MN Legislature

Accessibility menu

Bills use visual text formatting such as stricken text to denote deleted language, and underlined text to denote new language. For users of the jaws screenreader it is recommended to configure jaws to use the proofreading scheme which will alter the pitch of the reading voice when reading stricken and underlined text. Instructions for configuring your jaws reader are provided by following this link.
If you can not or do not wish to configure your screen reader, deleted language will begin with the phrase "deleted text begin" and be followed by the phrase "deleted text end", new language will begin with the phrase "new text begin" and be followed by "new text end". Skip to text of SF 783.

Menu

Revisor of Statutes Menu

The Revisor of Statutes website will be undergoing maintenance from 6pm Thursday September 3rd, to 6am Friday September 4th.

SF 783

2nd Engrossment - 88th Legislature (2013 - 2014) Posted on 05/14/2013 03:21pm

KEY: stricken = removed, old language. underscored = added, new language.

Pdf

Rtf

Version List Authors and Status

A bill for an act
relating to education; providing for safe and supportive schools; authorizing
rulemaking; appropriating money;amending Minnesota Statutes 2012, sections
120B.36, subdivision 1; 121A.55; 121A.69, subdivision 3; 122A.60, subdivisions
1a, 3; 124D.10, subdivision 8; 124D.895, subdivision 1; 124D.8955; 125B.15;
127A.42, subdivision 2; proposing coding for new law in Minnesota Statutes,
chapters 121A; 127A; repealing Minnesota Statutes 2012, sections 121A.03;
121A.0695.

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

Section 1. TITLE.

This act may be cited as the "Safe and Supportive Minnesota Schools Act."

Sec. 2.

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


Subdivision 1.

School performance report cards.

(a) The commissioner
shall report student academic performance under section 120B.35, subdivision 2; the
percentages of students showing low, medium, and high growth under section 120B.35,
subdivision 3
, paragraph (b); school safety and student engagement and connection
under section 120B.35, subdivision 3, paragraph (d); rigorous coursework under section
120B.35, subdivision 3, paragraph (c); two separate student-to-teacher ratios that clearly
indicate the definition of teacher consistent with sections 122A.06 and 122A.15 for
purposes of determining these ratios; staff characteristics excluding salaries; student
enrollment demographics; district mobility; summary data on incidents of student
bullying, cyberbullying, harassment, and intimidation and remedial responses to the
incidents under section 121A.031, subdivision 4, clause (10);
and extracurricular
activities. The report also must indicate a school's adequate yearly progress status, and
must not set any designations applicable to high- and low-performing schools due solely
to adequate yearly progress status. The commissioner must use the summary data on
prohibited conduct reported under section 121A.031, subdivision 4, clause (10), to inform
the work of the school climate center under section 127A.052 and to assist districts and
schools in improving the educational outcomes of all students and specific categories of
students affected by such prohibited conduct.

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

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

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

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

EFFECTIVE DATE.

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

Sec. 3.

[121A.031] SCHOOL POLICY TO PROVIDE SAFE AND SUPPORTIVE
SCHOOLS.

Subdivision 1.

Local and state policy; scope and application.

(a) This section
applies to:

(1) conduct on school premises, at school functions or activities, and on school
transportation;

(2) use of electronic technology and communications on school premises, during
school functions or activities, on school transportation, and on school computers,
networks, forums, and mailing lists; and

(3) use of electronic technology and communications off school premises to the
extent such use is reasonably foreseeable to substantially and materially disrupt student
learning or the school environment.

(b) This section applies to school districts as defined in section 121A.41, subdivision
3, and schools as defined in section 120A.05, subdivisions 9, 11, 13, and 17, and in
123B.41, subdivision 9, if the school has more than 15 enrolled students and receives
public funds or other public resources.

Subd. 2.

Local district and school policy.

(a) Districts and schools, in consultation
with students, parents, teachers, other school personnel, and community organizations,
shall adopt, implement, and annually review, and revise where appropriate, a written policy
to prevent and prohibit student bullying, cyberbullying, harassment, and intimidation,
consistent with this section. The policy must conform with sections 121A.41 to 121A.56.
A district or school must adopt and implement a local policy under subdivisions 2 to 5 or
comply with the provisions of the state model policy in subdivision 6.

