in conjunction with parents of students with 
  5.9   emotional or behavioral disorders and the county board 
  5.10  responsible for implementing sections 245.487 to 245.4888 to 
  5.11  keep students with emotional or behavioral disorders in school, 
  5.12  when the district has a drop-out rate for students with an 
  5.13  emotional or behavioral disorder in grades 9 through 12 
  5.14  exceeding 25 percent. 
  5.15     (b) A district must develop a plan in conjunction with 
  5.16  parents of students with emotional or behavioral disorders and 
  5.17  the local mental health authority to increase the graduation 
  5.18  rates of students with emotional or behavioral disorders.  A 
  5.19  district with a drop-out rate for children with an emotional or 
  5.20  behavioral disturbance in grades 9 through 12 that is in the top 
  5.21  25 percent of all districts shall submit a plan for review and 
  5.22  oversight to the commissioner. 
  5.23     Sec. 6.  Minnesota Statutes 2002, section 121A.11, is 
  5.24  amended by adding a subdivision to read: 
  5.25     Subd. 3.  [PLEDGE OF ALLEGIANCE.] (a) All public and 
  5.26  charter school students shall recite the pledge of allegiance to 
  5.27  the flag of the United States of America one or more times each 
  5.28  week.  The recitation shall be conducted: 
  5.29     (1) by each individual classroom teacher or the teacher's 
  5.30  surrogate; or 
  5.31     (2) over a school intercom system by a person designated by 
  5.32  the school principal or other person having administrative 
  5.33  control over the school. 
  5.34     All public and charter schools must set aside time each 
  5.35  week for civics education.  Civics education includes, but is 
  5.36  not limited to, recitation of the pledge of allegiance to the 
  6.1   United States of America, discussion of the history and meaning 
  6.2   of the pledge of allegiance, American patriotic songs, United 
  6.3   States history, the Bill of Rights, United States Constitution, 
  6.4   Declaration of Independence, discussion of current events, or 
  6.5   any other activities related to government. 
  6.6      A local school board or a charter school board of directors 
  6.7   may waive this requirement.  
  6.8      (b) Any student or teacher may decline to participate in 
  6.9   recitation of the pledge.  At the beginning of the school year, 
  6.10  the adult person in charge of the class or school shall discuss 
  6.11  the history and reason for recitation of the pledge of 
  6.12  allegiance with the students.  As part of that discussion, the 
  6.13  person in charge shall inform the students that anyone not 
  6.14  wishing to participate in the recitation of the pledge for any 
  6.15  personal reason may elect not to do so and others should respect 
  6.16  the right to make that choice.  
  6.17     (c) A local school board or a charter school board of 
  6.18  directors that waives the requirement to recite the pledge of 
  6.19  allegiance under paragraph (a) may adopt a district or school 
  6.20  policy regarding the reciting of the pledge of allegiance. 
  6.21     [EFFECTIVE DATE.] This section is effective the day 
  6.22  following final enactment. 
  6.23     Sec. 7.  Minnesota Statutes 2002, section 121A.11, is 
  6.24  amended by adding a subdivision to read: 
  6.25     Subd. 4.  [INSTRUCTION.] Unless the requirement in 
  6.26  subdivision 3 is waived by a majority vote of the school board, 
  6.27  a school district must instruct students in the proper etiquette 
  6.28  toward, correct display of, and respect for the flag, and in 
  6.29  patriotic exercises.  The instruction is recommended to be part 
  6.30  of the district's fifth grade social studies curriculum. 
  6.31     [EFFECTIVE DATE.] This section is effective the day 
  6.32  following final enactment.  Each school district must begin the 
  6.33  instruction required under this section no later than the 
  6.34  2003-2004 school year. 
  6.35     Sec. 8.  Minnesota Statutes 2002, section 121A.23, is 
  6.36  amended to read: 
  7.1      121A.23 [PROGRAMS TO PREVENT AND REDUCE THE RISKS OF 
  7.2   SEXUALLY TRANSMITTED INFECTIONS AND DISEASES.] 
  7.3      Subdivision 1.  [SEXUALLY TRANSMITTED DISEASES INFECTION 
  7.4   PROGRAM.] The commissioner of children, families, and learning, 
  7.5   in consultation with the commissioner of health, shall assist 
  7.6   districts in developing and implementing a program to prevent 
  7.7   and reduce the risk of sexually transmitted infections and 
  7.8   diseases, including, but not exclusive limited to, human 
  7.9   immune deficiency virus and human papilloma virus.  Each 
  7.10  district must have a program that includes at least: 
  7.11     (1) planning materials, guidelines, and other technically 
  7.12  accurate and updated information; 
  7.13     (2) a comprehensive, technically accurate, and updated 
  7.14  curriculum that includes emphasizes, but is not limited to, 
  7.15  helping students to abstain from sexual activity until marriage; 
  7.16     (3) cooperation and coordination among districts and SCs; 
  7.17     (4) a targeting of adolescents, especially those who may be 
  7.18  at high risk of contracting sexually transmitted infections and 
  7.19  diseases, for prevention efforts; 
  7.20     (5) involvement of parents and other community members; 
  7.21     (6) in-service training for appropriate district staff and 
  7.22  school board members; 
  7.23     (7) collaboration with state agencies and organizations 
  7.24  having a sexually transmitted infection and disease prevention 
  7.25  or sexually transmitted infection and disease risk reduction 
  7.26  program; 
  7.27     (8) collaboration with local community health services, 
  7.28  agencies and organizations having a sexually transmitted 
  7.29  infection and disease prevention or sexually transmitted 
  7.30  infection and disease risk reduction program; and 
  7.31     (9) participation by state and local student organizations. 
  7.32     The department may provide assistance at a neutral site to 
  7.33  a nonpublic school participating in a district's program.  
  7.34  District programs must not conflict with the health and wellness 
  7.35  curriculum developed under Laws 1987, chapter 398, article 5, 
  7.36  section 2, subdivision 7. 
  8.1      If a district fails to develop and implement a program to 
  8.2   prevent and reduce the risk of sexually transmitted infection 
  8.3   and disease, the department must assist the service cooperative 
  8.4   in the region serving that district to develop or implement the 
  8.5   program. 
  8.6      Subd. 2.  [FUNDING SOURCES.] Districts may accept funds for 
  8.7   sexually transmitted infection and disease prevention programs 
  8.8   developed and implemented under this section from public and 
  8.9   private sources including public health funds and foundations, 
  8.10  department professional development funds, federal block grants 
  8.11  or other federal or state grants. 
  8.12     Sec. 9.  Minnesota Statutes 2002, section 121A.55, is 
  8.13  amended to read: 
  8.14     121A.55 [POLICIES TO BE ESTABLISHED.] 
  8.15     (a) The commissioner of children, families, and learning 
  8.16  shall promulgate guidelines to assist each school board.  Each 
  8.17  school board shall establish uniform criteria for dismissal and 
  8.18  adopt written policies and rules to effectuate the purposes of 
  8.19  sections 121A.40 to 121A.56.  The policies shall emphasize 
  8.20  preventing dismissals through early detection of problems and 
  8.21  shall be designed to address students' inappropriate behavior 
  8.22  from recurring.  The policies shall recognize the continuing 
  8.23  responsibility of the school for the education of the pupil 
  8.24  during the dismissal period.  The alternative educational 
  8.25  services, if the pupil wishes to take advantage of them, must be 
  8.26  adequate to allow the pupil to make progress towards meeting the 
  8.27  graduation standards adopted under section 120B.02 and help 
  8.28  prepare the pupil for readmission.  
  8.29     (b) An area learning center under section 123A.05 may not 
  8.30  prohibit an expelled or excluded pupil from enrolling solely 
  8.31  because a district expelled or excluded the pupil.  The board of 
  8.32  the area learning center may use the provisions of the Pupil 
  8.33  Fair Dismissal Act to exclude a pupil or to require an admission 
  8.34  plan. 
  8.35     (c) The commissioner shall actively encourage and assist 
  8.36  school districts to cooperatively establish alternative 
  9.1   educational services within school buildings or at alternative 
  9.2   program sites that offer instruction to pupils who are dismissed 
  9.3   from school for willfully engaging in dangerous, disruptive, or 
  9.4   violent behavior, including for possessing a firearm in a school 
  9.5   zone. 
  9.6      (d) Each school district shall develop a policy and report 
  9.7   it to the commissioner on the appropriate use of peace officers 
  9.8   and crisis teams to remove students who have an individualized 
  9.9   education plan from school grounds. 
  9.10     Sec. 10.  Minnesota Statutes 2002, section 121A.61, 
  9.11  subdivision 3, is amended to read: 
  9.12     Subd. 3.  [POLICY COMPONENTS.] The policy must include at 
  9.13  least the following components:  
  9.14     (a) rules governing student conduct and procedures for 
  9.15  informing students of the rules; 
  9.16     (b) the grounds for removal of a student from a class; 
  9.17     (c) the authority of the classroom teacher to remove 
  9.18  students from the classroom pursuant to procedures and rules 
  9.19  established in the district's policy; 
  9.20     (d) the procedures for removal of a student from a class by 
  9.21  a teacher, school administrator, or other school district 
  9.22  employee; 
  9.23     (e) the period of time for which a student may be removed 
  9.24  from a class, which may not exceed five class periods for a 
  9.25  violation of a rule of conduct; 
  9.26     (f) provisions relating to the responsibility for and 
  9.27  custody of a student removed from a class; 
  9.28     (g) the procedures for return of a student to the specified 
  9.29  class from which the student has been removed; 
  9.30     (h) the procedures for notifying a student and the 
  9.31  student's parents or guardian of violations of the rules of 
  9.32  conduct and of resulting disciplinary actions; 
  9.33     (i) any procedures determined appropriate for encouraging 
  9.34  early involvement of parents or guardians in attempts to improve 
  9.35  a student's behavior; 
  9.36     (j) any procedures determined appropriate for encouraging 
 10.1   early detection of behavioral problems; 
 10.2      (k) any procedures determined appropriate for referring a 
 10.3   student in need of special education services to those services; 
 10.4      (1) the procedures for consideration of whether there is a 
 10.5   need for a further assessment or of whether there is a need for 
 10.6   a review of the adequacy of a current individual education plan 
 10.7   of a student with a disability who is removed from class; 
 10.8      (m) procedures for detecting and addressing chemical abuse 
 10.9   problems of a student while on the school premises; 
 10.10     (n) the minimum consequences for violations of the code of 
 10.11  conduct; 
 10.12     (o) procedures for immediate and appropriate interventions 
 10.13  tied to violations of the code; and 
 10.14     (p) a provision that states that a teacher, school 
 10.15  employee, school bus driver, or other agent of a district may 
 10.16  use reasonable force in compliance with section 121A.582 and 
 10.17  other laws; and 
 10.18     (q) an agreement regarding procedures to coordinate crisis 
 10.19  services to the extent funds are available with the county board 
 10.20  responsible for implementing sections 245.487 to 245.4888 for 
 10.21  students with a serious emotional disturbance or other students 
 10.22  who have an individualized education plan whose behavior may be 
 10.23  addressed by crisis intervention. 
 10.24     Sec. 11.  Minnesota Statutes 2002, section 121A.64, is 
 10.25  amended to read: 
 10.26     121A.64 [NOTIFICATION; TEACHERS' LEGITIMATE EDUCATIONAL 
 10.27  INTEREST.] 
 10.28     (a) A classroom teacher has a legitimate educational 
 10.29  interest in knowing which students placed in the teacher's 
 10.30  classroom have a history of violent behavior and must be 
 10.31  notified before such students are placed in the teacher's 
 10.32  classroom. 
 10.33     (b) Representatives of the school board and the exclusive 
 10.34  representative of the teachers shall discuss issues related to 
 10.35  notification prior to placement the model policy on student 
 10.36  records adopted under Laws 1999, chapter 241, article 9, section 
 11.1   50, and any modifications adopted under this act for notifying 
 11.2   classroom teachers and other school district employees having a 
 11.3   legitimate educational interest in knowing about students with a 
 11.4   history of violent behavior placed in classrooms of students 
 11.5   with histories of violent behavior and any.  The representatives 
 11.6   of the school board and the exclusive representative of the 
 11.7   teachers also may discuss the need for intervention services or 
 11.8   conflict resolution or training for staff in these cases related 
 11.9   to placing students with a history of violent behavior in 
 11.10  teachers' classrooms. 
 11.11     [EFFECTIVE DATE.] This section is effective for the 
 11.12  2003-2004 school year and later.  
 11.13     Sec. 12.  Minnesota Statutes 2002, section 122A.09, 
 11.14  subdivision 4, is amended to read: 
 11.15     Subd. 4.  [LICENSE AND RULES.] (a) The board must adopt 
 11.16  rules to license public school teachers and interns subject to 
 11.17  chapter 14. 
 11.18     (b) The board must adopt rules requiring a person to 
 11.19  successfully complete a skills examination in reading, writing, 
 11.20  and mathematics as a requirement for initial teacher licensure.  
 11.21  Such rules must require college and universities offering a 
 11.22  board approved teacher preparation program to provide remedial 
 11.23  assistance to persons who did not achieve a qualifying score on 
 11.24  the skills examination, including those for whom English is a 
 11.25  second language. 
 11.26     (c) The board must adopt rules to approve teacher 
 11.27  preparation programs.  The board, upon the request of a 
 11.28  post-secondary student preparing for teacher licensure or a 
 11.29  licensed graduate of a teacher preparation program, shall assist 
 11.30  in resolving a dispute between the person and a post-secondary 
 11.31  institution providing a teacher preparation program when the 
 11.32  dispute involves an institution's recommendation for licensure 
 11.33  affecting the person or the person's credentials.  At the 
 11.34  board's discretion, assistance may include the application of 
 11.35  chapter 14. 
 11.36     (d) The board must provide the leadership and shall adopt 
 12.1   rules for the redesign of teacher education programs to 
 12.2   implement a research based, results-oriented curriculum that 
 12.3   focuses on the skills teachers need in order to be effective.  
 12.4   The board shall implement new systems of teacher preparation 
 12.5   program evaluation to assure program effectiveness based on 
 12.6   proficiency of graduates in demonstrating attainment of program 
 12.7   outcomes. 
 12.8      (e) The board must adopt rules requiring successful 
 12.9   completion of an examination of general pedagogical knowledge 
 12.10  and examinations of licensure-specific teaching skills.  The 
 12.11  rules shall be effective on the dates determined by the board 
 12.12  but not later than September 1, 2001.  
 12.13     (f) The board must adopt rules requiring teacher educators 
 12.14  to work directly with elementary or secondary school teachers in 
 12.15  elementary or secondary schools to obtain periodic exposure to 
 12.16  the elementary or secondary teaching environment. 
 12.17     (g) The board must grant licenses to interns and to 
 12.18  candidates for initial licenses. 
 12.19     (h) The board must design and implement an assessment 
 12.20  system which requires a candidate for an initial license and 
 12.21  first continuing license to demonstrate the abilities necessary 
 12.22  to perform selected, representative teaching tasks at 
 12.23  appropriate levels. 
 12.24     (i) The board must receive recommendations from local 
 12.25  committees as established by the board for the renewal of 
 12.26  teaching licenses. 
 12.27     (j) The board must grant life licenses to those who qualify 
 12.28  according to requirements established by the board, and suspend 
 12.29  or revoke licenses pursuant to sections 122A.20 and 214.10.  The 
 12.30  board must not establish any expiration date for application for 
 12.31  life licenses.  
 12.32     (k) The board must adopt rules that require all licensed 
 12.33  teachers who are renewing their continuing license to include in 
 12.34  their renewal requirements further preparation in the areas of 
 12.35  using positive behavior interventions and in accommodating, 
 12.36  modifying, and adapting curricula, materials, and strategies to 
 13.1   appropriately meet the needs of individual students and ensure 
 13.2   adequate progress toward the state's graduation rule.  
 13.3      (l) In adopting rules to license public school teachers who 
 13.4   provide health-related services for disabled children, the board 
 13.5   shall adopt rules consistent with license or registration 
 13.6   requirements of the commissioner of health and the 
 13.7   health-related boards who license personnel who perform similar 
 13.8   services outside of the school. 
 13.9      (m) The board must adopt rules that require all licensed 
 13.10  teachers who are renewing their continuing license to include in 
 13.11  their renewal requirements further reading preparation, 
 13.12  consistent with section 122A.06, subdivision 4.  The rules do 
 13.13  not take effect until they are approved by law.  
 13.14     (n) The board must adopt rules that require all licensed 
 13.15  teachers who are renewing their continuing license to include in 
 13.16  their renewal requirements further preparation in understanding 
 13.17  the key warning signs of early-onset mental illness in children 
 13.18  and adolescents. 
 13.19     Sec. 13.  Minnesota Statutes 2002, section 122A.18, 
 13.20  subdivision 7a, is amended to read: 
 13.21     Subd. 7a.  [PERMISSION TO SUBSTITUTE TEACH.] (a) The board 
 13.22  of teaching may allow a person who is enrolled in and making 
 13.23  satisfactory progress in a board-approved teacher program and 
 13.24  who has successfully completed student teaching to be employed 
 13.25  as a short-call substitute teacher.  
 13.26     (b) The board of teaching may issue a lifetime qualified 
 13.27  short-call substitute teaching license to a person who: 
 13.28     (1) was a qualified teacher under section 122A.16 while 
 13.29  holding a continuing five-year teaching license issued by the 
 13.30  board, and receives a retirement annuity from the teachers 
 13.31  retirement association, the Minneapolis teachers retirement fund 
 13.32  association, the St. Paul teachers retirement fund association, 
 13.33  or the Duluth teachers retirement fund association; 
 13.34     (2) holds an out-of-state teaching license and receives a 
 13.35  retirement annuity as a result of the person's teaching 
 13.36  experience; or 
 14.1      (3) held a continuing five-year license issued by the 
 14.2   board, taught at least three school years in an accredited 
 14.3   nonpublic school in Minnesota, and receives a retirement annuity 
 14.4   as a result of the person's teaching experience. 
 14.5   A person holding a lifetime qualified short-call substitute 
 14.6   teaching license is not required to complete continuing 
 14.7   education clock hours.  A person holding this license may 
 14.8   reapply to the board for a continuing five-year license and must 
 14.9   again complete continuing education clock hours one school year 
 14.10  after receiving the continuing five-year license. 
 14.11     [EFFECTIVE DATE.] This section is effective for the 
 14.12  2003-2004 school year. 
 14.13     Sec. 14.  Minnesota Statutes 2002, section 122A.22, is 
 14.14  amended to read: 
 14.15     122A.22 [DISTRICT RECORDING VERIFICATION OF TEACHER 
 14.16  LICENSES; DISPLAY.] 
 14.17     No person shall be accounted a qualified teacher until the 
 14.18  person has filed for record with the district superintendent 
 14.19  where the person intends to teach a license, or certified copy 
 14.20  of a license, authorizing the person to teach school in the 
 14.21  district school system. school district or charter school 
 14.22  contracting with the person for teaching services verifies 
 14.23  through the Minnesota education licensing system available on 
 14.24  the department Web site that person is a qualified teacher, 
 14.25  consistent with sections 122A.16 and 122A.44, subdivision 1.  In 
 14.26  addition, licensed teachers must prominently display a copy of 
 14.27  their license or credential in their instructional area or 
 14.28  office.  
 14.29     [EFFECTIVE DATE.] This section is effective for the 
 14.30  2003-2004 school year and later. 
 14.31     Sec. 15.  [122A.34] [CREDENTIAL FOR EDUCATION 
 14.32  PARAPROFESSIONALS.] 
 14.33     Subdivision 1.  [RULEMAKING.] The board of teaching must 
 14.34  adopt rules to implement a statewide credential for education 
 14.35  paraprofessionals who assist a licensed teacher in providing 
 14.36  student instruction. 
 15.1      Subd. 2.  [TRAINING POSSIBILITIES.] In adopting rules under 
 15.2   subdivision 1, the board must consider including provisions that 
 15.3   provide paraprofessionals with training in students' 
 15.4   characteristics, supporting the teaching and learning 
 15.5   environment, academic instructional skills, managing student 
 15.6   behavior, and ethical practices. 
 15.7      Subd. 3.  [INITIAL TRAINING.] Within the first 60 days of 
 15.8   supervising or working with students, each paraprofessional will 
 15.9   receive initial training in emergency procedures, 
 15.10  confidentiality, vulnerability, reporting obligations, 
 15.11  discipline policies, roles and responsibilities, and a building 
 15.12  orientation. 
 15.13     [EFFECTIVE DATE.] This section is effective the day 
 15.14  following final enactment. 
 15.15     Sec. 16.  Minnesota Statutes 2002, section 122A.40, 
 15.16  subdivision 5, is amended to read: 
 15.17     Subd. 5.  [PROBATIONARY PERIOD.] (a) The first three 
 15.18  consecutive years of a teacher's first teaching experience in 
 15.19  Minnesota in a single district is deemed to be a probationary 
 15.20  period of employment, and after completion thereof, the 
 15.21  probationary period in each district in which the teacher is 
 15.22  thereafter employed shall be one year.  The school board must 
 15.23  adopt a plan for written evaluation of teachers during the 
 15.24  probationary period.  Evaluation must occur at least three times 
 15.25  each year for a teacher performing services on 120 or more 
 15.26  school days, at least two times each year for a teacher 
 15.27  performing services on 60 to 119 school days, and at least one 
 15.28  time each year for a teacher performing services on fewer than 
 15.29  60 school days.  The evaluation must be conducted during the 
 15.30  school year with at least one evaluation completed by March 1 if 
 15.31  the teacher is performing services in excess of 120 days in that 
 15.32  school year.  Days devoted to parent-teacher conferences, 
 15.33  teachers' workshops, and other staff development opportunities 
 15.34  and days on which a teacher is absent from school must not be 
 15.35  included in determining the number of school days on which a 
 15.36  teacher performs services.  Except as otherwise provided in 
 16.1   paragraph (b), during the probationary period any annual 
 16.2   contract with any teacher may or may not be renewed as the 
 16.3   school board shall see fit.  However, failure to provide the 
 16.4   evaluation required by March 1 under this section will result in 
 16.5   the automatic extension of that teacher's probationary period 
 16.6   for one year, unless the school board decides not to renew the 
 16.7   teacher's contract because of financial limitations of the 
 16.8   district.  An additional failure to provide the March 1 
 16.9   evaluation results in the automatic renewal of that teacher's 
 16.10  contract, unless the school board decides not to renew the 
 16.11  teacher's contract because of financial limitations in the 
 16.12  district.  The board must give any such teacher whose contract 
 16.13  it declines to renew for the following school year written 
 16.14  notice to that effect before July 1.  If the teacher requests 
 16.15  reasons for any nonrenewal of a teaching contract, the board 
 16.16  must give the teacher its reason in writing, including a 
 16.17  statement that appropriate supervision was furnished describing 
 16.18  the nature and the extent of such supervision furnished the 
 16.19  teacher during the employment by the board, within ten days 
 16.20  after receiving such request.  The school board may, after a 
 16.21  hearing held upon due notice, discharge a teacher during the 
 16.22  probationary period for cause, effective immediately, under 
 16.23  section 122A.44.  
 16.24     (b) A board must discharge a probationary teacher, 
 16.25  effective immediately, upon receipt of notice under section 
 16.26  122A.20, subdivision 1, paragraph (b), that the teacher's 
 16.27  license has been revoked due to a conviction for child abuse or 
 16.28  sexual abuse. 
 16.29     Sec. 17.  Minnesota Statutes 2002, section 122A.46, 
 16.30  subdivision 9, is amended to read: 
 16.31     Subd. 9.  [BENEFITS.] A teacher on an extended leave of 
 16.32  absence shall receive all of the health, accident, medical, 
 16.33  surgical and hospitalization insurance or benefits, for both the 
 16.34  teacher and the teacher's dependents, for which the teacher 
 16.35  would otherwise be eligible if not on an extended leave.  A 
 16.36  teacher shall receive the coverage if such coverage is available 
 17.1   from the school district's insurer, if the teacher requests the 
 17.2   coverage, and if the teacher either (a) reimburses the district 
 17.3   for the full amount of the premium necessary to maintain the 
 17.4   coverage within one month following preceding the district's 
 17.5   payment of the premium, or (b) if the district is wholly or 
 17.6   partially self-insured, pays the district, according to a 
 17.7   schedule agreed upon by the teacher and the school board, an 
 17.8   amount determined by the school board to be the amount that 
 17.9   would be charged for the coverage chosen by the teacher if the 
 17.10  school board purchased all health, accident, medical, surgical 
 17.11  and hospitalization coverage for its teachers from an 
 17.12  insurer.  A school district may enter into an agreement with the 
 17.13  exclusive bargaining representative of teachers in the district 
 17.14  where the district agrees to pay all or a portion of the premium 
 17.15  for such coverage.  Any such agreement must include a sunset of 
 17.16  eligibility to qualify for the payment and must not be a 
 17.17  continuing part of the collective bargaining agreement. 
 17.18     [EFFECTIVE DATE.] This section is effective the day 
 17.19  following final enactment and applies to agreements in effect or 
 17.20  entered into after that date. 
 17.21     Sec. 18.  [123B.025] [SCHOOL SPONSORSHIP AND ADVERTISING 
 17.22  REVENUE.] 
 17.23     Subdivision 1.  [BOARD AUTHORITY; CONTRACTS.] A school 
 17.24  board may enter into a contract with advertisers, sponsors, or 
 17.25  others regarding advertising and naming rights to school 
 17.26  facilities under the general charge of the district.  A contract 
 17.27  authorized under this section must be approved by the school 
 17.28  board.  The powers granted to a school board under this section 
 17.29  are in addition to any other authority the school district may 
 17.30  have. 
 17.31     Subd. 2.  [AUTHORIZED AGREEMENTS.] A school district may 
 17.32  enter into a contract to: 
 17.33     (1) lease the naming rights for school facilities, 
 17.34  including school buildings, ice arenas, and stadiums; 
 17.35     (2) sell advertising on or in the facilities listed in 
 17.36  clause (1); and 
 18.1      (3) otherwise enter into an agreement with a sponsoring 
 18.2   agent. 
 18.3      Subd. 3.  [REVENUE USES.] Revenue generated under this 
 18.4   section must be used according to a plan specified by the school 
 18.5   board. 
 18.6      Sec. 19.  [123B.061] [IMPROVING STUDENT ACCESS TO SERVICES 
 18.7   SUPPORTING ACADEMIC SUCCESS.] 
 18.8      (a) Districts and the department shall explore 
 18.9   opportunities for obtaining additional funds to improve 
 18.10  students' access to needed licensed student support services 
 18.11  including, but not limited to, medical assistance 
 18.12  reimbursements, local collaborative time study funds, federal 
 18.13  funds, public health funds, and specifically designated funds. 
 18.14     (b) Districts and the department must consider nationally 
 18.15  recommended licensed staff-to-student ratios when working to 
 18.16  improve student access to needed student services: 
 18.17     (1) one licensed school nurse to 750 students; 
 18.18     (2) one licensed school social worker to 500 students; 
 18.19     (3) one licensed school psychologist to 1,000 students; 
 18.20     (4) one licensed school counselor to 250 secondary school 
 18.21  students and one licensed school counselor to 400 elementary 
 18.22  school students; and 
 18.23     (5) one or more school chemical health counselors who may 
 18.24  be one of the professionals listed in this paragraph if the 
 18.25  staff-to-student ratios are adjusted. 
 18.26     School districts shall develop the student services team 
 18.27  according to the needs as determined by the school board of the 
 18.28  respective districts. 
 18.29     [EFFECTIVE DATE.] This section is effective the day 
 18.30  following final enactment. 
 18.31     Sec. 20.  Minnesota Statutes 2002, section 123B.14, 
 18.32  subdivision 1, is amended to read: 
 18.33     Subdivision 1.  [OFFICER SELECTION.] Within ten days after 
 18.34  the election of the first board in independent districts and 
 18.35  annually thereafter on July 1, On the first Monday of January of 
 18.36  each year, or as soon thereafter as practicable, the board must 
 19.1   meet and organize by selecting a chair, clerk, and a treasurer, 
 19.2   who shall hold their offices for one year and until their 
 19.3   successors are selected and qualify. The persons who perform the 
 19.4   duties of the clerk and treasurer need not be members of the 
 19.5   board and the board by resolution may combine the duties of the 
 19.6   offices of clerk and treasurer in a single person in the office 
 19.7   of business affairs.  They may appoint a superintendent who 
 19.8   shall be ex officio a member of the board, but not entitled to 
 19.9   vote therein.  In districts in which board members are elected 
 19.10  at the general election in November, the annual meeting of the 
 19.11  board must be held on the first Monday of January or as soon 
 19.12  thereafter as practicable. 
 19.13     Sec. 21.  Minnesota Statutes 2002, section 123B.143, is 
 19.14  amended by adding a subdivision to read: 
 19.15     Subd. 3.  [CONTRACT VALIDITY.] Each initial or subsequent 
 19.16  employment contract or amendment to a contract for any person 
 19.17  employed by a board as a superintendent shall be valid only if: 
 19.18     (1) it is approved as a separate agenda item by a majority 
 19.19  of the board on a recorded vote during a regularly scheduled 
 19.20  meeting held in an ordinary location for board meetings; and 
 19.21     (2) prior to approval under this subdivision, a school 
 19.22  board must provide a report with the proposed contract that 
 19.23  projects any and all costs to the school district as a result of 
 19.24  the provisions of the contract.  The projections must be 
 19.25  complete and reasonable.  All projections and calculations must 
 19.26  be made available to the public at least one month prior to and 
 19.27  at the meeting where the contract is considered in a manner 
 19.28  consistent with state law on public notice and access to public 
 19.29  data. 
 19.30     Sec. 22.  Minnesota Statutes 2002, section 123B.90, 
 19.31  subdivision 2, is amended to read: 
 19.32     Subd. 2.  [STUDENT TRAINING.] (a) Each district must 
 19.33  provide public school pupils enrolled in grades kindergarten 
 19.34  through grade 10 with age-appropriate school bus safety training.
 19.35  The training must be results-oriented and shall consist of both 
 19.36  classroom instruction and practical training using a school 
 20.1   bus.  Upon completing the training, a student shall be able to 
 20.2   demonstrate knowledge and understanding, as described in this 
 20.3   section of at least the following competencies and concepts: 
 20.4      (1) transportation by school bus is a privilege and not a 
 20.5   right; 
 20.6      (2) district policies for student conduct and school bus 
 20.7   safety; 
 20.8      (3) appropriate conduct while on the school bus; 
 20.9      (4) the danger zones surrounding a school bus; 
 20.10     (5) procedures for safely boarding and leaving a school 
 20.11  bus; 
 20.12     (6) procedures for safe street or road crossing; and 
 20.13     (7) school bus evacuation and other emergency procedures; 
 20.14  and 
 20.15     (8) appropriate training on the use of lap belts or lap and 
 20.16  shoulder belts, if the district uses buses equipped with lap 
 20.17  belts or lap and shoulder belts. 
 20.18     (b) Each nonpublic school located within the district must 
 20.19  provide all nonpublic school pupils enrolled in grades 
 20.20  kindergarten through grade 10 who are transported by school bus 
 20.21  at public expense and attend school within the district's 
 20.22  boundaries with training as required in paragraph (a).  The 
 20.23  school district shall make a bus available for the practical 
 20.24  training if the district transports the nonpublic students.  
 20.25  Each nonpublic school shall provide the instruction. 
 20.26     (c) All Students enrolled in grades kindergarten through 3 
 20.27  grade 6 who are transported by school bus and are enrolled 
 20.28  during the first or second week of school must demonstrate 
 20.29  achievement of receive the school bus safety training 
 20.30  competencies by the end of the third week of school.  All 
 20.31  Students enrolled in grades 4 7 through 10 who are transported 
 20.32  by school bus and are enrolled during the first or second week 
 20.33  of school and have not received school bus safety training in 
 20.34  kindergarten through grade 6 must demonstrate achievement 
 20.35  of receive the competencies by the end of the sixth week of 
 20.36  school.  Students grades 9 and 10 must receive training in the 
 21.1   laws and proper procedures when operating a motor vehicle in the 
 21.2   vicinity of a school bus.  Students enrolled in grades 
 21.3   kindergarten through grade 10 who enroll in a school after the 
 21.4   second week of school and are transported by school bus and have 
 21.5   not received training in their previous school district shall 
 21.6   undergo school bus safety training and demonstrate achievement 
 21.7   of the school bus safety competencies or receive bus safety 
 21.8   instructional materials within four weeks of the first day of 
 21.9   attendance.  The school transportation safety director in each 
 21.10  district must certify to the commissioner superintendent of 
 21.11  schools annually that all students transported by school bus 
 21.12  within the district have satisfactorily demonstrated knowledge 
 21.13  and understanding of received the school bus safety competencies 
 21.14  training according to this section or provide an explanation for 
 21.15  a student's failure to demonstrate the competencies.  The 
 21.16  principal or other chief administrator of each nonpublic school 
 21.17  must certify annually to the school transportation safety 
 21.18  director of the district in which the school is located that all 
 21.19  of the school's students transported by school bus at public 
 21.20  expense have received training according to this section.  A 
 21.21  district may deny transportation to a student who fails to 
 21.22  demonstrate the competencies, unless the student is unable to 
 21.23  achieve the competencies due to a disability, or to a student 
 21.24  who attends a nonpublic school that fails to provide training as 
 21.25  required by this subdivision. 
 21.26     (d) A district and a nonpublic school with students 
 21.27  transported by school bus at public expense must, to the extent 
 21.28  possible, may provide kindergarten pupils with bus safety 
 21.29  training before the first day of school. 
 21.30     (e) A district and a nonpublic school with students 
 21.31  transported by school bus at public expense must may also 
 21.32  provide student safety education for bicycling and pedestrian 
 21.33  safety, for students enrolled in grades kindergarten through 
 21.34  grade 5. 
 21.35     (f) A district and a nonpublic school with students 
 21.36  transported by school bus at public expense must make reasonable 
 22.1   accommodations for the school bus, bicycle, and pedestrian 
 22.2   safety training of pupils known to speak English as a second 
 22.3   language and pupils with disabilities. 
 22.4      (g) The district must provide students enrolled in 
 22.5   kindergarten through grade 3 school bus safety training twice 
 22.6   during the school year.  
 22.7      Sec. 23.  Minnesota Statutes 2002, section 123B.90, 
 22.8   subdivision 3, is amended to read: 
 22.9      Subd. 3.  [MODEL TRAINING PROGRAM.] The commissioner shall 
 22.10  develop a comprehensive model school bus safety training program 
 22.11  for pupils who ride the bus that includes bus safety curriculum 
 22.12  for both classroom and practical instruction, methods for 
 22.13  assessing attainment of school bus safety competencies, and 
 22.14  age-appropriate instructional materials.  The model training 
 22.15  program for students riding buses with lap belts or lap and 
 22.16  shoulder belts must include information on the appropriate use 
 22.17  of lap belts or lap and shoulder belts.  The program must be 
 22.18  adaptable for use by students with disabilities. 
 22.19     Sec. 24.  Minnesota Statutes 2002, section 123B.91, 
 22.20  subdivision 1, is amended to read: 
 22.21     Subdivision 1.  [COMPREHENSIVE POLICY.] (a) Each district 
 22.22  shall develop and implement maintain a comprehensive, written 
 22.23  policy governing pupil transportation safety, including 
 22.24  transportation of nonpublic school students, when applicable.  
 22.25  The policy, at minimum, must contain: 
 22.26     (1) provisions for appropriate student bus safety training 
 22.27  under section 123B.90; 
 22.28     (2) rules governing student conduct on school buses and in 
 22.29  school bus loading and unloading areas; 
 22.30     (3) a statement of parent or guardian responsibilities 
 22.31  relating to school bus safety; 
 22.32     (4) provisions for notifying students and parents or 
 22.33  guardians of their responsibilities and the rules, including the 
 22.34  district's seat belt policy, if applicable; 
 22.35     (5) an intradistrict system for reporting school bus 
 22.36  accidents or misconduct and a system for dealing with local law 
 23.1   enforcement officials in cases of criminal conduct on a school 
 23.2   bus; 
 23.3      (6) (5) a discipline policy to address violations of school 
 23.4   bus safety rules, including procedures for revoking a student's 
 23.5   bus riding privileges in cases of serious or repeated 
 23.6   misconduct; 
 23.7      (7) (6) a system for integrating school bus misconduct 
 23.8   records with other discipline records; 
 23.9      (8) a statement of bus driver duties; 
 23.10     (9) (7) where applicable, provisions governing bus monitor 
 23.11  qualifications, training, and duties; 
 23.12     (10) (8) rules governing the use and maintenance of type 
 23.13  III vehicles, drivers of type III vehicles, qualifications to 
 23.14  drive a type III vehicle, qualifications for a type III vehicle, 
 23.15  and the circumstances under which a student may be transported 
 23.16  in a type III vehicle; 
 23.17     (11) (9) operating rules and procedures; 
 23.18     (12) provisions for annual bus driver in-service training 
 23.19  and evaluation; 
 23.20     (13) (10) emergency procedures; 
 23.21     (14) (11) a system for maintaining and inspecting 
 23.22  equipment; and 
 23.23     (15) (12) any other requirements of the school district, if 
 23.24  any, that exceed state law minimum requirements for school bus 
 23.25  operations; and 
 23.26     (16) requirements for basic first aid training, which must 
 23.27  include the Heimlich maneuver and procedures for dealing with 
 23.28  obstructed airways, shock, bleeding, and seizures. 
 23.29     (b) Districts are encouraged to use the model policy 
 23.30  developed by the Minnesota school boards association, the 
 23.31  department of public safety, and the department of children, 
 23.32  families, and learning, as well as the current edition of the 
 23.33  "National Standards for School Transportation," in developing 
 23.34  safety policies.  Each district shall review its policy annually 
 23.35  to ensure that it conforms to law. 
 23.36     Sec. 25.  Minnesota Statutes 2002, section 124D.10, 
 24.1   subdivision 2a, is amended to read: 
 24.2      Subd. 2a.  [CHARTER SCHOOL ADVISORY COUNCIL.] (a) A charter 
 24.3   school advisory council is established under section 15.059, 
 24.4   except that the terms of the members shall be three years.  The 
 24.5   members of the council shall be appointed by the commissioner.  
 24.6   The advisory council is composed of seven members from 
 24.7   throughout the state who have demonstrated experience with or 
 24.8   interest in charter schools.  The advisory council shall bring 
 24.9   to the attention of the commissioner any matters related to 
 24.10  charter schools that the council deems necessary and shall: 
 24.11     (1) encourage school boards to make full use of charter 
 24.12  school opportunities; 
 24.13     (2) encourage the creation of innovative schools; 
 24.14     (3) provide leadership and support for charter school 
 24.15  sponsors to increase the innovation in and the effectiveness, 
 24.16  accountability, and fiscal soundness of charter schools; 
 24.17     (4) serve an ombudsman function in facilitating the 
 24.18  operations of new and existing charter schools; 
 24.19     (5) promote timely financial management training for newly 
 24.20  elected members of a charter school board of directors and 
 24.21  ongoing training for other members of a charter school board of 
 24.22  directors; and 
 24.23     (6) review charter school applications and recommend 
 24.24  approving or disapproving the applications; and 
 24.25     (7) facilitate compliance with auditing and other reporting 
 24.26  requirements.  The advisory council shall refer all its 
 24.27  proposals to the commissioner who shall provide time for reports 
 24.28  from the council. 
 24.29     (b) The charter school advisory council under this 
 24.30  subdivision expires June 30, 2003 2007. 
 24.31     Sec. 26.  Minnesota Statutes 2002, section 124D.10, 
 24.32  subdivision 3, is amended to read: 
 24.33     Subd. 3.  [SPONSOR.] (a) A school board; intermediate 
 24.34  school district school board; education district organized under 
 24.35  sections 123A.15 to 123A.19; charitable organization under 
 24.36  section 501(c)(3) of the Internal Revenue Code of 1986 that is a 
 25.1   member of the Minnesota council of nonprofits or the Minnesota 
 25.2   council on foundations, registered with the attorney general's 
 25.3   office, and reports an end-of-year fund balance of at least 
 25.4   $2,000,000; Minnesota private college that grants two- or 
 25.5   four-year degrees and is registered with the higher education 
 25.6   services office under chapter 136A; community college, state 
 25.7   university, or technical college, governed by the board of 
 25.8   trustees of the Minnesota state colleges and universities; or 
 25.9   the University of Minnesota may sponsor one or more charter 
 25.10  schools.  
 25.11     (b) A nonprofit corporation subject to chapter 317A, 
 25.12  described in section 317A.905, and exempt from federal income 
 25.13  tax under section 501(c)(6) of the Internal Revenue Code of 
 25.14  1986, may sponsor one or more charter schools if the charter 
 25.15  school has operated for at least three years under a different 
 25.16  sponsor and if the nonprofit corporation has existed for at 
 25.17  least 25 years.  
 25.18     [EFFECTIVE DATE.] This section is effective for the 
 25.19  2003-2004 school year and later. 
 25.20     Sec. 27.  Minnesota Statutes 2002, section 124D.10, 
 25.21  subdivision 4, is amended to read: 
 25.22     Subd. 4.  [FORMATION OF SCHOOL.] (a) A sponsor may 
 25.23  authorize one or more licensed teachers under section 122A.18, 
 25.24  subdivision 1, to operate a charter school subject to approval 
 25.25  by the commissioner.  A board must vote on charter school 
 25.26  application for sponsorship no later than 90 days after 
 25.27  receiving the application.  After 90 days, the applicant may 
 25.28  apply to the commissioner.  If a board elects not to sponsor a 
 25.29  charter school, the applicant may appeal the board's decision to 
 25.30  the commissioner.  The commissioner may elect to sponsor the 
 25.31  charter school or assist the applicant in finding an eligible 
 25.32  sponsor.  The school must be organized and operated as a 
 25.33  cooperative under chapter 308A or nonprofit corporation under 
 25.34  chapter 317A and the provisions under the applicable chapter 
 25.35  shall apply to the school except as provided in this section.  
 25.36  Notwithstanding sections 465.717 and 465.719, a school district 
 26.1   may create a corporation for the purpose of creating a charter 
 26.2   school.  
 26.3      (b) Before the operators may form and operate a school, the 
 26.4   sponsor must file an affidavit with the commissioner stating its 
 26.5   intent to authorize a charter school.  The affidavit must state 
 26.6   the terms and conditions under which the sponsor would authorize 
 26.7   a charter school.  The commissioner must approve or disapprove 
 26.8   the sponsor's proposed authorization within 60 days of receipt 
 26.9   of the affidavit.  Failure to obtain commissioner approval 
 26.10  precludes a sponsor from authorizing the charter school that was 
 26.11  the subject of the affidavit.  
 26.12     (c) The operators authorized to organize and operate a 
 26.13  school, before entering into a contract or other agreement for 
 26.14  professional or other services, goods, or facilities, must 
 26.15  incorporate as a cooperative under chapter 308A or as a 
 26.16  nonprofit corporation under chapter 317A and must establish a 
 26.17  board of directors composed of at least five members until a 
 26.18  timely election for members of the charter school board of 
 26.19  directors is held according to the school's articles and 
 26.20  bylaws.  A charter school board of directors must be composed of 
 26.21  at least five members.  Any staff members who are employed at 
 26.22  the school, including teachers providing instruction under a 
 26.23  contract with a cooperative, and all parents of children 
 26.24  enrolled in the school may participate in the election for 
 26.25  members of the school's board of directors.  Licensed teachers 
 26.26  employed at the school, including teachers providing instruction 
 26.27  under a contract with a cooperative, must be a majority of the 
 26.28  members of the board of directors before the school completes 
 26.29  its third year of operation, unless the commissioner waives the 
 26.30  requirement for a majority of licensed teachers on the board.  
 26.31  Board of director meetings must comply with chapter 13D. 
 26.32     (d) The granting or renewal of a charter by a sponsoring 
 26.33  entity must not be conditioned upon the bargaining unit status 
 26.34  of the employees of the school.  
 26.35     (e) A sponsor may authorize the operators of a charter 
 26.36  school to expand the operation of the charter school to 
 27.1   additional sites or to add additional grades at the school 
 27.2   beyond those described in the sponsor's application as approved 
 27.3   by the commissioner only after submitting a supplemental 
 27.4   application to the commissioner in a form and manner prescribed 
 27.5   by the commissioner.  The supplemental application must provide 
 27.6   evidence that: 
 27.7      (1) the expansion of the charter school is supported by 
 27.8   need and projected enrollment; 
 27.9      (2) the charter school is fiscally sound; 
 27.10     (3) the sponsor supports the expansion; and 
 27.11     (4) the building of the additional site meets all health 
 27.12  and safety requirements to be eligible for lease aid. 
 27.13     (f) The commissioner annually must provide timely financial 
 27.14  management training to newly elected members of a charter school 
 27.15  board of directors and ongoing training to other members of a 
 27.16  charter school board of directors.  Training must address ways 
 27.17  to: 
 27.18     (1) proactively assess opportunities for a charter school 
 27.19  to maximize all available revenue sources; 
 27.20     (2) establish and maintain complete, auditable records for 
 27.21  the charter school; 
 27.22     (3) establish proper filing techniques; 
 27.23     (4) document formal actions of the charter school, 
 27.24  including meetings of the charter school board of directors; 
 27.25     (5) properly manage and retain charter school and student 
 27.26  records; 
 27.27     (6) comply with state and federal payroll record-keeping 
 27.28  requirements; and 
 27.29     (7) address other similar factors that facilitate 
 27.30  establishing and maintaining complete records on the charter 
 27.31  school's operations.  
 27.32     [EFFECTIVE DATE.] This section is effective for fiscal year 
 27.33  2008 and later. 
 27.34     Sec. 28.  Minnesota Statutes 2002, section 124D.10, 
 27.35  subdivision 8, is amended to read: 
 27.36     Subd. 8.  [STATE AND LOCAL REQUIREMENTS.] (a) A charter 
 28.1   school shall meet all applicable state and local health and 
 28.2   safety requirements. 
 28.3      (b) A school sponsored by a school board may be located in 
 28.4   any district, unless the school board of the district of the 
 28.5   proposed location disapproves by written resolution.  
 28.6      (c) A charter school must be nonsectarian in its programs, 
 28.7   admission policies, employment practices, and all other 
 28.8   operations.  A sponsor may not authorize a charter school or 
 28.9   program that is affiliated with a nonpublic sectarian school or 
 28.10  a religious institution. 
 28.11     (d) Charter schools must not be used as a method of 
 28.12  providing education or generating revenue for students who are 
 28.13  being home-schooled. 
 28.14     (e) The primary focus of a charter school must be to 
 28.15  provide a comprehensive program of instruction for at least one 
 28.16  grade or age group from five through 18 years of age.  
 28.17  Instruction may be provided to people younger than five years 
 28.18  and older than 18 years of age. 
 28.19     (f) A charter school may not charge tuition. 
 28.20     (g) A charter school is subject to and must comply with 
 28.21  chapter 363 and section 121A.04. 
 28.22     (h) A charter school is subject to and must comply with the 
 28.23  Pupil Fair Dismissal Act, sections 121A.40 to 121A.56, and the 
 28.24  Minnesota Public School Fee Law, sections 123B.34 to 123B.39. 
 28.25     (i) A charter school is subject to the same financial 
 28.26  audits, audit procedures, and audit requirements as a district.  
 28.27  Audits must be conducted in compliance with generally accepted 
 28.28  governmental auditing standards, the Federal Single Audit Act, 
 28.29  if applicable, and section 6.65.  A charter school is subject to 
 28.30  and must comply with sections 15.054; 118A.01; 118A.02; 118A.03; 
 28.31  118A.04; 118A.05; 118A.06; 123B.52, subdivision 5; 471.38; 
 28.32  471.391; 471.392; 471.425; 471.87; 471.88, subdivisions 1, 2, 3, 
 28.33  4, 5, 6, 12, 13, and 15; 471.881; and 471.89.  The audit must 
 28.34  comply with the requirements of sections 123B.75 to 123B.83, 
 28.35  except to the extent deviations are necessary because of the 
 28.36  program at the school.  Deviations must be approved by the 
 29.1   commissioner.  The department of children, families, and 
 29.2   learning, state auditor, or legislative auditor may conduct 
 29.3   financial, program, or compliance audits.  A charter school 
 29.4   determined to be in statutory operating debt under sections 
 29.5   123B.81 to 123B.83 must submit a plan under section 123B.81, 
 29.6   subdivision 4. 
 29.7      (j) A charter school is a district for the purposes of tort 
 29.8   liability under chapter 466. 
 29.9      (k) A charter school must comply with sections 13.32; 
 29.10  120A.22, subdivision 7; 121A.75; and 260B.171, subdivisions 3 
 29.11  and 5.  
 29.12     (l) A charter school is subject to the pledge of allegiance 
 29.13  requirement under section 121A.11, subdivision 3. 
 29.14     [EFFECTIVE DATE.] This section is effective the day 
 29.15  following final enactment. 
