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Minnesota Legislature

Office of the Revisor of Statutes

SF 1791

as introduced - 85th Legislature (2007 - 2008) Posted on 12/15/2009 12:00am

KEY: stricken = removed, old language.
underscored = added, new language.
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A bill for an act
relating to education; integrating instruction about the contributions of Minnesota
American Indian tribes and communities into student learning and teacher
preparation and licensing requirements; establishing committees on American
Indian education programs; amending Minnesota Statutes 2006, sections
120B.021, subdivision 1; 120B.024; 122A.09, subdivision 4; proposing coding
for new law in Minnesota Statutes, chapter 124D.

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

Section 1.

Minnesota Statutes 2006, section 120B.021, subdivision 1, is amended to
read:


Subdivision 1.

Required academic standards.

new text begin(a) new text endThe following subject areas
are required for statewide accountability:

(1) language artsnew text begin that at least include one primary school level, two intermediate or
middle school level, and three high school level instructional units on the contributions of
Minnesota American Indian tribes and communities in literature and language
new text end;

(2) mathematicsnew text begin that at least include one primary school level, two intermediate or
middle school level, and three high school level instructional units on the contributions of
Minnesota American Indian tribes and communities in mathematics reflected in traditional
games, among other topics
new text end;

(3) sciencenew text begin that at least include one primary school level, two intermediate or
middle school level, and three high school level instructional units on the contributions
of Minnesota American Indian tribes and communities in science reflected in traditional
plants and medicines, among other topics
new text end;

(4) social studies, including history, geography, economics, and government and
citizenshipnew text begin that at least include one primary school level, two intermediate or middle
school level, and three high school level instructional units on the contributions of
Minnesota American Indian tribes and communities in social studies reflected in American
Indians' unique sovereign status, traditional and contemporary economic structures,
treaty making and related implications and obligations, and the history and culture of
reservations, among other topics
new text end;

(5) health and physical education, for which locally developed academic standards
applynew text begin that at least include one primary school level, two intermediate or middle school
level, and three high school level instructional units on the contributions of Minnesota
American Indian tribes and communities reflected in games, traditional foods, and
lifestyles, among other topics
new text end; and

(6) the arts, for which statewide or locally developed academic standards apply, as
determined by the school districtnew text begin, that at least include one primary school level, two
intermediate or middle school level, and three high school level instructional units on the
contributions of Minnesota American Indian tribes and communities in art, traditional and
contemporary music, dance, and theater, among other topics
new text end. Public elementary and
middle schools must offer at least three and require at least two of the following four
arts areas: dance; music; theater; and visual arts. Public high schools must offer at least
three and require at least one of the following five arts areas: media arts; dance; music;
theater; and visual arts.

new text begin School districts must integrate into the course credit requirements under section 120B.024
the satisfactory work that high school students complete in three or more high school
level instruction units on the contributions of Minnesota American Indian tribes and
communities under clauses (1) to (6).
new text end

new text begin (b) new text endThe commissioner must submit proposed standards in science and social studies
to the legislature by February 1, 2004.

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

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

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2007-2008 school year and
later.
new text end

Sec. 2.

Minnesota Statutes 2006, section 120B.024, is amended to read:


120B.024 GRADUATION REQUIREMENTS; COURSE CREDITS.

(a) Students beginning 9th grade in the 2004-2005 school year and later must
successfully complete the following high school level course credits for graduationnew text begin,
consistent with section 120B.021, subdivision 1, paragraph (a)
new text end:

(1) four credits of language arts;

(2) three credits of mathematics, encompassing at least algebra, geometry, statistics,
and probability sufficient to satisfy the academic standard;

(3) three credits of science, including at least one credit in biology;

(4) three and one-half credits of social studies, encompassing at least United
States history, geography, government and citizenship, world history, and economics or
three credits of social studies encompassing at least United States history, geography,
government and citizenship, and world history, and one-half credit of economics taught in
a school's social studies, agriculture education, or business department;

(5) one credit in the arts; and

(6) a minimum of seven elective course credits.

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

(b) An agriculture science course may fulfill a science credit requirement in addition
to the specified science credits in biology and chemistry or physics under paragraph (a),
clause (3).

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2007-2008 school year and
later.
new text end

Sec. 3.

Minnesota Statutes 2006, section 122A.09, subdivision 4, is amended to read:


Subd. 4.

License and rules.

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

(b) The board must adopt rules requiring a person to successfully complete a skills
examination in reading, writing, and mathematics as a requirement for initial teacher
licensure. Such rules must require college and universities offering a board-approved
teacher preparation program to provide remedial assistance to persons who did not
achieve a qualifying score on the skills examination, including those for whom English is
a second language.