(b) Each local district and school policy must establish research-based,
developmentally appropriate best practices that include preventive and remedial measures
and effective discipline for deterring policy violations; apply throughout the school or
district; and foster active student, parent, and community participation. A district or
school may request assistance from the school climate center under section 127A.052 in
complying with local policy requirements. The policy shall:

(1) apply to all students, school personnel, and volunteers;

(2) specifically list the characteristics contained in the definition of prohibited
conduct under subdivision 3, paragraph (f);

(3) emphasize remedial responses over punitive measures;

(4) be conspicuously posted throughout the school building;

(5) be given to each school employee and independent contractor, if a contractor
regularly interacts with students, at the time of employment with the district or school;

(6) be included in the student handbook on school policies; and

(7) be available to all parents and other school community members in accessible
languages and format on the district or school Web site.

(c) Each district and school under this subdivision must discuss its policy with
students, school personnel, and volunteers and provide training for all school personnel
and volunteers who regularly have direct contact with students to prevent, identify, and
appropriately respond to prohibited conduct.

(d) Each district and school under this subdivision must submit an electronic copy
of its bullying, cyberbullying, harassment, and intimidation policy to the commissioner
for review.

Subd. 3.

Definitions.

(a) The terms defined in this subdivision have the meanings
given them for purposes of this act.

(b) "Bullying" means use of one or a series of words, images, or actions, directly or
indirectly between individuals or through technology, that a reasonable person knows or
should know, under the circumstances, will have the effect of materially interfering with
the ability of an individual, including a student who observes the conduct, to participate
in a safe and supportive learning environment. Examples of bullying may include, but
are not limited to, conduct that:

(1) places an individual in reasonable fear of harm to person or property, including
through intimidation;

(2) has a detrimental effect on the physical, social, or emotional health of a student;

(3) interferes with a student's educational performance or ability to participate in
educational opportunities;

(4) encourages the deliberate exclusion of a student from a school service, activity,
or privilege;

(5) creates or exacerbates a real or perceived imbalance of power between students;

(6) violates the reasonable expectation of privacy of one or more individuals; or

(7) relates to the actual or perceived race, ethnicity, color, creed, religion, national
origin, immigration status, sex, age, marital status, familial status, socioeconomic status,
physical appearance, sexual orientation, gender identity and expression, academic status,
disability, or status with regard to public assistance, age, or any additional characteristic
defined in chapter 363A of a person or of a person with whom that person associates, but
the conduct does not rise to the level of harassment.

(c) "Cyberbullying" means bullying through use of technology or any electronic
communication, including, but not limited to, a transfer of signs, signals, writing, images,
sounds, or data, including a post on a social network Internet Web site or forum transmitted
through a computer, cell phone, or other electronic device.

(d) "Harassment" means intimidating or abusive behavior toward an individual based
on actual or perceived race, ethnicity, color, creed, religion, national origin, immigration
status, sex, age, marital status, familial status, socioeconomic status, physical appearance,
sexual orientation, gender identity and expression, academic status, disability, or status
with regard to public assistance, age, or any additional characteristic defined in chapter
363A that creates a hostile environment by materially interfering with or denying a student
or other individual the ability to participate in or receive a benefit, service, or opportunity
in a district or school program. Harassing conduct is unwelcome if the person does not
request or invite it and considers the conduct to be undesirable or offensive.

(e) "Intimidation" means a method used to bully or harass an individual.

(f) "Prohibited conduct" means bullying, cyberbullying, harassment, or intimidation
as defined under this subdivision, retaliation for asserting or alleging such conduct,
perpetuating such conduct by transmitting or otherwise communicating hurtful or
demeaning material, or engaging in speech that will materially disrupt a student's learning
environment. Prohibited conduct includes discriminatory conduct based on a person's
actual or perceived race, ethnicity, color, creed, religion, national origin, immigration
status, sex, marital status, familial status, socioeconomic status, physical appearance,
sexual orientation, gender identity and expression, academic status, disability, or status
with regard to public assistance, age, or any additional characteristic defined in chapter
363A, as well as association with a person or group of persons with one or more of these
actual or perceived characteristics; however, prohibited conduct need not be based on any
particular characteristic defined in this paragraph or chapter 363A. Each district and
school must list in their policy the characteristics identified in this paragraph.