 29.16     Sec. 29.  Minnesota Statutes 2002, section 124D.10, 
 29.17  subdivision 20, is amended to read: 
 29.18     Subd. 20.  [LEAVE TO TEACH IN A CHARTER SCHOOL.] If a 
 29.19  teacher employed by a district makes a written request for an 
 29.20  extended leave of absence to teach at a charter school, the 
 29.21  district must grant the leave.  The district must grant a leave 
 29.22  for any number of not to exceed five years requested by the 
 29.23  teacher, and must.  Any request to extend the leave at the 
 29.24  teacher's request shall be granted only at the discretion of the 
 29.25  school board.  The district may require that the request for a 
 29.26  leave or extension of leave be made up to 90 days before the 
 29.27  teacher would otherwise have to report for duty.  Except as 
 29.28  otherwise provided in this subdivision and except for section 
 29.29  122A.46, subdivision 7, the leave is governed by section 
 29.30  122A.46, including, but not limited to, reinstatement, notice of 
 29.31  intention to return, seniority, salary, and insurance. 
 29.32     During a leave, the teacher may continue to aggregate 
 29.33  benefits and credits in the teachers' retirement association 
 29.34  account by paying both the employer and employee contributions 
 29.35  based upon the annual salary of the teacher for the last full 
 29.36  pay period before the leave began.  The retirement association 
 30.1   may impose reasonable requirements to efficiently administer 
 30.2   this subdivision.  
 30.3      [EFFECTIVE DATE.] This section is effective the day 
 30.4   following final enactment and applies to approvals of leaves or 
 30.5   approvals of extensions of leaves made after that date.  
 30.6   Notwithstanding Minnesota Statutes 2002, section 122A.46, 
 30.7   subdivision 2, a school district, upon request, must grant a 
 30.8   one-year extension for the 2003-2004 school year to a teacher on 
 30.9   a leave of absence to teach at a charter school under this 
 30.10  subdivision who has been on leave for five or more years as of 
 30.11  the 2003-2004 school year.  
 30.12     Sec. 30.  Minnesota Statutes 2002, section 128C.02, 
 30.13  subdivision 1, is amended to read: 
 30.14     Subdivision 1.  [DECISIONS, POLICIES, ADVISORY COMMITTEES.] 
 30.15  The board shall establish and adopt policies, including a policy 
 30.16  on corporate sponsorships and similar agreements, make decisions 
 30.17  on behalf of the league, and establish advisory committees 
 30.18  necessary to carry out board functions. 
 30.19     [EFFECTIVE DATE.] This section is effective the day 
 30.20  following final enactment.  
 30.21     Sec. 31.  Minnesota Statutes 2002, section 128C.05, is 
 30.22  amended by adding a subdivision to read: 
 30.23     Subd. 1a.  [SUPERVISED COMPETITIVE HIGH SCHOOL 
 30.24  DIVING.] Notwithstanding Minnesota Rules, part 4717.3750, any 
 30.25  pool built before January 1, 1987, that was used for a high 
 30.26  school diving program during the 2000-2001 school year may be 
 30.27  used for supervised competitive high school diving unless a pool 
 30.28  that meets the requirements of Minnesota Rules, part 4717.3750, 
 30.29  is located within the school district.  A school or district 
 30.30  using a pool for supervised competitive high school diving that 
 30.31  does not meet the requirements of the rule must provide 
 30.32  appropriate notice to parents and participants. 
 30.33     [EFFECTIVE DATE.] This section is effective for the 
 30.34  2003-2004 school year and later. 
 30.35     Sec. 32.  Minnesota Statutes 2002, section 169.28, 
 30.36  subdivision 1, is amended to read: 
 31.1      Subdivision 1.  [STOP REQUIRED.] (a) The driver of any 
 31.2   motor vehicle carrying passengers for hire, or of any school bus 
 31.3   whether carrying passengers or not, or of any Head Start bus 
 31.4   whether carrying passengers or not, or of any vehicle that is 
 31.5   required to stop at railroad grade crossings under Code of 
 31.6   Federal Regulations, title 49, section 392.10, before crossing 
 31.7   at grade any track or tracks of a railroad, shall stop the 
 31.8   vehicle not less than 15 feet nor more than 50 feet from the 
 31.9   nearest rail of the railroad and while so stopped shall listen 
 31.10  and look in both directions along the track for any approaching 
 31.11  train, and for signals indicating the approach of a train, 
 31.12  except as hereinafter provided, and shall not proceed until safe 
 31.13  to do so.  The driver must not shift gears while crossing the 
 31.14  railroad tracks.  
 31.15     (b) A school bus or Head Start bus shall not be flagged 
 31.16  across railroad grade crossings except at those railroad grade 
 31.17  crossings that the local school administrative officer may 
 31.18  designate. 
 31.19     (c) A type III school bus, as defined in section 169.01, is 
 31.20  exempt from the requirement of school buses to stop at railroad 
 31.21  grade crossings.  
 31.22     Sec. 33.  Minnesota Statutes 2002, section 169.4503, 
 31.23  subdivision 4, is amended to read: 
 31.24     Subd. 4.  [CERTIFICATION.] A body manufacturer, school bus 
 31.25  dealer, or certified Minnesota Commercial Vehicle Inspector who 
 31.26  is also an employee of an organization purchasing a school bus 
 31.27  shall certify provide preliminary certification to the 
 31.28  department of public safety that the product meets Minnesota 
 31.29  standards.  Final certification will be granted within 30 days 
 31.30  upon reinspection by the department of public safety. 
 31.31     Sec. 34.  Minnesota Statutes 2002, section 169.454, 
 31.32  subdivision 2, is amended to read: 
 31.33     Subd. 2.  [AGE OF VEHICLE.] Vehicles ten 12 years or older 
 31.34  must not be used as type III vehicles to transport school 
 31.35  children, except those vehicles that are manufactured to meet 
 31.36  the structural requirements of federal motor vehicle safety 
 32.1   standard 222, Code of Federal Regulations, title 49, part 571. 
 32.2      [EFFECTIVE DATE.] This section is effective the day 
 32.3   following final enactment. 
 32.4      Sec. 35.  Minnesota Statutes 2002, section 169.454, 
 32.5   subdivision 6, is amended to read: 
 32.6      Subd. 6.  [IDENTIFICATION.] (a) The vehicle must not have 
 32.7   the words "school bus" in any location on the exterior of the 
 32.8   vehicle, or in any interior location visible to a motorist. 
 32.9      (b) The vehicle must display to the rear of the vehicle 
 32.10  this sign:  "VEHICLE STOPS AT RR CROSSINGS." 
 32.11     (c) The lettering (except for "AT," which may be one inch 
 32.12  smaller) must be a minimum two-inch "Series D" as specified in 
 32.13  standard alphabets for highway signs as specified by the Federal 
 32.14  Highway Administration.  The printing must be in a color giving 
 32.15  a marked contrast with that of the part of the vehicle on which 
 32.16  it is placed. 
 32.17     (d) The sign must have provisions for being covered, or be 
 32.18  of a removable or fold-down type. 
 32.19     Sec. 36.  Minnesota Statutes 2002, section 171.321, 
 32.20  subdivision 5, is amended to read: 
 32.21     Subd. 5.  [ANNUAL EVALUATION AND LICENSE VERIFICATION.] (a) 
 32.22  A school district's pupil transportation safety director, the 
 32.23  chief administrator of a nonpublic school, or a private 
 32.24  contractor shall certify annually to the school board or 
 32.25  governing board of a nonpublic school that, at minimum, each 
 32.26  school bus driver meets the school bus driver training 
 32.27  competencies under subdivision 4.  A school district, nonpublic 
 32.28  school, or private contractor also shall provide in-service 
 32.29  training annually to each school bus driver.  
 32.30     (b) A school district, nonpublic school, or private 
 32.31  contractor shall annually verify the validity of the driver's 
 32.32  license of each person who transports students for the district 
 32.33  with the National Drivers Register or with the department of 
 32.34  public safety. 
 32.35     Sec. 37.  Minnesota Statutes 2002, section 354.094, 
 32.36  subdivision 1, is amended to read: 
 33.1      Subdivision 1.  [SERVICE CREDIT CONTRIBUTIONS.] Upon 
 33.2   granting any extended leave of absence under section 122A.46 or 
 33.3   136F.43, the employing unit granting the leave must certify the 
 33.4   leave to the association on a form specified by the executive 
 33.5   director.  A member granted an extended leave of absence under 
 33.6   section 122A.46 or 136F.43 may pay employee contributions and 
 33.7   receive allowable service credit toward annuities and other 
 33.8   benefits under this chapter, for each year of the leave, 
 33.9   provided that the member and the employing board make the 
 33.10  required employer contribution in any proportion they may agree 
 33.11  upon, during the period of the leave.  The employer may enter 
 33.12  into an agreement with the exclusive bargaining representative 
 33.13  of the member under which all or a portion of the employee's 
 33.14  contribution is paid by the employer.  Any such agreement must 
 33.15  include a sunset of eligibility to qualify for the payment and 
 33.16  must not be a continuing part of the collective bargaining 
 33.17  agreement.  The leave period must not exceed five years.  A 
 33.18  member may not receive more than five years of allowable service 
 33.19  credit under this section.  The employee and employer 
 33.20  contributions must be based upon the rates of contribution 
 33.21  prescribed by section 354.42 for the salary received during the 
 33.22  year immediately preceding the extended leave.  Payments for the 
 33.23  years for which a member is receiving service credit while on 
 33.24  extended leave must be made on or before the later of June 30 of 
 33.25  each fiscal year for which service credit is received or within 
 33.26  30 days after first notification of the amount due, if requested 
 33.27  by the member, is given by the association.  No payment is 
 33.28  permitted after the following September 30.  Payments received 
 33.29  after June 30 must include interest at an annual rate of 8.5 
 33.30  percent from June 30 through the end of the month in which 
 33.31  payment is received.  Notwithstanding the provisions of any 
 33.32  agreements to the contrary, employee and employer contributions 
 33.33  may not be made to receive allowable service credit if the 
 33.34  member does not have full reinstatement rights as provided in 
 33.35  section 122A.46 or 136F.43, both during and at the end of the 
 33.36  extended leave. 
 34.1      Sec. 38.  Minnesota Statutes 2002, section 574.26, 
 34.2   subdivision 2, is amended to read: 
 34.3      Subd. 2.  [TERMS.] (a) Except as provided in sections 
 34.4   574.263 and 574.264 or if the amount of the contract is $75,000 
 34.5   or less, a contract with a public body for the doing of any 
 34.6   public work is not valid unless the contractor gives (1) a 
 34.7   performance bond to the public body with whom the contractor 
 34.8   entered into the contract, for the use and benefit of the public 
 34.9   body to complete the contract according to its terms, and 
 34.10  conditioned on saving the public body harmless from all costs 
 34.11  and charges that may accrue on account of completing the 
 34.12  specified work, and (2) a payment bond for the use and benefit 
 34.13  of all persons furnishing labor and materials engaged under, or 
 34.14  to perform the contract, conditioned for the payment, as they 
 34.15  become due, of all just claims for the labor and materials.  
 34.16     (b) In the case of contracts to create, develop, provide, 
 34.17  or maintain student information systems, finance systems, Web 
 34.18  pages, ISP systems, human resources and payroll systems, other 
 34.19  software, network services, and Internet services, for $25,000 
 34.20  or more, a contract with a school board is not valid unless (1) 
 34.21  the contractor demonstrates in its quotation, proposal, or bid 
 34.22  its financial ability to complete the contract by providing 
 34.23  financial statements to that effect, and (2) if so required by 
 34.24  the school board in its specifications or request for proposals, 
 34.25  the contractor provides a performance bond for the use and 
 34.26  benefit of the school board to complete the contract according 
 34.27  to its terms, and conditioned on saving the school board 
 34.28  harmless from all costs and charges that may accrue on account 
 34.29  of completing the specified work.  Financial statements 
 34.30  submitted under this paragraph are private data on individuals 
 34.31  or nonpublic data as defined in section 13.02. 
 34.32     (c) Reasonable attorneys' attorney fees, costs, and 
 34.33  disbursements may be awarded in an action to enforce claims 
 34.34  under the act if the action is successfully maintained or 
 34.35  successfully appealed. 
 34.36     Sec. 39.  Minnesota Statutes 2002, section 611A.78, 
 35.1   subdivision 1, is amended to read: 
 35.2      Subdivision 1.  [MEMBERSHIP.] A crime victim services 
 35.3   roundtable is created and shall be convened by the commissioner 
 35.4   of administration or a designee.  The roundtable membership 
 35.5   shall include representatives from the following:  the 
 35.6   departments of health; human services; children, families, and 
 35.7   learning; corrections; and public safety; the supreme court; the 
 35.8   Minnesota planning agency; the office of the attorney general; 
 35.9   the office of crime victim ombudsman; the county attorneys 
 35.10  association; and the office of dispute resolution.  The 
 35.11  roundtable membership shall also include one person representing 
 35.12  the four councils designated in sections 3.922, 3.9223, 3.9225, 
 35.13  and 3.9226. 
 35.14     Sec. 40.  [CHARTER SCHOOL ADVISORY BOARD MEMBER TERMS.] 
 35.15     In order to establish staggered terms for charter school 
 35.16  advisory board members under Minnesota Statutes, section 
 35.17  124D.10, subdivision 2a, the commissioner of children, families, 
 35.18  and learning shall, by lot, determine the length of term for 
 35.19  each member serving on the board on the effective date of this 
 35.20  section.  One-third of the members shall serve a one-year term, 
 35.21  one-third shall serve a two-year term, and one-third shall serve 
 35.22  a three-year term.  Thereafter, the term for each member must be 
 35.23  three years. 
 35.24     Sec. 41.  [PILOT PROJECT TO EVALUATE PARENT INVOLVEMENT 
 35.25  POLICIES AND STRATEGIES.] 
 35.26     Subdivision 1.  [DISTRICT AND SCHOOL SITE POLICY 
 35.27  EVALUATION.] A school board may elect to participate in a 
 35.28  two-year pilot project to evaluate parent involvement policies 
 35.29  and strategies in the district and in school sites, with the 
 35.30  goal of improving the academic achievement of all students 
 35.31  within the district, including at-risk students.  Participating 
 35.32  districts and school sites must establish parent involvement 
 35.33  review committees consistent with subdivision 2, and may adapt 
 35.34  the parent involvement policy and process described in United 
 35.35  States Code, title 20, section 6319, for purposes consistent 
 35.36  with this project. 
 36.1      Subd. 2.  [PARENT INVOLVEMENT REVIEW COMMITTEES.] A school 
 36.2   board electing to participate and interested school sites within 
 36.3   that district must establish a parent involvement review 
 36.4   committee or expand the purview of an existing committee 
 36.5   composed of a majority of parents.  The committees must evaluate 
 36.6   the effectiveness of district and school site programs and 
 36.7   strategies intended to provide all parents with meaningful 
 36.8   opportunities to participate in the process of educating 
 36.9   students.  The committees, among other things, may evaluate the 
 36.10  operation of the instruction and curriculum advisory committee 
 36.11  or building team under Minnesota Statutes, section 120B.11, or 
 36.12  parent involvement programs developed under Minnesota Statutes, 
 36.13  section 124D.895.  A majority of committee members must be 
 36.14  parents of students enrolled in the district or school site, if 
 36.15  applicable.  The committee also must include teachers employed 
 36.16  by the district and who teach at a school site, if applicable.  
 36.17  A district must assist participating school sites at the request 
 36.18  of the school site. 
 36.19     Subd. 3.  [NOTICE OF PARTICIPATION; NOTICE TO PARENTS.] (a) 
 36.20  A school board electing to participate under this section must 
 36.21  notify the commissioner of children, families, and learning of 
 36.22  its participation and the participation of interested school 
 36.23  sites on a form supplied by the commissioner.  The commissioner 
 36.24  may assist participating districts and school sites at the 
 36.25  request of the district or school site. 
 36.26     (b) Participating school districts must transmit timely 
 36.27  effective notice of this project to parent organizations 
 36.28  throughout the district and to parents of children enrolled in 
 36.29  district schools.  
 36.30     Subd. 4.  [REPORT.] Participating districts and school 
 36.31  sites must report the findings of the evaluation and related 
 36.32  recommendations annually by March 1 to the school board, which 
 36.33  shall transmit a summary of the findings and recommendations to 
 36.34  the commissioner.  Information the commissioner receives under 
 36.35  this subdivision may be used to modify guidelines and model 
 36.36  plans for parent involvement programs under Minnesota Statutes, 
 37.1   section 124D.895.  
 37.2      [EFFECTIVE DATE.] This section is effective the day 
 37.3   following final enactment and applies to the 2003-2004 and 
 37.4   2004-2005 school years. 
 37.5      Sec. 42.  [POLICY ON STUDENTS WITH A HISTORY OF VIOLENT 
 37.6   BEHAVIOR.] 
 37.7      (a) Representatives of the Minnesota school boards 
 37.8   association, Education Minnesota, and the information policy 
 37.9   analysis division in the Minnesota department of administration 
 37.10  shall develop a model policy by August 1, 2003, on notifying 
 37.11  classroom teachers and other school district employees having a 
 37.12  legitimate educational interest when a student with a history of 
 37.13  violent behavior is placed in the teacher's classroom.  The 
 37.14  model policy at least must: 
 37.15     (1) define what constitutes a history of violent behavior, 
 37.16  consistent with Minnesota Statutes, section 121A.45, subdivision 
 37.17  2, clause (c); 
 37.18     (2) limit reports on violent behavior to a specified number 
 37.19  of school years; 
 37.20     (3) define "legitimate educational interest," consistent 
 37.21  with Minnesota Statutes, section 121A.64; 
 37.22     (4) indicate the persons at the school or district level 
 37.23  who determine which school district employees have a legitimate 
 37.24  educational interest; and 
 37.25     (5) require school districts that transfer the student 
 37.26  records of a student with a history of violent behavior to 
 37.27  another school district, charter school, or alternative 
 37.28  education program to include all information about the student's 
 37.29  history of violent behavior in the student's educational records 
 37.30  it transmits to the enrolling school district, charter school, 
 37.31  or alternative education program, consistent with this policy. 
 37.32     (b) The information policy analysis division in the 
 37.33  Minnesota department of administration by August 15, 2003, must 
 37.34  post on its division Web site the model policy developed under 
 37.35  paragraph (a). 
 37.36     (c) The task force in paragraph (a) expires on August 1, 
 38.1   2003. 
 38.2      [EFFECTIVE DATE.] This section is effective the day 
 38.3   following final enactment. 
 38.4      Sec. 43.  [AT-LARGE SCHOOL BOARD MEMBERS; INDEPENDENT 
 38.5   SCHOOL DISTRICT NO. 709, DULUTH.] 
 38.6      (a) Notwithstanding Laws 1969, chapter 698, or other law to 
 38.7   the contrary, the school board for independent school district 
 38.8   No. 709, Duluth, may by resolution reduce from five to three the 
 38.9   number of at-large school board members. 
 38.10     (b) If the school board adopts the resolution under 
 38.11  paragraph (a), for the November 2003 election and each four 
 38.12  years thereafter, the three positions of those members elected 
 38.13  at large whose terms expire on December 31, 2003, shall be 
 38.14  reduced to one member elected at large. 
 38.15     (c) Nothing in this section prevents a member of the school 
 38.16  board on the effective date of this act who is otherwise 
 38.17  qualified from running for reelection upon the expiration of 
 38.18  that member's term. 
 38.19     [EFFECTIVE DATE.] This section is effective the day 
 38.20  following final enactment. 
 38.21     Sec. 44.  [REPEALER.] 
 38.22     (a) Minnesota Statutes 2002, sections 124D.93; and 
 38.23  126C.125, are repealed. 
 38.24     (b) Minnesota Statutes 2002, sections 128C.01, subdivision 
 38.25  5; 128C.02, subdivision 8; and 128C.13, are repealed. 
 38.26     (c) Minnesota Statutes 2002, sections 123B.90, subdivision 
 38.27  1; and 169.441, subdivision 4, are repealed. 
 38.28     [EFFECTIVE DATE.] Paragraph (a) is effective for the 
 38.29  2003-2004 school year and later.  Paragraph (b) is effective the 
 38.30  day following final enactment. 
 38.31                             ARTICLE 3 
 38.32                          SPECIAL PROGRAMS 
 38.33     Section 1.  Minnesota Statutes 2002, section 121A.41, 
 38.34  subdivision 10, is amended to read: 
 38.35     Subd. 10.  [SUSPENSION.] "Suspension" means an action by 
 38.36  the school administration, under rules promulgated by the school 
 39.1   board, prohibiting a pupil from attending school for a period of 
 39.2   no more than ten school days.  If a suspension is longer than 
 39.3   five days, the suspending administrator must provide the 
 39.4   superintendent with a reason for the longer suspension.  This 
 39.5   definition does not apply to dismissal from school for one 
 39.6   school day or less, except as provided in federal law for a 
 39.7   student with a disability.  Each suspension action may include a 
 39.8   readmission plan.  The readmission plan shall include, where 
 39.9   appropriate, a provision for implementing alternative 
 39.10  educational services upon readmission and may not be used to 
 39.11  extend the current suspension.  Consistent with section 125A.09, 
 39.12  subdivision 3, the readmission plan must not obligate a parent 
 39.13  to provide a sympathomimetic medication for the parent's child 
 39.14  as a condition of readmission.  The school administration may 
 39.15  not impose consecutive suspensions against the same pupil for 
 39.16  the same course of conduct, or incident of misconduct, except 
 39.17  where the pupil will create an immediate and substantial danger 
 39.18  to self or to surrounding persons or property, or where the 
 39.19  district is in the process of initiating an expulsion, in which 
 39.20  case the school administration may extend the suspension to a 
 39.21  total of 15 days.  In the case of a student with a disability, 
 39.22  the student's individual education plan team must meet 
 39.23  immediately but not more than ten school days after the date on 
 39.24  which the decision to remove the student from the student's 
 39.25  current education placement is made.  The individual education 
 39.26  plan team and other qualified personnel shall at that meeting:  
 39.27  conduct a review of the relationship between the child's 
 39.28  disability and the behavior subject to disciplinary action; and 
 39.29  determine the appropriateness of the child's education plan. 
 39.30     The requirements of the individual education plan team 
 39.31  meeting apply when: 
 39.32     (1) the parent requests a meeting; 
 39.33     (2) the student is removed from the student's current 
 39.34  placement for five or more consecutive days; or 
 39.35     (3) the student's total days of removal from the student's 
 39.36  placement during the school year exceed ten cumulative days in a 
 40.1   school year.  The school administration shall implement 
 40.2   alternative educational services when the suspension exceeds 
 40.3   five days.  A separate administrative conference is required for 
 40.4   each period of suspension. 
 40.5      Sec. 2.  [124D.452] [DISTRICT REPORT; CAREER AND TECHNICAL 
 40.6   EDUCATION.] 
 40.7      Each district and cooperative center must report data to 
 40.8   the department of children, families, and learning for all 
 40.9   career and technical education programs as required by the 
 40.10  department. 
 40.11     Sec. 3.  Minnesota Statutes 2002, section 125A.03, is 
 40.12  amended to read: 
 40.13     125A.03 [SPECIAL INSTRUCTION FOR CHILDREN WITH A 
 40.14  DISABILITY.] 
 40.15     (a) As defined in paragraph (b), every district must 
 40.16  provide special instruction and services, either within the 
 40.17  district or in another district, for all children with a 
 40.18  disability who are residents of the district and who are 
 40.19  disabled as set forth in section 125A.02.  For purposes of state 
 40.20  and federal special education laws, the phrase "special 
 40.21  instruction and services" in the state education code means a 
 40.22  free and appropriate public education provided to an eligible 
 40.23  child with disabilities and includes special education and 
 40.24  related services defined in the Individuals with Disabilities 
 40.25  Education Act, subpart A, section 300.24.  
 40.26     (b) Notwithstanding any age limits in laws to the contrary, 
 40.27  special instruction and services must be provided from birth 
 40.28  until July 1 after the child with a disability becomes 21 years 
 40.29  old but shall not extend beyond secondary school or its 
 40.30  equivalent, except as provided in section 124D.68, subdivision 
 40.31  2.  Local health, education, and social service agencies must 
 40.32  refer children under age five who are known to need or suspected 
 40.33  of needing special instruction and services to the school 
 40.34  district.  Districts with less than the minimum number of 
 40.35  eligible children with a disability as determined by the 
 40.36  commissioner must cooperate with other districts to maintain a 
 41.1   full range of programs for education and services for children 
 41.2   with a disability.  This section does not alter the compulsory 
 41.3   attendance requirements of section 120A.22. 
 41.4      Sec. 4.  [125A.091] [ALTERNATIVE DISPUTE RESOLUTION AND DUE 
 41.5   PROCESS HEARINGS.] 
 41.6      Subdivision 1.  [DISTRICT OBLIGATION.] A school district 
 41.7   must use the procedures in federal law and state law and rule to 
 41.8   reach decisions about the identification, evaluation, 
 41.9   educational placement, manifestation determination, interim 
 41.10  alternative educational placement, or the provision of a free 
 41.11  appropriate public education to a child with a disability. 
 41.12     Subd. 2.  [PRIOR WRITTEN NOTICE.] A parent must receive 
 41.13  prior written notice a reasonable time before the public agency 
 41.14  proposes or refuses to initiate or change the identification, 
 41.15  evaluation, educational placement, or the provision of a free 
 41.16  appropriate public education to a child with a disability. 
 41.17     Subd. 3.  [CONTENT OF NOTICE.] The notice under subdivision 
 41.18  2 must: 
 41.19     (1) describe the action the district proposes or refuses; 
 41.20     (2) explain why the district proposes or refuses to take 
 41.21  the action; 
 41.22     (3) describe any other option the district considered and 
 41.23  the reason why it rejected the option; 
 41.24     (4) describe each evaluation procedure, test, record, or 
 41.25  report the district used as a basis for the proposed or refused 
 41.26  action; 
 41.27     (5) describe any other factor affecting the proposal or 
 41.28  refusal of the district to take the action; 
 41.29     (6) state that the parent of a child with a disability is 
 41.30  protected by procedural safeguards and, if this notice is not an 
 41.31  initial referral for evaluation, how a parent can get a 
 41.32  description of the procedural safeguards; and 
 41.33     (7) identify where a parent can get help in understanding 
 41.34  this law. 
 41.35     Subd. 4.  [UNDERSTANDABLE NOTICE.] (a) The written notice 
 41.36  under subdivision 2 must be understandable to the general public 
 42.1   and available in the parent's native language or by another 
 42.2   communication form, unless it is clearly not feasible to do so. 
 42.3      (b) If the parent's native language or other communication 
 42.4   form is not written, the district must take steps to ensure that:
 42.5      (1) the notice is translated orally or by other means to 
 42.6   the parent in the parent's native language or other 
 42.7   communication form; 
 42.8      (2) the parent understands the notice; and 
 42.9      (3) written evidence indicates the requirements in 
 42.10  subdivision 2 are met. 
 42.11     Subd. 5.  [INITIAL ACTION; PARENT CONSENT.] The district 
 42.12  must not proceed with the initial evaluation of a child, the 
 42.13  initial placement of a child in a special education program, or 
 42.14  the initial provision of special education services for a child 
 42.15  without the prior written consent of the child's parent.  A 
 42.16  hearing officer, after conducting an impartial due process 
 42.17  hearing initiated by the district, may override the refusal of a 
 42.18  parent to consent to an initial evaluation or reevaluation. 
 42.19     Subd. 6.  [DISPUTE RESOLUTION PROCESSES GENERALLY.] Parties 
 42.20  are encouraged to resolve disputes over the identification, 
 42.21  evaluation, educational placement, manifestation determination, 
 42.22  interim alternative educational placement, or the provision of a 
 42.23  free appropriate public education to a child with a disability 
 42.24  through conciliation, mediation, facilitated team meetings, or 
 42.25  other alternative process.  All dispute resolution options are 
 42.26  voluntary on the part of the parent and must not be used to deny 
 42.27  or delay the right to a due process hearing.  All dispute 
 42.28  resolution processes under this section are provided at no cost 
 42.29  to the parent. 
 42.30     Subd. 7.  [CONCILIATION CONFERENCE.] A parent must have an 
 42.31  opportunity to meet with appropriate district staff in at least 
 42.32  one conciliation conference if the parent objects to any 
 42.33  proposal of which the parent receives notice under subdivision 2.
 42.34  If the parent refuses district efforts to conciliate the 
 42.35  dispute, the conciliation requirement is satisfied.  Following a 
 42.36  conciliation conference, the district must prepare and provide 
 43.1   to the parent a conciliation conference memorandum that 
 43.2   describes the district's final proposed offer of service by the 
 43.3   district.  This memorandum is admissible in evidence in any 
 43.4   subsequent proceeding. 
 43.5      Subd. 8.  [VOLUNTARY DISPUTE RESOLUTION OPTIONS.] In 
 43.6   addition to offering at least one conciliation conference, a 
 43.7   district must inform a parent of other dispute resolution 
 43.8   processes, including at least mediation and facilitated team 
 43.9   meetings.  The fact that an alternative dispute resolution 
 43.10  process was used is admissible in evidence at any subsequent 
 43.11  proceeding.  State-provided mediators and team meeting 
 43.12  facilitators shall not be subpoenaed to testify at a due process 
 43.13  hearing or civil action under federal special education law, nor 
 43.14  are any records of mediators or state-provided team meeting 
 43.15  facilitators accessible to the parties. 
 43.16     Subd. 9.  [MEDIATION.] Mediation is a dispute resolution 
 43.17  process that involves a neutral party provided by the state to 
 43.18  assist a parent and a district in resolving disputes over the 
 43.19  identification, evaluation, educational placement, manifestation 
 43.20  determination, interim alternative educational placement, or the 
 43.21  provision of a free appropriate public education to a child with 
 43.22  a disability.  A mediation process is available as an informal 
 43.23  alternative to a due process hearing, but must not be used to 
 43.24  deny or postpone the opportunity of a parent or district to 
 43.25  obtain a due process hearing.  Mediation is voluntary for all 
 43.26  parties.  All mediation discussions are confidential and 
 43.27  inadmissible in evidence in any subsequent proceeding, unless 
 43.28  the: 
 43.29     (1) parties expressly agree otherwise; 
 43.30     (2) evidence is otherwise available; or 
 43.31     (3) evidence is offered to prove bias or prejudice of a 
 43.32  witness. 
 43.33     Subd. 10.  [MEDIATED AGREEMENTS.] Mediated agreements are 
 43.34  not admissible unless the parties agree otherwise or a party to 
 43.35  the agreement believes the agreement is not being implemented, 
 43.36  in which case the aggrieved party may enter the agreement into 
 44.1   evidence at a due process hearing.  The parties may request 
 44.2   another mediation to resolve a dispute over implementing the 
 44.3   mediated agreement.  After a due process hearing is requested, a 
 44.4   party may request mediation and the commissioner must provide a 
 44.5   mediator who conducts a mediation session no later than the 
 44.6   third business day after the mediation request is made to the 
 44.7   commissioner. 
 44.8      Subd. 11.  [FACILITATED TEAM MEETING.] A facilitated team 
 44.9   meeting is an IEP, IFSP, or IIIP team meeting led by an 
 44.10  impartial state-provided facilitator to promote effective 
 44.11  communication and assist a team in developing an individualized 
 44.12  education plan. 
 44.13     Subd. 12.  [IMPARTIAL DUE PROCESS HEARING.] (a) A parent or 
 44.14  a district is entitled to an impartial due process hearing 
 44.15  conducted by the state when a dispute arises over the 
 44.16  identification, evaluation, educational placement, manifestation 
 44.17  determination, interim alternative educational placement, or the 
 44.18  provision of a free appropriate public education to a child with 
 44.19  a disability.  The hearing must be held in the district 
 44.20  responsible for ensuring that a free appropriate public 
 44.21  education is provided according to state and federal law.  The 
 44.22  proceedings must be recorded and preserved, at state expense, 
 44.23  pending ultimate disposition of the action. 
 44.24     (b) The due process hearing must be conducted according to 
 44.25  the rules of the commissioner and federal law. 
 44.26     Subd. 13.  [HEARING OFFICER QUALIFICATIONS.] The 
 44.27  commissioner must appoint an individual who is qualified under 
 44.28  this subdivision to serve as a hearing officer.  The hearing 
 44.29  officer must: 
 44.30     (1) be knowledgeable and impartial; 
 44.31     (2) have no personal interest in or specific involvement 
 44.32  with the student who is a party to the hearing; 
 44.33     (3) not have been employed as an administrator by the 
 44.34  district that is a party to the hearing; 
 44.35     (4) not have been involved in selecting the district 
 44.36  administrator who is a party to the hearing; 
 45.1      (5) have no personal, economic, or professional interest in 
 45.2   the outcome of the hearing other than properly administering 
 45.3   federal and state laws, rules, and policies; 
 45.4      (6) have no substantial involvement in developing state or 
 45.5   local policies or procedures challenged in the hearing; 
 45.6      (7) not be a current employee or board member of a 
 45.7   Minnesota public school district, education district, 
 45.8   intermediate unit or regional education agency, or the 
 45.9   department if the department is the service provider; and 
 45.10     (8) not be a current employee or board member of a 
 45.11  disability advocacy organization or group. 
 45.12     Subd. 14.  [REQUEST FOR HEARING.] A request for a due 
 45.13  process hearing must: 
 45.14     (1) be in writing; 
 45.15     (2) describe the nature of the issue about providing 
 45.16  special education services to the student including facts 
 45.17  relating to the issue; and 
 45.18     (3) state, to the extent known, the relief sought. 
 45.19     Any school district administrator receiving a request for a 
 45.20  due process hearing must immediately forward the request to the 
 45.21  commissioner.  Within two business days of receiving a request 
 45.22  for a due process hearing, the commissioner must appoint a 
 45.23  hearing officer.  The commissioner must not deny a request for 
 45.24  hearing because the request is incomplete.  A party may 
 45.25  disqualify a hearing officer only by affirmatively showing 
 45.26  prejudice or bias to the commissioner, or to the chief 
 45.27  administrative law judge if the hearing officer is an 
 45.28  administrative law judge.  If a party affirmatively shows 
 45.29  prejudice against a hearing officer, the commissioner must 
 45.30  assign another hearing officer to hear the matter. 
 45.31     Subd. 15.  [PREHEARING CONFERENCE.] A prehearing conference 
 45.32  must be held within five business days of the date the 
 45.33  commissioner appoints the hearing officer.  The hearing officer 
 45.34  must initiate the prehearing conference, which may be conducted 
 45.35  in person, at a location within the district, or by telephone. 
 45.36  The hearing officer must create a written verbatim record of the 
 46.1   prehearing conference, which is available to either party upon 
 46.2   request.  At the prehearing conference, the hearing officer must:
 46.3      (1) identify the questions that must be answered to resolve 
 46.4   the dispute and eliminate claims and complaints that are without 
 46.5   merit; 
 46.6      (2) set a scheduling order for the hearing and additional 
 46.7   prehearing activities; 
 46.8      (3) determine if the hearing can be disposed of without an 
 46.9   evidentiary hearing and, if so, establish the schedule and 
 46.10  procedure for doing so; and 
 46.11     (4) establish the management, control, and location of the 
 46.12  hearing to ensure its fair, efficient, and effective disposition.
 46.13     Subd. 16.  [BURDEN OF PROOF.] The burden of proof at a due 
 46.14  process hearing is on the district to demonstrate, by a 
 46.15  preponderance of the evidence, that it is complying with the law 
 46.16  and offered or provided a free appropriate public education to 
 46.17  the child in the least restrictive environment.  If the district 
 46.18  has not offered or provided a free appropriate public education 
 46.19  in the least restrictive environment and the parent wants the 
 46.20  district to pay for a private placement, the burden of proof is 
 46.21  on the parent to demonstrate, by a preponderance of the 
 46.22  evidence, that the private placement is appropriate. 
 46.23     Subd. 17.  [ADMISSIBLE EVIDENCE.] The hearing officer may 
 46.24  admit all evidence that possesses probative value, including 
 46.25  hearsay, if it is the type of evidence on which reasonable, 
 46.26  prudent persons are accustomed to rely in conducting their 
 46.27  serious affairs.  The hearing officer must give effect to the 
 46.28  rules of privilege recognized by law and exclude evidence that 
 46.29  is incompetent, irrelevant, immaterial, or unduly repetitious. 
 46.30     Subd. 18.  [HEARING OFFICER AUTHORITY.] (a) A hearing 
 46.31  officer must limit an impartial due process hearing to the time 
 46.32  sufficient for each party to present its case.  
 46.33     (b) A hearing officer must establish and maintain control 
 46.34  and manage the hearing.  This authority includes, but is not 
 46.35  limited to: 
 46.36     (1) requiring attorneys representing parties at hearing, 
 47.1   after notice and an opportunity to be heard, to pay court 
 47.2   reporting and hearing officer costs, or fines payable to the 
 47.3   state, for failing to:  (i) obey scheduling or prehearing 
 47.4   orders, (ii) appear, (iii) be prepared, or (iv) participate in 
 47.5   the hearing process in good faith; 
 47.6      (2) administering oaths and affirmations; 
 47.7      (3) issuing subpoenas; 
 47.8      (4) determining the responsible and providing districts and 
 47.9   joining those districts, if not already notified, in the 
 47.10  proceedings; 
 47.11     (5) making decisions involving identification, evaluation, 
 47.12  educational placement, manifestation determination, interim 
 47.13  alternative educational placement, or the provision of a free 
 47.14  appropriate public education to a child with a disability; and 
 47.15     (6) ordering an independent educational evaluation of a 
 47.16  child at district expense. 
 47.17     Subd. 19.  [EXPEDITED DUE PROCESS HEARINGS.] A parent has 
 47.18  the right to an expedited due process hearing when there is a 
 47.19  dispute over a manifestation determination or a proposed or 
 47.20  actual placement in an interim alternative educational setting.  
 47.21  A district has the right to an expedited due process hearing 
 47.22  when proposing an interim alternative educational setting or 
 47.23  seeking to maintain placement in an interim alternative 
 47.24  educational setting.  A hearing officer must issue an expedited 
 47.25  due process hearing decision within ten calendar days of the 
 47.26  request for a hearing.  A hearing officer may extend an 
 47.27  expedited due process hearing up to five additional calendar 
 47.28  days.  All policies in this section apply to expedited due 
 47.29  process hearings to the extent they do not conflict with federal 
 47.30  law. 
 47.31     Subd. 20.  [HEARING OFFICER'S DECISION; TIME PERIOD.] (a) 
 47.32  The hearing officer must render a decision within 45 calendar 
 47.33  days of the date on which the commissioner receives the hearing 
 47.34  request.  A hearing officer is encouraged to accelerate the time 
 47.35  line to 30 days for a child under the age of three whose needs 
 47.36  change rapidly and who requires quick resolution of a dispute.  
 48.1   A hearing officer may not extend the time beyond the 45-day 
 48.2   period unless requested by either party for good cause shown on 
 48.3   the record.  Extensions of time must not exceed a total of 30 
 48.4   calendar days unless both parties and the hearing officer agree, 
 48.5   or time is needed to complete an independent educational 
 48.6   evaluation.  Good cause includes, but is not limited to, the 
 48.7   time required for mediation or other settlement discussions, 
 48.8   independent educational evaluation, complexity and volume of 
 48.9   issues, or finding or changing counsel. 
 48.10     (b) The hearing officer's decision must: 
 48.11     (1) be in writing; 
 48.12     (2) state the controlling and material facts upon which the 
 48.13  decision is made in order to apprise the reader of the basis and 
 48.14  reason for the decision; and 
 48.15     (3) be based on local standards, state statute, the rules 
 48.16  of the commissioner, and federal law. 
 48.17     Subd. 21.  [COMPENSATORY EDUCATIONAL SERVICES.] The hearing 
 48.18  officer may require the resident or responsible district to 
 48.19  provide compensatory educational services to the child if the 
 48.20  hearing officer finds that the district has not offered or made 
 48.21  available to the child a free appropriate public education in 
 48.22  the least restrictive environment and the child has suffered a 
 48.23  loss of educational benefit.  Such services take the form of 
 48.24  direct and indirect special education and related services 
 48.25  designed to address any loss of educational benefit that may 
 48.26  have occurred.  The hearing officer's finding must be based on a 
 48.27  present determination of whether the child has suffered a loss 
 48.28  of educational benefit. 
 48.29     Subd. 22.  [CHILD'S EDUCATIONAL PLACEMENT DURING A DUE 
 48.30  PROCESS HEARING.] Until a due process hearing under this section 
 48.31  is completed or the district and the parent agree otherwise, the 
 48.32  child must remain in the child's current educational placement 
 48.33  and must not be denied initial admission to school.  Until a 
 48.34  proceeding challenging an interim alternative educational 
 48.35  placement is completed, the child must remain in the interim 
 48.36  alternative educational setting until the decision of the 
 49.1   hearing officer or until the expiration of the 45 days permitted 
 49.2   for an interim alternative educational setting, whichever occurs 
 49.3   first, unless the parent and district agree otherwise. 
 49.4      Subd. 23.  [IMPLEMENTATION OF HEARING OFFICER ORDER.] (a) 
 49.5   That portion of a hearing officer's decision granting relief 
 49.6   requested by the parent must be implemented upon issuance. 
 49.7      (b) Except as provided under paragraph (a) or the district 
 49.8   and parent agree otherwise, following a hearing officer's 
 49.9   decision granting relief requested by the district, the child 
 49.10  must remain in the current educational placement until the time 
 49.11  to request judicial review under subdivision 23 expires or, if 
 49.12  judicial review is requested, at the time the Minnesota court of 
 49.13  appeals or the federal district court issues its decision, 
 49.14  whichever is later.  
 49.15     Subd. 24.  [REVIEW OF HEARING OFFICER DECISIONS.] The 
 49.16  parent or district may seek review of the hearing officer's 
 49.17  decision in the Minnesota court of appeals or in the federal 
 49.18  district court, consistent with federal law.  A party must 
 49.19  appeal to the Minnesota court of appeals within 60 days of 
 49.20  receiving the hearing officer's decision. 
 49.21     Subd. 25.  [ENFORCEMENT OF ORDERS.] The commissioner must 
 49.22  monitor final hearing officer decisions and ensure enforcement 
 49.23  of hearing officer orders. 
 49.24     Subd. 26.  [HEARING OFFICER AND PERSONS CONDUCTING 
 49.25  ALTERNATIVE DISPUTE RESOLUTION ARE STATE EMPLOYEES.] A hearing 
 49.26  officer or person conducting alternative dispute resolution 
 49.27  under this section is an employee of the state under section 
 49.28  3.732 for purposes of section 3.736 only. 
 49.29     Subd. 27.  [HEARING OFFICER TRAINING.] A hearing officer 
 49.30  must participate in training and follow procedures established 
 49.31  by the commissioner.  
 49.32     Subd. 28.  [DISTRICT LIABILITY.] A district is not liable 
 49.33  for harmless technical violations of this section or rules 
 49.34  implementing this section if the school district can demonstrate 
 49.35  on a case-by-case basis that the violations did not harm a 
 49.36  student's educational progress or a parent's or guardian's right 
 50.1   to notice, participation, or due process. 
 50.2      Sec. 5.  [DEPARTMENT RESPONSIBILITY.] 
 50.3      By January 1, 2004, the commissioner must adopt rules that: 
 50.4      (1) establish criteria for selecting hearing officers, the 
 50.5   standards of conduct to which a hearing officer must adhere, and 
 50.6   a process to evaluate the hearing system; 
 50.7      (2) ensure that appropriately trained and knowledgeable 
 50.8   persons conduct due process hearings in compliance with federal 
 50.9   law; and 
 50.10     (3) create standards for expedited due process hearings 
 50.11  under federal law. 
 50.12     By March 1, 2004, the commissioner must develop and make 
 50.13  available a notice for participants in state-provided dispute 
 50.14  resolution processes that informs participants of their rights 
 50.15  concerning dispute resolution. 
 50.16     Sec. 6.  [IMPACT OF WAIVING SPECIFIC SPECIAL EDUCATION 
 50.17  REQUIREMENTS THAT EXCEED FEDERAL LAW; TWO-YEAR PILOT PROJECT.] 
 50.18     Subdivision 1.  [ESTABLISHMENT; GOAL.] A two-year pilot 
 50.19  project is established to permit independent school district No. 
 50.20  535, Rochester, and up to three other geographically diverse 
 50.21  school districts or cooperative of districts, or both, selected 
 50.22  by the commissioner of children, families, and learning to 
 50.23  determine the impact, if any, of waiving specific special 
 50.24  education requirements listed in subdivision 3 on the quality 
 50.25  and cost effectiveness of the instructional services and 
 50.26  educational outcomes provided to eligible students in the 
 50.27  participating district. 
 50.28     Subd. 2.  [ELIGIBILITY; APPLICATIONS.] The commissioner 
 50.29  must transmit information about the pilot project and make 
 50.30  application forms available to interested school districts. 
 50.31  Applications must be submitted to the commissioner by July 1, 
 50.32  2003.  An applicant must identify the specific special education 
 50.33  requirements listed in subdivision 3 for which the applicant 
 50.34  seeks a waiver and indicate how the applicant proposes to modify 
 50.35  the activities and procedures affected by the waiver.  The 
 50.36  commissioner must approve the applications by August 1, 2003. 
 51.1      Subd. 3.  [WAIVERS.] The following state special education 
 51.2   requirements are waived for the 2003-2004 and 2004-2005 school 
 51.3   years for independent school district No. 535, Rochester, and 
 51.4   the other school districts participating in this pilot project: 
 51.5      (1) Minnesota Statutes, section 125A.56, governing 
 51.6   prereferral interventions; 
 51.7      (2) Minnesota Statutes, section 125A.08, governing 
 51.8   transitional services; 
 51.9      (3) Minnesota Statutes, section 125A.22, governing 
 51.10  community transition interagency committees; and 
 51.11     (4) Minnesota Statutes, section 125A.023, governing 
 51.12  coordinated interagency services, but only for eligible children 
 51.13  with disabilities age six or older. 
 51.14     Subd. 4.  [STUDENTS' RIGHTS.] Eligible students enrolled in 
 51.15  a district participating in this pilot project remain entitled 
 51.16  to the procedural protections provided under federal law in any 
 51.17  matter that affects the students' identification, evaluation, 
 51.18  and placement or change in placement, or protections provided 
 51.19  under state law in dismissal proceedings that may result in 
 51.20  students' suspension, exclusion, or expulsion.  Participating 
 51.21  school districts must ensure the protections of students' civil 
 51.22  rights, provide equal educational opportunities, and prohibit 
 51.23  discrimination.  Failure to comply with this subdivision will at 
 51.24  least cause a district to become ineligible to participate in 
 51.25  the pilot project. 
 51.26     Subd. 5.  [TECHNICAL ASSISTANCE.] The commissioner must 
 51.27  provide assistance to participating districts, upon request, 
 51.28  including assistance in developing and implementing a valid and 
 51.29  uniform procedure under subdivision 6 to evaluate districts' 
 51.30  experience. 
 51.31     Subd. 6.  [EVALUATION; REPORT.] All participating school 
 51.32  districts must evaluate the impact, if any, of waiving specific 
 51.33  special education requirements listed in subdivision 3 on the 
 51.34  quality and cost effectiveness of the instructional services and 
 51.35  educational outcomes provided to eligible students in the 
 51.36  participating district.  Districts must focus the evaluation on 
 52.1   the overall efficacy of modifying the activities and procedures 
 52.2   affected by the waiver.  The evaluation must include a mechanism 
 52.3   for documenting parents' response to the pilot project.  
 52.4   Participating districts must submit to the commissioner a 
 52.5   progress report by September 1, 2004, and a final report by 
 52.6   November 1, 2005.  The commissioner must compile and present the 
 52.7   results of the reports to the legislature by February 1, 2006, 
 52.8   and recommend appropriate amendments to the statutory 
 52.9   requirement listed in subdivision 3. 
 52.10     [EFFECTIVE DATE.] This section is effective the day 
 52.11  following final enactment. 
 52.12     Sec. 7.  [REPEALER.] 
 52.13     Minnesota Statutes 2002, sections 15.014, subdivision 3; 
 52.14  124D.65, subdivision 4; 125A.09; and 239.004, are repealed. 
 52.15                             ARTICLE 4 
 52.16    EDUCATION REFORM; FACILITIES AND TECHNOLOGY; FUND TRANSFERS 
 52.17     Section 1.  Minnesota Statutes 2002, section 123B.57, 
 52.18  subdivision 2, is amended to read: 
 52.19     Subd. 2.  [CONTENTS OF PROGRAM.] A district must adopt a 
 52.20  health and safety program.  The program must include plans, 
 52.21  where applicable, for hazardous substance removal, fire and life 
 52.22  safety code repairs, regulated facility and equipment 
 52.23  violations, and health, safety, and environmental management, 
 52.24  including indoor air quality management.  