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

(d) The board must provide the leadership and shall adopt rules for the redesign of
teacher education programs to implement a research based, results-oriented curriculum
that focuses on the skills teachers need in order to be effective. The board shall implement
new systems of teacher preparation program evaluation to assure program effectiveness
based on proficiency of graduates in demonstrating attainment of program outcomes.new text begin
The board must require that persons enrolled in a teacher preparation program receive
instruction in historical and cultural competencies related to Minnesota American Indian
tribes and communities and their contributions to Minnesota, consistent with sections
120B.021, subdivision 1, 120B.024, and 124D.71 to 124D.82. The competencies related
to Minnesota American Indian tribes and communities must include, among other
components, standards for instructional practices most effective for successfully teaching
elementary and secondary American Indian students.
new text end

(e) The board must adopt rules requiring successful completion of an examination
of general pedagogical knowledge and examinations of licensure-specific teaching
skills. The rules shall be effective on the dates determined by the board but not later
than September 1, 2001.

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

(g) The board must grant licenses to interns and to candidates for initial licenses.

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

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

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

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

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

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

(n) The board must adopt rules that require all licensed teachers who are renewing
their continuing license to include in their renewal requirements further preparation
in understanding the key warning signs of early-onset mental illness in children and
adolescents.

new text begin (o) The board must adopt rules to include instruction and other development
activities to improve the understanding and effective instruction of and communication
with Minnesota American Indian tribes and communities, consistent with paragraph
(d) and sections 120B.021, subdivision 1, 120B.024, and 124D.71 to 124D.82, in the
125 clock hours of professional development that teachers must complete to renew their
professional teaching license.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2007-2008 school year and
later.
new text end

Sec. 4.

new text begin [124D.805] COMMITTEES ON AMERICAN INDIAN EDUCATION
PROGRAMS.
new text end

new text begin Subdivision 1. new text end

new text begin Establishment. new text end

new text begin The commissioner of education shall create one or
more American Indian education committees. Members must include representatives of
tribal bodies, community groups, parents of children eligible to be served by the programs,
American Indian administrators and teachers, persons experienced in the training of
teachers for American Indian education programs, persons involved in programs for
American Indian children in American Indian schools, and persons knowledgeable in the
field of American Indian education. Members shall be appointed so as to be representative
of significant segments of the population of American Indians.
new text end

new text begin Subd. 2. new text end

new text begin Committee to advise commissioner. new text end

new text begin Each committee on American
Indian education programs shall advise the commissioner in the administration of the
commissioner's duties under sections 124D.71 to 124D.82 and other programs for the
education of American Indian people as determined by the commissioner.
new text end

new text begin Subd. 3. new text end

new text begin Expenses. new text end

new text begin Each committee must be reimbursed for expenses according to
section 15.059, subdivision 6. The commissioner must determine the membership terms
and the duration of each committee, which expire no later than June 30, 2020.
new text end

Sec. 5. new text beginADVISORY TASK FORCE ON MINNESOTA AMERICAN INDIAN
TRIBES AND COMMUNITIES AND K-12 STANDARDS-BASED REFORM.
new text end

new text begin (a) An advisory task force on Minnesota American Indian tribes and communities
and K-12 standards-based reform is established to examine the impact of state and federal
standards-based reform on Minnesota's K-12 American Indian students and to recommend
to the legislature changes to the state's performance standards, content requirements,
assessments measures, and teacher preparation programs to most effectively meet the
educational needs of American Indian students enrolled in Minnesota schools. The task
force, in consultation with American Indian educators, parents, and others who advocate
for American Indian children, at least must determine if state education standards and
assessments are inappropriate for American Indian students if: (1) American Indian
students are unfairly compared; (2) American Indian students do not receive the assistance
they need to achieve the state standards; and (3) schools do not receive financial and
technical assistance sufficient to meet the educational needs of American Indian students.
new text end

new text begin (b) The commissioner of education shall appoint an advisory task force on
Minnesota American Indian tribes and communities and kindergarten through grade 12
standards-based reform that is composed of the following representatives: Department
of Education staff experienced in working with American Indian students and programs;
Minnesota American Indian tribes and communities; school board members; school
administrators; Education Minnesota; the state Board of Teaching; a minority member
and majority member both from the Minnesota house of representatives and from the
Minnesota senate; the Minnesota Council on Indian Affairs; postsecondary faculty
who serve as instructors in teacher preparation programs; local community service
providers who work with Minnesota American Indian tribes and communities; and other
representatives recommended by task force members. Task force members' terms and
other task force matters are subject to Minnesota Statutes, section 15.059. The task
force must submit a written report to the education policy and finance committees of
the legislature by February 15, 2008, that includes any recommended changes to the
state's performance standards, content requirements, assessments measures, and teacher
preparation programs to most effectively meet the educational needs of American Indian
students enrolled in Minnesota schools.
new text end

new text begin (c) Upon request, the commissioner of education must provide the task force with
technical, fiscal, and other support.
new text end

new text begin (d) The task force expires on February 16, 2008.
new text end

new text begin EFFECTIVE DATE. new text end

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