(g) "Remedial response" means a measure designed to stop and correct prohibited
conduct, prevent prohibited conduct from recurring, and protect, support, and intervene on
behalf of the student who is the target of the prohibited conduct. Districts and schools
may seek the assistance of the school climate center under section 127A.052 to develop
and implement remedial responses on behalf of a student who is the target of prohibited
conduct, to stop and correct a student engaging in prohibited conduct, and for use with
students and adults in the school community. Districts and schools need not report the
use of remedial responses when their use is unrelated to any particular incident of student
bullying, cyberbullying, harassment, or intimidation.

Subd. 4.

Local policy components.

(a) Each district and school policy, in
prohibiting bullying, cyberbullying, harassment, and intimidation against all students and
specific categories of students based on actual or perceived characteristics listed under
subdivision 3, paragraph (f), must, at a minimum:

(1) designate a staff member as the primary contact person in the school building to
receive reports of all formal complaints, ensure the policy and its procedures including
restorative practices, consequences, and sanctions are fairly and fully implemented, and
serve as the primary contact on policy and procedural matters implicating both the district
or school and the department;

(2) require school employees and trained volunteers who witness bullying,
cyberbullying, harassment, or intimidation incidents or possess reliable information
that would lead to a reasonable person to suspect that a student is a target of bullying,
cyberbullying, harassment, or intimidation to make reasonable efforts to address and
resolve the prohibited conduct to the extent it does not materially disrupt the education
process;

(3) where prohibited conduct appears to materially disrupt the education process,
provide a procedure to promptly begin investigation of a bullying, cyberbullying,
harassment, or intimidation report within three school days of the report, and make the
primary contact person responsible for the investigation and any resulting record and for
keeping and regulating access to any record;

(4) indicate how a school will respond to an identified incident of bullying,
cyberbullying, harassment, or intimidation, including immediately intervening to protect
the target of the prohibited conduct; at the school administrator's discretion and consistent
with state and federal data practices law governing access to data, notifying the parent of
the reported target of the prohibited conduct, the parent of the student who bullies, law
enforcement officials, or officials of a park and recreation public agency that has adopted a
policy substantially similar to the requirements of section 121A.031 and provides training
to those who have regular contact with youth patrons and personnel who have access
to private data on youth patrons; providing other remedial responses to the prohibited
conduct; and ensuring that remedial responses are tailored to the particular incident and
nature of the conduct and the student's developmental age and behavioral history;

(5) prohibit reprisals or retaliation against any person who reports bullying,
cyberbullying, harassment, or intimidation and establish appropriate consequences for a
person who engages in reprisal or retaliation;

(6) allow anonymous reporting;

(7) refer the target, individual who bullies, and other affected individuals to
information about available community resources, as appropriate;

(8) where appropriate for a child with a disability to prevent or respond to prohibited
conduct, require the child's individualized education program or section 504 team to
consider the skills and proficiencies the child needs to respond to or not engage in
prohibited conduct;

(9) use new employee training materials, the school publication on school rules,
procedures, and standards of conduct, and the student handbook on school policies
to publicize the policy;

(10) require annual reporting, collection, and analysis of summary data on incidents
of bullying, cyberbullying, harassment, and intimidation and on remedial responses both
to individuals and throughout the school; and

(11) require ongoing professional development, consistent with section 122A.60,
to build the skills of all school personnel and volunteers, including, but not limited to,
educators, administrators, school nurses, cafeteria workers, custodians, bus drivers,
athletic coaches, extracurricular activities advisors, volunteers who regularly have direct
contact with students, and paraprofessionals to identify, prevent, and appropriately address
bullying, cyberbullying, harassment, and intimidation.

(b) Professional development under a local policy includes, but is not limited to,
information about:

(1) developmentally appropriate strategies both to prevent and to immediately and
effectively intervene to stop bullying, cyberbullying, harassment, and intimidation;

(2) the complex dynamics affecting an individual who bullies, target, and witnesses
to bullying, cyberbullying, harassment, and intimidation;

(3) research on bullying, cyberbullying, harassment, and intimidation, including
specific categories of students at risk for bullying, cyberbullying, harassment, and
intimidation in school;

(4) the incidence and nature of cyberbullying; and

(5) Internet safety and cyberbullying.