 52.25     (a) A hazardous substance plan must contain provisions for 
 52.26  the removal or encapsulation of asbestos from school buildings 
 52.27  or property, asbestos-related repairs, cleanup and disposal of 
 52.28  polychlorinated biphenyls found in school buildings or property, 
 52.29  and cleanup, removal, disposal, and repairs related to storing 
 52.30  heating fuel or transportation fuels such as alcohol, gasoline, 
 52.31  fuel, oil, and special fuel, as defined in section 296A.01.  If 
 52.32  a district has already developed a plan for the removal or 
 52.33  encapsulation of asbestos as required by the federal Asbestos 
 52.34  Hazard Emergency Response Act of 1986, the district may use a 
 52.35  summary of that plan, which includes a description and schedule 
 52.36  of response actions, for purposes of this section.  The plan 
 53.1   must also contain provisions to make modifications to existing 
 53.2   facilities and equipment necessary to limit personal exposure to 
 53.3   hazardous substances, as regulated by the federal Occupational 
 53.4   Safety and Health Administration under Code of Federal 
 53.5   Regulations, title 29, part 1910, subpart Z; or is determined by 
 53.6   the commissioner to present a significant risk to district staff 
 53.7   or student health and safety as a result of foreseeable use, 
 53.8   handling, accidental spill, exposure, or contamination. 
 53.9      (b) A fire and life safety plan must contain a description 
 53.10  of the current fire and life safety code violations, a plan for 
 53.11  the removal or repair of the fire and life safety hazard, and a 
 53.12  description of safety preparation and awareness procedures to be 
 53.13  followed until the hazard is fully corrected. 
 53.14     (c) A facilities and equipment violation plan must contain 
 53.15  provisions to correct health and safety hazards as provided in 
 53.16  department of labor and industry standards pursuant to section 
 53.17  182.655.  
 53.18     (d) A health, safety, and environmental management plan 
 53.19  must contain a description of training, record keeping, hazard 
 53.20  assessment, and program management as defined in section 123B.56.
 53.21     (e) A plan to test for and mitigate radon produced hazards. 
 53.22     (f) A plan to monitor and improve indoor air quality. 
 53.23     (g) A plan to review the department of administration's and 
 53.24  the department of commerce's B3 project guidelines established 
 53.25  under Laws 2001, chapter 212, article 1, sections 2 and 3, and, 
 53.26  when cost-effective, include appropriate modifications as part 
 53.27  of the project authorized under this section. 
 53.28     Sec. 2.  Minnesota Statutes 2002, section 123B.59, 
 53.29  subdivision 2, is amended to read: 
 53.30     Subd. 2.  [TEN-YEAR PLAN.] (a) A qualifying district must 
 53.31  have a ten-year facility plan approved by the commissioner that 
 53.32  includes an inventory of projects and costs that would be 
 53.33  eligible for: 
 53.34     (1) health and safety revenue; 
 53.35     (2) disabled access levy; and 
 53.36     (3) deferred capital expenditures and maintenance projects 
 54.1   necessary to prevent further erosion of facilities. 
 54.2      (b) The school district must: 
 54.3      (1) annually update the plan; 
 54.4      (2) biennially submit a facility maintenance plan; and 
 54.5      (3) indicate whether the district will issue bonds to 
 54.6   finance the plan or levy for the costs. 
 54.7      (c) The school district must review the department of 
 54.8   administration's and the department of commerce's B3 project 
 54.9   guidelines established under Laws 2001, chapter 212, article 1, 
 54.10  sections 2 and 3, and, when cost-effective, include appropriate 
 54.11  modifications as part of the project authorized under this 
 54.12  section. 
 54.13     [EFFECTIVE DATE.] This section is effective for revenue for 
 54.14  fiscal year 2005. 
 54.15     Sec. 3.  Minnesota Statutes 2002, section 123B.62, is 
 54.16  amended to read: 
 54.17     123B.62 [BONDS FOR CERTAIN CAPITAL FACILITIES.] 
 54.18     (a) In addition to other bonding authority, with approval 
 54.19  of the commissioner, a district may issue general obligation 
 54.20  bonds for certain capital projects under this section.  The 
 54.21  bonds must be used only to make capital improvements including: 
 54.22     (1) under section 126C.10, subdivision 14, total operating 
 54.23  capital revenue uses specified in clauses (4), (6), (7), (8), 
 54.24  (9), and (10); 
 54.25     (2) the cost of energy modifications, including, when 
 54.26  cost-effective, compliance with the department of 
 54.27  administration's and the department of commerce's B3 project 
 54.28  guidelines established under Laws 2001, chapter 212, article 1, 
 54.29  sections 2 and 3; 
 54.30     (3) improving handicap accessibility to school buildings; 
 54.31  and 
 54.32     (4) bringing school buildings into compliance with life and 
 54.33  safety codes and fire codes.  
 54.34     (b) Before a district issues bonds under this subdivision, 
 54.35  it must publish notice of the intended projects, the amount of 
 54.36  the bond issue, and the total amount of district indebtedness.  
 55.1      (c) A bond issue tentatively authorized by the board under 
 55.2   this subdivision becomes finally authorized unless a petition 
 55.3   signed by more than 15 percent of the registered voters of the 
 55.4   district is filed with the school board within 30 days of the 
 55.5   board's adoption of a resolution stating the board's intention 
 55.6   to issue bonds.  The percentage is to be determined with 
 55.7   reference to the number of registered voters in the district on 
 55.8   the last day before the petition is filed with the board.  The 
 55.9   petition must call for a referendum on the question of whether 
 55.10  to issue the bonds for the projects under this section.  The 
 55.11  approval of 50 percent plus one of those voting on the question 
 55.12  is required to pass a referendum authorized by this section. 
 55.13     (d) The bonds must be paid off within ten years of 
 55.14  issuance.  The bonds must be issued in compliance with chapter 
 55.15  475, except as otherwise provided in this section.  A tax levy 
 55.16  must be made for the payment of principal and interest on the 
 55.17  bonds in accordance with section 475.61.  The sum of the tax 
 55.18  levies under this section and section 123B.61 for each year must 
 55.19  not exceed the limit specified in section 123B.61.  The levy for 
 55.20  each year must be reduced as provided in section 123B.61.  A 
 55.21  district using an excess amount in the debt redemption fund to 
 55.22  retire the bonds shall report the amount used for this purpose 
 55.23  to the commissioner by July 15 of the following fiscal year.  A 
 55.24  district having an outstanding capital loan under section 
 55.25  126C.69 or an outstanding debt service loan under section 
 55.26  126C.68 must not use an excess amount in the debt redemption 
 55.27  fund to retire the bonds. 
 55.28     (e) Notwithstanding paragraph (d), bonds issued by a 
 55.29  district within the first five years following voter approval of 
 55.30  a combination according to section 123A.37, subdivision 2, must 
 55.31  be paid off within 20 years of issuance.  All the other 
 55.32  provisions and limitation of paragraph (d) apply. 
 55.33     Sec. 4.  Minnesota Statutes 2002, section 123B.71, 
 55.34  subdivision 4, is amended to read: 
 55.35     Subd. 4.  [PLAN SUBMITTAL.] For a project for which 
 55.36  consultation is required under subdivision 1, the commissioner, 
 56.1   after the consultation required in subdivision 1, may require a 
 56.2   school district to submit preliminary and final plans for 
 56.3   approval.  The commissioner shall approve or disapprove the 
 56.4   plans within 90 days after submission. 
 56.5      Final plans shall meet all applicable state laws, rules, 
 56.6   and codes concerning public buildings, including sections 16B.59 
 56.7   to 16B.73, and, when cost-effective, the department of 
 56.8   administration's and the department of commerce's B3 project 
 56.9   guidelines established under Laws 2001, chapter 212, article 1, 
 56.10  sections 2 and 3.  
 56.11     Sec. 5.  Minnesota Statutes 2002, section 123B.71, 
 56.12  subdivision 9, is amended to read: 
 56.13     Subd. 9.  [INFORMATION REQUIRED.] A school board proposing 
 56.14  to construct a facility described in subdivision 8 shall submit 
 56.15  to the commissioner a proposal containing information including 
 56.16  at least the following: 
 56.17     (1) the geographic area and population to be served, 
 56.18  preschool through grade 12 student enrollments for the past five 
 56.19  years, and student enrollment projections for the next five 
 56.20  years; 
 56.21     (2) a list of existing facilities by year constructed, 
 56.22  their uses, and an assessment of the extent to which alternate 
 56.23  facilities are available within the school district boundaries 
 56.24  and in adjacent school districts; 
 56.25     (3) a list of the specific deficiencies of the facility 
 56.26  that demonstrate the need for a new or renovated facility to be 
 56.27  provided, and a list of the specific benefits that the new or 
 56.28  renovated facility will provide to the students, teachers, and 
 56.29  community users served by the facility; 
 56.30     (4) the relationship of the project to any priorities 
 56.31  established by the school district, educational cooperatives 
 56.32  that provide support services, or other public bodies in the 
 56.33  service area; 
 56.34     (5) a specification of how the project will increase 
 56.35  community use of the facility and whether and how the project 
 56.36  will increase collaboration with other governmental or nonprofit 
 57.1   entities; 
 57.2      (6) a description of the project, including the 
 57.3   specification of site and outdoor space acreage and square 
 57.4   footage allocations for classrooms, laboratories, and support 
 57.5   spaces; estimated expenditures for the major portions of the 
 57.6   project; and the dates the project will begin and be completed; 
 57.7      (7) a specification of the source of financing the project; 
 57.8   the scheduled date for a bond issue or school board action; a 
 57.9   schedule of payments, including debt service equalization aid; 
 57.10  and the effect of a bond issue on local property taxes by the 
 57.11  property class and valuation; 
 57.12     (8) an analysis of how the proposed new or remodeled 
 57.13  facility will affect school district operational or 
 57.14  administrative staffing costs, and how the district's operating 
 57.15  budget will cover any increased operational or administrative 
 57.16  staffing costs; 
 57.17     (9) a description of the consultation with local or state 
 57.18  road and transportation officials on school site access and 
 57.19  safety issues, and the ways that the project will address those 
 57.20  issues; 
 57.21     (10) a description of how indoor air quality issues have 
 57.22  been considered and a certification that the architects and 
 57.23  engineers designing the facility will have professional 
 57.24  liability insurance; 
 57.25     (11) as required under section 123B.72, for buildings 
 57.26  coming into service after July 1, 2002, a certification that the 
 57.27  plans and designs for the extensively renovated or new 
 57.28  facility's heating, ventilation, and air conditioning systems 
 57.29  will meet or exceed code standards; will provide for the 
 57.30  monitoring of outdoor airflow and total airflow of ventilation 
 57.31  systems; and will provide an indoor air quality filtration 
 57.32  system that meets ASHRAE standard 52.1; 
 57.33     (12) a specification of any desegregation requirements that 
 57.34  cannot be met by any other reasonable means; and 
 57.35     (13) a specification, if applicable, of how the facility 
 57.36  will utilize environmentally sustainable school facility design 
 58.1   concepts and, when cost-effective, comply with the department of 
 58.2   administration's and the department of commerce's B3 project 
 58.3   guidelines established under Laws 2001, chapter 212, article 1, 
 58.4   sections 2 and 3. 
 58.5                              ARTICLE 5 
 58.6                 FAMILY AND EARLY CHILDHOOD EDUCATION 
 58.7      Section 1.  Minnesota Statutes 2002, section 121A.21, is 
 58.8   amended to read: 
 58.9      121A.21 [SCHOOL HEALTH SERVICES.] 
 58.10     (a) Every school board must provide services to promote the 
 58.11  health of its pupils. 
 58.12     (b) The board of a district with 1,000 pupils or more in 
 58.13  average daily membership in early childhood family education, 
 58.14  preschool handicapped, elementary, and secondary programs must 
 58.15  comply with the requirements of this paragraph.  It may use one 
 58.16  or a combination of the following methods: 
 58.17     (1) employ personnel, including at least one full-time 
 58.18  equivalent licensed school nurse or continue to employ a 
 58.19  registered nurse not yet certified as a public health nurse as 
 58.20  defined in section 145A.02, subdivision 18, who is enrolled in a 
 58.21  program that would lead to certification within four years of 
 58.22  August 1, 1988; 
 58.23     (2) contract with a public or private health organization 
 58.24  or another public agency for personnel during the regular school 
 58.25  year, determined appropriate by the board, who are currently 
 58.26  licensed under chapter 148 and who are certified public health 
 58.27  nurses; or 
 58.28     (3) enter into another arrangement approved by the 
 58.29  commissioner.  
 58.30     Sec. 2.  Minnesota Statutes 2002, section 124D.13, 
 58.31  subdivision 4, is amended to read: 
 58.32     Subd. 4.  [HOME VISITING PROGRAM.] (a) The commissioner A 
 58.33  district that levies for home visiting under section 124D.135, 
 58.34  subdivision 6, shall use this revenue to include as part of the 
 58.35  early childhood family education programs a parent education 
 58.36  component to prevent child abuse and neglect.  This parent 
 59.1   education component must include: 
 59.2      (1) expanding statewide the home visiting component of the 
 59.3   early childhood family education programs; 
 59.4      (2) training parent educators, child educators, community 
 59.5   outreach workers, and home visitors in the dynamics of child 
 59.6   abuse and neglect and positive parenting and discipline 
 59.7   practices; and 
 59.8      (3) developing and disseminating education and public 
 59.9   information materials that promote positive parenting skills and 
 59.10  prevent child abuse and neglect. 
 59.11     (b) The parent education component must: 
 59.12     (1) offer to isolated or at-risk families home visiting 
 59.13  parent education services that at least address parenting 
 59.14  skills, a child's development and stages of growth, 
 59.15  communication skills, managing stress, problem-solving skills, 
 59.16  positive child discipline practices, methods of improving 
 59.17  parent-child interactions and enhancing self-esteem, using 
 59.18  community support services and other resources, and encouraging 
 59.19  parents to have fun with and enjoy their children; 
 59.20     (2) develop a that is designed to reach isolated or at-risk 
 59.21  families. 
 59.22     The home visiting program must: 
 59.23     (1) use an established risk assessment tool to determine 
 59.24  the family's level of risk; 
 59.25     (3) (2) establish clear objectives and protocols for home 
 59.26  visits; 
 59.27     (4) determine the frequency and duration of home visits 
 59.28  based on a risk-need assessment of the client, with home visits 
 59.29  beginning in the second trimester of pregnancy and continuing, 
 59.30  based on client need, until a child is six years old; 
 59.31     (5) (3) encourage families to make a transition from home 
 59.32  visits to site-based parenting programs to build a family 
 59.33  support network and reduce the effects of isolation; 
 59.34     (6) develop and distribute education materials on 
 59.35  preventing child abuse and neglect that may be used in home 
 59.36  visiting programs and parent education classes and distributed 
 60.1   to the public; 
 60.2      (7) initially provide at least 40 hours of training and 
 60.3   thereafter ongoing training for parent educators, child 
 60.4   educators, community outreach workers, and home visitors that 
 60.5   covers the dynamics of child abuse and neglect, domestic 
 60.6   violence and victimization within family systems, signs of abuse 
 60.7   or other indications that a child may be at risk of being abused 
 60.8   or neglected, what child abuse and neglect are, how to properly 
 60.9   report cases of child abuse and neglect, respect for cultural 
 60.10  preferences in child rearing, what community resources, social 
 60.11  service agencies, and family support activities and programs are 
 60.12  available, child development and growth, parenting skills, 
 60.13  positive child discipline practices, identifying stress factors 
 60.14  and techniques for reducing stress, home visiting techniques, 
 60.15  and risk assessment measures; 
 60.16     (8) (4) provide program services that are community-based, 
 60.17  accessible, and culturally relevant; and 
 60.18     (9) (5) foster collaboration among existing agencies and 
 60.19  community-based organizations that serve young children and 
 60.20  their families. 
 60.21     (c) Home visitors should reflect the demographic 
 60.22  composition of the community the home visitor is serving to the 
 60.23  extent possible.  
 60.24     Sec. 3.  Minnesota Statutes 2002, section 124D.13, 
 60.25  subdivision 8, is amended to read: 
 60.26     Subd. 8.  [COORDINATION.] (a) A district is encouraged to 
 60.27  coordinate the program with its special education and vocational 
 60.28  education programs and with related services provided by other 
 60.29  governmental agencies and nonprofit agencies must describe 
 60.30  strategies to coordinate and maximize public and private 
 60.31  community resources and reduce duplication of services. 
 60.32     (b) A district is encouraged to coordinate adult basic 
 60.33  education programs provided to parents and early childhood 
 60.34  family education programs provided to children to accomplish the 
 60.35  goals of section 124D.895. 
 60.36     Sec. 4.  Minnesota Statutes 2002, section 124D.15, 
 61.1   subdivision 7, is amended to read: 
 61.2      Subd. 7.  [ADVISORY COUNCIL.] Each school readiness program 
 61.3   must have an advisory council composed of members of existing 
 61.4   early education-related boards, parents of participating 
 61.5   children, child care providers, culturally specific service 
 61.6   organizations, local resource and referral agencies, local early 
 61.7   intervention committees, and representatives of early childhood 
 61.8   service providers.  The council must advise the board in 
 61.9   creating and administering the program and must monitor the 
 61.10  progress of the program.  The council must ensure that children 
 61.11  at greatest risk receive appropriate services.  If the board is 
 61.12  unable to appoint to the advisory council members of existing 
 61.13  early education-related boards, it must appoint parents of 
 61.14  children enrolled in the program who represent the racial, 
 61.15  cultural, and economic diversity of the district and 
 61.16  representatives of early childhood service providers as 
 61.17  representatives to an existing advisory council. 
 61.18     Sec. 5.  Minnesota Statutes 2002, section 124D.16, 
 61.19  subdivision 1, is amended to read: 
 61.20     Subdivision 1.  [PROGRAM REVIEW AND APPROVAL.] A school 
 61.21  district shall biennially by May 1 submit to the commissioners 
 61.22  of children, families, and learning and health the program plan 
 61.23  required under this subdivision.  As determined by the 
 61.24  commissioners, one-half of the districts shall first submit the 
 61.25  plan by May 1 of the 2000-2001 school year and one-half of the 
 61.26  districts shall first submit the plan by May 1 of the 2001-2002 
 61.27  school year.  The program plan must include: 
 61.28     (1) a description of the services to be provided; 
 61.29     (2) a plan to ensure children at greatest risk receive 
 61.30  appropriate services; 
 61.31     (3) a description of procedures and methods to be used 
 61.32  strategies to coordinate and maximize public and private 
 61.33  community resources to maximize use of existing community 
 61.34  resources, including school districts, health care facilities, 
 61.35  government agencies, neighborhood organizations, and other 
 61.36  resources knowledgeable in early childhood development, to 
 62.1   coordinate school readiness with existing community-based 
 62.2   programs and service providers to foster collaboration among 
 62.3   agencies and other community-based programs that provide 
 62.4   flexible, family-focused services to families with young 
 62.5   children, and to facilitate the transition to kindergarten.  
 62.6   These existing programs and providers include child care 
 62.7   programs, child care resource and referral programs, early 
 62.8   childhood family education, Head Start, local interagency early 
 62.9   intervention committees, special education services, early 
 62.10  childhood screening, and other education services and programs 
 62.11  to the extent possible.  The district must describe a method to 
 62.12  share information, responsibility, and accountability among 
 62.13  service and program providers; 
 62.14     (4) comments about the district's proposed program by the 
 62.15  advisory council required by section 124D.15, subdivision 7; and 
 62.16     (5) agreements with all participating service providers.  
 62.17     Each commissioner may review and comment on the program, 
 62.18  and make recommendations to the commissioner of children, 
 62.19  families, and learning, within 30 90 days of receiving the plan. 
 62.20     Sec. 6.  Minnesota Statutes 2002, section 125A.023, 
 62.21  subdivision 3, is amended to read: 
 62.22     Subd. 3.  [DEFINITIONS.] For purposes of this section and 
 62.23  section 125A.027, the following terms have the meanings given 
 62.24  them: 
 62.25     (a) "Health plan" means: 
 62.26     (1) a health plan under section 62Q.01, subdivision 3; 
 62.27     (2) a county-based purchasing plan under section 256B.692; 
 62.28     (3) a self-insured health plan established by a local 
 62.29  government under section 471.617; or 
 62.30     (4) self-insured health coverage provided by the state to 
 62.31  its employees or retirees. 
 62.32     (b) For purposes of this section, "health plan company" 
 62.33  means an entity that issues a health plan as defined in 
 62.34  paragraph (a). 
 62.35     (c) "Individual interagency intervention plan" means a 
 62.36  standardized written plan describing those programs or services 
 63.1   and the accompanying funding sources available to eligible 
 63.2   children with disabilities. 
 63.3      (d) "Interagency intervention service system" means a 
 63.4   system that coordinates services and programs required in state 
 63.5   and federal law to meet the needs of eligible children with 
 63.6   disabilities ages three to 21, including: 
 63.7      (1) services provided under the following programs or 
 63.8   initiatives administered by state or local agencies: 
 63.9      (i) the maternal and child health program under title V of 
 63.10  the Social Security Act, United States Code, title 42, sections 
 63.11  701 to 709; 
 63.12     (ii) the Individuals with Disabilities Education Act under 
 63.13  United States Code, title 20, chapter 33, subchapter II, 
 63.14  sections 1411 to 1420; 
 63.15     (iii) medical assistance under the Social Security Act, 
 63.16  United States Code, title 42, chapter 7, subchapter XIX, section 
 63.17  1396, et seq.; 
 63.18     (iv) the Developmental Disabilities Assistance and Bill of 
 63.19  Rights Act, United States Code, title 42, chapter 75, subchapter 
 63.20  II, sections 6021 to 6030, Part B; 
 63.21     (v) the Head Start Act, United States Code, title 42, 
 63.22  chapter 105, subchapter II, sections 9831 to 9852; 
 63.23     (vi) rehabilitation services provided under chapter 268A; 
 63.24     (vii) Juvenile Court Act services provided under sections 
 63.25  260.011 to 260.91; 260B.001 to 260B.446; and 260C.001 to 
 63.26  260C.451; 
 63.27     (viii) the children's mental health collaboratives under 
 63.28  section 245.493; 
 63.29     (ix) the family service collaboratives under section 
 63.30  124D.23; 
 63.31     (x) the family community support plan under section 
 63.32  245.4881, subdivision 4; 
 63.33     (xi) the MinnesotaCare program under chapter 256L; 
 63.34     (xii) the community health services grants under chapter 
 63.35  145; 
 63.36     (xiii) the Community Social Services Act funding under the 
 64.1   Social Security Act, United States Code, title 42, sections 1397 
 64.2   to 1397f; and 
 64.3      (xiv) the community transition interagency committees under 
 64.4   section 125A.22; 
 64.5      (xv) the child care assistance program under chapter 119B; 
 64.6   and 
 64.7      (xvi) services offered through the child care resource and 
 64.8   referral programs under chapter 119B; 
 64.9      (2) services provided under a health plan in conformity 
 64.10  with an individual family service plan or an individual 
 64.11  education plan; and 
 64.12     (3) additional appropriate services that local agencies and 
 64.13  counties provide on an individual need basis upon determining 
 64.14  eligibility and receiving a request from the interagency early 
 64.15  intervention committee and the child's parent. 
 64.16     (e) "Children with disabilities" has the meaning given in 
 64.17  section 125A.02. 
 64.18     (f) A "standardized written plan" means those individual 
 64.19  services or programs available through the interagency 
 64.20  intervention service system to an eligible child other than the 
 64.21  services or programs described in the child's individual 
 64.22  education plan or the child's individual family service plan. 
 64.23     Sec. 7.  Minnesota Statutes 2002, section 125A.28, is 
 64.24  amended to read: 
 64.25     125A.28 [STATE INTERAGENCY COORDINATING COUNCIL.] 
 64.26     An interagency coordinating council of at least 17, but not 
 64.27  more than 25 members is established, in compliance with Public 
 64.28  Law Number 102-119, section 682.  The members must be appointed 
 64.29  by the governor.  Council members must elect the council chair.  
 64.30  The representative of the commissioner may not serve as the 
 64.31  chair.  The council must be composed of at least five parents, 
 64.32  including persons of color, of children with disabilities under 
 64.33  age 12, including at least three parents of a child with a 
 64.34  disability under age seven, five representatives of public or 
 64.35  private providers of services for children with disabilities 
 64.36  under age five, including a special education director, county 
 65.1   social service director, local Head Start director, and a 
 65.2   community health services or public health nursing 
 65.3   administrator, one member of the senate, one member of the house 
 65.4   of representatives, one representative of teacher preparation 
 65.5   programs in early childhood-special education or other 
 65.6   preparation programs in early childhood intervention, at least 
 65.7   one representative of advocacy organizations for children with 
 65.8   disabilities under age five, one physician who cares for young 
 65.9   children with special health care needs, one representative each 
 65.10  from the commissioners of commerce, children, families, and 
 65.11  learning, health, human services, a representative from the 
 65.12  state agency responsible for child care, and a representative 
 65.13  from Indian health services or a tribal council.  Section 
 65.14  15.059, subdivisions 2 to 5, apply to the council.  The council 
 65.15  must meet at least quarterly.  
 65.16     The council must address methods of implementing the state 
 65.17  policy of developing and implementing comprehensive, 
 65.18  coordinated, multidisciplinary interagency programs of early 
 65.19  intervention services for children with disabilities and their 
 65.20  families. 
 65.21     The duties of the council include recommending policies to 
 65.22  ensure a comprehensive and coordinated system of all state and 
 65.23  local agency services for children under age five with 
 65.24  disabilities and their families.  The policies must address how 
 65.25  to incorporate each agency's services into a unified state and 
 65.26  local system of multidisciplinary assessment practices, 
 65.27  individual intervention plans, comprehensive systems to find 
 65.28  children in need of services, methods to improve public 
 65.29  awareness, and assistance in determining the role of interagency 
 65.30  early intervention committees.  
 65.31     By September 1, the council must recommend to the governor 
 65.32  and the commissioners of children, families, and learning, 
 65.33  health, human services, commerce, and economic security policies 
 65.34  for a comprehensive and coordinated system. 
 65.35     Notwithstanding any other law to the contrary, the state 
 65.36  interagency coordinating council expires on June 30, 2003 2005.  
 66.1      Sec. 8.  Minnesota Statutes 2002, section 125A.30, is 
 66.2   amended to read: 
 66.3      125A.30 [INTERAGENCY EARLY INTERVENTION COMMITTEES.] 
 66.4      (a) A school district, group of districts, or special 
 66.5   education cooperative, in cooperation with the health and human 
 66.6   service agencies located in the county or counties in which the 
 66.7   district or cooperative is located, must establish an 
 66.8   interagency early intervention committee for children with 
 66.9   disabilities under age five and their families under this 
 66.10  section, and for children with disabilities ages three to 22 
 66.11  consistent with the requirements under sections 125A.023 and 
 66.12  125A.027.  Committees must include representatives of local and 
 66.13  regional health, education, and county human service agencies, 
 66.14  county boards, school boards, early childhood family education 
 66.15  programs, Head Start, parents of young children with 
 66.16  disabilities under age 12, child care resource and referral 
 66.17  agencies, school readiness programs, current service providers, 
 66.18  and may also include representatives from other private or 
 66.19  public agencies and school nurses.  The committee must elect a 
 66.20  chair from among its members and must meet at least quarterly. 
 66.21     (b) The committee must develop and implement interagency 
 66.22  policies and procedures concerning the following ongoing duties: 
 66.23     (1) develop public awareness systems designed to inform 
 66.24  potential recipient families of available programs and services; 
 66.25     (2) implement interagency child find systems designed to 
 66.26  actively seek out, identify, and refer infants and young 
 66.27  children with, or at risk of, disabilities and their families; 
 66.28     (3) establish and evaluate the identification, referral, 
 66.29  child and family assessment systems, procedural safeguard 
 66.30  process, and community learning systems to recommend, where 
 66.31  necessary, alterations and improvements; 
 66.32     (4) assure the development of individualized family service 
 66.33  plans for all eligible infants and toddlers with disabilities 
 66.34  from birth through age two, and their families, and individual 
 66.35  education plans and individual service plans when necessary to 
 66.36  appropriately serve children with disabilities, age three and 
 67.1   older, and their families and recommend assignment of financial 
 67.2   responsibilities to the appropriate agencies; 
 67.3      (5) encourage agencies to develop individual family service 
 67.4   plans for children with disabilities, age three and older; 
 67.5      (6) implement a process for assuring that services involve 
 67.6   cooperating agencies at all steps leading to individualized 
 67.7   programs; 
 67.8      (7) facilitate the development of a transitional plan if a 
 67.9   service provider is not recommended to continue to provide 
 67.10  services; 
 67.11     (8) identify the current services and funding being 
 67.12  provided within the community for children with disabilities 
 67.13  under age five and their families; 
 67.14     (9) develop a plan for the allocation and expenditure of 
 67.15  additional state and federal early intervention funds under 
 67.16  United States Code, title 20, section 1471 et seq.  (Part H, 
 67.17  Public Law Number 102-119) and United States Code, title 20, 
 67.18  section 631, et seq. (Chapter I, Public Law Number 89-313); and 
 67.19     (10) develop a policy that is consistent with section 
 67.20  13.05, subdivision 9, and federal law to enable a member of an 
 67.21  interagency early intervention committee to allow another member 
 67.22  access to data classified as not public. 
 67.23     (c) The local committee shall also: 
 67.24     (1) participate in needs assessments and program planning 
 67.25  activities conducted by local social service, health and 
 67.26  education agencies for young children with disabilities and 
 67.27  their families; and 
 67.28     (2) review and comment on the early intervention section of 
 67.29  the total special education system for the district, the county 
 67.30  social service plan, the section or sections of the community 
 67.31  health services plan that address needs of and service 
 67.32  activities targeted to children with special health care 
 67.33  needs, the section on children with special needs in the county 
 67.34  child care fund plan, sections in Head Start plans on 
 67.35  coordinated planning and services for children with special 
 67.36  needs, any relevant portions of early childhood education plans, 
 68.1   such as early childhood family education or school readiness, or 
 68.2   other applicable coordinated school and community plans for 
 68.3   early childhood programs and services, and the section of the 
 68.4   maternal and child health special project grants that address 
 68.5   needs of and service activities targeted to children with 
 68.6   chronic illness and disabilities. 
 68.7      Sec. 9.  [REPEALER.] 
 68.8      Minnesota Statutes 2002, sections 119A.08; 119A.51; 
 68.9   125A.47; and 144.401, subdivision 5, are repealed. 
 68.10                             ARTICLE 6
 68.11                           STATE AGENCIES
 68.12     Section 1.  [RULES FOR SUPPLEMENTAL SERVICE PROVIDERS.] 
 68.13     The commissioner of children, families, and learning may 
 68.14  adopt rules under Minnesota Statutes, section 14.388, 
 68.15  establishing criteria for identifying, annually reviewing, and 
 68.16  formally listing eligible supplemental education service 
 68.17  providers throughout Minnesota, consistent with applicable 
 68.18  federal requirements and Minnesota's application for 
 68.19  supplemental education service providers under title 1, part A, 
 68.20  of the No Child Left Behind Act. 
 68.21     [EFFECTIVE DATE.] This section is effective the day 
 68.22  following final enactment and applies to supplemental education 
 68.23  service providers delivering supplemental English or math 
 68.24  services to eligible students in the 2003-2004 school year and 
 68.25  later. 
 68.26                             ARTICLE 7
 68.27      REPEAL OF PROFILE OF LEARNING; STATEWIDE ACCOUNTABILITY 
 68.28     Section 1.  [120B.001] [REPEALING PROFILE OF LEARNING 
 68.29  STATUTES AND RULES.] 
 68.30     Notwithstanding sections 120B.02, 120B.30, 120B.31, and 
 68.31  120B.35, or other law to the contrary, the commissioner of 
 68.32  children, families, and learning must not implement the profile 
 68.33  of learning portion of the state's results-oriented graduation 
 68.34  rule. 
 68.35     [EFFECTIVE DATE.] This section is effective the day 
 68.36  following final enactment and applies to the 2003-2004 school 
 69.1   year and later. 
 69.2      Sec. 2.  [120B.0012] [STANDARDS AND TIMELINE ESTABLISHED.] 
 69.3      (a) The commissioner, consistent with the requirements of 
 69.4   this section and sections 120B.0013 and 120B.0014, must adopt 
 69.5   statewide rules using the expedited rulemaking process under 
 69.6   section 14.389 that establish a set of educational standards.  
 69.7   After the rules authorized under this paragraph are initially 
 69.8   adopted, the commissioner may not amend or repeal these rules 
 69.9   nor adopt new rules on the same topic without specific 
 69.10  legislative authorization.  These standards must be implemented 
 69.11  for all students beginning in the 2003-2004 school year. 
 69.12     (b) The following learning areas are required for statewide 
 69.13  accountability: 
 69.14     (1) read, listen, and view; 
 69.15     (2) write and speak; 
 69.16     (3) mathematical concepts and applications; 
 69.17     (4) scientific concepts and applications; 
 69.18     (5) social sciences, including history, geography, 
 69.19  economics, and civics; and 
 69.20     (6) arts and literature. 
 69.21  The standards apply to all public school students, except the 
 69.22  very few students with extreme cognitive or physical impairments 
 69.23  for whom an individualized education plan team has determined 
 69.24  that the required standards are inappropriate.  An 
 69.25  individualized education plan team that makes this determination 
 69.26  must establish alternative standards. 
 69.27     [EFFECTIVE DATE.] This section is effective the day 
 69.28  following final enactment. 
 69.29     Sec. 3.  [120B.0013] [REQUIRED AND OPTIONAL STANDARDS.] 
 69.30     (a) Minnesota's high educational standards encompass the 
 69.31  six content areas required for statewide accountability in 
 69.32  section 120B.0012, paragraph (b). 
 69.33     (b) For purposes of complying with applicable federal law, 
 69.34  the commissioner shall establish grade level benchmarks in at 
 69.35  least the reading, mathematics, and science learning areas. 
 69.36     (c) A district may adopt state standards or establish its 
 70.1   own standards in foreign language, career and technical 
 70.2   education, and physical education. 
 70.3      (d) The state standards must be supplemented by grade level 
 70.4   benchmarks, curriculum framework, and test specification 
 70.5   documents useful to state and local decision makers charged with 
 70.6   determining appropriate curriculum, staff development 
 70.7   activities, and assessment programs. 
 70.8      (e) If a statewide assessment is not provided, a classroom 
 70.9   assessment determined by the classroom teacher or the local 
 70.10  school board must be used to assess if a student has met a 
 70.11  standard. 
 70.12     [EFFECTIVE DATE.] This section is effective the day 
 70.13  following final enactment. 
 70.14     Sec. 4.  [120B.0014] [STATEWIDE AND LOCAL ASSESSMENTS; 
 70.15  RESULTS.] 
 70.16     (a) The commissioner must develop assessments for all of 
 70.17  the required learning areas using state-constructed tests that 
 70.18  are developed from and aligned with the standards, are designed 
 70.19  to monitor student growth toward and achievement of those 
 70.20  standards, consistent with section 120B.35, and satisfy 
 70.21  applicable federal law.  At a minimum, the commissioner must 
 70.22  require: 
 70.23     (1) annual reading and mathematics assessments in grades 3 
 70.24  through 8 and in one high school grade for the 2005-2006 school 
 70.25  year and later; and 
 70.26     (2) annual science assessments in one grade in the grades 3 
 70.27  through 5 span, the grades 6 through 9 span, and the grades 10 
 70.28  through 12 span for the 2006-2007 school year and later. 
 70.29     (b) The assessments must: 
 70.30     (1) provide timely, useful, and understandable information 
 70.31  for and about the performance of individual students, schools, 
 70.32  school districts, and the state, consistent with sections 
 70.33  120B.36 and 120B.364, and expect that educators use the 
 70.34  information, and other information, to plan instruction for the 
 70.35  next school year and to develop school improvement plans, 
 70.36  including plans required under applicable federal law; 
 71.1      (2) include a growth scale useful under sections 120B.30, 
 71.2   120B.31, 120B.35, and 120B.36, for analyzing value-added and 
 71.3   student-level growth over time; 
 71.4      (3) include state and national percentile ranks in 
 71.5   information reported to students and parents under section 
 71.6   120B.364; and 
 71.7      (4) determine whether students have met the state's basic 
 71.8   skills requirements in reading and mathematics. 
 71.9      (c) Consistent with applicable federal law and sections 
 71.10  120B.30, subdivision 1, paragraph (d), clause (1), and 120B.36, 
 71.11  subdivision 6, clauses (2) and (3), the commissioner must 
 71.12  include alternative assessments for the very few students with 
 71.13  disabilities for whom statewide assessments are inappropriate 
 71.14  and for students with limited English proficiency. 
 71.15     (d) Schools, school districts, and charter schools must 
 71.16  administer statewide assessments under this section that use 
 71.17  student performance to evaluate student progress in achieving 
 71.18  high standards in all of the required learning areas as the 
 71.19  assessments become available.  If state assessment is not 
 71.20  available, schools, school districts, and charter schools are 
 71.21  responsible for determining if a student has met state 
 71.22  standards.  Schools, school districts, and charter schools may 
 71.23  base grade promotions and the awarding of high school course 
 71.24  credits on students' success in achieving high standards. 
 71.25     [EFFECTIVE DATE.] This section is effective the day 
 71.26  following final enactment. 
 71.27     Sec. 5.  Minnesota Statutes 2002, section 120B.02, is 
 71.28  amended to read: 
 71.29     120B.02 [RESULTS-ORIENTED GRADUATION RULE; BASIC SKILLS 
 71.30  REQUIREMENTS; PROFILE OF LEARNING.] 
 71.31     (a) The legislature is committed to establishing a 
 71.32  rigorous, results-oriented graduation rule for Minnesota's 
 71.33  public school students.  To that end, the commissioner shall use 
 71.34  its rulemaking authority under section 127A.05, subdivision 4, 
 71.35  to adopt in rule a statewide, results-oriented graduation rule 
 71.36  to be implemented starting with students beginning ninth grade 
 72.1   in the 1996-1997 school year.  The commissioner shall not 
 72.2   prescribe in rule or otherwise the delivery system, classroom 
 72.3   assessments, or form of instruction that school sites must use 
 72.4   to meet the requirements contained in this rule.  For purposes 
 72.5   of this chapter, a school site is a separate facility, or a 
 72.6   separate program within a facility that a local school board 
 72.7   recognizes as a school site for funding purposes.  
 72.8      (b) To successfully accomplish paragraph (a), the 
 72.9   commissioner shall set in rule high academic standards for all 
 72.10  students.  The standards must contain the foundational skills in 
 72.11  the three core curricular areas of reading, writing, and 
 72.12  mathematics while meeting requirements for high school 
 72.13  graduation.  The standards must also provide an opportunity for 
 72.14  students to excel by meeting higher academic standards through a 
 72.15  profile of learning that uses curricular requirements to allow 
 72.16  students to expand their knowledge and skills beyond the 
 72.17  foundational skills.  All commissioner actions regarding the 
 72.18  rule must be premised on the following:  
 72.19     (1) the rule is intended to raise academic expectations for 
 72.20  students, teachers, and schools; 
 72.21     (2) any state action regarding the rule must evidence 
 72.22  consideration of school district autonomy; and 
 72.23     (3) the department of children, families, and learning, 
 72.24  with the assistance of school districts, must make available 
 72.25  information about all state initiatives related to the rule to 
 72.26  students and parents, teachers, and the general public in a 
 72.27  timely format that is appropriate, comprehensive, and readily 
 72.28  understandable. 
 72.29     (c) For purposes of adopting the rule, the commissioner, in 
 72.30  consultation with the department, recognized psychometric 
 72.31  experts in assessment, and other interested and knowledgeable 
 72.32  educators, using the most current version of professional 
 72.33  standards for educational testing, shall evaluate the 
 72.34  alternative approaches to assessment.  
 72.35     (d) The content of the graduation rule must differentiate 
 72.36  between include minimum competencies reflected in the basic 
 73.1   requirements assessment and rigorous profile of learning 
 73.2   standards.  When fully implemented, the requirements for high 
 73.3   school graduation in Minnesota must include both basic 
 73.4   requirements and the required profile of learning.  The profile 
 73.5   of learning must measure student performance using 
 73.6   performance-based assessments compiled over time that integrate 
 73.7   higher academic standards, higher order thinking skills, and 
 73.8   application of knowledge from a variety of content areas.  The 
 73.9   profile of learning shall include a broad range of academic 
 73.10  experience and accomplishment necessary to achieve the goal of 
 73.11  preparing students to function effectively as purposeful 
 73.12  thinkers, effective communicators, self-directed learners, 
 73.13  productive group participants, and responsible 
 73.14  citizens coursework requirements that meet state required 
 73.15  standards established by a local school board.  School districts 
 73.16  shall certify whether students meet state standards using local 
 73.17  assessments, including student portfolios, if a statewide 
 73.18  assessment is not available.  
 73.19     (e) The profile of learning contains the following learning 
 73.20  areas: 
 73.21     (1) read, listen, and view; 
 73.22     (2) write and speak; 
 73.23     (3) arts and literature; 
 73.24     (4) mathematical concepts and applications; 
 73.25     (5) inquiry and research; 
 73.26     (6) scientific concepts and applications; 
 73.27     (7) social studies; 
 73.28     (8) physical education and lifetime fitness; 
 73.29     (9) economics and business; 
 73.30     (10) world languages; and 
 73.31     (11) technical and vocational education. 
 73.32     (f) The commissioner shall periodically review and report 
 73.33  on the assessment process and student achievement with the 
 73.34  expectation of raising the standards and expanding high school 
 73.35  graduation requirements. 
 73.36     (g) Beginning August 31, 2000, the commissioner must 
 74.1   publish, including in electronic format for the Internet, a 
 74.2   report, by school site, area learning center, and charter 
 74.3   school, of: 
 74.4      (1) the required preparatory content standards; 
 74.5      (2) the high school content standards required for 
 74.6   graduation; and 
 74.7      (3) the number of student waivers the district, area 
 74.8   learning center, or charter school approves under section 
 74.9   120B.031, subdivisions 4, 5, and 6, based on information each 
 74.10  district, area learning center, and charter school provides. 
 74.11     (h) School districts must integrate required and elective 
 74.12  content standards in the scope and sequence of the district 
 74.13  curriculum.  
 74.14     (i) (f) School districts are not required to adopt specific 
 74.15  provisions of the Goals 2000 and the federal School-to-Work 
 74.16  programs. 
 74.17     [EFFECTIVE DATE.] This section is effective the day 
 74.18  following final enactment. 
 74.19     Sec. 6.  Minnesota Statutes 2002, section 120B.30, 
 74.20  subdivision 1, is amended to read: 
 74.21     Subdivision 1.  [STATEWIDE TESTING.] (a) The commissioner, 
 74.22  with advice from experts with appropriate technical 
 74.23  qualifications and experience and stakeholders consistent with 
 74.24  sections 120B.0014 and 120B.36, shall include in the 
 74.25  comprehensive assessment system, for each grade level to be 
 74.26  tested, a test, which shall be state-constructed tests developed 
 74.27  from and aligned with the state's graduation standards under 
 74.28  section 120B.0012 and administered annually to all students 
 74.29  in the third, fifth, seventh, and eighth grades 3 through 8 and 
 74.30  at the high school level.  A state-developed test in subjects 
 74.31  other than writing, developed after the 2002-2003 school year, 
 74.32  must include both constructed response and multiple choice 
 74.33  questions for students to show their ability to apply the 
 74.34  appropriate concepts and knowledge.  The commissioner shall 
 74.35  establish one or more months during which schools shall 
 74.36  administer the tests to students each school year.  Only 
 75.1   Minnesota basic skills tests in reading, mathematics, and 
 75.2   writing shall fulfill students' basic skills testing 
 75.3   requirements for a passing state notation.  The passing scores 
 75.4   of the state tests in reading and mathematics are the equivalent 
 75.5   of:  
 75.6      (1) 70 percent correct for students entering grade 9 in 
 75.7   1996; and 
 75.8      (2) 75 percent correct for students entering grade 9 in 
 75.9   1997 and thereafter, as based on the first uniform test 
 75.10  administration of February 1998.  
 75.11     (b) The third, fifth, and seventh through eighth grade and 
 75.12  high school level test results shall be available to districts 
 75.13  for diagnostic purposes affecting student learning and district 
 75.14  instruction and curriculum, and for establishing educational 
 75.15  accountability.  The score of statewide tests taken in grades 9 
 75.16  through 12 must be recorded on the student's transcript.  The 
 75.17  commissioner must disseminate to the public the third, fifth, 
 75.18  and seventh grade test results upon receiving those results. 
 75.19     (c) In addition, at the high school level, districts shall 
 75.20  assess student performance in all required learning areas and 
 75.21  selected required standards within each area of the profile of 
 75.22  learning.  The testing instruments, State tests must be 
 75.23  constructed and aligned with the state standards.  The testing 
 75.24  process, and the order of administration shall be determined by 
 75.25  the commissioner.  The statewide results shall be aggregated at 
 75.26  the site and district level, consistent with section 120B.0014.  
 75.27     (d) The commissioner shall report school site and school 
 75.28  district student academic achievement levels of the current and 
 75.29  two immediately preceding school years.  The report shall 
 75.30  include students' unweighted mean test scores in each tested 
 75.31  subject, the unweighted mean test scores of only those students 
 75.32  enrolled in the school by October 1 of the current school year, 
 75.33  and the unweighted test scores of all students except those 
 75.34  students receiving limited English proficiency instruction.  The 
 75.35  report also shall record separately, in proximity to the 
 75.36  reported performance levels, the percentage of students of each 
 76.1   gender and the percentages of students who are eligible to 
 76.2   receive a free or reduced price school meal, demonstrate limited 
 76.3   English proficiency, are identified as migrant students, are a 
 76.4   member of a major ethnic or racial population, or are eligible 
 76.5   to receive special education services. 
 76.6      (e) In addition to the testing and reporting requirements 
 76.7   under paragraphs (a), (b), (c), and (d) sections 120B.36 and 
 76.8   120B.364, the commissioner shall include the following 
 76.9   components in the statewide public reporting system: 
 76.10     (1) uniform statewide testing of all third, fifth, seventh, 
 76.11  eighth, and post-eighth grade students in grades 3 through 8 and 
 76.12  at the high school level that provides exemptions, only with 
 76.13  parent or guardian approval, for those very few students for 
 76.14  whom the student's individual education plan team under sections 
 76.15  125A.05 and 125A.06, determines that the student is incapable of 
 76.16  taking a statewide test, or for a limited English proficiency 
 76.17  student under section 124D.59, subdivision 2, if the student has 
 76.18  been in the United States for fewer than 12 months and for whom 
 76.19  special language barriers exist, such as the student's native 
 76.20  language does not have a written form or the district does not 
 76.21  have access to appropriate interpreter services for the 
 76.22  student's native language three years; 
 76.23     (2) educational indicators that can be aggregated and 
 76.24  compared across school districts and across time on a statewide 
 76.25  basis, including average daily attendance, high school 
 76.26  graduation rates, and high school drop-out rates by age and 
 76.27  grade level; 
 76.28     (3) students' scores on the American College Test; and 
 76.29     (4) state results from participation in the National 
 76.30  Assessment of Educational Progress so that the state can 
 76.31  benchmark its performance against the nation and other states, 
 76.32  and, where possible, against other countries, and contribute to 
 76.33  the national effort to monitor achievement. 
 76.34     (f) (e) Districts must report exemptions under paragraph 
 76.35  (e) (d), clause (1), to the commissioner consistent with a 
 76.36  format provided by the commissioner. 
 77.1      [EFFECTIVE DATE.] This section is effective the day 
 77.2   following final enactment and applies to the 2005-2006 school 
 77.3   year and later.  
 77.4      Sec. 7.  [120B.36] [SCHOOL ACCOUNTABILITY.] 
 77.5      Subdivision 1.  [SCHOOL PERFORMANCE MEASURES.] (a) The 
 77.6   commissioner, consistent with the requirements under this 
 77.7   section and sections 120B.361, 120B.362, 120B.363, and 120B.364, 
 77.8   must adopt statewide rules under chapter 14 that establish 
 77.9   school and district accountability measures.  The commissioner 
 77.10  must make available for public review a statement of the need 
 77.11  for and reasonableness of each rule consistent with section 
 77.12  14.131.  After the rules authorized under this paragraph are 
 77.13  initially adopted, the commissioner may not amend or repeal 
 77.14  these rules nor adopt new rules on the same topic without 
 77.15  specific legislative authorization. 
 77.16     (b) The commissioner must use at least the following seven 
 77.17  indicators to measure schools' performance: 
 77.18     (1) statewide assessment scores in mathematics, reading, 
 77.19  and science; 
 77.20     (2) student attendance rates; 
 77.21     (3) high school student graduation rates; 
 77.22     (4) the English proficiency of limited English proficiency 
 77.23  students; 
 77.24     (5) an index of attainment for special education students 
 77.25  taking an alternative assessment; 
 77.26     (6) teacher quality indicators; and 
 77.27     (7) school safety measures. 