Subd. 5.

Safe and supportive schools programming.

(a) Districts and schools
are encouraged to provide developmentally appropriate programmatic instruction to
help students identify, prevent, and reduce bullying, cyberbullying, harassment, and
intimidation; value diversity in school and society; develop and improve students'
knowledge and skills for solving problems, managing conflict, engaging in civil discourse,
and recognizing, responding to, and reporting prohibited conduct; and make effective
prevention and intervention programs available to students, school personnel, and parents.
Upon request, the school climate center under section 127A.052 must assist a district
or school in helping students understand social media and cyberbullying. Districts
and schools must establish strategies for creating a positive school climate and use
evidence-based social-emotional learning to prevent and reduce discrimination and other
prohibited conduct.

(b) Districts and schools are encouraged to:

(1) engage all students in creating a safe and supportive school environment;

(2) partner with parents and other community members to develop and implement
prevention and intervention programs;

(3) engage all students and adults in integrating education, intervention, and other
remedial responses into the school environment;

(4) train student bystanders to intervene in and report incidents of prohibited conduct
to the school's primary contact person;

(5) teach students to advocate for themselves and others;

(6) prevent inappropriate referrals to special education of students who may engage
in prohibited conduct; and

(7) foster student collaborations that support a healthy and safe school climate.

Subd. 6.

State model policy.

(a) The commissioner, in consultation with the
commissioner of human rights, shall develop and maintain a state model policy. A district
or school that does not adopt and implement a local policy under subdivisions 2 to 5
must implement and may supplement the provisions of the state model policy. The
commissioner must assist districts and schools under this subdivision to implement the
state policy. The state model policy must:

(1) define bullying, cyberbullying, harassment, and intimidation, consistent with
this section;

(2) apply the bullying, cyberbullying, harassment, and intimidation policy
components in this section;

(3) for a child with a disability, whenever an evaluation by an individualized
education program team or a section 504 team indicates that the child's disability affects
the child's social skills development or the child is vulnerable to bullying, cyberbullying,
harassment, or intimidation because of the child's disability, the child's individualized
education program or section 504 plan team must consider the skills and proficiencies
the child needs to avoid and respond to such conduct; and

(4) encourage violence prevention and character development education programs
under section 120B.232, subdivision 1.

(b) The commissioner shall develop and post departmental procedures for:

(1) periodically reviewing district and school programs and policies for compliance
with this section;

(2) investigating, reporting, and responding to noncompliance with this section,
which may include an annual review of plans to improve and provide a safe and supportive
school climate;

(3) allowing students, parents, and educators to file a complaint about noncompliance
with the commissioner; and

(4) annually publishing statewide summary data on incidents of bullying,
cyberbullying, harassment, and intimidation, consistent with section 120B.36, subdivision
1.

(c) Government data of the department on reports and complaints under procedures
developed under paragraph (b), clause (2) or (3), are private data on individuals as defined
in section 13.02, except that the name of a reporter is confidential data on individuals.

(d) The commissioner must post on the department's Web site information indicating
that when districts and schools allow noncurriculum-related student groups access to
school facilities, the district or school must give all student groups equal access to the
school facilities regardless of the content of the group members' speech.

Subd. 7.

Relation to existing law.

This section does not:

(1) establish any private right of action;

(2) limit rights currently available to an individual under other civil or criminal law,
including, but not limited to, chapter 363A; or

(3) interfere with a person's rights of religious expression and free speech and
expression under the First Amendment of the Unites States Constitution.

EFFECTIVE DATE.

Subdivision 6, paragraph (b), is effective the day following
final enactment; the remainder of this section applies beginning July 1, 2014.

Sec. 4.

[121A.0315] SAFE AND SUPPORTIVE SCHOOL GRANTS.

Subdivision 1.

Grant program established.

The commissioner of education, after
consulting with the commissioners of human rights, human services, and health, shall
establish a safe and supportive schools grant program to enable a school district or school
to implement the requirements in section 121A.031 and foster academic achievement.
All districts and schools participating under section 121A.031 are eligible to apply for a
grant under this section.

Subd. 2.

Grant application.