 77.28     (c) The commissioner must use the indicators under 
 77.29  paragraph (b), and the definition of adequate yearly progress 
 77.30  under section 120B.35, and this section to designate public 
 77.31  schools as "superior," "excellent," "meets expectations," "under 
 77.32  review," or "low-performing" under section 120B.361.  Only those 
 77.33  schools that satisfy the definition of adequate yearly progress 
 77.34  can be designated as "superior," "excellent," or "meets 
 77.35  expectations." 
 77.36     Subd. 2.  [LOW-PERFORMING SCHOOLS AND DISTRICTS.] (a) 
 78.1   Schools and districts that fail to demonstrate adequate yearly 
 78.2   progress for two consecutive school years are designated as 
 78.3   "low-performing" schools or districts.  Schools and districts 
 78.4   fail to make adequate yearly progress for two consecutive school 
 78.5   years if: 
 78.6      (1) the school or district as a whole fails to make 
 78.7   adequate yearly progress for two consecutive school years; or 
 78.8      (2) an identified student subgroup within the school or 
 78.9   district fails to make adequate yearly progress for two 
 78.10  consecutive school years, where subgroups are defined by limited 
 78.11  English proficiency status, special education status, ethnicity, 
 78.12  and eligibility for free or reduced price lunch. 
 78.13     (b) A school or district designated as low-performing must 
 78.14  meet its adequate yearly progress target for two consecutive 
 78.15  school years before the designation is removed.  A school or 
 78.16  district that meets its adequate yearly progress target for one 
 78.17  year after its designation as low-performing remains subject to 
 78.18  the sanctions then in effect but receives no added sanctions. 
 78.19     Subd. 3.  [STUDENT PARTICIPATION REQUIREMENTS.] Schools 
 78.20  with 40 or more students must satisfy the participation 
 78.21  requirement under this subdivision to demonstrate adequate 
 78.22  yearly progress.  A school must administer statewide assessments 
 78.23  in mathematics, reading, and science to at least 95 percent of 
 78.24  its students enrolled on the day of testing.  Schools must count 
 78.25  as absent from testing those students who: 
 78.26     (1) are absent and do not make up the test; or 
 78.27     (2) withdraw from testing at the request of the student's 
 78.28  parent or guardian. 
 78.29     A student who is absent from the testing and the test 
 78.30  makeup and has a verifiable medical excuse for the testing and 
 78.31  test makeup is not counted as an absent student. 
 78.32     Subd. 4.  [ADEQUATE YEARLY PROGRESS COMPONENTS FOR 
 78.33  ELEMENTARY AND INTERMEDIATE SCHOOLS.] (a) Elementary and 
 78.34  intermediate schools with 20 or more students enrolled for at 
 78.35  least one month during the school year must use attendance rates 
 78.36  to demonstrate adequate yearly progress.  Elementary and 
 79.1   intermediate schools with 20 or more students tested must use 
 79.2   statewide assessment scores in mathematics, reading, and science 
 79.3   to demonstrate adequate yearly progress. 
 79.4      (b) To demonstrate adequate yearly progress using 
 79.5   attendance rates, an elementary and intermediate school must: 
 79.6      (1) have a 95 percent average daily attendance rate for the 
 79.7   previous school year; or 
 79.8      (2) using the 2002-2003 school year as its base year, 
 79.9   demonstrate an annual increase in the average daily attendance 
 79.10  rate so that, if the improvement continues at the same rate, the 
 79.11  school has a 95 percent average daily attendance rate by the 
 79.12  2013-2014 school year. 
 79.13     (c) To demonstrate adequate yearly progress using students' 
 79.14  statewide assessment scores in mathematics, reading, and 
 79.15  science, an elementary and intermediate school must meet the 
 79.16  annual measurable objective for the school and for every 
 79.17  identified student subgroup of 20 or more tested students within 
 79.18  the school, based upon the school's proficiency index calculated 
 79.19  under subdivision 7. 
 79.20     (d) The commissioner must: 
 79.21     (1) set schools' measurable objective consistent with 
 79.22  applicable federal law; 
 79.23     (2) incorporate federal "safe harbor" provisions in all 
 79.24  adequate yearly progress determinations that are based upon 
 79.25  students' statewide achievement test scores; and 
 79.26     (3) apply confidence intervals to prevent erroneous 
 79.27  "low-performing" designations that are due to a small student 
 79.28  population within a school or within an identified student 
 79.29  subgroup. 
 79.30     Subd. 5.  [ADEQUATE YEARLY PROGRESS COMPONENTS FOR HIGH 
 79.31  SCHOOLS.] (a) High schools with 20 or more students terminating 
 79.32  their education by graduating during the current school year or 
 79.33  dropping out during the previous four school years under 
 79.34  paragraph (b) must use graduation rates to demonstrate adequate 
 79.35  yearly progress.  High schools with 20 or more students tested 
 79.36  must use statewide assessment scores in mathematics, reading, 
 80.1   and science to demonstrate adequate yearly progress. 
 80.2      (b) To demonstrate adequate yearly progress using 
 80.3   graduation rates, a high school must: 
 80.4      (1) have an 80 percent graduation rate for the previous 
 80.5   school year; or 
 80.6      (2) using the 2002-2003 school year as its base year, 
 80.7   demonstrate an annual increase in the graduation rate so that, 
 80.8   if improvement continues at the same rate, the school has an 80 
 80.9   percent graduation rate by the 2013-2014 school year. 
 80.10  A school's graduation rate is based on the number of students 
 80.11  terminating their education by graduating or dropping out during 
 80.12  the four-year period over which the graduation rate is computed 
 80.13  using the quasi-cohort method of the National Center on 
 80.14  Education Statistics. 
 80.15     (c) To demonstrate adequate yearly progress using students' 
 80.16  statewide reading and mathematics assessment scores, a high 
 80.17  school must meet the annual measurable objective for the school 
 80.18  and for every identified student subgroup of 20 or more tested 
 80.19  students within the school based upon the school's proficiency 
 80.20  index calculated under subdivision 7. 
 80.21     (d) The commissioner must: 
 80.22     (1) set schools' measurable objective consistent with 
 80.23  applicable federal law; 
 80.24     (2) incorporate federal "safe harbor" provisions in all 
 80.25  adequate yearly progress determinations that are based upon 
 80.26  students' statewide assessment scores in mathematics and 
 80.27  reading; and 
 80.28     (3) apply confidence intervals to prevent erroneous 
 80.29  "low-performing" designations that are due to a small student 
 80.30  population within a school or within an identified student 
 80.31  subgroup. 
 80.32     Subd. 6.  [PERFORMANCES THAT DETERMINE ADEQUATE YEARLY 
 80.33  PROGRESS.] For purposes of the proficiency index of a school or 
 80.34  district, adequate yearly progress is determined based on the 
 80.35  performances of: 
 80.36     (1) those students enrolled in the school or district for 
 81.1   at least one school year, including those students with 
 81.2   disabilities taking a standard or accommodated form of the 
 81.3   statewide assessment, and limited English proficiency students 
 81.4   taking a standard or accommodated form of the statewide 
 81.5   assessment; 
 81.6      (2) the very few students under sections 120B.0012, 
 81.7   paragraph (b), and 120B.30, subdivision 1, paragraph (e), clause 
 81.8   (1), who take an alternative assessment are included in the 
 81.9   accountability system using a separate special education 
 81.10  attainment index; and 
 81.11     (3) those students under section 120B.30, subdivision 1, 
 81.12  paragraph (d), clause (1), who take the Minnesota test of 
 81.13  emerging academic English are included in the accountability 
 81.14  system using a separate limited English proficiency attainment 
 81.15  index. 
 81.16     Subd. 7.  [PROFICIENCY INDEX CALCULATION.] The proficiency 
 81.17  index of a school or district equals: 
 81.18     (1) 100 times the number of students scoring at or above 
 81.19  level IIb; plus 
 81.20     (2) 50 times the number of students scoring in level IIa; 
 81.21  divided by 
 81.22     (3) the total number of students tested. 
 81.23     Consistent with applicable federal law, the proficiency 
 81.24  index reaches 100 only if all students in the school or district 
 81.25  score at or above level IIb by the 2013-2014 school year. 
 81.26     [EFFECTIVE DATE.] This section is effective the day 
 81.27  following final enactment and applies to the 2005-2006 school 
 81.28  year and later. 
 81.29     Sec. 8.  [120B.361] [SCHOOL AND DISTRICT DESIGNATIONS.] 
 81.30     Subdivision 1.  [UNDER REVIEW; LOW-PERFORMING.] A school or 
 81.31  district that fails to meet its adequate yearly progress targets 
 81.32  for one school year is designated "under review."  A school or 
 81.33  district that fails to meet its adequate yearly progress targets 
 81.34  for two consecutive school years is designated "low-performing." 
 81.35     Subd. 2.  [MEETS EXPECTATIONS.] A school or district is 
 81.36  designated as "meets expectations" if it: 
 82.1      (1) does not qualify for a "superior" or "excellent" 
 82.2   designation; 
 82.3      (2) met its adequate yearly progress targets for each of 
 82.4   the last two school years; or 
 82.5      (3) met its adequate yearly progress targets one school 
 82.6   year after being designated "under review." 
 82.7      Subd. 3.  [EXCELLENT DESIGNATION.] (a) A school or district 
 82.8   is designated "excellent" if it meets its adequate yearly 
 82.9   progress target for two consecutive school years and satisfies 
 82.10  the criteria described in paragraphs (b) to (f). 
 82.11     (b) All students enrolled at least one school year taking 
 82.12  the regular or an accommodated form of statewide assessments: 
 82.13     (1) received average reading and mathematics scores above 
 82.14  1500; 
 82.15     (2) showed a mean score improvement rate in reading and 
 82.16  mathematics that brings students' scores to 1500 within five 
 82.17  school years; or 
 82.18     (3) showed average reading and mathematics scores exceeding 
 82.19  the estimated state average for schools with similar student 
 82.20  populations based on the combined percent of tested students who 
 82.21  are either eligible for a free or reduced price lunch, have an 
 82.22  individualized education plan, or have limited English 
 82.23  proficiency. 
 82.24     After two years of statewide annual testing in grades 3 
 82.25  through 8, elementary schools must be designated "excellent" 
 82.26  based on value-added, grade-to-grade gains in student 
 82.27  achievement, consistent with section 120B.35, and not based on 
 82.28  comparisons of schools with similar student populations under 
 82.29  clause (3). 
 82.30     (c) The school has at least a 95 percent average daily 
 82.31  attendance rate or improved its average daily attendance rate in 
 82.32  each of the last two consecutive school years so that, if 
 82.33  improvement continues at the same rate, it has a 95 percent 
 82.34  average daily attendance rate within five school years. 
 82.35     (d) A high school has at least a 90 percent graduation rate 
 82.36  or improved its graduation rate in each of the last two 
 83.1   consecutive school years so that, if improvement continues at 
 83.2   the same rate, it has a 90 percent graduation rate within five 
 83.3   school years. 
 83.4      (e) All teachers teaching English, mathematics, science, 
 83.5   social sciences, arts and literature, and foreign languages must 
 83.6   satisfy the definition of qualified teacher under section 
 83.7   122A.16. 
 83.8      (f) The school is a safe and drug-free school and not 
 83.9   designated a persistently dangerous school under section 
 83.10  120B.362. 
 83.11     (g) An excellent school or district deserves public 
 83.12  recognition and onetime financial awards that allow the school 
 83.13  or district to improve facilities and increase capacity to serve 
 83.14  students through intradistrict transfers or open enrollment 
 83.15  under section 124D.03. 
 83.16     Subd. 4.  [SUPERIOR DESIGNATION.] (a) A school or district 
 83.17  is designated "superior" if it meets all the qualifications for 
 83.18  an "excellent" designation under subdivision 3 and evidences 
 83.19  best practices in curriculum, instruction, assessment, 
 83.20  professional development, parent and community involvement, 
 83.21  leadership, governance, and use of resources that are useful to 
 83.22  other schools or districts seeking to improve performance.  
 83.23  Evidence of a superior school or district may include the number 
 83.24  of students residing either outside the school attendance area 
 83.25  or the school district who seek to enroll in the school or 
 83.26  district. 
 83.27     (b) A superior school or district deserves public 
 83.28  recognition and onetime financial awards that allow the school 
 83.29  or district to improve facilities and increase capacity to serve 
 83.30  students through intradistrict transfers or open enrollment 
 83.31  under section 124D.03. 
 83.32     Subd. 5.  [APPEALS.] A school or district may appeal in 
 83.33  writing a designation under this section to the accountability 
 83.34  advisory council under section 120B.365 within 30 days of 
 83.35  receiving the designation.  The accountability advisory council 
 83.36  must advise the commissioner regarding the appeal.  The 
 84.1   commissioner's decision to uphold or deny an appeal is final.  
 84.2      [EFFECTIVE DATE.] This section is effective the day 
 84.3   following final enactment and applies to the 2005-2006 school 
 84.4   year and later.  
 84.5      Sec. 9.  [120B.362] [PERSISTENTLY DANGEROUS SCHOOLS.] 
 84.6      Subdivision 1.  [DEFINITION.] A public school is a 
 84.7   persistently dangerous school if, during two of the three 
 84.8   previous school years: 
 84.9      (1) a student attending the school was disciplined under 
 84.10  section 121A.44 for bringing to school a firearm as defined in 
 84.11  United States Code, title 18, section 921; and 
 84.12     (2) the number of students disciplined under the Pupil Fair 
 84.13  Dismissal Act, sections 121A.40 to 121A.56, for offenses 
 84.14  committed on school grounds under subdivision 2 exceeds the 
 84.15  number of total annual incidents under subdivision 3. 
 84.16     Subd. 2.  [DANGEROUS OFFENSES.] Offenses that must be 
 84.17  counted for purposes of defining a persistently dangerous school 
 84.18  include: 
 84.19     (1) possessing a dangerous weapon as defined in United 
 84.20  States Code, title 18, section 930, paragraph (g)(2); 
 84.21     (2) possessing or using a controlled substance under 
 84.22  section 152.01, subdivisions 4 and 9, and consistent with 
 84.23  applicable federal law; 
 84.24     (3) selling or soliciting the sale of a controlled 
 84.25  substance under section 152.01, subdivisions 4 and 9, and 
 84.26  consistent with applicable federal law; and 
 84.27     (4) committing third degree assault under section 609.223, 
 84.28  subdivision 1, or criminal sexual conduct under sections 609.342 
 84.29  to 609.3452. 
 84.30     Subd. 3.  [TOTAL ANNUAL INCIDENTS.] A designation as a 
 84.31  persistently dangerous school requires that the total annual 
 84.32  number of offenses listed under subdivision 2 exceeds three 
 84.33  incidents in a school with fewer than 300 enrolled students or 
 84.34  one incident for every 100 students or fraction of 100 students 
 84.35  in a school with 300 or more enrolled students. 
 84.36     Subd. 4.  [DANGEROUS INCIDENT.] (a) The commissioner must 
 85.1   review by January of each year the data from the three previous 
 85.2   school years that are included in the dangerous weapons reports 
 85.3   under section 121A.06.  The commissioner must: 
 85.4      (1) base the initial "persistently dangerous school" 
 85.5   designations on these data; 
 85.6      (2) use the October 1 child count under section 120A.24 to 
 85.7   establish student enrollment levels; and 
 85.8      (3) provide preliminary notice of a "persistently dangerous 
 85.9   school" designation to schools and districts in February of each 
 85.10  year. 
 85.11     (b) A district may appeal a "persistently dangerous school" 
 85.12  designation under subdivision 5.  If the commissioner upholds 
 85.13  the appeal, the commissioner must notify the affected school and 
 85.14  district by June 1 that the "persistently dangerous school" 
 85.15  designation does not apply.  If the commissioner denies the 
 85.16  appeal, the commissioner must notify the affected school and 
 85.17  district by June that the "persistently dangerous school" 
 85.18  designation applies. 
 85.19     Subd. 5.  [APPEAL OF DESIGNATION.] A school district may 
 85.20  submit to the accountability advisory council under section 
 85.21  120B.365 a written appeal of a persistently dangerous school 
 85.22  designation within 30 days of receiving the designation.  The 
 85.23  appeal must show that the conditions under subdivisions 1 and 2 
 85.24  did not exist in two of the three previous school years.  The 
 85.25  accountability advisory council must advise the commissioner 
 85.26  regarding the appeal.  The commissioner's decision to uphold or 
 85.27  deny an appeal is final. 
 85.28     [EFFECTIVE DATE.] Subdivisions 1 to 4 are effective 
 85.29  immediately and apply to the 2005-2006 school year and later.  
 85.30  Subdivision 5 is effective immediately and applies to the 
 85.31  2005-2006 school year through the 2013-2014 school year. 
 85.32     Sec. 10.  [120B.363] [TEACHER QUALITY.] 
 85.33     Subdivision 1.  [CLASSROOM TEACHERS.] All teachers teaching 
 85.34  reading, writing, mathematics, science, social sciences, and 
 85.35  arts and literature must satisfy the definition of qualified 
 85.36  teacher under section 122A.16. 
 86.1      Subd. 2.  [PARAPROFESSIONALS.] (a) All paraprofessionals 
 86.2   working in public schools, except those who provide only 
 86.3   parental involvement or translation services, must have at least 
 86.4   a high school diploma or a GED. 
 86.5      (b) Paraprofessionals who provide instructional services 
 86.6   must demonstrate their teaching qualifications to meet rigorous 
 86.7   standards by: 
 86.8      (1) passing a formal state assessment; 
 86.9      (2) completing at least two years of postsecondary study 
 86.10  related to their area of instruction; or 
 86.11     (3) obtaining at least an associate's degree related to 
 86.12  their area of instruction. 
 86.13     (c) Paraprofessionals hired by a school district after 
 86.14  January 30, 2002, must satisfy the requirements of paragraphs 
 86.15  (a) and (b) immediately upon employment.  Paraprofessionals 
 86.16  hired by a school district before January 30, 2002, must satisfy 
 86.17  the requirements of paragraphs (a) and (b) by January 8, 2006. 
 86.18     Subd. 3.  [BOARD OF TEACHING REVIEW OF PRAXIS.] The board 
 86.19  of teaching must compare Minnesota's current passing criteria 
 86.20  and scores for the Praxis test against those of other states.  
 86.21  If the board finds that one or more of Minnesota's passing 
 86.22  scores is below the scores of at least 25 other states, the 
 86.23  board must submit a written report by January 3, 2004, to the 
 86.24  commissioner and the education committees of the legislature 
 86.25  explaining Minnesota's low passing scores.  
 86.26     [EFFECTIVE DATE.] This section is effective immediately.  
 86.27  To the extent the federal government allows, the commissioner 
 86.28  may waive for up to six months the teaching qualifications under 
 86.29  subdivision 2, paragraph (b), applicable to a paraprofessional 
 86.30  hired after January 30, 2002. 
 86.31     Sec. 11.  [120B.364] [REPORT CARDS.] 
 86.32     Subdivision 1.  [SCHOOL REPORTS.] (a) All public schools 
 86.33  annually must have an electronic or printed report available 
 86.34  upon request to parents and the public.  The report must include 
 86.35  at least the following schoolwide information: 
 86.36     (1) a mean score and the percent of students by grade and 
 87.1   subject scoring at or above the state's expected level of 
 87.2   performance on statewide tests, and disaggregated by subgroups 
 87.3   with ten or more students where subgroups are defined by gender, 
 87.4   migrant status, limited English proficiency status, special 
 87.5   education status, ethnicity, and eligibility for free or reduced 
 87.6   price lunch; 
 87.7      (2) the number and percent of students tested who scored 
 87.8   within each of the state's proficiency levels in the school as a 
 87.9   whole and in each subgroup with ten or more students; 
 87.10     (3) the percent of students tested in the school as a whole 
 87.11  and in each subgroup with ten or more students; 
 87.12     (4) two-year trend data in the mean and percent of students 
 87.13  tested by grade and subject who meet or exceed the state's 
 87.14  expectation for achievement; 
 87.15     (5) after two years of statewide annual testing in grades 3 
 87.16  through 8 and one grade in high school, the school average 
 87.17  value-added, grade-to-grade gains in student achievement, 
 87.18  consistent with section 120B.35 and this section, and the 
 87.19  percent of students predicted to meet proficiency levels under 
 87.20  high school graduation or higher education readiness standards, 
 87.21  or other standards the commissioner designates for reporting 
 87.22  gain scores; 
 87.23     (6) the number and percent of teachers teaching in core 
 87.24  academic areas who are certified in that particular core 
 87.25  academic area of instruction and the number and percent of 
 87.26  teachers holding emergency credentials who are teaching in core 
 87.27  academic areas; 
 87.28     (7) the average attendance rate by grade; and 
 87.29     (8) for high schools with ten or more students terminating 
 87.30  by graduating or dropping out of school under the quasi-cohort 
 87.31  formula under section 120B.36, subdivision 5, paragraph (b), the 
 87.32  average graduation rate by grade. 
 87.33     (b) To permit comparisons, the report also must show, 
 87.34  alongside the schoolwide means and percents, the same categories 
 87.35  showing statewide and districtwide means and percents.  If the 
 87.36  school is designated low-performing or unsafe, the report must 
 88.1   name the school and show the designation, the sanctions imposed 
 88.2   on the school as a result of the designation, and the actions 
 88.3   taken to improve the school's performance.  If the school is 
 88.4   designated excellent or superior, the report must name the 
 88.5   school, show the designation, and describe the achievements and 
 88.6   exemplary practices on which the designation is based. 
 88.7      (c) The commissioner must post on the department Web site 
 88.8   the school information reported under this subdivision.  A 
 88.9   school with a printed report must make copies of the report 
 88.10  available to public libraries under chapter 134 that are located 
 88.11  within the district in which the school is located.  A school 
 88.12  must consider the extent of parent and public access to 
 88.13  electronic media when deciding the form in which to publish the 
 88.14  report. 
 88.15     Subd. 2.  [DISTRICT REPORTS.] (a) All school districts 
 88.16  annually must have an electronic or printed report available 
 88.17  upon request to parents and the public.  The report must include 
 88.18  at least the following districtwide information: 
 88.19     (1) a mean score and the percent of students by grade and 
 88.20  subject scoring at or above the state's expected level of 
 88.21  performance on statewide tests, and disaggregated by subgroups 
 88.22  with ten or more students where subgroups are defined by gender, 
 88.23  migrant status, limited English proficiency status, special 
 88.24  education status, ethnicity, and eligibility for free or reduced 
 88.25  price lunch; 
 88.26     (2) the number and percent of students tested who scored 
 88.27  within each of the state's proficiency levels; 
 88.28     (3) the percent of students tested in the district as a 
 88.29  whole and in each subgroup with ten or more students; 
 88.30     (4) two-year trend data in the mean and percent of students 
 88.31  tested by grade and subject who meet or exceed the state's 
 88.32  expectation for achievement; 
 88.33     (5) after two years of statewide annual testing in grades 3 
 88.34  through 8 and one grade in high school, the district average 
 88.35  value-added, grade-to-grade gains in student achievement, 
 88.36  consistent with section 120B.35 and this section, and the 
 89.1   percent of students predicted to meet proficiency levels under 
 89.2   high school graduation or higher education readiness standards, 
 89.3   or other standards the commissioner designates for reporting 
 89.4   gain scores; 
 89.5      (6) the number and percent of teachers teaching in core 
 89.6   academic areas who are certified in that particular core 
 89.7   academic area of instruction and the number and percent of 
 89.8   teachers holding emergency credentials who are teaching in core 
 89.9   academic areas of English, mathematics, science, social 
 89.10  sciences, arts and literature, and foreign languages; 
 89.11     (7) the average attendance rate by grade; and 
 89.12     (8) for high schools with ten or more students terminating 
 89.13  by graduating or dropping out of school under the quasi-cohort 
 89.14  formula under section 120B.36, subdivision 5, paragraph (b), the 
 89.15  average graduation rate by grade. 
 89.16     (b) To permit comparisons, the report also must show, 
 89.17  alongside the districtwide means and percents, the same 
 89.18  categories showing statewide means and percents.  If a school 
 89.19  within the district is designated low-performing or unsafe, the 
 89.20  report must name the school and show the designation by school, 
 89.21  the sanctions imposed on the school as a result of the 
 89.22  designation, and the actions taken to improve the school's 
 89.23  performance.  If a school within the district is designated 
 89.24  excellent or superior, the report must name the school, show the 
 89.25  designation by school, and describe the achievements and 
 89.26  exemplary practices on which the designation is based. 
 89.27     (c) The commissioner must post on the department Web site 
 89.28  the district information reported under this subdivision.  A 
 89.29  district with a printed report must make copies of the report 
 89.30  available to public libraries under chapter 134 that are located 
 89.31  within the district.  A district must consider the extent of 
 89.32  parent and public access to electronic media when deciding the 
 89.33  form in which to publish the report. 
 89.34     Subd. 3.  [DETERMINING WHERE A STUDENT IS ENROLLED FOR 
 89.35  ACCOUNTABILITY PURPOSES.] (a) For purposes of establishing 
 89.36  accountability, a student is enrolled in the district or charter 
 90.1   school that, under the UFARS system, receives payments directly 
 90.2   from the state for costs related to educating that student, 
 90.3   except under paragraph (e).  A school or district that contracts 
 90.4   with another school, district, area learning center, or 
 90.5   alternative learning program to provide education services to a 
 90.6   student who initially enrolls in the contracting school or 
 90.7   district, remains accountable for that student. 
 90.8      (b) A school under this section is any public school 
 90.9   assigned a unique identification number under the UFARS system. 
 90.10     (c) An area learning center under this section is any 
 90.11  public school type 41 to 49 under the UFARS system. 
 90.12     (d) A student participating in an alternative learning 
 90.13  program that is located within a larger school is enrolled in 
 90.14  the larger school, except if the student is participating in an 
 90.15  alternative learning program located in an area learning center 
 90.16  under paragraph (c). 
 90.17     (e) A student is enrolled in the district or charter school 
 90.18  that provides educational services to the student if a court 
 90.19  orders a student transfer under chapter 260B.  
 90.20     [EFFECTIVE DATE.] This section is effective immediately. 
 90.21     Sec. 12.  [120B.365] [ACCOUNTABILITY ADVISORY COUNCIL.] 
 90.22     Subdivision 1.  [ESTABLISHMENT.] An accountability advisory 
 90.23  council is established under section 15.059.  The advisory 
 90.24  council is composed of nine members appointed by the 
 90.25  commissioner from throughout the state with interest and 
 90.26  experience in education, and must include educators, parents and 
 90.27  members of the public, and the business community.  No council 
 90.28  member shall be engaged in any activity where a conflict of 
 90.29  interest may arise.  Council members annually must elect a 
 90.30  council chair from among the council members and no council 
 90.31  member may serve more than two consecutive years as council 
 90.32  chair. 
 90.33     Subd. 2.  [DUTIES.] The council shall: 
 90.34     (1) hear appeals of school and district designations under 
 90.35  sections 120B.361 and 120B.362; 
 90.36     (2) identify schools and districts eligible for an 
 91.1   "excellent" or "superior" designation, consistent with the 
 91.2   requirements under section 123B.61, subdivisions 3 and 4; and 
 91.3      (3) make recommendations to the commissioner regarding 
 91.4   those designations.  The commissioner's decision regarding a 
 91.5   designation is final. 
 91.6      Subd. 3.  [ANNUAL REPORT; RECOMMENDATIONS.] The council 
 91.7   annually by March 1 must submit to the committees of the 
 91.8   legislature having jurisdiction over kindergarten through grade 
 91.9   12 education policy and budget issues a report that summarizes 
 91.10  the grounds on which schools and school districts submitted 
 91.11  appeals to the council, the council's recommendations to the 
 91.12  commissioner regarding the appeals, and the commissioner's 
 91.13  decision.  The report also must list the schools and school 
 91.14  districts eligible for an "excellent" or "superior" designation, 
 91.15  the council's recommendations regarding the designations and the 
 91.16  commissioner's decision.  The report must state the basis for 
 91.17  designating a particular school or district as "excellent" or 
 91.18  "superior."  The council may use the content of the reports to 
 91.19  recommend to the commissioner changes in the state's educational 
 91.20  accountability system.  The commissioner, in consultation with 
 91.21  the council, must compile and make available in print or 
 91.22  electronic media on a biannual basis a list of best practices 
 91.23  culled from schools and districts designated as "excellent" or 
 91.24  "superior."  The commissioner must assist the council upon 
 91.25  request. 
 91.26     Subd. 4.  [EXPIRATION.] Notwithstanding section 15.059, 
 91.27  subdivision 5, the council expires on June 30, 2014. 
 91.28     [EFFECTIVE DATE.] This section is effective immediately and 
 91.29  applies to the 2005-2006 school year and later. 
 91.30     Sec. 13.  [REPEALER.] 
 91.31     (a) Minnesota Statutes 2002, section 120B.031, is repealed. 
 91.32     (b) Minnesota Rules, parts 3501.0300; 3501.0310; 3501.0320; 
 91.33  3501.0330; 3501.0340; 3501.0350; 3501.0370; 3501.0380; 
 91.34  3501.0390; 3501.0400; 3501.0410; 3501.0420; 3501.0440; 
 91.35  3501.0441; 3501.0442; 3501.0443; 3501.0444; 3501.0445; 
 91.36  3501.0446; 3501.0447; 3501.0448; 3501.0449; 3501.0450; 
 92.1   3501.0460; 3501.0461; 3501.0462; 3501.0463; 3501.0464; 
 92.2   3501.0465; 3501.0466; 3501.0467; 3501.0468; and 3501.0469, are 
 92.3   repealed. 
 92.4      [EFFECTIVE DATE.] This section is effective for the 
 92.5   2003-2004 school year and thereafter. 
 92.6                              ARTICLE 8
 92.7                        COMMISSIONER'S DUTIES
 92.8      Section 1.  [MINNESOTA'S HIGH EDUCATIONAL STANDARDS.] 
 92.9      The standards adopted by the commissioner under article 7, 
 92.10  section 2, paragraph (a), must be identical to the standards 
 92.11  contained in articles 9 to 18 of this act.  
 92.12     Sec. 2.  [RECOMMENDATIONS ON HIGH EDUCATIONAL STANDARDS.] 
 92.13     (a) The commissioner of children, families, and learning, 
 92.14  after consulting with stakeholders under paragraph (b), must 
 92.15  provide written recommendations to the committees of the 
 92.16  legislature having jurisdiction over kindergarten through grade 
 92.17  12 education policy and budget issues by February 1, 2004, that 
 92.18  indicate: 
 92.19     (1) a plan to have Minnesota teachers grade constructed 
 92.20  response questions; 
 92.21     (2) what cut-scores on high school reading and mathematics 
 92.22  assessments indicate that remedial instruction in the state's 
 92.23  two-year higher education institutions is unneeded; 
 92.24     (3) what modifications or improvements to the statewide 
 92.25  assessments, standards, and benchmarks in the areas of 
 92.26  mathematics, science, reading, and writing are needed to reduce 
 92.27  remedial instruction in the state's higher education 
 92.28  institutions within two years of high school graduation; 
 92.29     (4) the extent to which successful district programs 
 92.30  developed under the profile of learning may be incorporated into 
 92.31  state standards developed under this act; 
 92.32     (5) how best to integrate content with application, 
 92.33  critical reasoning, and higher-order thinking into standards 
 92.34  developed under this act; 
 92.35     (6) how to effectively assist teachers in formulating 
 92.36  curriculum for classroom instruction consistent with standards 
 93.1   developed under this act; 
 93.2      (7) how to modify the state assessments and the scoring 
 93.3   procedures so that the tests are returned to districts within 
 93.4   four weeks of the test administration, have the tests fulfill 
 93.5   district diagnostic requirements and the state testing 
 93.6   requirements, and have the tests include both short answer and 
 93.7   multiple choice answers; 
 93.8      (8) how to incorporate economics content standards in 
 93.9   article 9 of this act into the social sciences learning area; 
 93.10  and 
 93.11     (9) a plan to develop statewide tests for the social 
 93.12  sciences learning area in the subject areas of American history, 
 93.13  geography, civics, and economics, not including personal finance.
 93.14     (b) The commissioner must consult with at least the 
 93.15  following stakeholders when developing recommendations under 
 93.16  paragraph (a): 
 93.17     (1) parents of school-age children and members of the 
 93.18  public throughout the state; 
 93.19     (2) teachers throughout the state currently licensed and 
 93.20  providing instruction in one of the six learning areas under 
 93.21  Minnesota Statutes, section 120B.0013, and elementary and 
 93.22  secondary school administrators throughout the state currently 
 93.23  administrating a school site; 
 93.24     (3) currently serving members of local school boards and 
 93.25  charter school boards throughout the state; 
 93.26     (4) faculty at Minnesota's postsecondary institutions 
 93.27  providing instruction related to one of the six learning areas; 
 93.28     (5) representatives of Minnesota's business community; and 
 93.29     (6) national associations of teachers for the six required 
 93.30  learning areas. 
 93.31     [EFFECTIVE DATE.] This section is effective the day 
 93.32  following final enactment. 
 93.33     Sec. 3.  [LEGISLATIVE APPROVAL OF PROPOSED RULES 
 93.34  ESTABLISHING STANDARDS AND EDUCATIONAL ACCOUNTABILITY; INTERIM 
 93.35  STANDARDS.] 
 93.36     To fulfill the obligation of the legislature to pursue 
 94.1   educational excellence for all Minnesota citizens and provide 
 94.2   educational accountability, the commissioner of children, 
 94.3   families, and learning must present to the committees of the 
 94.4   legislature charged with oversight of kindergarten through grade 
 94.5   12 education policy and kindergarten through grade 12 education 
 94.6   funding all proposed rules and all proposed amendments to or 
 94.7   repeals of existing rules under Minnesota Statutes, sections 
 94.8   120B.0012 and 120B.36.  The commissioner may not adopt new rules 
 94.9   or amend or repeal existing rules under Minnesota Statutes, 
 94.10  sections 120B.0012 and 120B.36, without specific legislative 
 94.11  authorization. 
 94.12     [EFFECTIVE DATE.] This section is effective the day 
 94.13  following final enactment. 
 94.14     Sec. 4.  [8TH GRADE TESTS.] 
 94.15     The commissioner shall develop a methodology for using 
 94.16  portions of the tests in the subject areas of reading and 
 94.17  mathematics for grade 8 students that meet the accountability 
 94.18  requirements that are required by federal law and provide the 
 94.19  opportunity for students to demonstrate that they have met the 
 94.20  state basic skills high school graduation requirement.  The 
 94.21  commissioner shall also develop procedures for students who do 
 94.22  not initially meet the state basic skills requirement through 
 94.23  their scores on the basic skills portions of the test by either 
 94.24  allowing those students in future years to retake the grade 8 
 94.25  state tests or by taking a different test that covers basic 
 94.26  content. 
 94.27     Sec. 5.  [STANDARDS; KEY UNDERSTANDINGS.] 
 94.28     If necessary, the commissioner may refer to the key 
 94.29  understandings developed as part of a revision of the profile of 
 94.30  learning by the mid-continent regional educational laboratory in 
 94.31  order to provide grade-level banding for the state standards 
 94.32  adopted under this act. 
 94.33                             ARTICLE 9
 94.34             REQUIRED:  READING, VIEWING, AND LISTENING
 94.35     Section 1.  [READING, VIEWING, AND LISTENING - PRIMARY.] 
 94.36     Subdivision 1.  [PURPOSE.] Understand that written and 
 95.1   spoken words connect to ideas purposefully and that the 
 95.2   individual must be an active participant in order to comprehend 
 95.3   essential ideas. 
 95.4      Subd. 2.  [PART A.] A student shall demonstrate an 
 95.5   understanding of: 
 95.6      (1) grade-appropriate sight words and listening vocabulary, 
 95.7   including synonyms and antonyms; 
 95.8      (2) the print conventions of English; 
 95.9      (3) the various purposes for reading, viewing, and 
 95.10  listening (for example, for pleasure) to gain or evaluate 
 95.11  information, or to apply knowledge; 
 95.12     (4) characters, setting, and sequence of events in fiction 
 95.13  selections; 
 95.14     (5) topic, main idea, and supporting details in nonfiction 
 95.15  selections; and 
 95.16     (6) reading, viewing, and listening to literary and 
 95.17  nonfiction selections from a variety of genres (for example, 
 95.18  folk tale, poetry, drama, realistic fiction, fantasy, 
 95.19  information books, or biography). 
 95.20     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 95.21  to: 
 95.22     (1) make sense of words and comprehend meaning in 
 95.23  grade-appropriate fiction and nonfiction selections by: 
 95.24     (i) decoding words (for example, through the use of letter 
 95.25  sounds, blends, diagraphs, diphthongs, and word structures); and 
 95.26     (ii) integrating cueing systems, including graphophonic, 
 95.27  structure, and meaning; 
 95.28     (2) interact with grade-appropriate fiction and nonfiction 
 95.29  selections during the reading, viewing, and listening process by:
 95.30     (i) setting a purpose; 
 95.31     (ii) activating prior knowledge; 
 95.32     (iii) previewing the selection; 
 95.33     (iv) monitoring and using self-correction strategies (for 
 95.34  example, rereading, noticing miscues, searching for cues, and 
 95.35  asking for help); 
 95.36     (v) reflecting on the meaning of and responding to text; 
 96.1      (vi) reading aloud fluently, with expression and accuracy; 
 96.2   and 
 96.3      (vii) reading silently; 
 96.4      (3) understand and interpret fiction and/or nonfiction by: 
 96.5      (i) making and supporting inferences; and 
 96.6      (ii) using information from illustrations, charts, graphs, 
 96.7   and oral and media presentations to enhance comprehension; 
 96.8      (4) critically read, view, and listen to grade-appropriate 
 96.9   fiction and nonfiction selections by: 
 96.10     (i) comparing and contrasting elements (for example, 
 96.11  characters, settings, ideas, or actions) of one or more 
 96.12  selections; and 
 96.13     (ii) formulating questions pertaining to a selection that 
 96.14  was read, viewed, or heard; and 
 96.15     (5) apply information in grade-appropriate nonfiction 
 96.16  selections by using multiple-step instructions to perform an 
 96.17  action. 
 96.18     Sec. 2.  [READING, VIEWING, AND LISTENING - INTERMEDIATE.] 
 96.19     Subdivision 1.  [PURPOSE.] Go beyond the literal meaning of 
 96.20  the selection and begin to show more sophisticated 
 96.21  comprehension, including making inferences, analyzing, reacting 
 96.22  to, and evaluating fiction and nonfiction selections. 
 96.23     Subd. 2.  [PART A.] A student shall demonstrate an 
 96.24  understanding of: 
 96.25     (1) grade-appropriate word study, including: 
 96.26     (i) sight words; and 
 96.27     (ii) reading and listening vocabulary (for example, 
 96.28  synonyms, antonyms, homophones, and multiple meaning words); 
 96.29     (2) text features (for example, chapter titles and 
 96.30  captions); 
 96.31     (3) the various purposes for reading, viewing, and 
 96.32  listening (for example, for pleasure) to gain or evaluate 
 96.33  information, or to apply knowledge; 
 96.34     (4) the organizational structure of story plots (for 
 96.35  example, main problem, conflict, and resolution in fiction); 
 96.36     (5) the organizational structure of grade-appropriate 
 97.1   nonfiction selections, including: 
 97.2      (i) topic, main idea, and details; and 
 97.3      (ii) compare and contrast, cause and effect, logical, and 
 97.4   sequential order; 
 97.5      (6) various genres (for example, fairy tale, mythology, 
 97.6   folk tale, poetry, fable, fantasy, historical fiction, realistic 
 97.7   fiction, biography, and autobiography); and 
 97.8      (7) literary devices used in literary selections (for 
 97.9   example, personification, alliteration, onomatopoeia, simile, 
 97.10  metaphor, and imagery). 
 97.11     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 97.12  to: 
 97.13     (1) make sense of words and comprehend meaning in 
 97.14  grade-appropriate fiction and nonfiction selections by: 
 97.15     (i) decoding words (for example, through the use of vowel 
 97.16  patterns, complex word families, syllabication, root words, and 
 97.17  affixes); and 
 97.18     (ii) using word structure and context; 
 97.19     (2) interact with grade-appropriate fiction and nonfiction 
 97.20  selections during the reading, viewing, and listening process by:
 97.21     (i) setting a purpose; 
 97.22     (ii) activating prior knowledge; 
 97.23     (iii) previewing the selection; 
 97.24     (iv) using specific strategies to clear up confusing parts 
 97.25  of the text (for example, pausing, rereading, viewing or 
 97.26  listening to a selection again, consulting another source, 
 97.27  representing information as a mental picture, drawing upon 
 97.28  background information, and asking for help); 
 97.29     (v) reading, viewing, and listening to literary and 
 97.30  nonfiction selections from a variety of genres and then 
 97.31  reflecting on the meaning of and responding to the selection; 
 97.32  and 
 97.33     (vi) reading narrative and expository text aloud with 
 97.34  developmentally appropriate fluency, accuracy, pacing, 
 97.35  intonation, and expression; 
 97.36     (3) understand and interpret fiction and/or nonfiction by: 
 98.1      (i) summarizing print and nonprint selections; 
 98.2      (ii) making inferences and drawing conclusions that are 
 98.3   supported with information from the selections; and 
 98.4      (iii) using information from illustrations, charts, graphs, 
 98.5   maps, media, and oral presentations to enhance comprehension; 
 98.6      (4) critically read, view, and listen to grade-appropriate 
 98.7   fiction and/or nonfiction selections by: 
 98.8      (i) comparing and contrasting information on the same topic 
 98.9   from different sources; 
 98.10     (ii) distinguishing fact from opinion; 
 98.11     (iii) identifying author's purpose; and 
 98.12     (iv) formulating questions pertaining to a selection that 
 98.13  was read, heard, or viewed; and 
 98.14     (5) apply information in grade-appropriate nonfiction 
 98.15  selections by using multiple-step instructions to perform an 
 98.16  action. 
 98.17     Sec. 3.  [READING, VIEWING, AND LISTENING TO COMPLEX 
 98.18  INFORMATION - MIDDLE SCHOOL.] 
 98.19     Subdivision 1.  [PURPOSE.] Make the transition to adult 
 98.20  reading, listening, and viewing by gaining confidence with more 
 98.21  difficult and complex fiction, nonfiction, and technical 
 98.22  selections. 
 98.23     Subd. 2.  [PART A.] A student shall demonstrate an 
 98.24  understanding of: 
 98.25     (1) grade-appropriate word knowledge in order to read, 
 98.26  view, or listen to a selection, including general, specific, and 
 98.27  technical vocabulary; 
 98.28     (2) text features intended to enhance comprehension in 
 98.29  print (for example, bold-faced headings, italics, margin notes, 
 98.30  color, introductions, and conclusions); 
 98.31     (3) the various purposes for reading, viewing, and 
 98.32  listening (for example, for pleasure) to gain or evaluate 
 98.33  information, or to apply knowledge; 
 98.34     (4) criteria for evaluation of fiction (for example, plot 
 98.35  and character development, literary merit, thematic development, 
 98.36  and use of language); 
 99.1      (5) figurative language, literary devices, and imagery in 
 99.2   fiction and nonfiction selections; 
 99.3      (6) various literary and nonfiction genres (for example, 
 99.4   short stories, novels, poetry, drama, editorials, or essays); 
 99.5      (7) determining the patterns of organization in fiction 
 99.6   (for example, genre); nonfiction (for example, compare and 
 99.7   contrast, cause and effect, topical, and chronological); and 
 99.8   technical selections; and 
 99.9      (8) source evaluation, author's qualifications, bias, and 
 99.10  evidence in nonfiction. 
 99.11     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 99.12  to: 
 99.13     (1) make sense of words in order to comprehend meaning in 
 99.14  grade-appropriate fiction and nonfiction selections by: 
 99.15     (i) using context clues; derivations (for example, roots, 
 99.16  prefixes, and suffixes); and word origins; and 
 99.17     (ii) interpreting figurative language, literary devices, 
 99.18  and imagery in fiction; 
 99.19     (2) interact with grade-appropriate fiction and nonfiction 
 99.20  selections during the reading, viewing, and listening process by:
 99.21     (i) setting a purpose, activating prior knowledge, and 
 99.22  previewing selections; 
 99.23     (ii) monitoring and clarifying understanding of selections; 
 99.24     (iii) adjusting rate based on purpose and difficulty in 
 99.25  text; and 
 99.26     (iv) identifying transitional words in print and nonprint 
 99.27  selections; 
 99.28     (3) comprehend and interpret grade-appropriate fiction, 
 99.29  nonfiction, and technical selections by: 
 99.30     (i) paraphrasing events, ideas, or steps in sequence; 
 99.31     (ii) recognizing and analyzing genres; 
 99.32     (iii) interpreting ideas not explicitly stated (for 
 99.33  example, main idea and conclusions); 
 99.34     (iv) drawing conclusions and making predictions by using 
 99.35  information or clues in the selection and by using prior 
 99.36  knowledge, and interpreting presentations of data in selections; 
100.1   and 
100.2      (v) organizing information to show the hierarchy of ideas 
100.3   within selections (for example, through plot lines, timelines, 
100.4   flow charts, and task-specific graphic organizers); and 
100.5      (4) evaluate elements of fiction in grade-appropriate 
100.6   selections according to preestablished criteria while reading, 
100.7   viewing, and listening to a variety of genres (for example, 
100.8   short story, drama, mythology, folk tales, novels, and fantasy) 
100.9   by: 
100.10     (i) describing characters and events, interpreting social 
100.11  practices, connecting selections with other selections or 
100.12  related experiences, critiquing, or judging; 
100.13     (ii) reflecting on the meaning of and responding to 
100.14  selections; and 
100.15     (iii) identifying tone, character development, plot, 
100.16  imagery, literary merit, thematic development, and use of 
100.17  language; 
100.18     (5) critically read, view, and listen to grade-appropriate 
100.19  nonfiction or technical selections by: 
100.20     (i) contrasting information on the same topic from 
100.21  different types of sources; 
100.22     (ii) identifying and contrasting information from both 
100.23  informative and persuasive selections on the same topic; 
100.24     (iii) recognizing stereotyping; 
100.25     (iv) identifying source documentation, author, and evidence 
100.26  in a selection; 
100.27     (v) distinguishing fact from opinion in mixed statements; 
100.28     (vi) recognizing persuasion in print and nonprint 
100.29  selections; 
100.30     (vii) identifying author's purpose and point of view when 
100.31  given more than one selection on the same topic; and 
100.32     (viii) formulating questions pertaining to a selection that 
100.33  was read, viewed, or listened to; and 
100.34     (6) apply information in grade-appropriate nonfiction and 
100.35  technical selections by: 
100.36     (i) following step-by-step directions using appropriate 
101.1   tools and procedures; and 
101.2      (ii) identifying information in a selection that is needed 
101.3   to complete a task or make a decision. 
101.4      Sec. 4.  [TECHNICAL INFORMATION - HIGH SCHOOL.] 
101.5      Subdivision 1.  [PURPOSE.] Interpret, analyze, apply, and 
101.6   evaluate information presented in nonfiction and technical 
101.7   selections. 
101.8      Subd. 2.  [PART A.] A student shall demonstrate an 
101.9   understanding of: 
101.10     (1) grade-appropriate word knowledge in order to read, 
101.11  view, and listen to nonfiction and technical selections, 
101.12  including, but not limited to, general, specific, and technical 
101.13  vocabulary; 
101.14     (2) features intended to enhance comprehension in print and 
101.15  nonprint selections; 
101.16     (3) the various purposes for reading, viewing, and 
101.17  listening to nonfiction and technical selections (for example, 
101.18  for pleasure) to gain or evaluate information, or to apply 
101.19  knowledge; 
101.20     (4) transitional and organizing words in print and nonprint 
101.21  selections; 
101.22     (5) patterns of organization in persuasive nonfiction; 
101.23     (6) various nonfiction and technical genres (for example, 
101.24  editorials, letters to the editor, contemporary essays, primary 
101.25  sources, taped interviews, films, documentaries, or satire); and 
101.26  pamphlets, how-to selections, directions, or manuals; 
101.27     (7) figurative language, imagery, and literary devices 
101.28  while reading, viewing, and listening to nonfiction selections; 
101.29     (8) critical evaluation of source, including internal and 
101.30  external authority, bias, evidence, purpose, and audience; and 
101.31     (9) the logic of reasoning in nonfiction selections. 
101.32     Subd. 3.  [PART B.] The student shall demonstrate the 
101.33  ability to: 
101.34     (1) make sense of words and improve comprehension in 
101.35  grade-appropriate selections by: 
101.36     (i) using strategies, including context clues and 
102.1   derivation to acquire grade-appropriate vocabulary; and 
102.2      (ii) interpreting figurative language and imagery in 
102.3   nonfiction selections, including symbolism, tone, irony, and 
102.4   satire; 
102.5      (2) interact with grade-appropriate nonfiction and 
102.6   technical selections by: 
102.7      (i) setting a purpose, activating prior knowledge, and 
102.8   previewing selections; 
102.9      (ii) monitoring and clarifying understanding of selections; 
102.10     (iii) adjusting rate based on purpose and difficulty in 
102.11  text; and 
102.12     (iv) identifying transitional words in print and nonprint 
102.13  selections; 
102.14     (3) comprehend and interpret grade-appropriate nonfiction 
102.15  and technical selections by: 
102.16     (i) restating and summarizing important ideas, events, and 
102.17  steps from oral presentations, video, film, or computer data 
102.18  manuals (for example, by taking notes, creating structural 
102.19  organizers, participating in discussions, or creating an 
102.20  abstract, precis, or synopsis); 
102.21     (ii) drawing conclusions and making predictions from 
102.22  multiple selections on the same topic; 
102.23     (iii) interpreting presentations of data in connection with 
102.24  other information in selections; 
102.25     (iv) differentiating persuasive patterns of organization 
102.26  (for example, problem-solution, thesis-evidence, 
102.27  opinion-reason); and 
102.28     (v) organizing information to clearly show the hierarchy of 
102.29  ideas within a selection; 
102.30     (4) critically read, view, and listen to grade-appropriate 
102.31  nonfiction and technical selections by: 
102.32     (i) determining whether the evidence given is appropriate, 
102.33  adequate, and accurate; 
102.34     (ii) evaluating the credibility and reliability of the 
102.35  source; 
102.36     (iii) evaluating bias and logic of reasoning; 
103.1      (iv) interpreting persuasive print and nonprint selections; 
103.2      (v) evaluating author's point of view, intended audience, 
103.3   and authority; 
103.4      (vi) formulating critical, evaluative questions relevant to 
103.5   a selection; and 
103.6      (vii) evaluating how the type of communication shapes or 
103.7   limits the information; and 
103.8      (5) apply information in grade-appropriate nonfiction and 
103.9   technical selections by: 
103.10     (i) following step-by-step directions, using appropriate 
103.11  tools and procedures, to build or assemble, maintain or repair, 
103.12  analyze a situation, or create a design; 
103.13     (ii) selecting relevant information from electronic media, 
103.14  print and nonprint sources, and visual presentations in order to 
103.15  determine a course of action; and 
103.16     (iii) selecting relevant information from electronic media, 
103.17  print and nonprint sources, and visual presentations in order to 
103.18  complete an application. 
103.19                             ARTICLE 10
103.20                  REQUIRED:  WRITING AND SPEAKING
103.21     Section 1.  [WRITING - PRIMARY.] 
103.22     Subdivision 1.  [PURPOSE.] Write effectively for a variety 
103.23  of purposes and audiences. 
103.24     Subd. 2.  [PART A.] A student shall demonstrate an 
103.25  understanding of the writing process and characteristics of 
103.26  effective writing by: 
103.27     (1) using prewriting strategies (for example, retelling 
103.28  ideas); drawing pictures and webs to generate ideas; or 
103.29  discussing ideas with peers; 
103.30     (2) drafting and revising written work using strategies 
103.31  that include rereading, rearranging words and sentences; varying 
103.32  beginnings of sentences and sentence types; adding descriptive 
103.33  words and details; and organizing for a beginning, middle, and 
103.34  end sequence; 
103.35     (3) editing and publishing written work using strategies 
103.36  that include editing and proofreading for spelling, 
104.1   capitalization, punctuation, grammar, and sentence formation at 
104.2   a developmentally appropriate level; and sharing or presenting 
104.3   finished products; 
104.4      (4) adapting writing for a variety of audiences and 
104.5   purposes by creating, for example, picture books; letters; 
104.6   poems; or responses to literature; and 
104.7      (5) evaluating own and others' writing by, for example, 
104.8   asking questions and commenting about writings; recognizing 
104.9   conventions and other characteristics of effective writing in 
104.10  own and others' work at a developmentally appropriate level; or 
104.11  helping others apply conventions and other characteristics of 
104.12  effective writing. 
104.13     Subd. 3.  [PART B.] A student shall demonstrate the ability 
104.14  to write for a variety of purposes in a selection of forms 
104.15  employing developmentally appropriate conventions by: 
104.16     (1) composing a how-to piece that includes directions with 
104.17  accurately sequenced multiple steps; task-specific vocabulary; 
104.18  illustrations or other visuals; and an incorporated listing of 
104.19  necessary materials; 
104.20     (2) composing a narrative based on personal experience, 
104.21  observation, or imagination that includes details, descriptions, 
104.22  and examples to create images; and accurately sequenced ideas or 
104.23  events; and 
104.24     (3) composing a report describing and giving information 
104.25  about a person, object, or a situation that includes a main 
104.26  idea; supporting facts or details; and a conclusion. 
104.27     Sec. 2.  [SPEAKING - PRIMARY.] 
104.28     Subdivision 1.  [PURPOSE.] Speak effectively for a variety 
104.29  of purposes. 
104.30     Subd. 2.  [PART A.] A student shall demonstrate an 
104.31  understanding of strategies for effective speaking and 
104.32  interpersonal communication in developmentally appropriate ways 
104.33  by: 
104.34     (1) recognizing and following rules of respectful 
104.35  conversation; 
104.36     (2) making contributions in class and in group discussions; 
105.1      (3) adapting voice level, phrasing, intonation, and 
105.2   vocabulary for different speaking situations and audiences (for 
105.3   example, peers, small groups, or large groups); 
105.4      (4) asking and responding to questions; and 
105.5      (5) reciting and responding to stories and poems. 
105.6      Subd. 3.  [PART B.] A student shall demonstrate the ability 
105.7   to speak in a variety of situations by: 
105.8      (1) giving an informative presentation that includes 
105.9   examples to explain the main idea and responses to questions 
105.10  from the audience; and 
105.11     (2) giving a brief narrative presentation based on 
105.12  experience or imagination that includes a context for the 
105.13  narrative, details, and appropriately sequenced events. 
105.14     Sec. 3.  [WRITING - INTERMEDIATE.] 
105.15     Subdivision 1.  [PURPOSE.] Write effectively for a variety 
105.16  of purposes and audiences. 
105.17     Subd. 2.  [PART A.] A student shall demonstrate an 
105.18  understanding of the writing process and characteristics of 
105.19  effective writing by: 
105.20     (1) using prewriting strategies (for example, graphic 
105.21  organizers, informal interviews, notes, or organizing material 
105.22  according to type and purpose of writing); 
105.23     (2) drafting and revising of written work using strategies 
105.24  that include elaborating on a central idea by using specific 
105.25  facts and details; developing multiple paragraphs connected by 
105.26  transitional words and devices; employing dialogue, description, 
105.27  exposition, and reflection when appropriate; and varying 
105.28  sentence type and length; 
105.29     (3) editing and publishing written work using strategies 
105.30  that include editing and proofreading for spelling, 
105.31  capitalization, punctuation, grammar, and paragraphing at a 
105.32  developmentally appropriate level; incorporating photos, 
105.33  illustrations, charts, or graphs when needed; and using 
105.34  appropriate available technology to edit and publish work; 
105.35     (4) adapting writing for a variety of audiences and 
105.36  purposes by creating, for example, biographies; stories; writing 
106.1   to demonstrate learning in various content areas; or learning 
106.2   logs or journals; and 
106.3      (5) evaluating own and others' writing by, for example, 
106.4   determining best features of a piece of writing; asking for 
106.5   feedback during writing process; responding to others' writing; 
106.6   or using preset criteria to judge quality of pieces of writing. 
106.7      Subd. 3.  [PART B.] A student shall demonstrate the ability 
106.8   to write for a variety of purposes in a selection of forms 
106.9   employing developmentally appropriate conventions by: 
106.10     (1) composing a piece using a problem-solution organization 
106.11  that includes explaining a problem or conflict using details and 
106.12  evidence; and presenting a possible solution or resolution to 
106.13  the problem or conflict using details and evidence; 
106.14     (2) composing a description of a real or imagined person, 
106.15  place, object, incident, or process that includes a clear 
106.16  organizational structure; and details and descriptive words that 
106.17  create images; 
106.18     (3) composing a narrative based on direct experience, 
106.19  observation, or imagination that includes a flow of action with 
106.20  a beginning, middle, and end; a description of setting and 
106.21  character using details; and dialogue when appropriate; and 
106.22     (4) composing an expository piece that includes an 
106.23  explanation of or an assertion about a topic starting with a 
106.24  main idea, facts, details, and examples to develop the topic; 
106.25  and a conclusion. 
106.26     Sec. 4.  [SPEAKING - INTERMEDIATE.] 
106.27     Subdivision 1.  [PURPOSE.] Speak effectively for a variety 
106.28  of purposes. 
106.29     Subd. 2.  [PART A.] A student shall demonstrate an 
106.30  understanding of strategies of effective speaking and 
106.31  interpersonal communication in developmentally appropriate ways 
106.32  by: 
106.33     (1) respecting individual differences; 
106.34     (2) using a variety of verbal and nonverbal communication 
106.35  skills in formal and informal speaking situations; 
106.36     (3) contributing to class and group discussions; 
107.1      (4) conveying a clear main point when speaking formally; 
107.2      (5) asking and responding to questions and comments; 
107.3      (6) responding to fiction and nonfiction selections; and 
107.4      (7) adapting voice level, phrasing, intonation, and 
107.5   vocabulary for different speaking situations and audiences. 
107.6      Subd. 3.  [PART B.] A student shall demonstrate the ability 
107.7   to speak in a variety of situations by: 
107.8      (1) planning and carrying out an event in a small group 
107.9   that includes constructing and implementing a group work plan; 
107.10  showing respect and empathy in a variety of cooperative group 
107.11  roles; and obtaining, organizing, and sharing materials; and 
107.12     (2) preparing and presenting a demonstration that includes 
107.13  a description of a step-by-step procedure; use of visuals to 
107.14  illustrate ideas; use effective delivery techniques; and 
107.15  responses to questions from the audience. 
107.16     Sec. 5.  [WRITING - MIDDLE.] 
107.17     Subdivision 1.  [PURPOSE.] Write effectively for a variety 
107.18  of purposes and audiences. 
107.19     Subd. 2.  [PART A.] A student shall demonstrate an 
107.20  understanding of the writing process and characteristics of 
107.21  effective writing by: 
107.22     (1) using prewriting strategies (for example, making plans 
107.23  or outlines that consider audience and purpose); building 
107.24  background knowledge; using writing models; freewriting; or 
107.25  generating criteria for quality writing; 
107.26     (2) drafting and revising written work using strategies 
107.27  that include using an organizational scheme; using transitional 
107.28  devices between ideas and paragraphs, including sensory details 
107.29  and figurative language when needed; elaborating on a main idea 
107.30  by using specific facts and details; and revising for word 
107.31  choice, sentence fluency, and voice; 
107.32     (3) editing and publishing written work using strategies 
107.33  that include editing and proofreading for spelling, punctuation, 
107.34  grammar, and paragraphing at a developmentally appropriate 
107.35  level; and using appropriate available technology to edit and 
107.36  publish written work; 
108.1      (4) adapting writing for a variety of audiences and 
108.2   purposes by creating, for example, autobiographies; dramas; 
108.3   on-demand writing for tests and other projects; and 
108.4   investigative reports; and 
108.5      (5) evaluating own and others' writing by, for example, 
108.6   applying criteria generated by self and others; self-reflecting 
108.7   on strengths and weaknesses as a writer; or responding to 
108.8   others' writing. 
108.9      Subd. 3.  [PART B.] A student shall demonstrate the ability 
108.10  to write for a variety of purposes in a selection of forms 
108.11  employing developmentally appropriate conventions by: 
108.12     (1) composing technical writing or directions that include 
108.13  formatting to support the text using, for example, 
108.14  illustrations, diagrams, charts, technical drawings, bullets, 
108.15  numbers, or outlines; a glossary of technical terms used in the 
108.16  text; and word choice and voice appropriate for intended 
108.17  audience; 
108.18     (2) composing a narrative that includes a description of 
108.19  events from direct experience, observation, research, or 
108.20  imagination; relevant detail and figurative language to create 
108.21  an image of setting, character, events, and ideas; dialogue when 
108.22  appropriate; and a logical sequence of events or ideas; 
108.23     (3) composing an expository piece that gives an explanation 
108.24  of or makes an assertion about a topic starting with a main 
108.25  idea; develops the topic with facts, details, and examples; and 
108.26  provides a conclusion; and 
108.27     (4) composing an idea or opinion piece that summarizes the 
108.28  central facts and opinions surrounding an issue with examples 
108.29  from more than one source; describes the impact of the issue on 
108.30  events or situations; and selects and defends a position based 
108.31  on information and reasoning. 
108.32     Sec. 6.  [SPEAKING - MIDDLE.] 
108.33     Subdivision 1.  [PURPOSE.] Speak effectively for a variety 
108.34  of purposes. 
108.35     Subd. 2.  [PART A.] A student shall demonstrate an 
108.36  understanding of strategies for effective speaking by: 
109.1      (1) participating in a variety of roles in group 
109.2   discussions and activities; 
109.3      (2) using appropriate verbal and nonverbal skills for oral 
109.4   presentations; 
109.5      (3) conveying and maintaining a clear main point in 
109.6   presentations and discussions; 
109.7      (4) asking relevant questions to seek elaboration and 
109.8   clarification of ideas; and 
109.9      (5) adapting speaking style, format, and vocabulary to 
109.10  effectively communicate for a variety of situations and 
109.11  audiences. 
109.12     Subd. 3.  [PART B.] A student shall demonstrate the ability 
109.13  to speak in a variety of situations by: 
109.14     (1) working with a small group of people to respond to a 
109.15  problem, settle a dispute, or create and carry out a plan of 
109.16  action for a selected issue that includes interacting and 
109.17  communicating appropriately with individuals of different 
109.18  genders, cultures, and points of view; adjusting communication 
109.19  on the basis of verbal and nonverbal feedback; and expressing 
109.20  tone and using vocabulary appropriate for a given situation or 
109.21  audience; and 
109.22     (2) presenting an idea, opinion, or narrative that includes 
109.23  selected information and supporting materials and visuals to 
109.24  support the message when appropriate; appropriate verbal and 
109.25  nonverbal strategies to communicate the message; reasons and 
109.26  examples to support the main point of the presentation; and 
109.27  adjusting communication on the basis of verbal and nonverbal 
109.28  feedback. 
109.29     Sec. 7.  [WRITING - HIGH SCHOOL.] 
109.30     Subdivision 1.  [PURPOSE.] Write effectively for a variety 
109.31  of purposes and audiences. 
109.32     Subd. 2.  [PART A.] A student shall demonstrate an 
109.33  understanding of the writing process and characteristics of 
109.34  effective writing by: 
109.35     (1) using prewriting strategies (for example, making 
109.36  writing plans or outlines that consider audience and purpose); 
110.1   employing a variety of techniques to generate ideas; or 
110.2   generating criteria for quality writing; 
110.3      (2) drafting and revising written work using strategies 
110.4   that include rethinking content and organization; checking 
110.5   accuracy and idea development; and analyzing and revising for 
110.6   voice that is engaging and appropriate for audience and purpose; 
110.7      (3) editing and publishing written work using strategies 
110.8   that include editing and proofreading for accuracy of 
110.9   conventions of language and usage; refining selected pieces to 
110.10  share with general or specific audiences; and using appropriate 
110.11  available technology to compose, edit, present, or publish 
110.12  written work; 
110.13     (4) adapting writing for a variety of audiences and 
110.14  purposes by creating, for example, expositions that analyze, 
110.15  synthesize, and organize information from primary and secondary 
110.16  sources; reflective compositions; personal and business 
110.17  correspondence; or writing for various media (print, Internet, 
110.18  television, radio); and 
110.19     (5) evaluating own and others' writing by, for example, 
110.20  determining strengths and weaknesses as a writer based on a body 
110.21  of written work; using formal and self-designed sets of criteria 
110.22  to evaluate own and others' writing; responding productively to 
110.23  reviews of own work; or using self-assessment techniques to set 
110.24  and achieve goals as a writer. 
110.25     Subd. 3.  [PART B.] A student shall demonstrate the ability 
110.26  to write for a variety of purposes in a selection of forms 
110.27  employing appropriate conventions of language and usage by: 
110.28     (1) composing a piece that describes, narrates, or explains 
110.29  observations of human events or situations; 
110.30     (2) composing a piece that analyzes patterns or 
110.31  relationships of ideas, topics, or themes; 
110.32     (3) composing a piece that constructs support for a 
110.33  position, argument, plan, or idea; and 
110.34     (4) composing a piece that evaluates an idea, topic, or 
110.35  theme based on expressed criteria. 
110.36     Sec. 8.  [TECHNICAL WRITING - HIGH SCHOOL.] 
111.1      Subdivision 1.  [PURPOSE.] Write effectively for a variety 
111.2   of technical purposes and audiences. 
111.3      Subd. 2.  [PART A.] A student shall demonstrate an 
111.4   understanding of the writing process and characteristics of 
111.5   effective technical writing by: 
111.6      (1) using prewriting strategies (for example, making 
111.7   writing plans or outlines that consider audience, purpose, and 
111.8   options for format); employing a variety of techniques to 
111.9   generate ideas; or identifying criteria for quality technical 
111.10  writing; 
111.11     (2) drafting and revising written work using strategies 
111.12  that include drafting and revising for clarity and accuracy of 
111.13  content; incorporating detailed examples or illustrations when 
111.14  needed; organizing text and selecting vocabulary appropriate to 
111.15  topic and audience; and writing and reworking for precise 
111.16  language that meets the reader's needs, including warnings or 
111.17  cautions as necessary to help the reader prevent errors; 
111.18     (3) editing and publishing written work using strategies 
111.19  that include editing and proofreading for accuracy of 
111.20  conventions of language and usage; and using appropriate 
111.21  available technology to compose, edit, present, or publish 
111.22  written work; 
111.23     (4) adapting writing for a variety of audiences and 
111.24  purposes by creating, for example, expositions that analyze, 
111.25  synthesize, and organize information from primary and secondary 
111.26  sources; and 
111.27     (5) evaluating own and others' writing by, for example, 
111.28  using formal and self-designed sets of criteria to evaluate own 
111.29  and others' writing; checking accuracy of technical writings 
111.30  with expert readers or sample documents; or using 
111.31  self-assessment techniques to set and achieve goals as a writer. 
111.32     Subd. 3.  [PART B.] A student shall demonstrate the ability 
111.33  to write for a variety of technical purposes in a selection of 
111.34  forms employing appropriate conventions of language and usage by:
111.35     (1) composing a set of directions describing how to 
111.36  complete, engage in, or operate a complex process, procedure, or 
112.1   device; 
112.2      (2) composing descriptive materials about a product, place, 
112.3   organization, or system; 
112.4      (3) composing a report, proposal, or application 
112.5   incorporating a body of technical knowledge and suggesting a 
112.6   course of action; and 
112.7      (4) composing a series of technical correspondences 
112.8   explaining or analyzing complex processes, situations, or 
112.9   devices. 
112.10     Sec. 9.  [PUBLIC SPEAKING - HIGH SCHOOL.] 
112.11     Subdivision 1.  [PURPOSE.] Speak effectively for a variety 
112.12  of purposes. 
112.13     Subd. 2.  [PART A.] A student shall demonstrate an 
112.14  understanding of strategies for effective public speaking by: 
112.15     (1) determining the intent of the message; 
112.16     (2) using a variety of planning procedures and 
112.17  organizational structures; 
112.18     (3) adjusting style, message, and delivery as appropriate 
112.19  for particular purposes and audiences; 
112.20     (4) using appropriate visuals, technology, or other 
112.21  equipment; 
112.22     (5) using a variety of verbal and nonverbal delivery 
112.23  techniques; 
112.24     (6) adjusting presentation based on verbal and nonverbal 
112.25  feedback; and 
112.26     (7) using criteria to evaluate own and others' 
112.27  effectiveness in presentations. 
112.28     Subd. 3.  [PART B.] The student shall demonstrate the 
112.29  ability to speak in a variety of situations, including: 
112.30     (1) constructing and delivering an informative 
112.31  presentation; and 
112.32     (2) constructing and delivering a persuasive presentation. 
112.33     Sec. 10.  [INTERPERSONAL COMMUNICATION - HIGH SCHOOL; 
112.34  OPTIONAL.] 
112.35     Subdivision 1.  [PURPOSE.] Communicate effectively in a 
112.36  variety of interpersonal situations. 
113.1      Subd. 2.  [PART A.] A student shall demonstrate an 
113.2   understanding of strategies for effective interpersonal 
113.3   communication by: 
113.4      (1) showing respect and empathy for individual differences 
113.5   and feelings by adjusting verbal and nonverbal language as 
113.6   needed; 
113.7      (2) using appropriate language conventions in varied 
113.8   interpersonal situations; 
113.9      (3) using problem-solving skills of conciliation, 
113.10  mediation, or negotiation to improve communication; 
113.11     (4) utilizing active listening and feedback in group 
113.12  activities; and 
113.13     (5) using criteria to evaluate own and others' 
113.14  effectiveness in group discussions and other interpersonal 
113.15  contexts. 
113.16     Subd. 3.  [PART B.] A student shall demonstrate an ability 
113.17  to communicate in a variety of interpersonal situations, 
113.18  including: 
113.19     (1) playing an active role in a group activity leading to a 
113.20  presentation on a selected topic using available technology when 
113.21  appropriate; and 
113.22     (2) playing an active role in a group planning and 
113.23  implementing an event or an ongoing program using available 
113.24  technology when appropriate. 
113.25                             ARTICLE 11 
113.26         REQUIRED:  MATHEMATICAL CONCEPTS AND APPLICATIONS 
113.27     Section 1.  [SHAPE, SPACE, AND MEASUREMENT - PRIMARY.] 
113.28     Subdivision 1.  [PURPOSE.] Explore three-dimensional 
113.29  objects and later, their two-dimensional faces, with a focus on 
113.30  developing shape, location, and measurement concepts. 
113.31     Subd. 2.  [PART A.] A student shall demonstrate an 
113.32  understanding of: 
113.33     (1)  [SHAPE AND SPACE.] 
113.34     (i) patterns as either repeating or growing; 
113.35     (ii) two-dimensional shapes as the images or footprints of 
113.36  three-dimensional shapes; and 
114.1      (iii) names and attributes of different shapes; and 
114.2      (2)  [MEASUREMENT.] 
114.3      (i) measurement as the number of repetitions of a single 
114.4   unit; and 
114.5      (ii) measurement attributes of length, volume, weight, 
114.6   area, and time. 
114.7      Subd. 3.  [PART B.] A student shall demonstrate the ability 
114.8   to: 
114.9      (1)  [SHAPE AND SPACE.] 
114.10     (i) describe, represent, and extend existing visual 
114.11  patterns, and create new patterns; 
114.12     (ii) recognize shapes in real-world contexts; 
114.13     (iii) sort and classify shapes by their familiar 
114.14  attributes; 
114.15     (iv) model familiar two- and three-dimensional shapes by 
114.16  building or drawing them; 
114.17     (v) recognize and create shapes that have symmetry; and 
114.18     (vi) describe and compare the location or position of 
114.19  objects using common terms; and 
114.20     (2)  [MEASUREMENT.] 
114.21     (i) predict what happens to an object as a result of 
114.22  flipping, sliding, and turning; 
114.23     (ii) use measurement to order a group of objects; 
114.24     (iii) use nonstandard units and later, standard whole 
114.25  units, to measure familiar objects; and 
114.26     (iv) develop measurement benchmarks for making comparisons 
114.27  and estimates. 
114.28     Sec. 2.  [NUMBER SENSE - PRIMARY.] 
114.29     Subdivision 1.  [PURPOSE.] Use whole number concepts, 
114.30  relationships, and operations to represent information, solve 
114.31  problems, and justify reasoning. 
114.32     Subd. 2.  [PART A.] A student shall demonstrate an 
114.33  understanding of: 
114.34     (1) multiple models of place value and the base-ten number 
114.35  system; 
114.36     (2) relative position and magnitude of whole numbers; 
115.1      (3) various approaches to addition and subtraction of whole 
115.2   numbers and the relationship between the two operations; and 
115.3      (4) situations that suggest multiplication and division 
115.4   (for example, equal groupings of objects and sharing equally). 
115.5      Subd. 3.  [PART B.] A student shall demonstrate the ability 
115.6   to: 
115.7      (1) represent and use whole numbers in flexible ways, 
115.8   including composing and decomposing tens, hundreds, and 
115.9   thousands; 
115.10     (2) develop and use strategies for whole-number 
115.11  computations, with a focus on addition and subtraction; 
115.12     (3) develop and use strategies for estimating, comparing, 
115.13  and ordering whole numbers; 
115.14     (4) use a variety of methods and tools to compute, 
115.15  including objects, mental computation, estimation, paper and 
115.16  pencil, and calculators; 
115.17     (5) use whole numbers to identify, describe, and predict 
115.18  both repeating and growing patterns; 
115.19     (6) organize and represent data using concrete objects, 
115.20  pictures, and graphs; and 
115.21     (7) represent commonly used fractions, including 
115.22  one-fourth, one-third, and one-half. 
115.23     Sec. 3.  [SHAPE, SPACE, AND MEASUREMENT - INTERMEDIATE.] 
115.24     Subdivision 1.  [PURPOSE.] Investigate, visualize, and 
115.25  classify two- and three-dimensional shapes and their attributes 
115.26  with a focus on developing geometric vocabulary and applying 
115.27  standard units of measure. 
115.28     Subd. 2.  [PART A.] A student will demonstrate an 
115.29  understanding of: 
115.30     (1)  [SHAPE AND SPACE.] Geometric attributes and 
115.31  properties, including parallel, perpendicular, vertices, edges, 
115.32  faces, length, area, and congruency; and 
115.33     (2)  [MEASUREMENT.] 
115.34     (i) standard units in the metric and customary systems; and 
115.35     (ii) geometric vocabulary used to describe location, 
115.36  movement, and direction. 
116.1      Subd. 3.  [PART B.] A student will demonstrate the ability 
116.2   to: 
116.3      (1)  [SHAPE AND SPACE.] 
116.4      (i) use mathematical language to explain the structure of a 
116.5   geometric pattern; 
116.6      (ii) translate between a three-dimensional object and its 
116.7   two-dimensional representation; 
116.8      (iii) classify two- and three-dimensional shapes according 
116.9   to their properties and develop definitions of classes of shapes 
116.10  (for example, triangles and pyramids); and 
116.11     (iv) reason about the results of transforming shapes, 
116.12  including flipping, sliding, and turning; and 
116.13     (2)  [MEASUREMENT.] 
116.14     (i) use maps or graphs to determine distances and efficient 
116.15  routes; 
116.16     (ii) estimate measurements by using appropriate units and 
116.17  comparisons to known objects or quantities; 
116.18     (iii) measure attributes of familiar objects using 
116.19  appropriate metric and customary whole and partial units; and 
116.20     (iv) select and apply appropriate standard units and tools 
116.21  to measure length, area, volume, weight, elapsed time, 
116.22  temperature, and the size of angles. 
116.23     Sec. 4.  [NUMBER SENSE - INTERMEDIATE.] 
116.24     Subdivision 1.  [PURPOSE.] Use numbers, language, and 
116.25  symbols to represent information, solve problems, and justify 
116.26  reasoning. 
116.27     Subd. 2.  [PART A.] A student shall demonstrate an 
116.28  understanding of: 
116.29     (1) the place-value structure of the base-ten number 
116.30  system; 
116.31     (2) various meanings of and approaches to multiplication 
116.32  and division of whole numbers; 
116.33     (3) the effects of multiplying and dividing whole numbers; 
116.34  and 
116.35     (4) fractions as parts of unit wholes, as parts of a 
116.36  collection, as locations on number lines, and as divisions of 
117.1   whole numbers. 
117.2      Subd. 3.  [PART B.] A student shall demonstrate the ability 
117.3   to: 
117.4      (1) represent, order, and compare whole numbers and 
117.5   decimals; 
117.6      (2) fluently add, subtract, multiply, and divide whole 
117.7   numbers; 
117.8      (3) develop and use strategies to estimate the results of 
117.9   whole number computations and to judge the reasonableness of 
117.10  such results; 
117.11     (4) select and use appropriate methods and tools for 
117.12  computing with whole numbers from among mental computation, 
117.13  estimation, calculators, and paper and pencil according to the 
117.14  context and nature of the problem; 
117.15     (5) model problem situations with objects and use 
117.16  representations, including tables, graphs, and equations to draw 
117.17  conclusions; 
117.18     (6) describe and extend patterns, make generalizations, and 
117.19  draw conclusions about them; and 
117.20     (7) solve a variety of single- and multiple-step problems 
117.21  using number relationships and properties, number patterns, and 
117.22  computation and estimation strategies. 
117.23     Sec. 5.  [CHANCE AND DATA - INTERMEDIATE.] 
117.24     Subdivision 1.  [PURPOSE.] Describe and compare the 
117.25  likelihood of events, and collect, organize, and represent data 
117.26  to answer questions. 
117.27     Subd. 2.  [PART A.] A student shall demonstrate an 
117.28  understanding of: 
117.29     (1)  [DATA.] Measures of center, focusing on the median; 
117.30  and 
117.31     (2)  [CHANCE.] 
117.32     (i) data representations, including line plots, bar graphs, 
117.33  and line graphs; and 
117.34     (ii) terms used to convey that some events are certain to 
117.35  occur, others are certain not to occur, and others may or may 
117.36  not occur. 
118.1      Subd. 3.  [PART B.] A student shall demonstrate the ability 
118.2   to: 
118.3      (1)  [DATA.] 
118.4      (i) design an investigation to address a question; 
118.5      (ii) collect data using observations, surveys, and 
118.6   experiments; 
118.7      (iii) organize and represent data using tables and graphs; 
118.8      (iv) propose and justify conclusions and predictions based 
118.9   on data; 
118.10     (v) describe the shape and important features of a set or 
118.11  data, and compare related data sets with an emphasis on how the 
118.12  data are distributed; and 
118.13     (vi) compare different representations of the same data and 
118.14  evaluate how well each representation shows important aspects of 
118.15  data; and 
118.16     (2)  [CHANCE.] 
118.17     (i) determine the degree of likelihood of an event using 
118.18  terminology (for example, certain, likely, equally likely, 
118.19  unlikely, and impossible); and 
118.20     (ii) predict the probability of an outcome of a simple 
118.21  experiment and test the prediction. 
118.22     Sec. 6.  [SHAPE, SPACE, AND MEASUREMENT - MIDDLE SCHOOL.] 
118.23     Subdivision 1.  [PURPOSE.] Use concepts of shape and 
118.24  measurement as analytical tools by developing definitions, 
118.25  testing conjectures, and applying measurement and proportional 
118.26  reasoning skills. 
118.27     Subd. 2.  [PART A.] A student shall demonstrate an 
118.28  understanding of: 
118.29     (1)  [SHAPE AND SPACE.] 
118.30     (i) basic concepts of coordinate systems; and 
118.31     (ii) precise mathematical names and properties of two- and 
118.32  three-dimensional shapes; and 
118.33     (2)  [MEASUREMENT.] The relationships among units and 
118.34  conversion from one measurement unit to another within the same 
118.35  system. 
118.36     Subd. 3.  [PART B.] A student shall demonstrate the ability 
119.1   to: 
119.2      (1)  [SHAPE AND SPACE.] 
119.3      (i) precisely describe, classify, and understand 
119.4   relationships among types of two- and three-dimensional objects 
119.5   using their defining properties (for example, angle size, number 
119.6   of sides or vertices, parallel faces, and congruent sides); 
119.7      (ii) describe the shape, size, position, and orientation of 
119.8   geometric figures under informal transformations, including 
119.9   flips, turns, slides, and scaling; 
119.10     (iii) analyze and describe shapes, symmetries, and tilings 
119.11  in art forms from various cultures; 
119.12     (iv) apply geometric concepts and relationships to test 
119.13  conjectures and solve problems involving congruence, similarity, 
119.14  the Pythagorean Theorem, and coordinate systems; and 
119.15     (v) use visual tools (for example, networks or vertex-edge 
119.16  graphs) to model and solve problems; and 
119.17     (2)  [MEASUREMENT.] 
119.18     (i) understand, select, and use units of appropriate size 
119.19  and type to measure angles, perimeter, area, surface area, and 
119.20  volume; 
119.21     (ii) select and apply techniques and tools to accurately 
119.22  find length, area, surface area, volume, and angle measures to 
119.23  appropriate levels of precision; 
119.24     (iii) develop and use formulas to determine the 
119.25  circumference of circles and the area of triangles, 
119.26  quadrilaterals, and circles; and 
119.27     (iv) apply a scale factor to the linear dimensions of a 
119.28  shape and describe the resulting changes to the shape's angles, 
119.29  perimeter, area, and volume. 
119.30     Sec. 7.  [NUMBER SENSE - MIDDLE SCHOOL.] 
119.31     Subdivision 1.  [PURPOSE.] Use rational number concepts, 
119.32  relationships, and computational methods to represent 
119.33  information, solve problems, and justify reasoning. 
119.34     Subd. 2.  [PART A.] A student shall demonstrate an 
119.35  understanding of: 
119.36     (1) number concepts, including place value, prime and 
120.1   composite numbers, and multiples and factors; 
120.2      (2) ways of representing fractions, decimals, percents, and 
120.3   integers; 
120.4      (3) the meaning and effects of arithmetic operations with 
120.5   fractions, decimals, and integers; 
120.6      (4) exponential, scientific, and calculator notation to 
120.7   represent large and small numbers; and 
120.8      (5) the inverse relationships of addition and subtraction, 
120.9   multiplication and division, and squaring and finding square 
120.10  roots. 
120.11     Subd. 3.  [PART B.] A student shall demonstrate the ability 
120.12  to: 
120.13     (1) compare and order fractions, decimals, percents, and 
120.14  integers, and translate among equivalent representations of 
120.15  numbers; 
120.16     (2) fluently add, subtract, and multiply using fractions, 
120.17  decimals, and integers; 
120.18     (3) use the inverse relationships of addition and 
120.19  subtraction, multiplication and division, and squaring and 
120.20  finding square roots to simplify computations, and solve 
120.21  problems; 
120.22     (4) solve a variety of problems by representing rational 
120.23  numbers efficiently, selecting and using appropriate operations 
120.24  and methods to estimate or compute, and generating and 
120.25  describing more than one solution method; 
120.26     (5) use factors, multiples, prime factorization, and 
120.27  relatively prime numbers to solve problems; and 
120.28     (6) apply proportional reasoning to solve a variety of 
120.29  problems using rates, ratios, proportions, and percents.  
120.30     Sec. 8.  [CHANCE AND DATA - MIDDLE LEVEL.] 
120.31     Subdivision 1.  [PURPOSE.] Use rational numbers to quantify 
120.32  probabilities and use data analysis to answer questions and make 
120.33  predictions. 
120.34     Subd. 2.  [PART A.] A student shall demonstrate an 
120.35  understanding of: 
120.36     (1)  [DATA.] 
121.1      (i) measures of center, focusing on the mean; 
121.2      (ii) measures of spread, focusing on the interquartile 
121.3   range; and 
121.4      (iii) graphs of data, including histograms, stem-and-leaf 
121.5   plots, box plots, scatterplots, and circle graphs; and 
121.6      (2)  [CHANCE.] 
121.7      (i) probability terminology, including randomness, event, 
121.8   sample space, and outcome; and 
121.9      (ii) how the likelihood of an event can be expressed using 
121.10  a number from zero to one. 
121.11     Subd. 3.  [PART B.] A student shall demonstrate the ability 
121.12  to: 
121.13     (1)  [DATA.] 
121.14     (i) formulate a question, design a study, and collect data 
121.15  to answer the question; 
121.16     (ii) select, create, and use appropriate graphical 
121.17  representations of data; 
121.18     (iii) find, use, and interpret measures of center and 
121.19  spread; 
121.20     (iv) identify trends in data collected over time and 
121.21  differences across various populations; and 
121.22     (v) summarize or critique data investigations done by 
121.23  others; and 
121.24     (2)  [CHANCE.] 
121.25     (i) use strategies to determine the outcome of a chance 
121.26  event, including organized lists, tree diagrams, and area 
121.27  models; 
121.28     (ii) conduct a probability experiment to simulate a real 
121.29  life issue involving uncertainty; and 
121.30     (iii) use the results of a probability simulation to make a 
121.31  prediction, recommendation, or decision. 
121.32     Sec. 9.  [ALGEBRA - MIDDLE SCHOOL.] 
121.33     Subdivision 1.  [PURPOSE.] Analyze mathematical patterns, 
121.34  relationships, and functions to model and solve problems. 
121.35     Subd. 2.  [PART B.] A student shall demonstrate an 
121.36  understanding of: 
122.1      (1) patterns, relations, and functions; 
122.2      (2) how verbal descriptions, tables, graphs, and equations 
122.3   can be used to describe patterns of change in real-world 
122.4   situations; 
122.5      (3) the similarities and differences between the properties 
122.6   of linear and nonlinear functions; and 
122.7      (4) equivalent forms for simple algebraic expressions. 
122.8      Subd. 3.  [PART B.] A student shall demonstrate the ability 
122.9   to: 
122.10     (1) recognize, analyze, and generalize patterns and build 
122.11  mathematical models to make decisions or formulate predictions; 
122.12     (2) predict patterns of change in real-world situations 
122.13  using verbal descriptions, tables, graphs, and equations; 
122.14     (3) classify linear, exponential, and quadratic functions 
122.15  and contrast their properties using tables, graphs, and 
122.16  equations; 
122.17     (4) recognize relationships between symbolic expressions 
122.18  and graphs of lines, paying particular attention to the meaning 
122.19  of intercept and slope; 
122.20     (5) generate equivalent forms for simple algebraic 
122.21  expressions and solve multiple step linear equations; and 
122.22     (6) use graphing calculator technology to determine 
122.23  solutions to linear, exponential, and quadratic equations. 
122.24     Sec. 10.  [SHAPE, SPACE, AND MEASUREMENT - HIGH SCHOOL.] 
122.25     Subdivision 1.  [PURPOSE.] Develop capacity to reason about 
122.26  space, shape, and measurement in increasingly abstract ways. 
122.27     Subd. 2.  [PART A.] A student shall demonstrate an 
122.28  understanding of: 
122.29     (1)  [SHAPE AND SPACE.] 
122.30     (i) reflections, rotations, translations, and scaling of 
122.31  two-dimensional figures; and 
122.32     (ii) congruence and similarity; and 
122.33     (2)  [MEASUREMENT.] 
122.34     (i) perimeter, area, surface area, and volume; and 
122.35     (ii) distance on a coordinate plane. 
122.36     Subd. 3.  [PART B.] A student shall demonstrate the ability 
123.1   to: 
123.2      (1)  [SHAPE AND SPACE.] 
123.3      (i) use visualization, spatial reasoning, and geometric 
123.4   modeling to solve problems; 
123.5      (ii) construct and model two- and three-dimensional figures 
123.6   from various points of view using appropriate tools and 
123.7   technologies (for example, ruler, protractor, interactive 
123.8   geometric software, isometric drawing paper, and computer-aided 
123.9   design); 
123.10     (iii) analyze characteristics of shape, size, and space as 
123.11  used in art, architecture, design, or nature; 
123.12     (iv) use geometric models to represent and explain 
123.13  numerical relationships or measurement problems; 
123.14     (v) investigate conjectures and solve problems involving 
123.15  two- and three-dimensional objects represented with Cartesian 
123.16  coordinates; and 
123.17     (vi) make and test conjectures, and solve problems 
123.18  involving the congruence and similarity of two-dimensional 
123.19  figures; and 
123.20     (2)  [MEASUREMENT.] 
123.21     (i) analyze precision, accuracy, and approximate error in 
123.22  measurement situations; and 
123.23     (ii) generalize a scale factor to the dimensions of a shape 
123.24  and describe the resulting changes to the shape's perimeter, 
123.25  area, surface area, and volume. 
123.26     Sec. 11.  [CHANCE AND DATA - HIGH SCHOOL.] 
123.27     Subdivision 1.  [PURPOSE.] Apply concepts of chance and 
123.28  data analysis to make critical judgments, predictions, or 
123.29  decisions. 
123.30     Subd. 2.  [PART A.] A student shall demonstrate an 
123.31  understanding of: 
123.32     (1)  [DATA.] 
123.33     (i) differences among various kinds of statistical studies 
123.34  and which inferences can legitimately be drawn from each; 
123.35     (ii) the difference between correlation and causation; and 
123.36     (iii) characteristics of a well-designed study, including 
124.1   the role of randomization, appropriateness of data analysis, and 
124.2   validity of conclusions; and 
124.3      (2)  [CHANCE.] 
124.4      (i) how to compute the probability of a compound event; 
124.5      (ii) concepts of conditional probability and independent 
124.6   events; and 
124.7      (iii) concepts of sample space and probability distribution 
124.8   for simple cases. 
124.9      Subd. 3.  [PART B.] A student shall demonstrate the ability 
124.10  to: 
124.11     (1)  [DATA.] 
124.12     (i) independently formulate a question, design a study, 
124.13  collect data, and report results and conclusions using 
124.14  technology, data displays, and statistical measures; 
124.15     (ii) evaluate a published report containing data by 
124.16  examining the design of the study, the appropriateness of data 
124.17  analysis, and the validity of conclusions; 
124.18     (iii) display bivariate data using a scatterplot and 
124.19  describe the shape of the data; and 
124.20     (iv) analyze data by applying tools to find the line or 
124.21  curve of best fit and appropriate summary statistics (for 
124.22  example, correlation coefficient or regression equation) to make 
124.23  decisions; and 
124.24     (2)  [CHANCE.] 
124.25     (i) compute the probability of a compound event using both 
124.26  theoretical and experimental probability; 
124.27     (ii) compute and interpret the expected value of a random 
124.28  variable in simple cases; 
124.29     (iii) use sample spaces and probability distributions to 
124.30  determine the probability of events in simple cases; and 
124.31     (iv) use simulations to construct empirical probability 
124.32  distributions. 
124.33     Sec. 12.  [ALGEBRA - HIGH SCHOOL.] 
124.34     Subdivision 1.  [PURPOSE.] Represent and analyze 
124.35  quantitative situations using classes of functions, rates of 
124.36  change, and algebraic symbols and processes. 
125.1      Subd. 2.  [PART A.] A student shall demonstrate an 
125.2   understanding of: 
125.3      (1) relations and functions; 
125.4      (2) properties of classes of functions, including 
125.5   exponential, polynomial, and periodic functions; and 
125.6      (3) equivalent forms of expressions, equations, 
125.7   inequalities, and relations. 
125.8      Subd. 3.  [PART B.] A student shall demonstrate the ability 
125.9   to: 
125.10     (1) approximate and interpret rates of change from 
125.11  graphical and numerical data; 
125.12     (2) analyze functions of two variables by investigating 
125.13  rates of change, intercepts, zeros, and asymptotes; 
125.14     (3) identify essential quantitative relationships in a 
125.15  situation and determine the class or classes of functions that 
125.16  might model the relationships; 
125.17     (4) represent and explain mathematical relationships with 
125.18  graphs, tables, spreadsheets, and equations, using both 
125.19  technology and paper and pencil; 
125.20     (5) fluently use multiple representations of a given 
125.21  mathematical relationship; 
125.22     (6) use matrices to represent data and solve systems of 
125.23  equations; 
125.24     (7) generalize patterns and build mathematical models to 
125.25  describe and analyze real situations, including linear, 
125.26  exponential, and periodic; and 
125.27     (8) solve equations, inequalities, and systems of equations 
125.28  with fluency (mentally or with paper and pencil in simple cases 
125.29  and using technology in all cases) and justify the solutions. 
125.30     Sec. 13.  [DISCRETE MATHEMATICS - HIGH SCHOOL; OPTIONAL.] 
125.31     Subdivision 1.  [PURPOSE.] Use discrete structures to 
125.32  represent, model, and interpret physical, social, and 
125.33  mathematical phenomena. 
125.34     Subd. 2.  [PART A.] A student shall demonstrate an 
125.35  understanding of counting techniques, including the 
125.36  multiplication principle, permutations, and combinations. 
126.1      Subd. 3.  [PART B.] A student shall demonstrate the ability 
126.2   to: 
126.3      (1) investigate and apply systematic counting techniques, 
126.4   set relationships, and principles of logic to represent, 
126.5   analyze, and solve problems; 
126.6      (2) use charts, vertex-edge graphs, and matrices to model 
126.7   and solve problems and draw reasonable conclusions about the 
126.8   situation being modeled; 
126.9      (3) explore, develop, and analyze algorithmic thinking to 
126.10  accomplish a task or solve a problem; 
126.11     (4) use symbolic expressions, including iterative and 
126.12  recursive forms to represent relationships arising from various 
126.13  contexts; and 
126.14     (5) how to generalize patterns using explicitly and 
126.15  recursively defined functions. 
126.16     Sec. 14.  [TECHNICAL APPLICATIONS - HIGH SCHOOL; OPTIONAL.] 
126.17     Subdivision 1.  [PURPOSE.] Apply mathematics to solve 
126.18  technical problems. 
126.19     Subd. 2.  [PART A.] A student shall demonstrate an 
126.20  understanding of: 
126.21     (1) computational technologies; 
126.22     (2) scientific and exponential notation used in complex 
126.23  systems; 
126.24     (3) trigonometric applications appropriate to technical 
126.25  situations; and 
126.26     (4) fundamental geometric constructions or calculations 
126.27  used in drafting or construction. 
126.28     Subd. 3.  [PART B.] A student shall demonstrate the ability 
126.29  to: 
126.30     (1) use complex measurement equipment for several systems; 
126.31     (2) convert between measuring systems; 
126.32     (3) measure to scale; 
126.33     (4) calculate quantities using algebraic formulas; 
126.34     (5) read and interpret information in complex graphs, 
126.35  tables, and charts; 
126.36     (6) create a set of plans to design or modify a complex 
127.1   structure, product, or system by researching background 
127.2   information, calculating mathematical specifications, and 
127.3   developing a materials list that matches mathematical 
127.4   specifications; 
127.5      (7) construct a complex structure, product, or model to 
127.6   mathematical specifications; and 
127.7      (8) analyze an existing complex structure, product, or 
127.8   system for purposes of maintenance, repair, troubleshooting, or 
127.9   optimizing function. 
127.10                             ARTICLE 12
127.11          REQUIRED:  SCIENTIFIC CONCEPTS AND APPLICATIONS
127.12     Section 1.  [DIRECT SCIENCE EXPERIENCE - PRIMARY.] 
127.13     Subdivision 1.  [PURPOSE.] Engage students in active 
127.14  science experiences that promote understanding of basic science 
127.15  concepts and processes in order to develop a foundation for 
127.16  science literacy. 
127.17     Subd. 2.  [PART A.] A student shall demonstrate an 
127.18  understanding of: 
127.19     (1) observable characteristics of organisms; 
127.20     (2) basic needs of organisms and how they are met; 
127.21     (3) responses of organisms to changes in the environment; 
127.22     (4) observable properties of objects, including size, 
127.23  weight, shape, and temperature; 
127.24     (5) patterns that occur in nature, including objects in the 
127.25  sky, weather, growth, and seasonal change; 
127.26     (6) how the environment is impacted by the personal use of 
127.27  materials, energy, and water; and 
127.28     (7) the nature of science, including: 
127.29     (i) performing experiments; 
127.30     (ii) supporting ideas with personal observations; and 
127.31     (iii) understanding that all kinds of people around the 
127.32  world do science. 
127.33     Subd. 3.  [PART B.] A student shall demonstrate the ability 
127.34  to: 
127.35     (1) engage in teacher-guided inquiry using the primary 
127.36  inquiry standard; 
128.1      (2) practice safety in science, including washing hands 
128.2   after participating in a science experiment, wearing goggles 
128.3   when appropriate, following directions related to science 
128.4   safety, not tasting substances or materials used in science 
128.5   activities or experiments, and practicing safe and humane care 
128.6   of animals; and 
128.7      (3) use simple technology, including hand lenses, simple 
128.8   balances, and other basic measurement tools to extend their 
128.9   exploration and observation of objects and organisms. 
128.10     Sec. 2.  [LIVING AND NONLIVING SYSTEMS - INTERMEDIATE.] 
128.11     Subdivision 1.  [PURPOSE.] Investigating living and 
128.12  nonliving systems in order to make sense of the world and build 
128.13  a stronger foundation for science literacy. 