To be eligible to receive a grant, a district or school
must submit an application to the commissioner in the form and manner and according
to the timeline established by the commissioner. The application must describe how
the applicant will create and maintain a safe and supportive school environment and
foster academic achievement given the characteristics and circumstances of its students,
their families, and the school community. The commissioner may require additional
information from the applicant. When reviewing the applications, the commissioner
must determine whether the applicant met the requirements of this section and is able to
meet the requirements of section 121A.031.

Subd. 3.

Grant awards.

The commissioner may award grants to eligible applicants
for creating and maintaining a safe and supportive school environment and fostering
academic achievement. Grant amounts may not exceed $....... per resident pupil unit in the
district or school in the prior school year. Grant recipients should be located throughout
the state.

Subd. 4.

Grant proceeds.

A grant recipient must use grant funds to create and
maintain a safe and supportive school environment and foster academic achievement
according to the terms of its grant application.

EFFECTIVE DATE.

This section is effective for fiscal year 2014 and later.

Sec. 5.

Minnesota Statutes 2012, section 121A.55, is amended to read:


121A.55 POLICIES TO BE ESTABLISHED.

(a) The commissioner of education shall promulgate guidelines to assist each school
board. Each school board shall to establish uniform criteria for dismissal and adopt
written policies and rules to effectuate the purposes of sections 121A.031 and 121A.40 to
121A.56. The policies shall emphasize preventing dismissals through early detection of
problems and shall be designed to address prevent students' inappropriate behavior from
recurring. The policies shall recognize the continuing responsibility of the school for the
education of
to educate the pupil during the dismissal period. The alternative educational
services, if the pupil wishes to take advantage of them, must be adequate to allow the
pupil to make progress towards meeting the graduation standards adopted under section
120B.02 and help prepare the pupil for readmission.

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

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

EFFECTIVE DATE.

This section is effective July 1, 2014.

Sec. 6.

Minnesota Statutes 2012, section 121A.69, subdivision 3, is amended to read:


Subd. 3.

School board policy.

Each school board shall adopt a written policy
governing student or staff hazing. The policy must apply to student behavior that occurs
on or off school property and during and after school hours and be consistent with section
121A.031
. The policy must include reporting procedures and disciplinary consequences
for violating the policy. Disciplinary consequences must be sufficiently severe to deter
violations and appropriately discipline prohibited behavior. Disciplinary consequences
must conform with sections 121A.031 and 121A.41 to 121A.56. Each school must include
the policy in the student handbook on school policies.

EFFECTIVE DATE.

This section is effective July 1, 2014.

Sec. 7.

Minnesota Statutes 2012, section 122A.60, subdivision 1a, is amended to read:


Subd. 1a.

Effective staff development activities.

(a) Staff development activities
must:

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

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

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

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

(5) align with state and local academic standards;

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

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

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

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

(c) Staff development activities also may include training for school nurses, school
counselors, social workers, psychologists, and other mental health professionals to support
students, teachers, and school administrators in implementing restorative and reparative
best practices to prevent and appropriately address student bullying, cyberbullying,
harassment, and intimidation, consistent with section 121A.031, subdivision 4, paragraph
(b).

EFFECTIVE DATE.

This section is effective for the 2014-2015 school year and
later.

Sec. 8.

Minnesota Statutes 2012, section 122A.60, subdivision 3, is amended to read:


Subd. 3.

Staff development outcomes.

The advisory staff development committee
must adopt a staff development plan for improving student achievement. The plan must
be consistent with education outcomes that the school board determines. The plan
must include ongoing staff development activities that contribute toward continuous
improvement in achievement of the following goals:

(1) improve student achievement of state and local education standards in all areas
of the curriculum by using best practices methods;

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

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

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

(5) effectively teach and model violence prevention policy and curriculum that
address early intervention alternatives, issues of harassment, annually train all school staff
and school volunteers who regularly have direct contact with students in best practices to
create and maintain a safe and supportive learning environment, consistent with section
121A.031,
and teach nonviolent alternatives for conflict resolution, including restorative
and reparative processes
;

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

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

EFFECTIVE DATE.

This section is effective for the 2014-2015 school year and
later.

Sec. 9.

Minnesota Statutes 2012, section 124D.10, subdivision 8, is amended to read:


Subd. 8.

Federal, state, and local requirements.

(a) A charter school shall meet all
federal, state, and local health and safety requirements applicable to school districts.