128.14     Subd. 2.  [PART A.] A student shall demonstrate an 
128.15  understanding of: 
128.16     (1) basic structures and functions of the human body, 
128.17  including the skeletal system, the circulatory system, and the 
128.18  digestive system; 
128.19     (2) all living organisms survival characteristics that help 
128.20  them thrive in their existing environment; 
128.21     (3) cycles in: 
128.22     (i) living systems, including life cycles; 
128.23     (ii) earth systems, including the water cycle, seasons, and 
128.24  weathering; and 
128.25     (iii) environmental systems, including energy flow and 
128.26  material cycles (for example, in food webs and recycling); 
128.27     (4) patterns in: 
128.28     (i) living systems, including the grouping of plants and 
128.29  animals based on their observable characteristics; 
128.30     (ii) earth systems, including features of the earth's 
128.31  surface, weather, and the earth's relationship to the sun and 
128.32  moon; 
128.33     (iii) physical systems, including the grouping of materials 
128.34  based on their properties, including floating and sinking, 
128.35  solids and liquids, and change in the properties of materials 
128.36  caused by heating and cooling; and 
129.1      (iv) environmental systems, including populations and the 
129.2   physical environment; 
129.3      (5) forces that cause changes in speed or direction of 
129.4   motion; 
129.5      (6) the impact of human behavior and technology use on the 
129.6   environment; and 
129.7      (7) the nature of science, including: 
129.8      (i) the role of experimentation and evidence in developing 
129.9   scientific ideas; and 
129.10     (ii) the role men and women with diverse perspectives play 
129.11  in the development of scientific knowledge. 
129.12     Subd. 3.  [PART B.] A student shall demonstrate the ability 
129.13  to: 
129.14     (1) plan and conduct a scientific inquiry with some 
129.15  assistance or scripting using the intermediate inquiry standard; 
129.16     (2) create or use a model to explain how parts of a system 
129.17  interact; 
129.18     (3) communicate the relationship between variable and 
129.19  experimental results; 
129.20     (4) use simple technology to complete an inquiry, including 
129.21  the use of magnifying equipment, mechanical balances, and 
129.22  thermometers; and 
129.23     (5) follow appropriate safety behavior as directed in the 
129.24  use of goggles, heat sources, electricity, glass, and chemicals 
129.25  and biological materials. 
129.26     Sec. 3.  [PHYSICAL SYSTEMS - MIDDLE LEVEL.] 
129.27     Subdivision 1.  [PURPOSE.] Develop understanding of the 
129.28  cause and effect relationships in everyday observations of 
129.29  materials, motion, and other energy forms. 
129.30     Subd. 2.  [PART A.] A student shall demonstrate an 
129.31  understanding of: 
129.32     (1) properties of materials that are independent of the 
129.33  size of the sample, including, but not limited to, density, 
129.34  solubility, and electrical conductivity; 
129.35     (2) physical and chemical changes, including those 
129.36  resulting from heating and simple chemical reactions; 
130.1      (3) the idea that in chemical reactions the total amount of 
130.2   mass does not change; 
130.3      (4) forces and motion, including speed, acceleration, and 
130.4   laws of motion; 
130.5      (5) transfer of energy, including motion, heat, light, and 
130.6   electricity; and 
130.7      (6) the history and nature of science, including: 
130.8      (i) the idea that scientific ideas are tentative, 
130.9   reproducible, and subject to change; 
130.10     (ii) that it is normal for scientists to question the 
130.11  interpretation of data; 
130.12     (iii) that questioning, response to criticism, and open 
130.13  communication are important to the process of science; and 
130.14     (iv) that the body of science knowledge has been built by 
130.15  individuals from many cultures and beliefs. 
130.16     Subd. 3.  [PART B.] A student shall demonstrate the ability 
130.17  to: 
130.18     (1) independently formulate questions based on prior 
130.19  observations and evidence to provide answers through scientific 
130.20  investigations; 
130.21     (2) design and conduct, with minimal assistance, a 
130.22  scientific investigation (for example, an experiment or a field 
130.23  study); 
130.24     (3) choose appropriate scientific technology to gather and 
130.25  analyze data and evidence; 
130.26     (4) use mathematical representations or two- and 
130.27  three-dimensional models to interpret and communicate data and 
130.28  evidence; 
130.29     (5) use their own and other students' evidence collected by 
130.30  valid scientific investigations to develop descriptions, 
130.31  explanations, predictions, and models; 
130.32     (6) describe how evidence and established science ideas do 
130.33  or do not support a claim made in public media (for example, 
130.34  advertisements and reports of scientific studies); and 
130.35     (7) use appropriate safety equipment and follow safety 
130.36  procedures, including: 
131.1      (i) using goggles when working with glass, chemicals, heat, 
131.2   and projectiles; 
131.3      (ii) disposing of materials properly; 
131.4      (iii) following established laboratory rules; and 
131.5      (iv) operating safety equipment provided in the laboratory 
131.6   or field. 
131.7      Sec. 4.  [LIVING SYSTEMS - MIDDLE LEVEL.] 
131.8      Subdivision 1.  [PURPOSE.] Identify and analyze 
131.9   interactions and interdependence of living systems. 
131.10     Subd. 2.  [PART A.] A student shall demonstrate an 
131.11  understanding of: 
131.12     (1) the relationship among groups of organisms, including: 
131.13     (i) animals, including humans; 
131.14     (ii) plants; and 
131.15     (iii) micro-organisms; 
131.16     (2) cell structure and function (for example, the cell as a 
131.17  building block and the cell's role in reproduction); 
131.18     (3) diversity and adaptation, including: 
131.19     (i) how natural selection accounts for the diversity of 
131.20  species; and 
131.21     (ii) how changes in environmental conditions can affect the 
131.22  survival of individual organisms and entire species; 
131.23     (4) populations and ecosystems, including: 
131.24     (i) that an ecosystem includes all populations living 
131.25  together and their interactions with physical factors; 
131.26     (ii) how populations are categorized by the function they 
131.27  serve in an ecosystem; 
131.28     (iii) the importance of sunlight as the major source of 
131.29  energy for an ecosystem; and 
131.30     (iv) that the number of organisms that an ecosystem can 
131.31  support depends on adequate biotic and abiotic resources; 
131.32     (5) behavior and regulation, including: 
131.33     (i) how organisms maintain a stable life cycle in a 
131.34  constantly changing external environment; 
131.35     (ii) how regulation of an organism's internal environment 
131.36  involves sensing and changing; and 
132.1      (iii) how an organism's behavior evolves through adaptation 
132.2   to its environment; 
132.3      (6) reproduction and heredity, including: 
132.4      (i) how some organisms reproduce sexually and some 
132.5   asexually; and 
132.6      (ii) how hereditary information is contained in the genes 
132.7   and is passed from one generation to another; 
132.8      (7) the dynamic effect of humans interacting with the 
132.9   environment; and 
132.10     (8) the history and nature of science, including: 
132.11     (i) the idea that scientific ideas are tentative, 
132.12  reproducible, and subject to change; 
132.13     (ii) that it is normal for scientists to question the 
132.14  interpretation of data; 
132.15     (iii) that questioning, response to criticism, and open 
132.16  communication are important to the process of science; and 
132.17     (iv) that the body of science knowledge has been built by 
132.18  individuals from many cultures and beliefs. 
132.19     Subd. 3.  [PART B.] A student shall demonstrate the ability 
132.20  to: 
132.21     (1) independently formulate questions based on prior 
132.22  observations and evidence and to provide answers through 
132.23  scientific investigations; 
132.24     (2) design and conduct, with minimal assistance, a 
132.25  scientific investigation (for example, an experiment or a field 
132.26  study); 
132.27     (3) choose appropriate scientific technology to gather and 
132.28  analyze data and evidence (for example, microscopes, probes, 
132.29  computers, and thermometers) to measure liquids, air, and soil; 
132.30     (4) use mathematical representations or two- and 
132.31  three-dimensional models to interpret and communicate data and 
132.32  evidence; 
132.33     (5) use their own and other students' evidence collected by 
132.34  valid scientific investigations to develop descriptions, 
132.35  explanations, predictions, and models; 
132.36     (6) describe how evidence and established science ideas do 
133.1   or do not support a claim made in public media (for example, 
133.2   advertisements and reports of scientific studies); and 
133.3      (7) use appropriate safety equipment and follow safety 
133.4   procedures, including: 
133.5      (i) using goggles when working with glass, chemicals, heat, 
133.6   and projectiles; 
133.7      (ii) disposing of materials properly; 
133.8      (iii) following established laboratory rules; and 
133.9      (iv) operating safety equipment provided in the laboratory 
133.10  or field. 
133.11     Sec. 5.  [EARTH SYSTEMS - MIDDLE LEVEL.] 
133.12     Subdivision 1.  [PURPOSE.] Students will utilize concepts 
133.13  and investigations to evaluate interactions of earth and space 
133.14  systems and how they impact the earth and its human life. 
133.15     Subd. 2.  [PART A.] A student shall demonstrate an 
133.16  understanding of: 
133.17     (1) the structures and processes of earth systems, 
133.18  including: 
133.19     (i) plate tectonics and earth layers occurring in the 
133.20  geosphere; 
133.21     (ii) the water cycle, erosion, and water bodies in the 
133.22  hydrosphere; and 
133.23     (iii) weather and climate as a function of the atmosphere; 
133.24     (2) concepts of change and constancy in the earth's 
133.25  history, including evidence found in rocks, landforms, and 
133.26  fossils; 
133.27     (3) scientific theories of the earth's origin and 
133.28  evolution, including: 
133.29     (i) formation from a nebular cloud of dust; 
133.30     (ii) methods of estimating geologic time; and 
133.31     (iii) interactions among the solid earth, the oceans, the 
133.32  atmosphere, and organisms; 
133.33     (4) the relative positions and motion of objects in the 
133.34  solar system, including: 
133.35     (i) planetary motion; 
133.36     (ii) moon phases and tides; 
134.1      (iii) seasons; and 
134.2      (iv) eclipses; 
134.3      (5) the structure and evolution of the universe, including: 
134.4      (i) galaxies; 
134.5      (ii) stars; and 
134.6      (iii) time and distance relationships; and 
134.7      (6) the history and nature of science, including: 
134.8      (i) the idea that scientific ideas are tentative and 
134.9   subject to change; 
134.10     (ii) that it is normal for scientists to question the 
134.11  interpretation of data; 
134.12     (iii) that questioning, response to criticism, and open 
134.13  communication are important to the process of science; and 
134.14     (iv) that the body of science knowledge has been built by 
134.15  individuals from many cultures and beliefs. 
134.16     Subd. 3.  [PART B.] A student shall demonstrate the ability 
134.17  to: 
134.18     (1) independently formulate questions based on prior 
134.19  observations and evidence and to provide answers through 
134.20  scientific investigations; 
134.21     (2) design and conduct, with minimal assistance, a 
134.22  scientific investigation (for example, an experiment or a field 
134.23  study); 
134.24     (3) choose appropriate scientific technology to gather and 
134.25  analyze data and evidence (for example, microscopes, probes, 
134.26  computers, and thermometers) to measure liquids, air, and soil; 
134.27     (4) use mathematical representations or two- and 
134.28  three-dimensional models to interpret and communicate data and 
134.29  evidence; 
134.30     (5) use their own and other students' evidence collected by 
134.31  valid scientific investigations to develop descriptions, 
134.32  explanations, predictions, and models; 
134.33     (6) describe how evidence and established science ideas do 
134.34  or do not support a claim made in public media (for example, 
134.35  advertisements and reports of scientific studies); and 
134.36     (7) use appropriate safety equipment and follow safety 
135.1   procedures, including: 
135.2      (i) using goggles when working with glass, chemicals, heat, 
135.3   and projectiles; 
135.4      (ii) disposing of materials properly; and 
135.5      (iii) following established laboratory rules and operating 
135.6   safety equipment provided in the laboratory or field. 
135.7      Sec. 6.  [BIOLOGY - HIGH SCHOOL LEVEL.] 
135.8      Subdivision 1.  [PURPOSE.] Investigate living systems at a 
135.9   molecular level. 
135.10     Subd. 2.  [PART A.] A student shall demonstrate 
135.11  understanding of: 
135.12     (1) mechanisms of heredity, including: 
135.13     (i) how new genes have a wide variety of effects; 
135.14     (ii) how sorting and recombining genes result in a wide 
135.15  variety of possibilities in offspring; 
135.16     (iii) how information is passed from parent to offspring 
135.17  through coding in DNA; 
135.18     (iv) that gene mutations can be caused by such things as 
135.19  radiation and chemicals (for example, ingested and inhaled 
135.20  drugs); and 
135.21     (v) how cell differentiation provides organisms with 
135.22  tissues, organs, and systems; 
135.23     (2) biological evolution, including: 
135.24     (i) that the earth's present day range of species developed 
135.25  from preexisting species; 
135.26     (ii) how mechanisms for evolution are provided through 
135.27  natural selection; 
135.28     (iii) that natural selection gives rise to cells' and 
135.29  organisms' behaviors and to cell and organisms that are able to 
135.30  survive in particular environments; and 
135.31     (iv) that the theory of natural selection provides a 
135.32  scientific explanation for the history of life on earth; 
135.33     (3) interdependence between organisms and environments, 
135.34  including: 
135.35     (i) how ecosystems can be reasonably stable over hundreds 
135.36  or thousands of years; 
136.1      (ii) that ecosystems always change when climate changes or 
136.2   when one or more new species appear as a result of migration or 
136.3   local evolution; and 
136.4      (iii) human activities can, deliberately or inadvertently, 
136.5   alter the equilibrium of an ecosystem; 
136.6      (4) flow of matter and energy, including how the amount of 
136.7   life any environment can support is limited by the available 
136.8   energy, water, oxygen, minerals, and by the ability of 
136.9   ecosystems to recycle the residue of dead organic material; 
136.10     (5) behavior of cells and organisms, including: 
136.11     (i) how nervous systems in multicellular animals generate 
136.12  behavior; 
136.13     (ii) how behavioral responses to internal changes and 
136.14  external stimuli occur in organisms; and 
136.15     (iii) how behavioral responses can be either innate or 
136.16  learned and have evolved to ensure reproductive success; 
136.17     (6) the historical significance of a major scientific or 
136.18  technological advance in biological systems, including 
136.19  contributions of individuals with diverse perspectives; and 
136.20     (7) the nature of science, including: 
136.21     (i) how historical and current scientific concepts and 
136.22  knowledge guide scientific inquiries; 
136.23     (ii) that scientific inquiries are performed to test ideas 
136.24  and predictions and to learn about the natural world; 
136.25     (iii) how the use of various technologies influences 
136.26  investigations; 
136.27     (iv) the essential role of mathematics in scientific 
136.28  inquiry; 
136.29     (v) how science knowledge based on evidence adheres to 
136.30  established scientific criteria; and 
136.31     (vi) the traditions that govern the conduct of scientists. 
136.32     Subd. 3.  [PART B.] A student shall demonstrate the ability 
136.33  to: 
136.34     (1) design and conduct a scientific investigation using one 
136.35  of the following high school inquiry standards: 
136.36     (i) research process; or 
137.1      (ii) issue analysis; or 
137.2      (iii) field study; or 
137.3      (iv) case study; 
137.4      (2) apply technology (for example, the use of sensors and 
137.5   probes, microscopes, environmental sampling tools, analysis with 
137.6   spreadsheets, computer simulations to solve problems, 
137.7   computerized electron microscope images, and invention of 
137.8   equipment or tools); and 
137.9      (3) practice science safely, including: 
137.10     (i) using equipment properly and following other standard 
137.11  laboratory procedures; 
137.12     (ii) identifying safety hazards and risk factors of 
137.13  technological equipment being used; 
137.14     (iii) using proper methods of disposing of chemicals and 
137.15  biological materials; and 
137.16     (iv) knowing emergency procedures and the location of 
137.17  safety equipment. 
137.18     Sec. 7.  [CONCEPTS IN CHEMISTRY - HIGH SCHOOL.] 
137.19     Subdivision 1.  [PURPOSE.] Develop scientific literacy 
137.20  through understanding concepts, theories, and principles in 
137.21  chemistry by analysis and investigation. 
137.22     Subd. 2.  [PART A.] A student shall demonstrate an 
137.23  understanding of: 
137.24     (1) atomic structure, including: 
137.25     (i) structure of atoms; 
137.26     (ii) properties of isotopes; and 
137.27     (iii) radioactive processes; 
137.28     (2) structure and properties of matter, including: 
137.29     (i) knowledge of elements; 
137.30     (ii) measurement of basic properties of matter (for 
137.31  example, thermal expansion, electrical conductivity, crystal 
137.32  structure, and solubility); 
137.33     (iii) patterns in the periodic table; 
137.34     (iv) the role of electrons in all types of bonding; and 
137.35     (v) formation and properties of inorganic and organic 
137.36  substances (for example, polymers and large molecules essential 
138.1   to life); 
138.2      (3) chemical reactions, including: 
138.3      (i) evidence of chemical reactions; 
138.4      (ii) energy changes in chemical system; 
138.5      (iii) determining the factors that affect the rate of a 
138.6   reaction; and 
138.7      (iv) common chemical reactions that occur in kitchens, 
138.8   living systems, and the environment; 
138.9      (4) the history of science, including the historical 
138.10  significance of a major scientific or technological advance in 
138.11  chemistry and the importance of multiple contributions by 
138.12  individuals with diverse perspectives; and 
138.13     (5) the nature of science, including: 
138.14     (i) how historical and current scientific concepts and 
138.15  knowledge guide scientific inquiries; 
138.16     (ii) that scientific inquiries are performed to test ideas 
138.17  and predictions and to learn about the natural world; 
138.18     (iii) how the use of various technologies influences the 
138.19  investigations; 
138.20     (iv) the essential rule of mathematics in scientific 
138.21  inquiry; 
138.22     (v) how science knowledge based on evidence adheres to 
138.23  established scientific criteria; and 
138.24     (vi) that traditions govern the conduct of scientists. 
138.25     Subd. 3.  [PART B.] A student shall demonstrate the ability 
138.26  to: 
138.27     (1) design and conduct a scientific investigation using one 
138.28  of the following high school inquiry standards: 
138.29     (i) research process; or 
138.30     (ii) issue analysis; or 
138.31     (iii) field study; or 
138.32     (iv) case study; 
138.33     (2) apply technology (for example, the use of sensors and 
138.34  probes) analysis with spreadsheets, development of computer 
138.35  simulations to solve problems, and creation or invention of 
138.36  equipment and tools; and 
139.1      (3) practice science safely, including: 
139.2      (i) using equipment properly and following other standard 
139.3   laboratory procedures; 
139.4      (ii) identifying safety hazards and risk factors of 
139.5   technological equipment being used; 
139.6      (iii) using proper methods of disposing of chemicals and 
139.7   materials; and 
139.8      (iv) knowing emergency procedures and the location and use 
139.9   of safety equipment. 
139.10     Sec. 8.  [EARTH AND SPACE SYSTEMS - HIGH SCHOOL LEVEL.] 
139.11     Subdivision 1.  [PURPOSE.] Investigate and analyze earth 
139.12  and space systems through application of concepts, theories, and 
139.13  principles. 
139.14     Subd. 2.  [PART A.] A student shall demonstrate an 
139.15  understanding of: 
139.16     (1) energy in the earth system, including internal and 
139.17  external sources of energy and the transfer of energy; 
139.18     (2) interaction of forces and energy, including, but not 
139.19  limited to, fault systems, movement of earth materials, and star 
139.20  systems; 
139.21     (3) geochemical processes and cycles, including movement 
139.22  and sinking of elements and the physical and chemical changes 
139.23  caused by this movement; 
139.24     (4) theory of origins and evolution of the universe, 
139.25  including "big bang," gravitational attraction of matter, and 
139.26  nuclear reactions in stars to produce elements; 
139.27     (5) potential environmental problems related to earth and 
139.28  space systems; 
139.29     (6) the history of science, including the historical 
139.30  significance of a major scientific or technological advance in 
139.31  earth and space systems and the importance of multiple 
139.32  contributions by individuals with diverse perspectives; and 
139.33     (7) the nature of science, including: 
139.34     (i) how historical and current scientific concepts and 
139.35  knowledge guide scientific inquiries; 
139.36     (ii) that scientific inquiries are performed to test 
140.1   predictions, verify ideas, and to learn about the natural world; 
140.2      (iii) how the use of various technologies influences the 
140.3   investigations; 
140.4      (iv) the essential role of mathematics in scientific 
140.5   inquiry; 
140.6      (v) how science knowledge based on evidence adheres to 
140.7   established scientific criteria; and 
140.8      (vi) that traditions govern the conduct of scientists. 
140.9      Subd. 3.  [PART B.] A student shall demonstrate the ability 
140.10  to: 
140.11     (1) design and conduct a scientific investigation using one 
140.12  of the following high school inquiry standards: 
140.13     (i) research process; or 
140.14     (ii) issue analysis; or 
140.15     (iii) field study; or 
140.16     (iv) case study; 
140.17     (2) apply appropriate learning and analysis technologies 
140.18  (for example, sensors and probes, graphing calculators, 
140.19  spreadsheets, computer simulations, field sampling equipment, 
140.20  and downlinks from real-time databases); and 
140.21     (3) practice science safely, including: 
140.22     (i) using equipment properly and following other standard 
140.23  laboratory procedures; 
140.24     (ii) identifying safety hazards and risk factors of 
140.25  technological equipment being used; and 
140.26     (iii) using proper methods of disposing of chemicals and 
140.27  materials and knowing emergency procedures and the location and 
140.28  use of safety equipment. 
140.29     Sec. 9.  [CONCEPTS IN PHYSICS - HIGH SCHOOL.] 
140.30     Subdivision 1.  [PURPOSE.] Investigate and develop an 
140.31  understanding of the makeup, structure, and function of the 
140.32  physical world. 
140.33     Subd. 2.  [PART A.] A student shall demonstrate 
140.34  understanding of: 
140.35     (1) how forces can produce a variety of types of motions; 
140.36     (2) how the concepts of conservation of energy, momentum, 
141.1   and charge are used to analyze events and solve problems; 
141.2      (3) wave motion, including sound, light, and other 
141.3   electromagnetic waves; 
141.4      (4) electricity, magnetism, and electromagnetism; 
141.5      (5) the development of ideas in modern physics, including 
141.6   atomic and nuclear physics, relativity, quantum physics, and 
141.7   fundamental particles; 
141.8      (6) the history of science, including the historical 
141.9   significance of a major scientific or technological advance in 
141.10  physics and the importance of multiple contributions by 
141.11  individuals with diverse perspectives; and 
141.12     (7) the nature of science, including: 
141.13     (i) how historical and current scientific concepts and 
141.14  knowledge guide scientific inquiries; 
141.15     (ii) that scientific inquiries are performed to test 
141.16  predictions, verify ideas, and to learn about the natural world; 
141.17     (iii) how the use of various technologies influences the 
141.18  investigations; 
141.19     (iv) the essential role of mathematics in scientific 
141.20  inquiry; 
141.21     (v) how science knowledge based on evidence adheres to 
141.22  established scientific criteria; and 
141.23     (vi) that traditions govern the conduct of scientists. 
141.24     Subd. 3.  [PART B.] A student shall demonstrate the ability 
141.25  to: 
141.26     (1) design and conduct a scientific investigation using one 
141.27  of the following high school inquiry standards: 
141.28     (i) research process; or 
141.29     (ii) issue analysis; or 
141.30     (iii) field study; or 
141.31     (iv) case study; 
141.32     (2) apply appropriate learning and analysis technologies 
141.33  (for example, sensors and probes, analysis with spreadsheets, 
141.34  computer simulations, and invention of equipment, tools, or 
141.35  circuits); and 
141.36     (3) practice science safely, including: 
142.1      (i) using equipment properly and following other standard 
142.2   laboratory procedures; 
142.3      (ii) identifying safety hazards and risk factors of 
142.4   technological equipment being used; and 
142.5      (iii) using proper methods of disposing of chemicals or 
142.6   materials and knowing emergency procedures and the location and 
142.7   use of safety equipment. 
142.8      Sec. 10.  [ENVIRONMENTAL SYSTEMS - HIGH SCHOOL LEVEL.] 
142.9      Subdivision 1.  [PURPOSE.] Evaluate a local or regional 
142.10  environmental issue, select a solution, and prepare a plan to 
142.11  carry out the solution. 
142.12     Subd. 2.  [PART A.] A student shall have an understanding 
142.13  of: 
142.14     (1) environmental systems representing the interaction of 
142.15  natural and social systems; 
142.16     (2) local, regional, or global environmental issues (for 
142.17  example, personal and community health, population growth, 
142.18  natural resources, environmental quality, and natural and human 
142.19  induced hazards); 
142.20     (3) science concepts associated with environmental issues, 
142.21  including: 
142.22     (i) processes that shape the earth (for example, forces 
142.23  that change the surface of the earth, energy flow, and material 
142.24  cycles in earth systems); and 
142.25     (ii) characteristics and processes of living systems (for 
142.26  example, organisms, populations and communities, heredity and 
142.27  evolution, systems and connections, the flow of energy, and the 
142.28  cycling of matter); 
142.29     (4) types of social systems that interact with natural 
142.30  systems (for example, economic, political, and technological); 
142.31     (5) the historical significance of a major scientific or 
142.32  technological advance in environmental systems and the 
142.33  importance of multiple contributions by individuals with diverse 
142.34  perspectives; and 
142.35     (6) the nature of science in environmental systems, 
142.36  including: 
143.1      (i) how historical and current understanding of natural 
143.2   systems guide environmental decision making; 
143.3      (ii) that research and inquiries are performed to test 
143.4   ideas, verify ideas, and make predictions about changes in 
143.5   environmental systems; 
143.6      (iii) how progress in science and technology are affected 
143.7   by social issues and challenges; 
143.8      (iv) how environmental decisions involve assessment of 
143.9   alternatives, risks, costs, and benefits; and 
143.10     (v) the traditions that govern the conduct of researchers. 
143.11     Subd. 3.  [PART B.] A student shall demonstrate the ability 
143.12  to: 
143.13     (1) identify components of an existing local or regional 
143.14  environmental issue, including: 
143.15     (i) scientific concepts related to or embedded in the 
143.16  issue; and 
143.17     (ii) social systems involved in the issue; 
143.18     (2) conduct a science-based investigation of a local or 
143.19  regional environmental issue using the issue analysis standard 
143.20  from inquiry and research learning area; 
143.21     (3) develop and give rationale for a personal action plan 
143.22  designed to promote a specified solution; 
143.23     (4) apply appropriate learning and analysis technologies 
143.24  (for example, sensors and probes, graphing calculators, 
143.25  spreadsheets, computer simulations and models, field sampling 
143.26  equipment, and downlinks from real-time databases); and 
143.27     (5) practice science safely, including: 
143.28     (i) using equipment properly and following standard 
143.29  laboratory and field procedures; 
143.30     (ii) identifying safety hazards and risk factors of 
143.31  technological equipment being used; 
143.32     (iii) using proper methods for disposing of chemicals, 
143.33  field waste, and used materials; and 
143.34     (iv) knowing emergency procedures and the location and use 
143.35  of safety equipment. 
143.36     Sec. 11.  [REQUIRED SCIENCE STANDARDS FOR GRADUATION.] 
144.1      High school students must complete standards from at least 
144.2   two of the science areas in sections 6 to 10 of this article. 
144.3                              ARTICLE 13
144.4                      REQUIRED:  SOCIAL SCIENCES
144.5      Section 1.  [FAMILY, SCHOOL, AND COMMUNITY - PRIMARY.] 
144.6      Subdivision 1.  [PURPOSE.] Understand the interaction of 
144.7   the individual, family, school, community, and place. 
144.8      Subd. 2.  [PART A.] A student shall demonstrate an 
144.9   understanding of: 
144.10     (1) how individuals and groups responsibly meet wants and 
144.11  needs when resources (for example, food, shelter, and clothing) 
144.12  are scarce; 
144.13     (2) how citizens responsibly make choices by considering 
144.14  the needs of the individual, home, school, and community; 
144.15     (3) the location of the local community and country in 
144.16  relation to larger geographic area; 
144.17     (4) the location of major geographic features of the 
144.18  earth's surface; 
144.19     (5) the physical features of communities (for example, 
144.20  climate, vegetation, land forms, or bodies of water); 
144.21     (6) human features of communities (for example, population 
144.22  distribution, settlement patterns, or cultural diversity); 
144.23     (7) the reason for location of communities or features of 
144.24  communities; 
144.25     (8) the ethnic and national backgrounds of various 
144.26  community members; and 
144.27     (9) how different individuals respond differently to the 
144.28  same event. 
144.29     Subd. 3.  [PART B.] A student shall demonstrate the ability 
144.30  to: 
144.31     (1) explain how the student's home region has changed over 
144.32  time; 
144.33     (2) create a timeline of personal history using simple 
144.34  historical research based on primary sources (for example, 
144.35  photos, personal artifacts, or family interviews); 
144.36     (3) create maps, including mental maps that show an 
145.1   understanding of the relative location of the community in 
145.2   relation to larger geographic areas; and 
145.3      (4) identify, investigate, discuss, and plan, based on 
145.4   wants and needs, how to improve the school, community, or 
145.5   environment. 
145.6      Sec. 2.  [HISTORICAL EVENTS - INTERMEDIATE.] 
145.7      Subdivision 1.  [PURPOSE.] Understand that historical 
145.8   events are influenced by multiple factors, including the 
145.9   contributions of key people; the influence of technology; and 
145.10  conflict, cooperation, and interdependence among people. 
145.11     Subd. 2.  [PART A.] A student shall demonstrate an 
145.12  understanding of: 
145.13     (1) the multiple causes and effects of an historical event 
145.14  (for example, the causes of the American Revolution and the 
145.15  results of the conflict); 
145.16     (2) how technology influences historical change (for 
145.17  example, the influence of railroads on the growth of the United 
145.18  States, the changes in sailing ships that allowed European 
145.19  exploration, or the development of irrigation systems in ancient 
145.20  cultures); 
145.21     (3) the contribution of individuals to historical events 
145.22  (for example, the signers of the Declaration of Independence or 
145.23  modern civil rights leaders); and 
145.24     (4) conflict, cooperation, and interdependence among 
145.25  individuals, groups, and nations through time (for example, the 
145.26  relationship between American Indians and Europeans in the early 
145.27  colonial period). 
145.28     Subd. 3.  [PART B.] A student shall demonstrate the ability 
145.29  to: 
145.30     (1) create a brief historical narrative from the point of 
145.31  view of a community member by gathering primary and secondary 
145.32  historical information through interviews, photos, or other 
145.33  sources; and 
145.34     (2) construct, read, and interpret timelines of key people 
145.35  and events from a variety of time periods. 
145.36     Sec. 3.  [GEOGRAPHY AND CITIZENSHIP - INTERMEDIATE.] 
146.1      Subdivision 1.  [PURPOSE.] Understand the role of citizens 
146.2   in their own communities and the interaction of people, places, 
146.3   and regions. 
146.4      Subd. 2.  [PART A.] A student shall demonstrate an 
146.5   understanding of: 
146.6      (1) location and physical characteristics (for example, 
146.7   climate or natural resources) of the United States and selected 
146.8   world regions; 
146.9      (2) human characteristics (for example, cultural, economic, 
146.10  political) or technological characteristics of United States and 
146.11  selected world regions; 
146.12     (3) interactions of people in the United States and 
146.13  selected world regions; 
146.14     (4) how local resources and products are moved throughout 
146.15  the world; 
146.16     (5) how people of different regions and cultures interact 
146.17  with the environment; 
146.18     (6) geographic origins of groups in the local community; 
146.19  and 
146.20     (7) local community needs (for example, laws, rights, and 
146.21  responsibilities), resource needs, or health and safety issues. 
146.22     Subd. 3.  [PART B.] A student shall demonstrate the ability 
146.23  to: 
146.24     (1) interpret and use information from maps and graphic 
146.25  representations; 
146.26     (2) read a variety of different kinds of maps; 
146.27     (3) create maps, including mental maps, showing the 
146.28  relative location of the community to the nation and the world; 
146.29     (4) compare ways people of different cultures and regions 
146.30  interact with the physical environment; 
146.31     (5) discuss, develop, participate in, and evaluate an 
146.32  activity that contributes to the improvement of the community; 
146.33  and 
146.34     (6) describe ways to promote the values and principles of 
146.35  American democracy. 
146.36     Sec. 4.  [CURRENT ISSUE ANALYSIS - MIDDLE.] 
147.1      Subdivision 1.  [PURPOSE.] Defend a position concerning a 
147.2   current event or issue. 
147.3      Subd. 2.  [PART A.] A student shall demonstrate an 
147.4   understanding of: 
147.5      (1) the history, facts, controversy, values, beliefs, and 
147.6   emotions surrounding a current event or issue; 
147.7      (2) the range of positions and opinions surrounding a 
147.8   current event or issue; and 
147.9      (3) the responsibility of citizens involved in the event or 
147.10  issue. 
147.11     Subd. 3.  [PART B.] A student shall demonstrate the ability 
147.12  to: 
147.13     (1) summarize in an oral, written, or role-play form the 
147.14  central facts and opinions surrounding an issue; 
147.15     (2) describe the impact of the issue on current or future 
147.16  events; and 
147.17     (3) select and defend a position based on information and 
147.18  reasoning. 
147.19     Sec. 5.  [GEOGRAPHY AND CULTURE - MIDDLE.] 
147.20     Subdivision 1.  [PURPOSE.] Understand how events, the 
147.21  interactions of people, the development of culture, and economic 
147.22  development are influenced by physical and human geography. 
147.23     Subd. 2.  [PART A.] A student shall demonstrate an 
147.24  understanding of: 
147.25     (1) how regions of the world are defined in terms of 
147.26  location, natural resources, people and cultures, and physical 
147.27  features; 
147.28     (2) the physical and cultural characteristics of selected 
147.29  regions; 
147.30     (3) how regions and global systems are interconnected and 
147.31  interdependent; 
147.32     (4) the economic development of regions (for example, the 
147.33  use of resources), the development of technology, or an increase 
147.34  in trade; and 
147.35     (5) the impact of human and physical geography on current 
147.36  or historical issues that involve particular regions. 
148.1      Subd. 3.  [PART B.] A student shall demonstrate an ability 
148.2   to: 
148.3      (1) construct and interpret maps, including mental maps, 
148.4   and other graphic representations that show the location of 
148.5   regions and the change of regions over time; 
148.6      (2) construct and interpret maps, including mental maps, 
148.7   and other graphic representations that show the interaction of 
148.8   regions through the movement of people, ideas, or resources; and 
148.9      (3) compare differences and similarities between world 
148.10  regions in, for example, their forms of government, topography, 
148.11  resource use, or ethnicity. 
148.12     Sec. 6.  [HISTORY AND CITIZENSHIP - MIDDLE LEVEL.] 
148.13     Subdivision 1.  [PURPOSE.] Understand the role of 
148.14  individuals and groups in influencing historical events. 
148.15     Subd. 2.  [PART A.] A student shall demonstrate an 
148.16  understanding of: 
148.17     (1) the origin and influences of diverse ideas and beliefs 
148.18  in history (for example, the competing interests that lead to 
148.19  the formation of the Bill of Rights); 
148.20     (2) the facts, sequences, and patterns within a historical 
148.21  period (for example, colonization patterns and the response of 
148.22  the American Indians); 
148.23     (3) themes of change (for example, significant immigration 
148.24  periods in United States history and their impact on society); 
148.25     (4) a continuum of change in a local community or 
148.26  institution; 
148.27     (5) the role of individuals and groups in influencing 
148.28  change through political processes, legal processes, or other 
148.29  means; and 
148.30     (6) how people become citizens and how citizens contribute 
148.31  to a changing community through participation. 
148.32     Subd. 3.  [PART B.] A student shall demonstrate the ability 
148.33  to: 
148.34     (1) create an historical narrative, based on primary and 
148.35  secondary sources, that draws conclusions about historical 
148.36  events and participants and shows an understanding of 
149.1   chronology; 
149.2      (2) construct and interpret thematic or multitiered 
149.3   timelines to compare eras or to compare different ideas or 
149.4   places within the same era; and 
149.5      (3) use civic dialogue and an actual or simulated political 
149.6   process to examine issues involving rights, roles, and 
149.7   responsibilities. 
149.8      Sec. 7.  [THEMES OF UNITED STATES HISTORY - HIGH SCHOOL.] 
149.9      Subdivision 1.  [PURPOSE.] Understand the development of 
149.10  United States history through the study of foundational 
149.11  documents, historical themes, historical eras, and diverse 
149.12  perspectives. 
149.13     Subd. 2.  [PART A.] A student shall demonstrate an 
149.14  understanding of: 
149.15     (1) the historical influence of foundational primary 
149.16  documents, including the Declaration of Independence and the 
149.17  United States Constitution; 
149.18     (2) cultural, political, social, scientific, or economic 
149.19  themes related to key people, events, and concepts in historical 
149.20  eras of the United States (for example, the convergence of 
149.21  people, Civil War and Reconstruction, the Great Depression, or 
149.22  contemporary United States); and 
149.23     (3) how diverse ideas or beliefs have influenced different 
149.24  eras of United States history, including tribal sovereignty and 
149.25  the relationship between American Indian tribal governments and 
149.26  federal and state government in earlier eras or in recent times. 
149.27     Subd. 3.  [PART B.] A student shall demonstrate the ability 
149.28  to: 
149.29     (1) formulate historical questions and defend historical 
149.30  positions using evidence from primary and secondary sources 
149.31  representing a variety of perspectives; 
149.32     (2) analyze historical issues and evaluate the impact of 
149.33  historical decisions; and 
149.34     (3) think chronologically (for example, through developing 
149.35  historical narrative or through constructing and interpreting 
149.36  thematic and multitiered timelines). 
150.1      Sec. 8.  [UNITED STATES CITIZENSHIP - HIGH SCHOOL.] 
150.2      Subdivision 1.  [PURPOSE.] Understands the foundations, 
150.3   rights, and responsibilities of United States citizenship. 
150.4      Subd. 2.  [PART A.] A student shall demonstrate an 
150.5   understanding of: 
150.6      (1) the foundations, rights, and responsibilities of United 
150.7   States citizenship; 
150.8      (2) how the United States Constitution and other 
150.9   foundational documents embody the principles and ideals of a 
150.10  democratic republic; 
150.11     (3) the rights and responsibilities of citizens, 
150.12  noncitizens, and dual citizens; 
150.13     (4) the formal and informal structures of government, 
150.14  including how interest groups exercise power; and 
150.15     (5) how citizens affect local, national, and foreign policy.
150.16     Subd. 3.  [PART B.] A student shall demonstrate the ability 
150.17  to: 
150.18     (1) use research and civic dialogue to examine issues 
150.19  involving rights, roles, and the status of individuals in 
150.20  relation to the general welfare of society; and 
150.21     (2) observe, analyze, and interact with an actual or 
150.22  simulated governmental process. 
150.23     Sec. 9.  [DIVERSE PERSPECTIVES - HIGH SCHOOL.] 
150.24     Subdivision 1.  [PURPOSE.] Evaluate events and actions from 
150.25  diverse United States and world perspectives. 
150.26     Subd. 2.  [PART A.] A student shall demonstrate an 
150.27  understanding of: 
150.28     (1) how race, culture, gender, and disability may influence 
150.29  beliefs, actions, and world view; 
150.30     (2) how the same data can be interpreted differently 
150.31  depending upon perspectives, goals, attitudes, personal history, 
150.32  culture, or other factors; 
150.33     (3) issues, topics, or concepts around which disagreement 
150.34  or ambiguity exist; and 
150.35     (4) two or more alternative points of view for one issue, 
150.36  topic, event, or concept around which disagreement or ambiguity 
151.1   exists. 
151.2      Subd. 3.  [PART B.] A student shall demonstrate the ability 
151.3   to: 
151.4      (1) describe, explain, and compare points of view 
151.5   concerning an issue, including the reasons for alternative 
151.6   points of view; 
151.7      (2) evaluate events and actions from diverse United States 
151.8   and world perspectives; and 
151.9      (3) analyze how interpretation is affected by omitting 
151.10  viewpoints. 
151.11     Sec. 10.  [HUMAN GEOGRAPHY - HIGH SCHOOL.] 
151.12     Subdivision 1.  [PURPOSE.] Understand how people interact 
151.13  with the environment, how people of different regions interact 
151.14  with each other, and how conflict or change results from these 
151.15  interactions. 
151.16     Subd. 2.  [PART A.] A student shall demonstrate an 
151.17  understanding of: 
151.18     (1) the location of major places, regions, and geographic 
151.19  features on the surface of the earth; 
151.20     (2) the physical processes that shape patterns on the 
151.21  earth's surface; 
151.22     (3) the physical and cultural characteristics of places and 
151.23  regions; 
151.24     (4) how the environment is modified by and modifies human 
151.25  activity; 
151.26     (5) how changing relationships between humans and the 
151.27  physical environment influences the characteristics of places; 
151.28     (6) how places, regions, and global systems are 
151.29  interconnected through the movement of people, ideas, resources, 
151.30  and other cultural characteristics; and 
151.31     (7) how changes in the patterns of human interaction result 
151.32  in changes in the cultural landscape. 
151.33     Subd. 3.  [PART B.] A student shall demonstrate the ability 
151.34  to: 
151.35     (1) interpret and communicate geographic information 
151.36  through maps and other graphic tools and geographic information 
152.1   systems; 
152.2      (2) predict changes or trends in physical or cultural 
152.3   landscape based on changes in spatial patterns or other 
152.4   geographic information; and 
152.5      (3) use a geographic perspective in the analysis of a 
152.6   dispute over land use, resource utilization, or political 
152.7   control of territory. 
152.8      Sec. 11.  [INSTITUTIONS AND TRADITIONS IN SOCIETY - HIGH 
152.9   SCHOOL.] 
152.10     Subdivision 1.  [PURPOSE.] Understand the interaction and 
152.11  development of individuals, groups, and institutions. 
152.12     Subd. 2.  [PART A.] A student shall demonstrate an 
152.13  understanding of: 
152.14     (1) institutions (for example, family, religion, 
152.15  educational, economic, or political institutions) and the 
152.16  traditions of those institutions; 
152.17     (2) societal concepts that influence the interaction among 
152.18  individuals, groups, and society; 
152.19     (3) how societal concepts and institutions develop and 
152.20  change over time; 
152.21     (4) how cultural diversity affects conflict and cohesion 
152.22  within and across groups and institutions; and 
152.23     (5) tensions between individuality and conformity and the 
152.24  groups that influence the tensions (for example, family, peer 
152.25  groups, or the media). 
152.26     Subd. 3.  [PART B.] A student shall demonstrate the ability 
152.27  to: 
152.28     (1) use observation, surveys, sampling, or other research 
152.29  to analyze how roles, status, and societal class affect 
152.30  interaction in groups and institutions; and 
152.31     (2) analyze how institutions affect continuity and change. 
152.32     Sec. 12.  [COMMUNITY INTERACTION - HIGH SCHOOL.] 
152.33     Subdivision 1.  [PURPOSE.] Understand the relationships 
152.34  between organizations and the communities they serve through 
152.35  direct service or experience. 
152.36     Subd. 2.  [PART A.] A student shall demonstrate an 
153.1   understanding of: 
153.2      (1) the types of organizations that serve the community and 
153.3   the types of assistance they offer; 
153.4      (2) how organizations assess community needs; and 
153.5      (3) how individuals can work to improve the community. 
153.6      Subd. 3.  [PART B.] A student shall demonstrate the ability 
153.7   to: 
153.8      (1) conduct a needs assessment to determine the impact of 
153.9   an issue, event, or service on the community; and 
153.10     (2) suggest, apply, and evaluate strategies designed to 
153.11  improve the community through direct service or other authentic 
153.12  experience. 
153.13     Sec. 13.  [WORLD HISTORY AND CULTURES - HIGH SCHOOL.] 
153.14     Subdivision 1.  [PURPOSE.] Understand historical 
153.15  developments that gave rise to human societies. 
153.16     Subd. 2.  [PART A.] A student shall demonstrate an 
153.17  understanding of: 
153.18     (1) processes that influence the formation of human 
153.19  societies (for example, the development of agriculture or the 
153.20  development of institutions); 
153.21     (2) characteristics of emerging and spreading civilizations 
153.22  (for example, increased influence through trade or conquest); 
153.23     (3) processes of change within societies, including reform 
153.24  and revolution; 
153.25     (4) causes and effects of political, social, or cultural 
153.26  exchanges and encounters (for example, the contact between 
153.27  Mesoamerican civilizations and the Spanish); 
153.28     (5) patterns of global transformations and the rise of an 
153.29  interdependent world; and 
153.30     (6) unifying themes across historical eras or across world 
153.31  regions in the same era. 
153.32     Subd. 3.  [PART B.] A student shall demonstrate the ability 
153.33  to: 
153.34     (1) formulate a historical question about an event, issue, 
153.35  era, region, or culture; 
153.36     (2) evaluate a historical question for research 
154.1   feasibility; 
154.2      (3) gather information from secondary sources and original 
154.3   primary or translated sources; and 
154.4      (4) present research findings, including conclusions about 
154.5   the historical question, bias and perspective in sources, 
154.6   limitations of the investigation because of time or distance 
154.7   from sources, and possible questions for further research. 
154.8                              ARTICLE 14
154.9                    REQUIRED:  ARTS AND LITERATURE
154.10     Section 1.  [ARTISTIC EXPRESSION - PRIMARY.] 
154.11     Subdivision 1.  [PURPOSE.] Use artistic processes to 
154.12  create, perform, and interpret art works in at least three of 
154.13  the following arts areas. 
154.14     Subd. 2.  [PART A.] A student shall demonstrate an 
154.15  understanding of: 
154.16     (1)  [DANCE.] 
154.17     (i) the elements of dance, including action, space, time, 
154.18  and energy; and 
154.19     (ii) characteristics of dance from a variety of cultures 
154.20  and historical times; 
154.21     (2)  [MUSIC.] 
154.22     (i) the elements of music, including melody, rhythm, 
154.23  harmony, dynamics, tone color, texture, and form; and 
154.24     (ii) characteristics of music from a variety of cultures 
154.25  and historical times; 
154.26     (3)  [THEATER.] 
154.27     (i) the elements of theater, including plot, theme, 
154.28  character, language, sound, and spectacle; and 
154.29     (ii) characteristics of theater from a variety of cultures 
154.30  and historical times; or 
154.31     (4)  [VISUAL ARTS.] 
154.32     (i) the elements of visual art, including color, line, 
154.33  shape, form, texture, and space; and 
154.34     (ii) characteristics of visual art from a variety of 
154.35  cultures and historical times. 
154.36     Subd. 3.  [PART B.] A student shall demonstrate the ability 
155.1   to: 
155.2      (1)  [DANCE.] 
155.3      (i) use basic movement skills in musical or rhythmic 
155.4   contexts; and 
155.5      (ii) create and perform sequences of movement with a 
155.6   beginning, middle, and end to communicate a story, life 
155.7   experience, theme, or idea; 
155.8      (2)  [MUSIC.] 
155.9      (i) sing a varied repertoire of songs in a group; 
155.10     (ii) improvise and compose on classroom instruments to 
155.11  communicate an idea; 
155.12     (iii) play simple rhythms and melodies on classroom 
155.13  instruments; and 
155.14     (iv) read and write music using a system of notation; 
155.15     (3)  [THEATER.] 
155.16     (i) use movement, sound, and language to create images and 
155.17  express ideas; 
155.18     (ii) create characterizations of animals, objects, or 
155.19  shapes; and 
155.20     (iii) communicate a story and character using voice, 
155.21  movement, costume, and props; or 
155.22     (4)  [VISUAL ARTS.] 
155.23     (i) use the tools, basic skills, and techniques of at least 
155.24  three different mediums; and 
155.25     (ii) create original works of art to communicate ideas. 
155.26     Sec. 2.  [ARTISTIC EXPRESSION - INTERMEDIATE.] 
155.27     Subdivision 1.  [PURPOSE.] Use artistic processes to 
155.28  create, perform, and interpret art works in at least three of 
155.29  the following arts areas. 
155.30     Subd. 2.  [PART A.] A student shall demonstrate an 
155.31  understanding of: 
155.32     (1)  [DANCE.] 
155.33     (i) components of dance: 
155.34     (A) elements, including action, space, time and energy; 
155.35     (B) principles of choreography (for example, repetition, 
155.36  pattern, or unity); and 
156.1      (C) vocabulary; 
156.2      (ii) cultural and historical forms or traditions of dance; 
156.3   and 
156.4      (iii) how dance elements are similar to and different from 
156.5   the elements of other arts areas (for example, music, theater, 
156.6   or visual arts); 
156.7      (2)  [MUSIC.] 
156.8      (i) components of music: 
156.9      (A) elements, including melody, rhythm, harmony, dynamics, 
156.10  tone color, texture, and form; and 
156.11     (B) vocabulary; 
156.12     (ii) cultural and historical forms or traditions of music; 
156.13  and 
156.14     (iii) how musical elements are similar to and different 
156.15  from the elements of other arts areas (for example, dance, 
156.16  theater, or visual arts); 
156.17     (3)  [THEATER.] 