(b) A school must comply with statewide accountability requirements governing
standards and assessments in chapter 120B.

(c) A school authorized by a school board may be located in any district, unless the
school board of the district of the proposed location disapproves by written resolution.

(d) A charter school must be nonsectarian in its programs, admission policies,
employment practices, and all other operations. An authorizer may not authorize a charter
school or program that is affiliated with a nonpublic sectarian school or a religious
institution. A charter school student must be released for religious instruction, consistent
with section 120A.22, subdivision 12, clause (3).

(e) Charter schools must not be used as a method of providing education or
generating revenue for students who are being home-schooled. This paragraph does not
apply to shared time aid under section 126C.19.

(f) The primary focus of a charter school must be to provide a comprehensive
program of instruction for at least one grade or age group from five through 18 years
of age. Instruction may be provided to people younger than five years and older than
18 years of age.

(g) A charter school may not charge tuition.

(h) A charter school is subject to and must comply with chapter 363A and section
121A.04.

(i) A charter school is subject to and must comply with the Pupil Fair Dismissal
Act, sections 121A.40 to 121A.56, and the Minnesota Public School Fee Law, sections
123B.34 to 123B.39.

(j) A charter school is subject to the same financial audits, audit procedures, and
audit requirements as a district. Audits must be conducted in compliance with generally
accepted governmental auditing standards, the federal Single Audit Act, if applicable,
and section 6.65. A charter school is subject to and must comply with sections 15.054;
118A.01; 118A.02; 118A.03; 118A.04; 118A.05; 118A.06; 471.38; 471.391; 471.392; and
471.425. The audit must comply with the requirements of sections 123B.75 to 123B.83,
except to the extent deviations are necessary because of the program at the school.
Deviations must be approved by the commissioner and authorizer. The Department of
Education, state auditor, legislative auditor, or authorizer may conduct financial, program,
or compliance audits. A charter school determined to be in statutory operating debt under
sections 123B.81 to 123B.83 must submit a plan under section 123B.81, subdivision 4.

(k) A charter school is a district for the purposes of tort liability under chapter 466.

(l) A charter school must comply with chapters 13 and 13D; and sections 120A.22,
subdivision 7
; 121A.75; and 260B.171, subdivisions 3 and 5.

(m) A charter school is subject to the Pledge of Allegiance requirement under
section 121A.11, subdivision 3.

(n) A charter school offering online courses or programs must comply with section
124D.095.

(o) A charter school and charter school board of directors are subject to chapter 181.

(p) A charter school must comply with section 120A.22, subdivision 7, governing
the transfer of students' educational records and sections 138.163 and 138.17 governing
the management of local records.

(q) A charter school that provides early childhood health and developmental
screening must comply with sections 121A.16 to 121A.19.

(r) A charter school that provides school-sponsored youth athletic activities must
comply with section 121A.38.

(s) A charter school must comply with section 121A.031 governing policies on
student bullying, cyberbullying, harassment, and intimidation.

EFFECTIVE DATE.

This section is effective July 1, 2014.

Sec. 10.

Minnesota Statutes 2012, section 124D.895, subdivision 1, is amended to read:


Subdivision 1.

Program goals.

The department, in consultation with the state
curriculum advisory committee, must develop guidelines and model plans for parental
involvement programs that will:

(1) engage the interests and talents of parents or guardians in recognizing and
meeting the emotional, intellectual, and physical needs of their school-age children;

(2) promote healthy self-concepts among parents or guardians and other family
members;

(3) offer parents or guardians a chance to share and learn about educational skills,
techniques, and ideas;

(4) provide creative learning experiences for parents or guardians and their
school-age children, including involvement from parents or guardians of color;

(5) encourage parents to actively participate in their district's curriculum advisory
committee under section 120B.11 in order to assist the school board in improving
children's education programs; and

(6) encourage parents to help in promoting school desegregation/integration; and

(7) partner with parents in establishing a positive school climate by developing and
implementing prevention and intervention programs on student bullying, cyberbullying,
harassment, and intimidation under section 121A.031
.

EFFECTIVE DATE.

This section is effective the day following final enactment.

Sec. 11.

Minnesota Statutes 2012, section 124D.8955, is amended to read:


124D.8955 PARENT AND FAMILY INVOLVEMENT POLICY.