156.18     (i) components of theater: 
156.19     (A) elements, including plot, theme, character, language, 
156.20  sound, and spectacle; 
156.21     (B) forms (for example, tragedy, comedy, farce, or 
156.22  melodrama); and 
156.23     (C) vocabulary; 
156.24     (ii) cultural and historical forms or traditions of 
156.25  theater; and 
156.26     (iii) how theater elements are similar to and different 
156.27  from the elements of other arts areas (for example, dance, 
156.28  music, or visual arts); or 
156.29     (4)  [VISUAL ARTS.] 
156.30     (i) components of visual arts: 
156.31     (A) elements, including color, line, shape, form, texture, 
156.32  and space; 
156.33     (B) principles (for example, repetition, contrast, or 
156.34  balance); and 
156.35     (C) vocabulary; 
156.36     (ii) cultural and historical forms or traditions of visual 
157.1   arts; and 
157.2      (iii) how visual arts elements are similar to and different 
157.3   from the elements of other arts areas (for example, dance, 
157.4   music, or theater). 
157.5      Subd. 3.  [PART B.] A student shall demonstrate the ability 
157.6   to: 
157.7      (1)  [DANCE.] 
157.8      (i) perform characteristic movements and styles of dance 
157.9   from more than one form or tradition; 
157.10     (ii) create movement sequences with or without music; and 
157.11     (iii) generate multiple responses to movement ideas; 
157.12     (2)  [MUSIC.] 
157.13     (i) sing or play traditional instruments alone and sing 
157.14  rounds and part songs or play traditional instruments in a 
157.15  group; 
157.16     (ii) improvise and compose rhythms, melodies, and 
157.17  accompaniments using classroom instruments, voice, or both to 
157.18  express a specific musical idea; 
157.19     (iii) perform rhythmic, melodic, and harmonic patterns on 
157.20  classroom instruments; and 
157.21     (iv) read and write music using a system of musical 
157.22  notation; 
157.23     (3)  [THEATER.] 
157.24     (i) create a character based on fiction or life experience 
157.25  using movement, voice, costume, and props; and 
157.26     (ii) create a dramatic performance by interpreting and 
157.27  adapting the plot, characters, and language from an existing 
157.28  piece of literature; or 
157.29     (4)  [VISUAL ARTS.] 
157.30     (i) use elements, principles, skills, and techniques of at 
157.31  least three different mediums; and 
157.32     (ii) create original works of art to express specific 
157.33  artistic ideas. 
157.34     Sec. 3.  [ARTISTIC INTERPRETATION - MIDDLE.] 
157.35     Subdivision 1.  [PURPOSE.] Use artistic processes to 
157.36  analyze and interpret a variety of works in at least three of 
158.1   the following arts areas. 
158.2      Subd. 2.  [PART A.] A student shall demonstrate an 
158.3   understanding of: 
158.4      (1)  [DANCE.] 
158.5      (i) how the components of dance are used to convey meaning: 
158.6      (A) elements, including action, space, time, and energy; 
158.7      (B) principles of choreography (for example, repetition, 
158.8   pattern, or unity); 
158.9      (C) vocabulary; 
158.10     (D) styles (for example, tap, ballet, or modern); and 
158.11     (E) choreographic structures (for example, theme and 
158.12  variation); 
158.13     (ii) the connection between a work in dance, its purpose, 
158.14  and its cultural and historical contexts; and 
158.15     (iii) how the principles and vocabulary of dance are 
158.16  similar to and different from other arts areas (for example, 
158.17  music, theater, or visual art); 
158.18     (2)  [MUSIC.] 
158.19     (i) how the components of music are used to convey meaning: 
158.20     (A) elements, including melody, rhythm, harmony, dynamics, 
158.21  tone color, texture, and form; 
158.22     (B) vocabulary; 
158.23     (C) styles (for example, blues, jazz, or opera); and 
158.24     (D) structures (for example, ABA); 
158.25     (ii) the connection between a work of music, its purpose, 
158.26  and its cultural and historical contexts; and 
158.27     (iii) how the vocabulary of music is similar to and 
158.28  different from other arts areas (for example, dance, theater, or 
158.29  visual arts); 
158.30     (3)  [THEATER.] 
158.31     (i) how the components of theater are used to convey 
158.32  meaning: 
158.33     (A) elements, including plot, theme, character, language, 
158.34  sound, and spectacle; 
158.35     (B) forms (for example, tragedy, comedy, farce, or 
158.36  melodrama); 
159.1      (C) vocabulary; 
159.2      (D) styles (for example, romantic or classical); and 
159.3      (E) structures (for example, chronological or nonlinear); 
159.4      (ii) the connection between a work in theater, its purpose, 
159.5   and its cultural and historical contexts; and 
159.6      (iii) how the forms and vocabulary of theater are similar 
159.7   to and different from other arts areas (for example, dance, 
159.8   music, or visual arts); or 
159.9      (4)  [VISUAL ARTS.] 
159.10     (i) how the components of visual arts are used to convey 
159.11  meaning: 
159.12     (A) elements, including color, line, shape, form, texture, 
159.13  and space; 
159.14     (B) principles (for example, repetition, contrast, or 
159.15  balance); 
159.16     (C) vocabulary; 
159.17     (D) styles (for example, abstract or impressionist); and 
159.18     (E) structures (for example, two dimensional or three 
159.19  dimensional); 
159.20     (ii) the connection between a visual art work, its purpose, 
159.21  and its cultural and historical contexts; and 
159.22     (iii) how the principles and vocabulary of visual art are 
159.23  similar to and different from other arts areas (for example, 
159.24  dance, music, or theater). 
159.25     Subd. 3.  [PART B.] A student shall demonstrate the ability 
159.26  to: 
159.27     (1)  [DANCE.] 
159.28     (i) communicate a personal reaction to performances of 
159.29  original works or interpretations and performances of existing 
159.30  works in dance using the components of dance; and 
159.31     (ii) use criteria to evaluate performances in dance; 
159.32     (2)  [MUSIC.] 
159.33     (i) communicate a personal reaction to performances of 
159.34  original works, compositions, or interpretations and 
159.35  performances of existing music using the components of music; 
159.36  and 
160.1      (ii) use criteria to evaluate musical performances; 
160.2      (3)  [THEATER.] 
160.3      (i) communicate a personal reaction to performances of 
160.4   original works or interpretations and performances of existing 
160.5   works in theater using the components of theater; and 
160.6      (ii) use criteria to evaluate performances in theater; or 
160.7      (4)  [VISUAL ARTS.] 
160.8      (i) communicate a personal reaction to works in visual art 
160.9   using the components of visual art; and 
160.10     (ii) use criteria to evaluate works of visual art. 
160.11     Sec. 4.  [ARTISTIC CREATIVITY AND PERFORMANCE - MIDDLE.] 
160.12     Subdivision 1.  [PURPOSE.] Use artistic processes to create 
160.13  and perform in at least three of the following arts areas. 
160.14     Subd. 2.  [PART A.] A student shall demonstrate an 
160.15  understanding of: 
160.16     (1)  [DANCE.] 
160.17     (i) components of dance: 
160.18     (A) elements, including action, space, time, and energy; 
160.19     (B) principles of choreography (for example, repetition, 
160.20  pattern, or unity); 
160.21     (C) vocabulary; 
160.22     (D) styles (for example, tap, ballet, or modern); and 
160.23     (E) choreographic structures (for example, theme and 
160.24  variation); 
160.25     (ii) technical skills of dance (for example, alignment, 
160.26  locomotor, or nonlocomotor movement skills); and 
160.27     (iii) how audience and occasion affect artistic choices in 
160.28  creating and performing dance; 
160.29     (2)  [MUSIC.] 
160.30     (i) the components of music: 
160.31     (A) elements, including melody, rhythm, harmony, dynamics, 
160.32  tone color, texture, and form; 
160.33     (B) vocabulary; 
160.34     (C) styles (for example, blues, jazz, or opera); and 
160.35     (D) structures (for example, ABA); 
160.36     (ii) technical skills of music (for example, singing or 
161.1   playing instruments); and 
161.2      (iii) how audience and occasion affect artistic choices 
161.3   when composing and performing music; 
161.4      (3)  [THEATER.] 
161.5      (i) the components of theater: 
161.6      (A) elements, including plot, theme, character, language, 
161.7   sound, and spectacle; 
161.8      (B) forms (for example, tragedy, comedy, farce, or 
161.9   melodrama); 
161.10     (C) vocabulary; 
161.11     (D) styles (for example, romantic or classical); and 
161.12     (E) structures (for example, chronological or nonlinear); 
161.13     (ii) technical skills in the theater (for example, scenery 
161.14  or prop design); and 
161.15     (iii) how audience and occasion affect artistic choices in 
161.16  creation and performance in theater; or 
161.17     (4)  [VISUAL ARTS.] 
161.18     (i) the components of visual art: 
161.19     (A) elements, including color, line, shape, form, texture, 
161.20  and space; 
161.21     (B) principles (for example, repetition, contrast, or 
161.22  balance); 
161.23     (C) vocabulary; 
161.24     (D) styles (for example, abstract or impressionist); and 
161.25     (E) structures (for example, two dimensional or three 
161.26  dimensional); 
161.27     (ii) technical skills of visual arts (for example, 
161.28  selecting and using tools and techniques of the medium); and 
161.29     (iii) how audience and occasion affect artistic choices in 
161.30  creation of visual art. 
161.31     Subd. 3.  [PART B.] A student shall demonstrate the ability 
161.32  to: 
161.33     (1)  [DANCE.] 
161.34     (i) use artistic processes to create and perform in a 
161.35  variety of dance contexts; 
161.36     (ii) express and communicate ideas using the components of 
162.1   dance; 
162.2      (iii) use improvisation to generate ideas for artistic 
162.3   expression in dance; 
162.4      (iv) make and explain artistic choices in creating and 
162.5   performing dance; and 
162.6      (v) use feedback to revise both creation and performance of 
162.7   dance; 
162.8      (2)  [MUSIC.] 
162.9      (i) use artistic processes to create and perform in a 
162.10  variety of musical contexts; 
162.11     (ii) express and communicate ideas using the components of 
162.12  music; 
162.13     (iii) use improvisation and composition to generate ideas 
162.14  for artistic expression in music; 
162.15     (iv) make and explain artistic choices in composing and 
162.16  performing music; and 
162.17     (v) use feedback to revise musical creation or performance; 
162.18     (3)  [THEATER.] 
162.19     (i) use artistic processes to create and perform in a 
162.20  variety of theater contexts; 
162.21     (ii) express and communicate ideas using the components of 
162.22  theater; 
162.23     (iii) use improvisation to generate ideas for creating and 
162.24  performing in theater; 
162.25     (iv) make and explain artistic choices in creation and 
162.26  performance; and 
162.27     (v) use feedback to revise creation or performance in 
162.28  theater; or 
162.29     (4)  [VISUAL ARTS.] 
162.30     (i) use artistic processes to create in a variety of visual 
162.31  art contexts; 
162.32     (ii) express and communicate ideas using the components of 
162.33  visual arts; 
162.34     (iii) generate ideas for artistic expression in visual 
162.35  arts; 
162.36     (iv) make and explain artistic choices in creating visual 
163.1   art; and 
163.2      (v) use feedback to revise artistic expression in visual 
163.3   art. 
163.4      Sec. 5.  [ANALYSIS AND INTERPRETATION - HIGH SCHOOL.] 
163.5      Subdivision 1.  [PURPOSE.] Apply artistic process to 
163.6   analyze, interpret, and evaluate art works.  (Must be completed 
163.7   in literature.  This standard may be repeated in dance, media 
163.8   arts, music, theater, or visual arts as an elective.) 
163.9      Subd. 2.  [PART A.] A student shall demonstrate an 
163.10  understanding of: 
163.11     (1)  [DANCE.] 
163.12     (i) how a synthesis of the components of dance is used to 
163.13  define a work in dance: 
163.14     (A) elements, including action, space, time, and energy; 
163.15     (B) principles of choreography (for example, repetition, 
163.16  pattern, or unity); 
163.17     (C) vocabulary; 
163.18     (D) choreographic structures (for example, theme and 
163.19  variation); 
163.20     (E) styles (for example, tap, ballet, or modern); and 
163.21     (F) technical skills (for example, alignment, locomotor, or 
163.22  nonlocomotor movement); 
163.23     (ii) the similarities and differences among the styles and 
163.24  choreographic structures within dance; 
163.25     (iii) how the selection of criteria affects criticism of a 
163.26  dance creation, interpretation, or performance; and 
163.27     (iv) the connections between dance and other disciplines 
163.28  outside the arts (for example, mathematics, science, or 
163.29  history); 
163.30     (2)  [LITERATURE.] 
163.31     (i) how a synthesis of the components of literature is used 
163.32  to define a work of literature: 
163.33     (A) elements, including plot, character, setting, imagery, 
163.34  theme, point of view, and conflict; 
163.35     (B) principles (for example, balance or repetition); 
163.36     (C) vocabulary; 
164.1      (D) structural forms (for example, short story, novella, or 
164.2   prose poem); 
164.3      (E) styles (for example, classical, romantic, or gothic); 
164.4   and 
164.5      (F) technical skills (for example, organization or focus); 
164.6      (ii) the similarities and differences among the structural 
164.7   forms and styles within literature; 
164.8      (iii) how the selection of criteria affects literary 
164.9   criticism; and 
164.10     (iv) the connections between literature and other 
164.11  disciplines outside the arts (for example, mathematics, science, 
164.12  or history); 
164.13     (3)  [MEDIA ARTS.] 
164.14     (i) how a synthesis of the components of media arts is used 
164.15  to define a work in media arts: 
164.16     (A) elements, including image, sound, space, time, motion, 
164.17  and sequence; 
164.18     (B) principles (for example, repetition, unity, or 
164.19  contrast); 
164.20     (C) vocabulary; 
164.21     (D) structures (for example, chronological or spatial); 
164.22     (E) styles (for example, documentary, narrative, or 
164.23  abstract); and 
164.24     (F) technical skills (for example, selection and use of the 
164.25  tools of the medium); 
164.26     (ii) the similarities and differences among the structures 
164.27  and styles within media arts; 
164.28     (iii) how the selection of criteria affects criticism of a 
164.29  work in media arts; and 
164.30     (iv) the connections between media arts and other 
164.31  disciplines outside the arts (for example, mathematics, science, 
164.32  or history); 
164.33     (4)  [MUSIC.] 
164.34     (i) how a synthesis of the components of music is used to 
164.35  define a composition, interpretation, or performance in music: 
164.36     (A) elements, including melody, rhythm, harmony, dynamics, 
165.1   tone color, texture, and form; 
165.2      (B) vocabulary; 
165.3      (C) styles (for example, blues, jazz, or opera); 
165.4      (D) structures (for example, ABA); and 
165.5      (E) technical skills (for example, singing or playing 
165.6   instruments); 
165.7      (ii) the similarities and differences among the structures 
165.8   and styles within music; 
165.9      (iii) how the selection of criteria affects criticism of a 
165.10  musical composition, interpretation, or performance; and 
165.11     (iv) the connections between music and other disciplines 
165.12  outside the arts (for example, mathematics, science, or 
165.13  history); 
165.14     (5)  [THEATER.] 
165.15     (i) how a synthesis of the components of theater are used 
165.16  to define a work in theater: 
165.17     (A) elements, including plot, theme, character, language, 
165.18  sound, and spectacle; 
165.19     (B) forms (for example, tragedy, comedy, farce, or 
165.20  melodrama); 
165.21     (C) vocabulary; 
165.22     (D) styles (for example, romantic or classical); 
165.23     (E) structures (for example, chronological or nonlinear); 
165.24  and 
165.25     (F) technical skills (for example, scenery or prop design); 
165.26     (ii) the similarities and differences among the structures 
165.27  and styles within theater; 
165.28     (iii) how the selection of criteria affects criticism of a 
165.29  theater creation, interpretation, or performance; and 
165.30     (iv) the connections between theater and other disciplines 
165.31  outside the arts (for example, mathematics, science, or 
165.32  history); and 
165.33     (6)  [VISUAL ARTS.] 
165.34     (i) how a synthesis of the components of visual arts is 
165.35  used to define a work in visual art: 
165.36     (A) elements, including color, line, shape, form, texture, 
166.1   and space; 
166.2      (B) principles (for example, repetition, contrast, or 
166.3   balance); 
166.4      (C) vocabulary; 
166.5      (D) styles (for example, abstract or impressionist); 
166.6      (E) structures (for example, two dimensional or three 
166.7   dimensional); and 
166.8      (F) technical skills (for example, selecting and using 
166.9   tools and techniques of the medium); 
166.10     (ii) the similarities and differences among the structures 
166.11  and styles within visual arts; 
166.12     (iii) how the selection of criteria affects criticism of a 
166.13  work in visual arts; and 
166.14     (iv) the connections between visual arts and other 
166.15  disciplines outside the arts (for example, mathematics, science, 
166.16  or history). 
166.17     Subd. 3.  [PART B.] A student shall demonstrate the ability 
166.18  to: 
166.19     (1)  [DANCE.] 
166.20     (i) select criteria for evaluating the performances of 
166.21  original dances or the interpretations and performances of 
166.22  existing dances; 
166.23     (ii) analyze and interpret dance through its historical, 
166.24  cultural, or social context; 
166.25     (iii) support personal reactions to the performances of 
166.26  original dances or the interpretations and performances of 
166.27  existing dances using the components of dance; and 
166.28     (iv) articulate informed evaluations of performances of 
166.29  original dances or the interpretations and performances of 
166.30  existing dances using selected criteria; 
166.31     (2)  [LITERATURE.] 
166.32     (i) select criteria for evaluating literature; 
166.33     (ii) analyze and interpret literature through its 
166.34  historical, cultural, or social context; 
166.35     (iii) support personal reactions to literature using the 
166.36  components of literature; and 
167.1      (iv) articulate informed evaluations of literature using 
167.2   selected criteria; 
167.3      (3)  [MEDIA ARTS.] 
167.4      (i) select criteria for evaluating works in media arts; 
167.5      (ii) analyze and interpret media art through its 
167.6   historical, cultural, or social context; 
167.7      (iii) support personal reactions to media art works using 
167.8   the components of media arts; and 
167.9      (iv) articulate informed evaluations of media art works 
167.10  using selected criteria; 
167.11     (4)  [MUSIC.] 
167.12     (i) select criteria for evaluating the performances of 
167.13  original compositions or the interpretations and performances of 
167.14  existing compositions; 
167.15     (ii) analyze and interpret music through its historical, 
167.16  cultural, or social context; 
167.17     (iii) support personal reactions to performances of 
167.18  original compositions or the interpretations and performances of 
167.19  existing compositions using the components of music; and 
167.20     (iv) articulate informed evaluations of performances of 
167.21  original compositions or the interpretations and performances of 
167.22  existing compositions using selected criteria; 
167.23     (5)  [THEATER.] 
167.24     (i) select criteria for evaluating performances of original 
167.25  works or the interpretation and performance of existing works in 
167.26  theater; 
167.27     (ii) analyze and interpret theater through its historical, 
167.28  cultural, or social context; 
167.29     (iii) support personal reactions to original works or the 
167.30  interpretation and performance of existing works in theater 
167.31  using the components of theater; and 
167.32     (iv) articulate informed evaluations of original works or 
167.33  the interpretation and performance of existing works in theater 
167.34  using selected criteria; and 
167.35     (6)  [VISUAL ARTS.] 
167.36     (i) select criteria for evaluating visual art works; 
168.1      (ii) analyze and interpret visual art through its 
168.2   historical, cultural, or social context; 
168.3      (iii) support personal reactions to visual art works using 
168.4   the components of visual arts; and 
168.5      (iv) articulate informed evaluations of visual art works 
168.6   using selected criteria. 
168.7      Sec. 6.  [CREATION AND PERFORMANCE - HIGH SCHOOL.] 
168.8      Subdivision 1.  [PURPOSE.] Use artistic processes to create 
168.9   original or perform existing works of art.  (Must be completed 
168.10  in dance, media arts, music, theater, or visual arts.  May be 
168.11  completed in a different art form or in creative writing as an 
168.12  elective.) 
168.13     Subd. 2.  [PART A.] A student shall demonstrate an 
168.14  understanding of: 
168.15     (1)  [CREATIVE WRITING.] 
168.16     (i) the integration of components of creative writing: 
168.17     (A) elements, including plot, character, setting, imagery, 
168.18  theme, point of view, and conflict; 
168.19     (B) principles (for example, balance or repetition); 
168.20     (C) vocabulary; 
168.21     (D) structural forms (for example, short story, novella, or 
168.22  prose poem); 
168.23     (E) styles (for example, classical, romantic, or gothic); 
168.24  and 
168.25     (F) technical skills (for example, organization or focus); 
168.26  and 
168.27     (ii) the cultural, historical, or social contexts that 
168.28  influence the creation of the writing; 
168.29     (2)  [DANCE.] 
168.30     (i) the integration of components of dance: 
168.31     (A) elements, including action, space, time, and energy; 
168.32     (B) principles of choreography (for example, repetition, 
168.33  pattern, or unity); 
168.34     (C) vocabulary; 
168.35     (D) choreographic structures (for example, theme and 
168.36  variation); 
169.1      (E) styles (for example, tap, ballet, or modern); and 
169.2      (F) technical skills (for example, alignment, locomotor, or 
169.3   nonlocomotor movement); and 
169.4      (ii) the cultural, historical, or social contexts that 
169.5   influence the creation, interpretation, or performance of dance 
169.6   works; 
169.7      (3)  [MEDIA ARTS.] 
169.8      (i) the integration of components of media arts: 
169.9      (A) elements, including image, sound, space, time, motion, 
169.10  and sequence; 
169.11     (B) principles (for example, repetition, unity, or 
169.12  contrast); 
169.13     (C) vocabulary; 
169.14     (D) structures (for example, chronological or spatial); 
169.15     (E) styles (for example, documentary, narrative, or 
169.16  abstract); and 
169.17     (F) technical skills (for example, selection and use of the 
169.18  tools of the medium); and 
169.19     (ii) the cultural, historical, or social contexts that 
169.20  influence the creation of media arts; 
169.21     (4)  [MUSIC.] 
169.22     (i) the integration of components of music: 
169.23     (A) elements, including melody, rhythm, harmony, dynamics, 
169.24  tone color, texture, and form; 
169.25     (B) vocabulary; 
169.26     (C) styles (for example, blues, jazz, or opera); 
169.27     (D) structures (for example, ABA); and 
169.28     (E) technical skills (for example, singing or playing 
169.29  instruments); and 
169.30     (ii) the cultural, historical, or social contexts that 
169.31  influence the creation, interpretation, or performance of music; 
169.32     (5)  [THEATER.] 
169.33     (i) the integration of components of theater: 
169.34     (A) elements, including plot, theme, character, language, 
169.35  sound, and spectacle; 
169.36     (B) forms (for example, tragedy, comedy, farce, or 
170.1   melodrama); 
170.2      (C) vocabulary; 
170.3      (D) styles (for example, romantic or classical); 
170.4      (E) structures (for example, chronological or nonlinear); 
170.5   and 
170.6      (F) technical skills (for example, scenery or prop design); 
170.7   and 
170.8      (ii) the cultural, historical, or social contexts that 
170.9   influence creation, interpretation, or performance in theater; 
170.10  and 
170.11     (6)  [VISUAL ARTS.] 
170.12     (i) the integration of components of visual arts: 
170.13     (A) elements, including color, line, shape, form, texture, 
170.14  and space; 
170.15     (B) principles (for example, repetition, contrast, or 
170.16  balance); 
170.17     (C) vocabulary; 
170.18     (D) styles (for example, abstract or impressionist); 
170.19     (E) structures (for example, two dimensional or three 
170.20  dimensional); and 
170.21     (F) technical skills (for example, selecting and using 
170.22  tools and techniques of the medium); and 
170.23     (ii) the cultural, historical, or social contexts that 
170.24  influence creation of visual art. 
170.25     Subd. 3.  [PART B.] A student shall demonstrate the ability 
170.26  to: 
170.27     (1)  [CREATIVE WRITING.] 
170.28     (i) use artistic processes to create a single, complex work 
170.29  or multiple works in creative writing; 
170.30     (ii) generate and clarify artistic intent for writing; 
170.31     (iii) make decisions based on artistic intent; 
170.32     (iv) make choices based on analysis of audience and 
170.33  occasion for writing; and 
170.34     (v) revise writing using multiple sources of critique and 
170.35  feedback; 
170.36     (2)  [DANCE.] 
171.1      (i) use artistic processes to create an original or perform 
171.2   an existing single, complex work or multiple works in dance; 
171.3      (ii) use improvisation to generate original ideas for work 
171.4   in dance; 
171.5      (iii) make decisions based on artistic intent; 
171.6      (iv) make choices based on analysis of audience and 
171.7   occasion for dance; and 
171.8      (v) revise dance using multiple sources of critique and 
171.9   feedback; 
171.10     (3)  [MEDIA ARTS.] 
171.11     (i) use artistic processes to create a single, complex work 
171.12  or multiple works in media arts; 
171.13     (ii) generate and clarify artistic intent for work in media 
171.14  arts; 
171.15     (iii) make decisions based on artistic intent; 
171.16     (iv) make choices based on analysis of audience and 
171.17  occasion for media art work; and 
171.18     (v) revise media art work using multiple sources of 
171.19  critique and feedback; 
171.20     (4)  [MUSIC.] 
171.21     (i) use artistic processes to create an original or perform 
171.22  an existing single, complex work or multiple works in music; 
171.23     (ii) use improvisation to generate original ideas for music 
171.24  composition or performance; 
171.25     (iii) make decisions based on artistic intent; 
171.26     (iv) make choices based on analysis of audience and 
171.27  occasion for music composition, interpretation, or performance; 
171.28  and 
171.29     (v) revise music composition, interpretation, or 
171.30  performance using multiple sources of critique and feedback; 
171.31     (5)  [THEATER.] 
171.32     (i) use artistic processes to create an original or perform 
171.33  an existing single, complex work or multiple works in theater; 
171.34     (ii) use improvisation to generate original ideas for 
171.35  theater work; 
171.36     (iii) make decisions based on artistic intent; 
172.1      (iv) make choices based on analysis of audience and 
172.2   occasion for theater work; and 
172.3      (v) revise original creation or interpretation and 
172.4   performance of existing work in theater using multiple sources 
172.5   of critique and feedback; and 
172.6      (6)  [VISUAL ARTS.] 
172.7      (i) use artistic processes to create a single, complex work 
172.8   or multiple works in visual arts; 
172.9      (ii) generate and clarify artistic intent for work in 
172.10  visual art; 
172.11     (iii) make decisions based on artistic intent; 
172.12     (iv) make choices based on analysis of audience and 
172.13  occasion for work in visual art; and 
172.14     (v) revise visual art work using multiple sources of 
172.15  critique and feedback. 
172.16                             ARTICLE 15
172.17           ECONOMICS, TECHNOLOGY, AND SYSTEMS MANAGEMENT
172.18     Section 1.  [INTRODUCTION TO TECHNOLOGY - PRIMARY.] 
172.19     Subdivision 1.  [PURPOSE.] Exposure to the basic concepts 
172.20  of the technological world. 
172.21     Subd. 2.  [PART A.] A student shall demonstrate an 
172.22  understanding of: 
172.23     (1) technological world: 
172.24     (i) a definition of technology; 
172.25     (ii) the application of a variety of technologies in, for 
172.26  example, buildings, bicycles, or telephones; 
172.27     (iii) differences between natural and human-made worlds; 
172.28     (iv) how needs and wants encourage the development of 
172.29  technology; 
172.30     (v) how technology can supply more than one solution to a 
172.31  problem; and 
172.32     (vi) the interrelationship between basic technological 
172.33  systems and the interdependence of primary parts within a single 
172.34  system (for example, a bicycle is part of a transportation 
172.35  system and is made up of several subsystems such as steering, 
172.36  braking, and power); and 
173.1      (2) computer applications:  appropriate computer technology 
173.2   to access information and produce products. 
173.3      Subd. 3.  [PART B.] A student shall demonstrate the ability 
173.4   to: 
173.5      (1) technological world: 
173.6      (i) document positive and negative effects of the use of a 
173.7   technology from a social and environmental perspective; 
173.8      (ii) develop designs or invent solutions to address human 
173.9   needs and wants; 
173.10     (iii) construct a model of a solution using a design 
173.11  process; 
173.12     (iv) use tools, materials and equipment to explore medical 
173.13  technologies, agricultural and related biotechnologies, energy 
173.14  and power technologies, information and communication 
173.15  technologies, transportation technologies, manufacturing 
173.16  technologies, or construction technologies; and 
173.17     (v) explore and demonstrate how the parts of a specific 
173.18  technological system work; and 
173.19     (2) computer applications: 
173.20     (i) identify and use the basic parts of a computer system; 
173.21     (ii) gather information from electronic sources; and 
173.22     (iii) use software applications to produce products, 
173.23  including text and graphics appropriate for the purpose and 
173.24  audience. 
173.25     Sec. 2.  [TECHNOLOGY SKILLS - INTERMEDIATE.] 
173.26     Subdivision 1.  [PURPOSE.] Explore and apply technologies. 
173.27     Subd. 2.  [PART A.] A student shall demonstrate an 
173.28  understanding of: 
173.29     (1) technological world: 
173.30     (i) core technology concepts, including systems, resources, 
173.31  requirements, and processes; 
173.32     (ii) the interrelationship between systems and subsystems 
173.33  in technology (for example, a television as part of a 
173.34  communication system); 
173.35     (iii) parameters, including costs, materials, safety, and 
173.36  size constraints that must be considered in design; and 
174.1      (iv) the design process, including needs identification, 
174.2   task definition, information-seeking strategies, use of 
174.3   information, synthesis, and evaluation; and 
174.4      (2) computer applications:  appropriate computer technology 
174.5   to access, evaluate, and organize information to complete 
174.6   products. 
174.7      Subd. 3.  [PART B.] A student shall demonstrate the ability 
174.8   to: 
174.9      (1) technological world: 
174.10     (i) investigate and explain how technology has altered 
174.11  peoples' perceptions of the world; 
174.12     (ii) identify connections between human wants and needs and 
174.13  technological developments; 
174.14     (iii) troubleshoot in order to determine why something does 
174.15  not work; 
174.16     (iv) follow step-by-step directions to safely assemble or 
174.17  create a product; 
174.18     (v) correctly select and use tools; 
174.19     (vi) analyze a technical device in order to identify the 
174.20  system and subsystems; 
174.21     (vii) apply the design process to model, test, evaluate, 
174.22  and modify a design solution; and 
174.23     (viii) use multiple technologies to design a solution to a 
174.24  problem in a technology cluster, including medical technologies, 
174.25  agricultural and related biotechnologies, energy and power 
174.26  technologies, information and communication technologies, 
174.27  transportation technologies, manufacturing technologies, or 
174.28  construction technologies; and 
174.29     (2) computer applications: 
174.30     (i) gather, evaluate, and organize information from 
174.31  electronic sources; 
174.32     (ii) use software applications and peripheral devices to 
174.33  complete a project by selecting language, format and graphics, 
174.34  appropriate for the purpose and audience; 
174.35     (iii) select and appropriately use input devices/sources 
174.36  (for example, keyboard, voice recognition software, or 
175.1   electronic tablets to enter data); and 
175.2      (iv) select and appropriately use output devices (for 
175.3   example, monitors, printers, audio out and projectors) to 
175.4   communicate information to an audience. 
175.5      Sec. 3.  [GROUP RESOURCES - MIDDLE.] 
175.6      Subdivision 1.  [PURPOSE.] Manage resources as a team to 
175.7   produce a product or service. 
175.8      Subd. 2.  [PART A.] A student shall demonstrate an 
175.9   understanding of: 
175.10     (1) basic principles of teamwork, including communication 
175.11  skills, conflict resolution, and problem solving; 
175.12     (2) background information concerning the product or 
175.13  service to be produced; 
175.14     (3) basic design principles, technologies, materials, and 
175.15  processing of materials; and 
175.16     (4) how to manage resources as a team to produce a product 
175.17  or service, including human, material, and environmental. 
175.18     Subd. 3.  [PART B.] A student shall demonstrate the ability 
175.19  to: 
175.20     (1) identify a product or service to be produced as a team; 
175.21     (2) recognize and utilize each team member's skills and 
175.22  strengths; 
175.23     (3) create a plan for the design of the product or service 
175.24  and determine the resources and technologies needed to execute, 
175.25  review, and revise the plan based on available resources; 
175.26     (4) produce a model of a proposed product or service; 
175.27     (5) conduct a market survey of a proposed product or 
175.28  service; 
175.29     (6) evaluate and test a proposed product or service to 
175.30  determine the viability of the product (for example, 
175.31  cost-effectiveness of producing the product or service); 
175.32     (7) produce the product or service using appropriate 
175.33  technology; and 
175.34     (8) evaluate the effectiveness of a team in managing human 
175.35  and nonhuman resources. 
175.36     Sec. 4.  [TECHNOLOGY APPLICATIONS - MIDDLE.] 
176.1      Subdivision 1.  [PURPOSE.] Participate in the development 
176.2   or creation of a technological product. 
176.3      Subd. 2.  [PART A.] A student shall demonstrate 
176.4   understanding of: 
176.5      (1) technological world: 
176.6      (i) the usefulness of technology in everyday situations; 
176.7      (ii) core concepts of technology, including systems, 
176.8   resources, requirements, optimization and trade-offs, processes, 
176.9   and controls; 
176.10     (iii) the positive and negative impact of technology on 
176.11  society and the impact society has on the development of 
176.12  technology; 
176.13     (iv) the positive and negative impact that technological 
176.14  development has on the environment and the impact the 
176.15  environment has on the development of technology; 
176.16     (v) the role of design in developing useful products and 
176.17  systems; and 
176.18     (vi) how technology has changed the designed world, 
176.19  including medical technologies, agricultural and related 
176.20  biotechnologies, energy and power technologies, information and 
176.21  communication technologies, transportation technologies, 
176.22  manufacturing technologies, or construction technologies; and 
176.23     (2) computer applications:  identify the types of 
176.24  application software and explain their purpose or use. 
176.25     Subd. 3.  [PART B.] A student shall demonstrate the ability 
176.26  to: 
176.27     (1) technological world: 
176.28     (i) create or adapt a design for a useful product or 
176.29  system; 
176.30     (ii) prepare a design model for testing, evaluation, and 
176.31  modification of a product or system; 
176.32     (iii) identify the criteria, constraints, and resources 
176.33  necessary to produce a product or system; 
176.34     (iv) develop the procedures for producing a product or 
176.35  system, including automation, tooling, safety, and quality 
176.36  controls; 
177.1      (v) produce a product or system using appropriate 
177.2   technologies; 
177.3      (vi) evaluate the impact of the designed product or system 
177.4   on society and the environment; and 
177.5      (vii) identify the interrelationship of the designed 
177.6   product or system to other systems or subsystems; and 
177.7      (2) computer applications: 
177.8      (i) select application software types appropriate for 
177.9   specific tasks; 
177.10     (ii) select and apply the feature of software products (for 
177.11  example, galleries, templates, and macros); and 
177.12     (iii) use software applications, including word processing, 
177.13  multimedia, spreadsheets, and databases to produce products by 
177.14  selecting language, format, and graphics appropriate for the 
177.15  purpose and audience. 
177.16     Sec. 5.  [PERSONAL AND CONSUMER LITERACY - MIDDLE.] 
177.17     Subdivision 1.  [PURPOSE.] Understand the impact of various 
177.18  purchases and effectively manage personal and financial 
177.19  resources. 
177.20     Subd. 2.  [PART A.] A student shall demonstrate an 
177.21  understanding of: 
177.22     (1) the relationship between managing personal and 
177.23  financial resources and meeting goals or solving problems; 
177.24     (2) personal financial and nonfinancial resources, 
177.25  including time, money, energy, and skills; 
177.26     (3) factors that affect consumer decisions, including 
177.27  consumer rights and responsibilities, external influences, and 
177.28  the impact of purchases on household and local communities; and 
177.29     (4) the community and global impact of consumer decisions. 
177.30     Subd. 3.  [PART B.] A student shall demonstrate the ability 
177.31  to: 
177.32     (1) implement a decision-making process in authentic 
177.33  personal and consumer situations to reach a goal or solve a 
177.34  problem, process, including, but not limited to: 
177.35     (i) identifying an issue; 
177.36     (ii) identifying financial and nonfinancial resources 
178.1   relevant to the goal or problem; 
178.2      (iii) generating options or solutions; 
178.3      (iv) identifying consequences of each option or solution; 
178.4      (v) creating an action plan; and 
178.5      (vi) evaluating the plan; 
178.6      (2) examine personal and household spending habits over a 
178.7   period of time; 
178.8      (3) differentiate between wants and needs as they relate to 
178.9   available financial and nonfinancial resources and the impact 
178.10  they have on a total household budget; 
178.11     (4) access information concerning consumer products; 
178.12     (5) evaluate the quality of products or services; 
178.13     (6) describe how purchases affect the environment and local 
178.14  community, including waste disposal, recycling, and limited 
178.15  resources; 
178.16     (7) modify and implement the action plan; and 
178.17     (8) evaluate the effectiveness of the plan. 
178.18     Sec. 6.  [NATURAL AND MANAGED SYSTEMS - HIGH SCHOOL.] 
178.19     Subdivision 1.  [PURPOSE.] Investigate the interaction and 
178.20  interdependence of natural and managed systems. 
178.21     Subd. 2.  [PART A.] A student shall demonstrate an 
178.22  understanding of: 
178.23     (1) natural systems, including human impact on the 
178.24  ecosystems and environmental changes; 
178.25     (2) human managed systems, including micro and macro 
178.26  systems as they relate to bioengineering; 
178.27     (3) resource utilization within a system, including land, 
178.28  capital, and human resources; 
178.29     (4) economic value of local system as it relates to the 
178.30  surrounding systems; and 
178.31     (5) environmental impact of a system as it relates to the 
178.32  local ecosystems. 
178.33     Subd. 3.  [PART B.] A student shall demonstrate the ability 
178.34  to: 
178.35     (1) identify and explain the nature and scope of a natural 
178.36  and managed system; 
179.1      (2) develop a resource management plan involving natural 
179.2   and managed systems; 
179.3      (3) gather and synthesize the data necessary to properly: 
179.4      (i) evaluate the environmental impact of a human managed 
179.5   system; 
179.6      (ii) identify the interactive and interdependent 
179.7   relationship between natural and managed systems; 
179.8      (iii) prepare an environmental impact statement; 
179.9      (iv) analyze economic impact of a plan; and 
179.10     (v) identify alternative actions and relevant historical 
179.11  perspectives; 
179.12     (4) evaluate the interaction and interdependence of natural 
179.13  ecosystems and human managed systems detailing important system 
179.14  characteristic, including biological, physical, and human 
179.15  characteristics; and 
179.16     (5) communicate the resource management plan involving 
179.17  natural and managed systems to a jury of peers by simulating a 
179.18  public hearing and defending an evaluation of the proposed 
179.19  system. 
179.20     Sec. 7.  [PERSONAL AND FAMILY FINANCIAL MANAGEMENT AND 
179.21  INVESTMENT - HIGH SCHOOL.] 
179.22     Subdivision 1.  [PURPOSE.] Apply principles of personal and 
179.23  family resource management through informed decision making and 
179.24  use of appropriate technology. 
179.25     Subd. 2.  [PART A.] A student shall demonstrate an 
179.26  understanding of: 
179.27     (1) how consumer knowledge of the product, product 
179.28  standards, evaluation, and comparisons are combined to create 
179.29  informed consumer buying practices; 
179.30     (2) options, issues, and requirements related to meeting 
179.31  individual and family housing needs; 
179.32     (3) terminology used in private and public agencies, 
179.33  including, but not limited to, banking, investing, insurance, 
179.34  taxes, employment, and unemployment; 
179.35     (4) how financial and nonfinancial resources are managed by 
179.36  an individual or family unit, including budgeting, spending, 
180.1   saving, insurance, and investing; 
180.2      (5) how consumer decisions are affected by external 
180.3   influences (for example, media, peers, and technology); and 
180.4      (6) how individuals and families make informed financial 
180.5   decisions and the impact of those decisions on the local, 
180.6   national, and global economy and environment. 
180.7      Subd. 3.  [PART B.] A student shall demonstrate the ability 
180.8   to: 
180.9      (1) create a plan to make a major purchase by using 
180.10  consumer knowledge, product standards, and comparisons; 
180.11     (2) create and analyze a household budget and explain how 
180.12  financial decisions affect the budget; 
180.13     (3) prepare and explain personal federal and state income 
180.14  tax forms; 
180.15     (4) simulate and explain the process of acquiring housing; 
180.16     (5) apply a decision-making process to compare, contrast, 
180.17  and analyze options for banking, credit, insurance, and 
180.18  investing; 
180.19     (6) determine and apply appropriate technology (for 
180.20  example, financial software, spreadsheets, Web shopping, 
180.21  electronic banking, and Internet tools for investments) to 
180.22  personal and family financial and investment situations; and 
180.23     (7) explain and analyze the interrelated effect of the 
180.24  environmental and economic outcomes that are associated with 
180.25  consumer purchases. 
180.26     Sec. 8.  [BUSINESS MANAGEMENT - HIGH SCHOOL.] 
180.27     Subdivision 1.  [PURPOSE.] Apply the fundamentals of 
180.28  business management through informed decision making. 
180.29     Subd. 2.  [PART A.] A student shall demonstrate an 
180.30  understanding of: 
180.31     (1) business management fundamentals, including planning, 
180.32  organizing, leading/directing, evaluating/controlling, human 
180.33  resources, and communication; 
180.34     (2) management theories and procedures and their 
180.35  applications in the business environment, including banking 
180.36  services and forms of business organization; and 
181.1      (3) financial data in order to make short-term and 
181.2   long-term decisions, including interpreting the data shown on 
181.3   financial statements, risk management, and short-term and 
181.4   long-term financing. 
181.5      Subd. 3.  [PART B.] A student shall demonstrate the ability 
181.6   to: 
181.7      (1) apply personal management skills (for example, resource 
181.8   management, stress management, professional growth and 
181.9   development, communication skills, or relationship building) to 
181.10  function effectively and efficiently in a business environment; 
181.11     (2) evaluate a business code of ethics and identify the 
181.12  source of regulations that have resulted from unethical business 
181.13  practices; 
181.14     (3) analyze human resource functions (for example, 
181.15  recruitment and selection, employee development, employee 
181.16  evaluation, compensation, promotion benefits and incentives, 
181.17  separation and transition, labor relations, or work-related laws)
181.18  and their importance to an organization's successful operation; 
181.19     (4) utilize information and technology tools to conduct 
181.20  business effectively and efficiently (for example, select 
181.21  appropriate technology tools for specific business applications, 
181.22  information management, marketing, organizational or 
181.23  environmental costs, and analyzing the impact of an e-business 
181.24  on profitability); and 
181.25     (5) use service strategies to address customer needs. 
181.26     Sec. 9.  [FINANCIAL SYSTEMS - HIGH SCHOOL.] 
181.27     Subdivision 1.  [PURPOSE.] Analyze and apply financial 
181.28  systems, information, and basic accounting principles. 
181.29     Subd. 2.  [PART A.] A student shall demonstrate an 
181.30  understanding of: 
181.31     (1) basic accounting principles related to the accounting 
181.32  cycle; 
181.33     (2) the accounting process, including assets, liabilities, 
181.34  and owner's equity; 
181.35     (3) financial systems related to accounting, including 
181.36  finance, investment, and real estate; and 
182.1      (4) decision making related to financial systems. 
182.2      Subd. 3.  [PART B.] A student shall demonstrate the ability 
182.3   to: 
182.4      (1) apply generally accepted accounting principles to 
182.5   determine the value of assets, liabilities, and owner's equity; 
182.6      (2) prepare, interpret, and analyze financial statements 
182.7   using manual and computerized systems, including ratio analysis, 
182.8   comparative statements analysis, cost analysis, and trend 
182.9   analysis; 
182.10     (3) apply appropriate accounting principles to payroll, 
182.11  income taxation, managerial systems, and various forms of 
182.12  ownership; 
182.13     (4) create a report based on information obtained from data 
182.14  analysis, including selecting, interpreting and displaying data, 
182.15  and analyzing the effectiveness of past financial actions; and 
182.16     (5) recommend course of action based on conclusions of data 
182.17  analysis using data to drive decision-making strategies. 
182.18     Sec. 10.  [TECHNICAL SYSTEMS - HIGH SCHOOL.] 
182.19     Subdivision 1.  [PURPOSE.] Develop expertise in the design, 
182.20  diagnosis, and operation of technical systems to solve problems 
182.21  and extend human capabilities. 
182.22     Subd. 2.  [PART A.] A student shall demonstrate an 
182.23  understanding of: 
182.24     (1) the nature of technical systems, including the 
182.25  characteristics, scope, and core concepts of technology and the 
182.26  role technology plays within other fields; 
182.27     (2) social, cultural, environmental, economic, and 
182.28  political effects on technology; 
182.29     (3) the impacts of technology on society, culture, 
182.30  environment, economics, and politics; 
182.31     (4) design principles, invention, and innovation; and 
182.32     (5) the engineering systems model, including inputs, 
182.33  processes, outputs, and feedback. 
182.34     Subd. 3.  [PART B.] A student shall demonstrate the ability 
182.35  to: 
182.36     (1) select a specific technology cluster, including medical 
183.1   technologies, agricultural and related biotechnologies, energy 
183.2   and power technologies, information and communication 
183.3   technologies, transportation technologies, manufacturing 
183.4   technologies, or construction technologies and apply the 
183.5   engineering design process to: 
183.6      (i) propose a new or modified technological product, 
183.7   service, or system; 
183.8      (ii) build, test, and evaluate a prototype or model of the 
183.9   technological product, service, or system; 
183.10     (iii) identify the resources, requirements, optimizations 
183.11  and trade-offs, processes, and controls of the chosen 
183.12  technological system; 
183.13     (iv) investigate and analyze the inputs, processes, 
183.14  outputs, and feedback of the specific technological system; and 
183.15     (v) evaluate the relationship between the technological 
183.16  system and the environment and analyze other positive and 
183.17  negative effects of the system; and 
183.18     (2) analyze the relationship of macro and micro 
183.19  technological systems. 
183.20     Sec. 11.  [ECONOMIC SYSTEMS - HIGH SCHOOL.] 
183.21     Subdivision 1.  [PURPOSE.] Understand how individuals, 
183.22  households, businesses, and governments use scarce resources to 
183.23  satisfy unlimited wants and needs. 
183.24     Subd. 2.  [PART A.] A student shall demonstrate an 
183.25  understanding of: 
183.26     (1) the fundamental concepts of economics, including 
183.27  scarcity, opportunity cost, supply and demand, markets, economic 
183.28  growth, fiscal policy, monetary policy, and trade; 
183.29     (2) how individuals, households, businesses, and 
183.30  governments allocate scarce resources to satisfy unlimited wants 
183.31  and needs; 
183.32     (3) global, national, and local economic systems and how 
183.33  they interact; and 
183.34     (4) the impact of government decisions on economic systems. 
183.35     Subd. 3.  [PART B.] A student shall demonstrate the ability 
183.36  to: 
184.1      (1) apply economic concepts to a public issue; 
184.2      (2) analyze how changes in the economy affect individuals, 
184.3   households, business, government, and the environment; and 
184.4      (3) compare how decisions are made in different economic 
184.5   systems regarding what will be produced, how it will be 
184.6   produced, and for whom it will be produced. 
184.7                              ARTICLE 16
184.8     OPTIONAL:  HEALTH, PHYSICAL EDUCATION, AND CAREER AWARENESS
184.9      Section 1.  [PERSONAL HEALTH AND FITNESS - PRIMARY.] 
184.10     Subdivision 1.  [PURPOSE.] Understand and participate in 
184.11  activities that promote personal health, personal fitness, motor 
184.12  skills development, and develop an awareness of self and the 
184.13  world around them. 
184.14     Subd. 2.  [PART A.] A student shall demonstrate an 
184.15  understanding of: 
184.16     (1) health: 
184.17     (i) the relationship between personal behaviors and health 
184.18  promotion and disease prevention; 
184.19     (ii) basic health and personal hygiene practices; 
184.20     (iii) the essential concepts of nutrition and diet; 
184.21     (iv) safety rules and practices in home, school, or 
184.22  community (for example, bus, bicycle, fire, playground, car, or 
184.23  stranger safety); 
184.24     (v) self-awareness and interpersonal relationships; 
184.25     (vi) helpful and harmful substance; and 
184.26     (vii) structures and functions of body systems; 
184.27     (2) physical education and fitness; 
184.28     (i) at least one activity associated with each component of 
184.29  health-related physical fitness (for example, cardiovascular 
184.30  fitness - jogging; muscular strength - push-ups; muscular 
184.31  endurance - curl-ups; and flexibility - stretching); 
184.32     (ii) changes that occur in the body during vigorous 
184.33  physical activity (for example, sweating, increased heart rate, 
184.34  and heavy breathing); and 
184.35     (iii) safety principles in activity situations; and 
184.36     (3) self-awareness; 
185.1      (i) a sense of self and others; 
185.2      (ii) the concept of goal setting, including defining and 
185.3   identifying goals; 
185.4      (iii) how a step-by-step process relates to making choices; 
185.5   and 
185.6      (iv) requirements needed to perform daily tasks. 
185.7      Subd. 3.  [PART B.] A student shall demonstrate the ability 
185.8   to: 
185.9      (1) health: 
185.10     (i) apply a decision-making process to health issues and 
185.11  problems; 
185.12     (ii) practice and maintain good personal hygiene to enhance 
185.13  health; 
185.14     (iii) select foods to maintain good nutrition; 
185.15     (iv) recognize emergencies and respond appropriately; 
185.16     (v) identify and respond to feelings in appropriate ways; 
185.17  and 
185.18     (vi) use refusal skills to enhance health; 
185.19     (2) physical education and fitness: 
185.20     (i) work to improve health-enhancing fitness; 
185.21     (ii) participate in an established fitness program; 
185.22     (iii) use mature locomotor movements (for example, hopping, 
185.23  skipping, galloping, sliding, running, leaping, jumping, or 
185.24  walking); 
185.25     (iv) use nonlocomotor skills (for example, balancing on a 
185.26  variety of body parts, bending, stretching, twisting, swinging, 
185.27  swaying, flexing, or extending); 
185.28     (v) work cooperatively with another to complete an assigned 
185.29  task; 
185.30     (vi) apply rules, procedures, and safety practices with 
185.31  little or no reinforcement; and 
185.32     (vii) combine locomotor, nonlocomotor, and manipulative 
185.33  skills in patterns/sequences; and 
185.34     (3) self-awareness: 
185.35     (i) explore an awareness of one's self, relate 
185.36  appropriately to others, and explore roles in a changing world; 
186.1   and 
186.2      (ii) explore how tasks can be accomplished if broken down 
186.3   into small manageable steps and accomplished one step at a time. 
186.4      Sec. 2.  [PERSONAL HEALTH - INTERMEDIATE.] 
186.5      Subdivision 1.  [PURPOSE.] Use a decision-making model in 
186.6   daily life to promote personal health. 
186.7      Subd. 2.  [PART A.] A student shall demonstrate an 
186.8   understanding of: 
186.9      (1) the signs of abusive and harassing behaviors; 
186.10     (2) the effects of using drugs, alcohol, and tobacco; 
186.11     (3) strategies to prevent the spread of communicable 
186.12  diseases; 
186.13     (4) common safety hazards and their prevention at school, 
186.14  home, or in the community; 
186.15     (5) proper nutrition and healthy eating; 
186.16     (6) interpersonal communication skills (for example, 
186.17  listening skills, refusal skills, "I" messages, and conflict 
186.18  resolution); and 
186.19     (7) basic body systems and growth and development of the 
186.20  human body. 
186.21     Subd. 3.  [PART B.] A student shall demonstrate the ability 
186.22  to: 
186.23     (1) promote healthy behaviors (for example, nutrition, 
186.24  communication skills, community safety, recreation, sleep, and 
186.25  rest); 
186.26     (2) prevent or reduce the risk of unhealthy situations (for 
186.27  example, accidents, diseases, violence, abuse, harassment, 
186.28  drugs, alcohol, and tobacco); 
186.29     (3) analyze and select foods that contribute to a healthy 
186.30  diet; 
186.31     (4) demonstrate what to do in case of illness or injury; 
186.32     (5) analyze issues of safety at school, home, or in the 
186.33  community; and 
186.34     (6) recognize situations in daily life which require 
186.35  healthy decisions and apply a decision-making model. 
186.36     Sec. 3.  [PHYSICAL EDUCATION AND FITNESS - INTERMEDIATE.] 
187.1      Subdivision 1.  [PURPOSE.] Understand and participate in 
187.2   physical activities that develop motor skills and physical 
187.3   fitness. 
187.4      Subd. 2.  [PART A.] A student shall demonstrate an 
187.5   understanding of: 
187.6      (1) components of fitness, including cardiovascular 
187.7   fitness, muscular endurance, muscular strength, and flexibility; 
187.8      (2) components of various physical education activities, 
187.9   including: 
187.10     (i) rules; 
187.11     (ii) skills; 
187.12     (iii) strategies; 
187.13     (iv) etiquette; 
187.14     (v) procedures; and 
187.15     (vi) safety practices; and 
187.16     (3) stages of physical activity, including warm-up, 
187.17  workout, and cooldown. 
187.18     Subd. 3.  [PART B.] A student shall demonstrate the ability 
187.19  to: 
187.20     (1) plan and participate in a fitness program (for example, 
187.21  fitness fever or teacher-facilitated plan); 
187.22     (2) show evidence of health-enhancing physical fitness (for 
187.23  example, activity-level inventory, any state or national fitness 
187.24  assessment, log, or journal); 
187.25     (3) combine mature forms of basic manipulative, locomotor, 
187.26  and nonlocomotor skills in activity situations (for example, 
187.27  dribbles and passes a basketball to a moving receiver); and 
187.28     (4) apply rules, procedures, and etiquette that are safe 
187.29  and effective for specific activity situations. 
187.30     Sec. 4.  [CAREER AWARENESS - INTERMEDIATE.] 
187.31     Subdivision 1.  [PURPOSE.] Create an awareness of a variety 
187.32  of career opportunities.  Explore goal setting and a 
187.33  decision-making process as they relate to future choices. 
187.34     Subd. 2.  [PART A.] A student shall demonstrate an 
187.35  understanding of: 
187.36     (1) career fields and occupations within these fields, 
188.1   including agriculture and natural resources; arts, humanities, 
188.2   and communications; business, management, and administration; 
188.3   engineering, manufacturing, and technologies; health services; 
188.4   and human services; 
188.5      (2) how to define and set short- and long-term goals; 
188.6      (3) the connection between a person's choices and 
188.7   consequences and how they affect the world around them; and 
188.8      (4) the steps of a decision-making process and the 
188.9   importance of setting and achieving goals. 
188.10     Subd. 3.  [PART B.] A student shall demonstrate the ability 
188.11  to: 
188.12     (1) identify areas of personal interests, aptitudes, and 
188.13  abilities; 
188.14     (2) explore how academic achievement and involvement in 
188.15  extra-curricular, leisure, family, and community activities 
188.16  reflect personal interests, aptitudes and abilities, and affect 
188.17  future possibilities; 
188.18     (3) practice social skills and appropriate self-management 
188.19  techniques; 
188.20     (4) explore a variety of traditional and nontraditional 
188.21  careers utilizing community resources; and 
188.22     (5) apply a decision-making process as it relates to goal 
188.23  setting for future possibilities. 
188.24     Sec. 5.  [PERSONAL HEALTH AND NUTRITION - MIDDLE.] 
188.25     Subdivision 1.  [PURPOSE.] Make informed decisions based on 
188.26  valid information to promote personal health and nutrition. 
188.27     Subd. 2.  [PART A.] A student shall demonstrate an 
188.28  understanding of: 
188.29     (1) the impact of nutrition, including food selection, 
188.30  safety, eating and eating patterns, on health; 
188.31     (2) the consequences of using tobacco, alcohol, and drugs; 
188.32     (3) strategies for preventing accidents; 
188.33     (4) what to do in case of sudden illness or injury; 
188.34     (5) the health-related impact of environmental hazards; 
188.35     (6) signs and symptoms of health problems that affect 
188.36  adolescents physically, socially, and mentally; 
189.1      (7) sexual responsibility and the characteristics of 
189.2   healthy relationships; 
189.3      (8) strategies for preventing: 
189.4      (i) communicable diseases; 
189.5      (ii) HIV and sexually transmitted infections; and 
189.6      (iii) unintended pregnancy; 
189.7      (9) how health is influenced by the interaction of body 
189.8   systems; 
189.9      (10) where valid health information can be located at home, 
189.10  school, or in the community; and 
189.11     (11) the interrelationship of physical, mental, and social 
189.12  health during adolescence. 
189.13     Subd. 3.  [PART B.] A student shall demonstrate the ability 
189.14  to: 
189.15     (1) recognize and respond to abusive or harassing 
189.16  behaviors; 
189.17     (2) apply a decision-making process relative to health 
189.18  issues: 
189.19     (i) in light of personal goals; 
189.20     (ii) analyze internal and external influences on 
189.21  health-related decisions (for example, interests, 
189.22  likes/dislikes, self-esteem, risks, curiosity, 
189.23  communication/media, parents, peers, ethnicity, technology, 
189.24  society, and geography); 
189.25     (iii) consider valid health information and resources; and 
189.26     (iv) consider the impact on health promotion and disease 
189.27  prevention; 
189.28     (3) express needs and communicate effectively to enhance 
189.29  health, including refusal skills, negotiation skills, and 
189.30  conflict resolution skills; 
189.31     (4) use strategies to manage stress; 
189.32     (5) create and implement a nutritional health plan that 
189.33  includes: 
189.34     (i) dietary recommendations with respect to personal needs, 
189.35  including age, gender, and activity level for a specific person; 
189.36  and 
190.1      (ii) menus for a specified period of time; and 
190.2      (6) demonstrate and analyze food preparation and safety 
190.3   skills. 
190.4      Sec. 6.  [PHYSICAL EDUCATION AND FITNESS - MIDDLE.] 
190.5      Subdivision 1.  [PURPOSE.] Understand fitness planning, 
190.6   apply a decision-making process to achieve physical fitness, and 
190.7   participate in physical activities to develop motor skills. 
190.8      Subd. 2.  [PART A.] A student shall demonstrate an 
190.9   understanding of: 
190.10     (1) the benefits of daily participation in physical 
190.11  activities (for example, physical, mental, emotional, and social 
190.12  benefits); 
190.13     (2) the components of fitness planning: 
190.14     (i) assessment, including cardiovascular fitness, muscular 
190.15  endurance, muscular strength, and flexibility; 
190.16     (ii) goal setting; 
190.17     (iii) implementation of FITT strategies, including 
190.18  frequency, intensity, time, and type of activities; 
190.19     (iv) reassessment, including cardiovascular fitness, 
190.20  muscular endurance, muscular strength, and flexibility; 
190.21     (v) analysis of progress; and 
190.22     (vi) evaluation of the proposed plan; 
190.23     (3) critical elements of movement skills (for example, 
190.24  overhand throw, backswing, force phase, follow through); 
190.25     (4) rules, skills, strategies, and etiquette required for 
190.26  three or more of the following: 
190.27     (i) individual activities; 
190.28     (ii) dual activities; 
190.29     (iii) team activities; 
190.30     (iv) dance/rhythmic activities; or 
190.31     (v) outdoor activities; and 
190.32     (5) the benefits and role of rules, procedures, safe 
190.33  practice, ethical behavior, and positive social interaction in 
190.34  physical activity settings. 
190.35     Subd. 3.  [PART B.] A student shall demonstrate the ability 
190.36  to: 
191.1      (1) design and implement a fitness plan (for example, 
191.2   logging, journaling, making diary notes, charts, spreadsheets, 
191.3   or graphs); 
191.4      (2) participate in health-enhancing physical fitness 
191.5   activities, including those that develop and maintain: 
191.6      (i) cardiovascular fitness; 
191.7      (ii) muscular endurance; 
191.8      (iii) muscular strength; and 
191.9      (iv) flexibility; 
191.10     (3) analyze the effectiveness of the plan by comparing the 
191.11  preplan and postplan fitness levels; 
191.12     (4) perform competently in a variety of movements, 
191.13  including three of the following: 
191.14     (i) individual activities; 
191.15     (ii) dual activities; 
191.16     (iii) team activities; 
191.17     (iv) dance/rhythmic activities; or 
191.18     (v) outdoor activities; and 
191.19     (5) reflect on the benefits and role of rules, procedures, 
191.20  safe practice, ethical behavior, and positive social interaction 
191.21  in physical activity settings. 
191.22     Sec. 7.  [CAREER EXPLORATION - MIDDLE.] 
191.23     Subdivision 1.  [PURPOSE.] Explore career options to make 
191.24  informed decisions concerning future possibilities. 
191.25     Subd. 2.  [PART A.] A student shall demonstrate an 
191.26  understanding of: 
191.27     (1) a variety of occupations within career fields and 
191.28  employment trends and career data for those occupations; 
191.29     (2) how interests, attributes, aptitudes, and academic 
191.30  achievement relate to different occupations and careers and how 
191.31  they relate to personal career choices; 
191.32     (3) job readiness skills and their importance in the work 
191.33  place; and 
191.34     (4) career and education options to make informed decisions 
191.35  for future life choices. 
191.36     Subd. 3.  [PART B.] A student shall demonstrate the ability 
192.1   to: 
192.2      (1) determine personal interests, aptitudes, and abilities; 
192.3      (2) research, compare and contrast, and evaluate 
192.4   information on a variety of traditional and nontraditional 
192.5   careers and how they relate to their interests, aptitudes, and 
192.6   abilities; 
192.7      (3) investigate a career through authentic situations (for 
192.8   example, job shadowing, interviewing, volunteering, or community 
192.9   service); 
192.10     (4) apply a decision-making process to career choices based 
192.11  on the relationship among educational options, employment 
192.12  trends, and academic achievement; 
192.13     (5) create a portfolio, including an educational plan, 
192.14  interest inventories, letters of recommendation, and documented 
192.15  experiences; and 
192.16     (6) describe how career choices affect personal, family, 
192.17  and community life. 
192.18     Sec. 8.  [INDIVIDUAL AND COMMUNITY HEALTH - HIGH SCHOOL.] 
192.19     Subdivision 1.  [PURPOSE.] Make informed decisions based on 
192.20  accurate information in order to promote individual and 
192.21  community health. 
192.22     Subd. 2.  [PART A.] A student shall demonstrate an 
192.23  understanding of: 
192.24     (1) Individual behaviors and community health practices 
192.25  that: 
192.26     (i) promote healthful nutrition and dietary practices; 
192.27     (ii) promote physical fitness; 
192.28     (iii) promote mental and emotional health; 
192.29     (iv) prevent tobacco use; 
192.30     (v) prevent drug and alcohol use; 
192.31     (vi) prevent intentional and unintentional injuries; 
192.32     (vii) prevent HIV and sexually transmitted diseases; and 
192.33     (viii) prevent unintentional pregnancies; 
192.34     (2) how to advocate for personal, family, and community 
192.35  health; 
192.36     (3) how to identify health products, services, and 
193.1   information that reduce risks and promote health; and 
193.2      (4) how decisions and health practices in the following 
193.3   areas impact one another:  nutrition, physical fitness, mental 
193.4   and emotional health, tobacco, drug, and alcohol use, 
193.5   intentional and unintentional injuries, HIV and sexually 
193.6   transmitted diseases, and unintentional pregnancies. 
193.7      Subd. 3.  [PART B.] A student shall demonstrate the ability 
193.8   to: 
193.9      (1) assess and identify individual or community health 
193.10  needs; 
193.11     (2) evaluate an individual or community health assessment 
193.12  to develop goals and strategies for health enhancement and risk 
193.13  reduction; 
193.14     (3) implement goals and strategies to improve or maintain 
193.15  individual or community health; 
193.16     (4) evaluate the impact of the goals and strategies on 
193.17  health promotion and disease prevention/risk reduction; 
193.18     (5) evaluate the validity of health information, products, 
193.19  and services, which prevent disease and promote health; 
193.20     (6) analyze how health maintenance and disease prevention 
193.21  decisions are influenced by media, technological advancements, 
193.22  interpersonal communication skills, immediate and long-term risk 
193.23  factors, and culture; 
193.24     (7) evaluate the impact of decisions on individual, family, 
193.25  and community health; 
193.26     (8) apply effective communication/refusal skills as they 
193.27  relate to responsible decision making; and 
193.28     (9) design and conduct an in-depth study of an individual 
193.29  or community health need using one of the following high school 
193.30  inquiry standards: 
193.31     (i) research process; or 
193.32     (ii) issue analysis; or 
193.33     (iii) case study. 
193.34     Sec. 9.  [PHYSICAL EDUCATION AND FITNESS - HIGH SCHOOL.] 
193.35     Subdivision 1.  [PURPOSE.] Understand training and movement 
193.36  principles, apply decision-making processes to develop and 
194.1   implement a plan to achieve fitness, and participate in fitness 
194.2   activities. 
194.3      Subd. 2.  [PART A.] A student shall demonstrate an 
194.4   understanding of: 
194.5      (1) the principles of training necessary to achieve 
194.6   fitness; 
194.7      (2) the critical elements and the biomechanical concepts 
194.8   and principles of movement skills; and 
194.9      (3) the procedures, including safe practices, rules, 
194.10  etiquette, and strategies associated with physical activities. 
194.11     Subd. 3.  [PART B.] A student shall demonstrate the ability 
194.12  to: 
194.13     (1) use a decision-making process to select appropriate 
194.14  physical activities to achieve fitness by designing, 
194.15  implementing, and evaluating a health-enhancing fitness plan, 
194.16  which includes: 
194.17     (i) establishing current levels of cardiovascular fitness, 
194.18  muscular endurance, muscular strength, and flexibility; 
194.19     (ii) setting personal goals for: 
194.20     (A) physical fitness, including cardiovascular fitness, 
194.21  muscular endurance, muscular strength, and flexibility; and 
194.22     (B) health enhancement (for example, stress management, 
194.23  nutrition, and enjoyment); 
194.24     (iii) selecting training strategies using the following 
194.25  principles: 
194.26     (A) FITT principle, including frequency, intensity, time, 
194.27  and types of activities; 
194.28     (B) principle of overload; 
194.29     (C) principle of progression; and 
194.30     (D) principle of specificity; 
194.31     (iv) implementing and monitoring the plan, including 
194.32  logging activities and making adjustments to the plan; 
194.33     (v) reassessing levels of cardiovascular fitness, muscular 
194.34  endurance, muscular strength, and flexibility; and 
194.35     (vi) analyzing and evaluating the effectiveness of the plan 
194.36  in helping to achieve fitness; and 
195.1      (2) proficiently perform skills in: 
195.2      (i) an aerobic activity; 
195.3      (ii) at least two other physical fitness 
195.4   activities/movement forms; and 
195.5      (iii) analyze a movement skill for improved performance 
195.6   using critical skill elements and biomechanical concepts and 
195.7   principles. 
195.8      Sec. 10.  [CAREER INVESTIGATION - HIGH SCHOOL.] 
195.9      Subdivision 1.  [PURPOSE.] Investigate career choices 
195.10  through informed decision making. 
195.11     Subd. 2.  [PART A.] A student shall demonstrate an 
195.12  understanding of: 
195.13     (1) how employment trends, industry standards, career data, 
195.14  academic achievement, and technology affect career choices in 
195.15  relationship to life goals and personal attributes; 
195.16     (2) how appropriate work-based behaviors contribute to job 
195.17  success; and 
195.18     (3) how systems thinking can be used to evaluate and 
195.19  analyze how the workplace affects and interacts with the 
195.20  community and how they, in turn, affect an individual worker. 
195.21     Subd. 3.  [PART B.] A student shall demonstrate the ability 
195.22  to: 
195.23     (1) investigate a specific traditional or nontraditional 
195.24  career choice by analyzing personal interests, abilities, and 
195.25  strengths; 
195.26     (2) investigate a career through research and an authentic 
195.27  experience using multiple resources (for example, internships, 
195.28  mentorship, apprenticeship, job shadowing, interviews, 
195.29  volunteering, or community placement); 
195.30     (3) explore and research a postsecondary program that meets 
195.31  a career preparation goal (for example, postsecondary 
195.32  educational institution visits, military options, on-line 
195.33  searches, career fairs, or college fairs); 
195.34     (4) analyze how a specific career choice affects personal, 
195.35  family, and community life; 
195.36     (5) analyze the implication of the changing workplace on a 
196.1   specific career choice, including future skill development, 
196.2   personal growth, and developments in technology; 
196.3      (6) establish a career action plan incorporating a 
196.4   decision-making process as it relates to career and life goals; 
196.5   and 
196.6      (7) establish and evaluate the contents of a portfolio of 
196.7   job-seeking and placement documents, including a resume, cover 
196.8   letter, letters of recommendation, follow-up letter, and career 
196.9   action plan. 
196.10     Sec. 11.  [OCCUPATIONAL EXPERIENCE - HIGH SCHOOL.] 
196.11     Subdivision 1.  [PURPOSE.] Experience authentic work 
196.12  situations and apply informed decision making to solve problems 
196.13  at the work site. 
196.14     Subd. 2.  [PART A.] A student shall demonstrate an 
196.15  understanding of: 
196.16     (1) current and future employment trends in a selected 
196.17  career field, including projected growth rate, percentage of 
196.18  traditional versus nontraditional employees, and use of new 
196.19  technologies; 
196.20     (2) technical information, skills, and work-based behaviors 
196.21  required for a specific employment opportunity, including 
196.22  academic skills, communication skills, interpersonal skills, 
196.23  personal qualities, and thinking skills; 
196.24     (3) all aspects of an industry, including planning, 
196.25  management, finances, technical and productions skills, 
196.26  principles of technology, labor and community issues, health and 
196.27  safety issues, environmental issues, and personal work habits; 
196.28  and 
196.29     (4) current work-related laws and how they affect the 
196.30  employee, employer, and work environment. 
196.31     Subd. 3.  [PART B.] A student shall demonstrate the ability 
196.32  to: 
196.33     (1) evaluate and analyze personal strengths, experiences, 
196.34  interests, and learning styles and how they relate to career 
196.35  choices; 
196.36     (2) create a portfolio of job-seeking and placement 
197.1   documents, including the application, cover letter, resume, 
197.2   letters of recommendation, interviewing, and follow-up letter; 
197.3      (3) apply job-seeking skills through an authentic hiring 
197.4   process experience; 
197.5      (4) revise, implement, and maintain an educational plan to 
197.6   support career goals; 
197.7      (5) apply a decision-making process to handle challenging 
197.8   situations as they occur at the workplace; 
197.9      (6) analyze and evaluate conflicts and apply 
197.10  problem-solving strategies in work relationships, including 
197.11  employer-employee, coworker, and customer-client situations; 
197.12     (7) identify and evaluate how technology, employee 
197.13  knowledge, and skills contribute to production of a product, 
197.14  service, or process on the job; and 
197.15     (8) evaluate performance and work-based behaviors according 
197.16  to standards and expectations of the employer and personal job 
197.17  goals. 
197.18                             ARTICLE 17
197.19                        INQUIRY AND RESEARCH
197.20     Section 1.  [OBSERVATION AND INVESTIGATION - PRIMARY.] 
197.21     Subdivision 1.  [PURPOSE.] Gather, record, and display 
197.22  information to answer a question. 
197.23     Subd. 2.  [PART A.] A student shall demonstrate an 
197.24  understanding of: 
197.25     (1) categorizing and classifying of information; and 
197.26     (2) methods for recording and displaying information. 
197.27     Subd. 3.  [PART B.] A student shall demonstrate the ability 
197.28  to: 
197.29     (1) gather information from media sources, direct 
197.30  observation, interviews and experiments, or investigation to 
197.31  answer a question; 
197.32     (2) record the gathered information; 
197.33     (3) categorize and classify information; 
197.34     (4) display the gathered information; and 
197.35     (5) explain the answer to the question. 
197.36     Sec. 2.  [OBSERVATION AND INVESTIGATION - INTERMEDIATE.] 
198.1      Subdivision 1.  [PURPOSE.] Gather, record, and display 
198.2   information to answer a question. 
198.3      Subd. 2.  [PART A.] A student shall demonstrate an 
198.4   understanding of: 
198.5      (1) the effect of changing one variable in an investigation 
198.6   or experiment; 
198.7      (2) framing a question; and 
198.8      (3) the difference between primary and secondary sources. 
198.9      Subd. 3.  [PART B.] A student shall demonstrate the ability 
198.10  to: 
198.11     (1) select a topic and frame a question, gather information 
198.12  from media sources, observation, and interviews; 
198.13     (2) select information from print and electronic media; 
198.14     (3) conduct an observation and write a detailed 
198.15  description; 
198.16     (4) conduct an interview with follow-up questions or design 
198.17  and conduct a survey; 
198.18     (5) record and organize information and report findings; 
198.19  and 
198.20     (6) evaluate findings to identify areas for further 
198.21  investigation. 
198.22     Sec. 3.  [DIRECT OBSERVATION - MIDDLE.] 
198.23     Subdivision 1.  [PURPOSE.] Gather, record, and display 
198.24  information to answer a scientific or social science question 
198.25  through direct observation. 
198.26     Subd. 2.  [PART A.] A student shall demonstrate an 
198.27  understanding of methods of primary research techniques, 
198.28  including: 
198.29     (1) observations; 
198.30     (2) interviews; 
198.31     (3) surveys; and 
198.32     (4) questionnaires. 
198.33     Subd. 3.  [PART B.] A student shall demonstrate the ability 
198.34  to: 
198.35     (1) select a topic and frame a question; 
198.36     (2) collect, record, and organize data gathered through 
199.1   primary research techniques; 
199.2      (3) use direct observation to: 
199.3      (i) collect, organize, and record data; and 
199.4      (ii) look for patterns in observable data; and 
199.5      (4) display data in written, oral, visual, or electronic 
199.6   format to: 
199.7      (i) compare findings to other findings on the topic; 
199.8      (ii) relate findings to other situations; 
199.9      (iii) answer a question or present a position using data; 
199.10     (iv) identify areas for further study; and 
199.11     (v) evaluate the question based on findings. 
199.12     Sec. 4.  [SOCIAL SCIENCE PROCESSES - HIGH SCHOOL.] 
199.13     A student shall access sources of social science 
199.14  information and data to: 
199.15     (1) formulate a question about an historical event, issue, 
199.16  or interpretation of a concept; 
199.17     (2) create a plan for collecting and interpreting data; 
199.18     (3) evaluate a research problem for feasibility; 
199.19     (4) gather information through the primary research 
199.20  techniques of observations, interviews, surveys, or experiments; 
199.21  and 
199.22     (5) discuss research findings, including describing issues; 
199.23  describing the findings from a survey of literature; presenting 
199.24  primary data; identifying bias and context of data or findings; 
199.25  examining how the time period and location of data source affect 
199.26  the data; examining limitations of the investigation, research 
199.27  process, or findings; and formulating possibilities for further 
199.28  research. 
199.29     Sec. 5.  [RESEARCH PROCESS - HIGH SCHOOL.] 
199.30     Subdivision 1.  [PURPOSE.] Ask a question and investigate a 
199.31  variety of resources to answer or provide information for a 
199.32  discussion of the question. 
199.33     Subd. 2.  [PART A.] Students will demonstrate an 
199.34  understanding of: 
199.35     (1) primary research techniques, including quantitative and 
199.36  qualitative observations, structured and unstructured 
200.1   interviews, surveys, and questionnaires; 
200.2      (2) secondary sources (for example, reference books, the 
200.3   Internet, textbooks, and biographies); and 
200.4      (3) appropriate methods of data collection. 
200.5      Subd. 3.  [PART B.] Students shall demonstrate the ability 
200.6   to: 
200.7      (1) generate a clearly defined researchable question with 
200.8   subquestions; 
200.9      (2) evaluate the research question for feasibility; 
200.10     (3) create a plan for collecting and interpreting data; 
200.11     (4) gather background information based on a survey of 
200.12  related literature from a variety of sources, including: 
200.13     (i) identifying key issues; and 
200.14     (ii) identifying relevant historical and contextual 
200.15  information; 
200.16     (5) collect, interpret, and evaluate primary data, 
200.17  including: 
200.18     (i) quantitative and qualitative observations; 
200.19     (ii) structured and unstructured interviews; 
200.20     (iii) surveys; and 
200.21     (iv) questionnaires; and 
200.22     (6) communicate research findings through appropriate 
200.23  formats (for example, abstract writing, poster display, or 
200.24  informational video), including: 
200.25     (i) stating the research question; 
200.26     (ii) sharing findings from the survey of literature; 
200.27     (iii) presenting primary data; 
200.28     (iv) interpreting and analyzing information; 
200.29     (v) identifying limitations of the investigation, bias, and 
200.30  context of data and findings; and 
200.31     (vi) describing possibilities for further research. 
200.32     Sec. 6.  [ACCESSING INFORMATION - MIDDLE LEVEL.] 
200.33     Subdivision 1.  [PURPOSE.] Access information to answer a 
200.34  question or support a position. 
200.35     Subd. 2.  [PART A.] A student shall demonstrate an 
200.36  understanding of: 
201.1      (1) methods of recording and organizing information; and 
201.2      (2) synthesizing information from primary and secondary 
201.3   sources. 
201.4      Subd. 3.  [PART B.] A student shall demonstrate the ability 
201.5   to: 
201.6      (1) generate a question to be investigated or a position to 
201.7   be supported; 
201.8      (2) access and use a variety of sources, including 
201.9   electronic media, to answer a question or support a position; 
201.10     (3) determine how to record and organize information; 
201.11     (4) evaluate the relevance of information found in sources; 
201.12  and 
201.13     (5) synthesize information to answer a question or support 
201.14  a position. 
201.15     Sec. 7.  [MATHEMATICS RESEARCH - HIGH SCHOOL.] 
201.16     Subdivision 1.  [PURPOSE.] Gather and analyze information 
201.17  on mathematics topic. 
201.18     Subd. 2.  [PART A.] A student shall demonstrate an 
201.19  understanding of the basic process of making generalizations. 
201.20     Subd. 3.  [PART B.] A student shall demonstrate the ability 
201.21  to design and conduct an investigation of a mathematics topic, 
201.22  including: 
201.23     (1) selecting and refining a topic through research; 
201.24     (2) making generalizations about the topic; 
201.25     (3) documenting insights gained during the investigation; 
201.26     (4) connecting new concepts to familiar mathematical ideas; 
201.27     (5) using mathematical properties to support a conclusion; 
201.28  and 
201.29     (6) communicating findings for an audience outside of 
201.30  mathematics. 
201.31     Sec. 8.  [ISSUE ANALYSIS - HIGH SCHOOL.] 
201.32     Subdivision 1.  [PURPOSE.] Analyze multiple perspectives on 
201.33  an issue and synthesize the findings. 
201.34     Subd. 2.  [PART A.] A student shall demonstrate an 
201.35  understanding of: 
201.36     (1) multiple perspectives of an issue; and 
202.1      (2) possible bias in information gathering. 
202.2      Subd. 3.  [PART B.] A student shall demonstrate the ability 
202.3   to research an issue and evaluate the positions and possible 
202.4   solutions to the issue, including: 
202.5      (1) gathering information on an issue; 
202.6      (2) examining information and the process used in 
202.7   collecting information for bias; 
202.8      (3) identifying points of view, areas of conflict, and 
202.9   points of possible compromise or agreement among groups on the 
202.10  issue; 
202.11     (4) evaluating the positions held, the proposed solutions, 
202.12  and project consequences; 
202.13     (5) identifying motives of groups; and 
202.14     (6) determining feasibility of resolution. 
202.15     Sec. 9.  [RECORDERS OF HISTORY - HIGH SCHOOL.] 
202.16     Subdivision 1.  [PURPOSE.] Understand that history is 
202.17  written from the perspective of the historian. 
202.18     Subd. 2.  [PART A.] The student shall demonstrate an 
202.19  understanding of: 
202.20     (1) perspective and bias as they relate to recording 
202.21  historical events; and 
202.22     (2) how historical accounts may differ based on the 
202.23  availability and use of sources, societal influences on the 
202.24  writer, and the purpose of the account. 
202.25     Subd. 3.  [PART B.] The student shall demonstrate the 
202.26  ability to: 
202.27     (1) analyze two accounts of the same historical event 
202.28  written in different times and explain differences in terms of: 
202.29     (i) availability and use of sources; and 
202.30     (ii) societal influences on the writer and the purpose of 
202.31  the account; and 
202.32     (2) determine the validity of the primary sources used in 
202.33  the writing of an event in history, including factors that 
202.34  influence the recorder of the event. 
202.35     Sec. 10.  [CASE STUDY - HIGH SCHOOL.] 
202.36     Subdivision 1.  [PURPOSE.] Use observation and theory to 
203.1   study natural systems, human interaction, learning, or 
203.2   development. 
203.3      Subd. 2.  [PART A.] A student shall demonstrate an 
203.4   understanding of: 
203.5      (1) theories of human behavior, learning, or development; 
203.6      (2) methods and techniques of primary research, including 
203.7   interviews, observations, surveys, and questionnaires; and 
203.8      (3) legal and ethical issues related to research, including 
203.9   copyright laws, access to property, and the use of human or 
203.10  other subjects. 
203.11     Subd. 3.  [PART B.] A student shall demonstrate the ability 
203.12  to; 
203.13     (1) refine a topic into a clear statement of a research 
203.14  problem with subproblems; 
203.15     (2) create a plan for collecting data, including: 
203.16     (i) evaluating feasibility; and 
203.17     (ii) establishing a process for conducting observations and 
203.18  recording descriptions; 
203.19     (3) gather and analyze data; and 
203.20     (4) communicate findings, including: 
203.21     (i) describing key scenes, people, dialogue, or places from 
203.22  observations; 
203.23     (ii) comparing finding to theories of human interaction, 
203.24  learning, or development; and 
203.25     (iii) identifying implications for further study. 
203.26     Sec. 11.  [RESEARCH AND CREATE A BUSINESS PLAN - HIGH 
203.27  SCHOOL.] 
203.28     Subdivision 1.  [PURPOSE.] A student shall develop and 
203.29  implement a plan to start a business or organization. 
203.30     Subd. 2.  [PART A.] A student shall demonstrate an 
203.31  understanding of: 
203.32     (1) the scientific, economic, marketing, and sales 
203.33  principles relevant to the type of business chosen; 
203.34     (2) the function of a business or organization functions 
203.35  within the larger economic system; and 
203.36     (3) the potential impact of a business or organization on 
204.1   people and communities. 
204.2      Subd. 3.  [PART B.] A student shall demonstrate the ability 
204.3   to: 
204.4      (1) gather and record information, including: 
204.5      (i) researching and tracking markets; 
204.6      (ii) using appropriate technology, including, but not 
204.7   limited to, computers, and telecommunications satellite 
204.8   technology; and 
204.9      (iii) recording the data; 
204.10     (2) develop a business plan, including: 
204.11     (i) conducting a feasibility study; 
204.12     (ii) producing a cost/benefit assessment, including human 
204.13  resources; and 
204.14     (iii) identifying alternative solutions to problems; and 
204.15     (3) implement an actual or simulated business plan, 
204.16  including: 
204.17     (i) communicating information regarding decisions; 
204.18     (ii) applying human relations skills; 
204.19     (iii) applying relevant/useful mechanical and technical 
204.20  skills; 
204.21     (iv) using marketing and sales techniques; 
204.22     (v) integrating economic, marketing, sales, and technical 
204.23  aspects with sound environmental practices; and 
204.24     (vi) analyzing the effectiveness of the plan. 
204.25     Sec. 12.  [HISTORY THROUGH ARTS AND CULTURE - HIGH SCHOOL.] 
204.26     Subdivision 1.  [PURPOSE.] Apply an inquiry process to an 
204.27  art form, theme, or idea to understand historical framework and 
204.28  cultural context. 
204.29     Subd. 2.  [PART A.] A student shall demonstrate an 
204.30  understanding of: 
204.31     (1) the influence of cultural contexts within an art form, 
204.32  theme, or idea; and 
204.33     (2) the concept of historical periods, including, but not 
204.34  limited to, major events, conflicts, and leaders. 
204.35     Subd. 3.  [PART B.] A student shall demonstrate the ability 
204.36  to: 
205.1      (1) gather information to analyze the development of a 
205.2   selected art form, idea, or theme; 
205.3      (2) select, describe, and interpret works of art that 
205.4   represent historical periods and development of the art form, 
205.5   theme, or idea; and 
205.6      (3) analyze and interpret the development in the selected 
205.7   art form, theme, or idea in terms of cultural contexts for each 
205.8   historical period, including, but not limited to, architecture, 
205.9   technology, dominant philosophies, daily life, and social 
205.10  customs. 
205.11     Sec. 13.  [PRODUCT DEVELOPMENT - HIGH SCHOOL.] 
205.12     Subdivision 1.  [PURPOSE.] Research, develop, and/or test a 
205.13  product. 
205.14     Subd. 2.  [PART A.] A student shall demonstrate an 
205.15  understanding of: 
205.16     (1) purpose and methods of market research; 
205.17     (2) characteristics of specific materials and technologies; 
205.18     (3) impact of the use of specific materials and 
205.19  technologies; and 
205.20     (4) materials processing and/or design techniques. 
205.21     Subd. 3.  [PART B.] A student shall demonstrate the ability 
205.22  to create or test a product, including: 
205.23     (1) determining the need and the market using at least two 
205.24  of the following methods:  direct mail survey, telemarketing 
205.25  survey, personal interview, discussion group, panels, sampling, 
205.26  observations, or market analysis; 
205.27     (2) correlating, tabulating, and reporting findings of the 
205.28  research; 
205.29     (3) designing a new or improved product, which meets the 
205.30  need; 
205.31     (4) analyzing the viability of product price, place, and 
205.32  promotion based on research findings; 
205.33     (5) creating the new or improved product; 
205.34     (6) testing and evaluating the product; and 
205.35     (7) assessing the impact of production, use, and eventual 
205.36  disposal of the product on the environment, society, and health, 
206.1   as applicable. 
206.2      Sec. 14.  [FIELD STUDY - HIGH SCHOOL.] 
206.3      Subdivision 1.  [PURPOSE.] Conduct a field study to answer 
206.4   a research question. 
206.5      Subd. 2.  [PART A.] A student shall demonstrate an 
206.6   understanding of: 
206.7      (1) tools and methods used in a field study; 
206.8      (2) impacts of technologies on traditional field studies; 
206.9   and 
206.10     (3) impacts of uncontrolled variables on systems. 
206.11     Subd. 3.  [PART B.] A student shall demonstrate the ability 
206.12  to: 
206.13     (1) independently formulate a question and design a study; 
206.14     (2) collect, analyze, and present quantitative and 
206.15  qualitative data using appropriate technology (for example, 
206.16  video, still cameras, tape recorders, tree borers, trip lines, 
206.17  or global positioning systems); 
206.18     (3) conduct research with key experts or sample documents; 
206.19     (4) take random and/or nonrandom samples under field 
206.20  conditions; 
206.21     (5) access response effects; 
206.22     (6) measure and account for respondent inaccuracy in 
206.23  behavior reports; 
206.24     (7) assess validity and reliability of methods and evaluate 
206.25  credibility of sources; 
206.26     (8) look for pattern and meaning in data; 
206.27     (9) analyze field notes; and 
206.28     (10) communicate research findings. 
206.29                             ARTICLE 18
206.30                          WORLD LANGUAGES
206.31     Section 1.  [WORLD LANGUAGES - PRIMARY.] 
206.32     Subdivision 1.  [PURPOSE.] Gain exposure to a language 
206.33  other than English. 
206.34     Subd. 2.  [PART A.] A student shall demonstrate an 
206.35  understanding of: 
206.36     (1) basic features of the language, including vocabulary, 
207.1   syntax, and grammar necessary for communicating about very 
207.2   familiar topics; 
207.3      (2) some age-appropriate cultural practices and products 
207.4   (for example, gestures, songs, and games); and 
207.5      (3) basic similarities between some written and spoken or 
207.6   signed words of the target language and English. 
207.7      Subd. 3.  [PART B.] A student shall demonstrate the ability 
207.8   to: 
207.9      (1) participate in brief written and oral exchanges or 
207.10  signed conversations with guidance on familiar topics; 
207.11     (2) comprehend basic written and spoken words and phrases 
207.12  or signed words, classifiers, and phrases that are supported by 
207.13  context clues and repetition; and 
207.14     (3) present basic written and oral or signed personal 
207.15  information using very common words and memorized phrases. 
207.16     Sec. 2.  [TECHNICAL LANGUAGE - PRIMARY.] 
207.17     Subdivision 1.  [PART A.] A student shall demonstrate an 
207.18  understanding of: 
207.19     (1) the concept that letters, characters, icons, signs, and 
207.20  symbols represent ideas, quantities, elements, and actions; and 
207.21     (2) the purpose of the message (for example, to perform a 
207.22  computer action, to produce a product, or to describe a person's 
207.23  health). 
207.24     Subd. 2.  [PART B.] A student shall demonstrate the ability 
207.25  to read and explain basic symbolic and technical representations.
207.26     Sec. 3.  [WORLD LANGUAGES - INTERMEDIATE.] 
207.27     Subdivision 1.  [PURPOSE.] Explore and begin to communicate 
207.28  in a language other than English. 
207.29     Subd. 2.  [PART A.] A student shall demonstrate an 
207.30  understanding of: 
207.31     (1) basic features of the language, including vocabulary, 
207.32  syntax, and grammar necessary for communicating about familiar 
207.33  and personal topics; 
207.34     (2) some common, age-appropriate cultural practices, 
207.35  traditions, and expressive products (for example, greetings, 
207.36  songs, stories, and games); and 
208.1      (3) some similarities and differences between the target 
208.2   language and English (for example, commonly occurring cognates 
208.3   and borrowed words, pronunciation, intonation, sentence 
208.4   structure, and alphabet/characters/signs). 
208.5      Subd. 3.  [PART B.] A student shall demonstrate the ability 
208.6   to: 
208.7      (1) participate in written and oral exchanges or signed 
208.8   conversations on familiar and personal topics; 
208.9      (2) comprehend basic written and spoken or signed language 
208.10  about familiar topics and in familiar contexts; 
208.11     (3) present basic written and oral or signed information 
208.12  about familiar topics using memorized and familiar words and 
208.13  simple phrases and sentences; and 
208.14     (4) use culturally appropriate practices (for example, 
208.15  greetings and gestures) in a limited number of familiar 
208.16  situations. 
208.17     Sec. 4.  [TECHNICAL LANGUAGE - INTERMEDIATE.] 
208.18     Subdivision 1.  [PART A.] A student shall demonstrate an 
208.19  understanding of: 
208.20     (1) common letters, characters, icons, signs, and symbols 
208.21  that represent ideas, quantities, elements, and actions; and 
208.22     (2) the audience and purpose of the message. 
208.23     Subd. 2.  [PART B.] A student shall demonstrate the ability 
208.24  to read and apply symbolic and technical representations, with 
208.25  guidance, to perform an action or create a basic product (for 
208.26  example, a group Web page, a plan for constructing a box, a 
208.27  carton, or a toy). 
208.28     Sec. 5.  [WORLD LANGUAGES - MIDDLE.] 
208.29     Subdivision 1.  [PURPOSE.] Communicate in a language other 
208.30  than English on familiar topics in cultural contexts, as 
208.31  appropriate. 
208.32     Subd. 2.  [PART A.] A student shall demonstrate an 
208.33  understanding of: 
208.34     (1) features of the language, including vocabulary, syntax, 
208.35  and grammar necessary for communicating about a variety of 
208.36  common topics; 
209.1      (2) a range of common cultural practices and products (for 
209.2   example, food, clothing, dwellings, music, and artifacts); and 
209.3      (3) similarities and differences between the target 
209.4   language and English, including idioms, sentence structure, 
209.5   cognates, and false cognates. 
209.6      Subd. 3.  [PART B.] A student shall demonstrate the ability 
209.7   to: 
209.8      (1) initiate and respond to written and oral exchanges or 
209.9   signed conversations to express needs, limited options, and 
209.10  experiences using learned material about familiar topics; 
209.11     (2) comprehend written and spoken or signed language 
209.12  relating to daily living and common events in formal and 
209.13  informal situations; 
209.14     (3) create and deliver written and spoken or signed 
209.15  presentations about familiar topics using simple phrases and 
209.16  expressions; and 
209.17     (4) communicate in familiar situations using appropriate 
209.18  cultural practices (for example, formal and informal register, 
209.19  personal space, and manners). 
209.20     Sec. 6.  [TECHNICAL LANGUAGE - MIDDLE.] 
209.21     Subdivision 1.  [PART A.] A student shall demonstrate an 
209.22  understanding of: 
209.23     (1) the basic features and symbols of a technical language; 
209.24  and 
209.25     (2) the audience, purpose, medium, and nature of the 
209.26  message. 
209.27     Subd. 2.  [PART B.] A student shall demonstrate the ability 
209.28  to: 
209.29     (1) read and explain symbolic and technical 
209.30  representations; and 
209.31     (2) create a plan or product using the technical language 
209.32  (for example, a piece of furniture, the floor plan of the 
209.33  student's residence) or html programming for a Web page. 
209.34     Sec. 7.  [NATURE OF LANGUAGE AND CULTURE - HIGH SCHOOL.] 
209.35     Subdivision 1.  [PURPOSE.] Communicate in a language other 
209.36  than English on a variety of topics and understand how language 
210.1   and culture are interconnected. 
210.2      Subd. 2.  [PART A.] A student shall demonstrate an 
210.3   understanding of: 
210.4      (1) features of the target language, including vocabulary, 
210.5   syntax, and grammar necessary for communicating about a variety 
210.6   of topics; 
210.7      (2) culture: 
210.8      (i) common patterns of behavior and practices of typical 
210.9   peers and others in the target culture; and 
210.10     (ii) products and perspectives of the target culture (for 
210.11  example, people of importance, print and nonprint cultural 
210.12  artifacts, and commonly held attitudes and ideas; 
210.13     (3) similarities and differences in the ways languages are 
210.14  written and spoken or signed (for example, writing mechanics, 
210.15  sentence structure, intonation, and word stress); and 
210.16     (4) how language and cultural practices, products, and 
210.17  perspectives are interrelated. 
210.18     Subd. 3.  [PART B.] A student shall demonstrate the ability 
210.19  to: 
210.20     (1) initiate and respond to written and oral exchanges or 
210.21  signed conversations that reflect structural patterns of the 
210.22  language in familiar and practiced situations; 
210.23     (2) comprehend written and spoken or signed language about 
210.24  a variety of familiar topics that reflect cultural practices, 
210.25  products, and perspectives; 
210.26     (3) create and deliver written and spoken or signed 
210.27  presentations about a variety of familiar topics using a range 
210.28  of simple phrases and expressions; and 
210.29     (4) communicate in a variety of familiar situations using 
210.30  appropriate cultural practices (for example, formal and informal 
210.31  register, personal space, and manners). 
210.32     Sec. 8.  [COMMUNICATING IN A LANGUAGE OTHER THAN ENGLISH - 
210.33  HIGH SCHOOL.] 
210.34     Subdivision 1.  [PURPOSE.] Comprehend and communicate in a 
210.35  language other than English on a broad range of topics. 
210.36     Subd. 2.  [PART A.] A student shall demonstrate an 
211.1   understanding of: 
211.2      (1) features of the language, including vocabulary, syntax, 
211.3   and sociolinguistic, lexical, and grammatical systems necessary 
211.4   for communicating about a wide range of personal and general 
211.5   topics; 
211.6      (2) similarities and differences in cultural products, 
211.7   practices, and perspectives between the target culture and the 
211.8   student's own; and 
211.9      (3) similarities and differences between the sound or 
211.10  signed and written systems of the target language and English, 
211.11  including regional and national spoken or signed patterns and 
211.12  familiar genres of written texts (for example, poems, letters, 
211.13  newspapers, and magazine articles). 
211.14     Subd. 3.  [PART B.] A student shall demonstrate the ability 
211.15  to: 
211.16     (1) initiate, sustain, and close written and oral exchanges 
211.17  or signed conversations in a variety of familiar and new 
211.18  situations; 
211.19     (2) comprehend the main idea and supporting details of 
211.20  written and spoken or signed language from a variety of 
211.21  authentic sources that are produced for various audiences and 
211.22  purposes; 
211.23     (3) present or perform both student-created and culturally 
211.24  authentic texts (for example, essays, poetry, plays, stories, 
211.25  songs, and letters); and 
211.26     (4) communicate in formal and informal situations using a 
211.27  wide range of appropriate cultural practices and expressions. 
211.28     Sec. 9.  [COMMUNICATING IN A TECHNICAL LANGUAGE - HIGH 
211.29  SCHOOL.] 
211.30     Subdivision 1.  [PURPOSE.] Comprehend and communicate using 
211.31  a universal technical language. 
211.32     Subd. 2.  [PART A.] A student shall demonstrate an 
211.33  understanding of: 
211.34     (1) the features, symbols, and appropriate applications of 
211.35  a symbolic and technical language; 
211.36     (2) relevant technical vocabulary; and 
212.1      (3) design considerations pertinent to the products or 
212.2   services to be delivered (for example, building codes or Web 
212.3   browser limitations). 
212.4      Subd. 3.  [PART B.] A student shall demonstrate the ability 
212.5   to: 
212.6      (1) read, comprehend, and analyze complex symbolic and 
212.7   technical representations (for example, documents, plans, or 
212.8   drawings); and 
212.9      (2) apply a symbolic and technical language to communicate 
212.10  how to perform a complex action or produce a complex product 
212.11  (for example, a complete set of plans for a single-family 
212.12  residence) or html programming of a complete Web site.