(a) In order to promote and support student achievement, a local school board is
encouraged to formally adopt and implement a parent and family involvement policy that
promotes and supports:

(1) communication between home and school that is regular, two-way, and
meaningful;

(2) parenting skills;

(3) parents and caregivers who play an integral role in assisting student learning and
learn about fostering students' academic success and learning at home and school;

(4) welcoming parents in the school and seeking their support and assistance;

(5) partnerships with parents in the decisions that affect children and families
in the schools; and

(6) providing community resources to strengthen schools, families, and student
learning, including establishing a positive school climate by developing and implementing
prevention and intervention programs on student bullying, cyberbullying, harassment,
and intimidation under section 121A.031
.

(b) A school board that implements a parent and family involvement policy under
paragraph (a) must convene an advisory committee composed of an equal number of
resident parents who are not district employees and school staff to make recommendations
to the board on developing and evaluating the board's parent and family involvement
policy. If possible, the advisory committee must represent the diversity of the district. The
advisory committee must consider the district's demographic diversity and barriers to
parent involvement when developing its recommendations. The advisory committee must
recommend to the school board and district or school how programs serving children and
adolescents can collaborate on:

(1) understanding normal child and adolescent development;

(2) encouraging healthy communication between parents and children;

(3) managing students' behavior through positive reinforcement;

(4) establishing expectations for student behavior;

(5) providing media and Internet guidance, limits, and supervision; and

(6) promoting resilience and reducing risks for children.

The advisory committee must present its recommendations to the board for board
consideration.

(c) The board must consider best practices when implementing this policy.

(d) The board periodically must review this policy to determine whether it is aligned
with the most current research findings on parent involvement policies and practices and
how effective the policy is in supporting increased student achievement.

(e) Nothing in this section obligates a school district to exceed any parent or family
involvement requirement under federal law.

EFFECTIVE DATE.

This section is effective the day following final enactment.

Sec. 12.

Minnesota Statutes 2012, section 125B.15, is amended to read:


125B.15 INTERNET ACCESS FOR STUDENTS.

(a) Recognizing the difference between school libraries, school computer labs, and
school media centers, which serve unique educational purposes, and public libraries,
which are designed for public inquiry, all computers at a school site with access to the
Internet available for student use must be equipped to restrict, including by use of
available software filtering technology or other effective methods, all student access
to material that is reasonably believed to be obscene or child pornography or material
harmful to minors under federal or state law.

(b) A school site is not required to purchase filtering technology if the school site
would incur more than incidental expense in making the purchase.

(c) A school district receiving technology revenue under section 125B.26 must
prohibit, including through use of available software filtering technology or other effective
methods, adult access to material that under federal or state law is reasonably believed to
be obscene or child pornography.

(d) A school district, its agents or employees, are immune from liability for failure
to comply with this section if they have made a good faith effort to comply with the
requirements of this section.

(e) "School site" means an education site as defined in section 123B.04, subdivision
1
, or charter school under section 124D.10.

(f) All school sites having computers with Internet access must adopt and implement
a policy to prohibit cyberbullying, consistent with section 121A.031.

EFFECTIVE DATE.

This section is effective for the 2014-2015 school year and
later.

Sec. 13.

[127A.052] SCHOOL CLIMATE CENTER.

(a) The commissioner shall establish a school climate center at the department to
help districts and schools under section 121A.031 provide a safe and supportive learning
environment and foster academic achievement for all students by focusing on prevention,
intervention, support, and recovery. The center must work collaboratively with implicated
state agencies identified by the center including, but not limited to, the school safety center
in the Department of Public Safety, and schools, communities, and interested individuals
and organizations to determine how to best use available resources.

(b) The center's services shall include:

(1) evidence-based policy review, development, and dissemination;

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

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

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

(5) education and skill building;

(6) multisector and multiagency planning and advisory activities incorporating
best practices and research; and

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

(c) The center shall:

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

(2) establish and maintain a central repository for collecting and analyzing
information about bullying, cyberbullying, harassment, and intimidation, including, but
not limited to:

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

(ii) model programming;

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

(iv) other resources for improving the school climate and preventing bullying,
cyberbullying, harassment, and intimidation;

(3) assist districts and schools to develop strategies and techniques for effectively
communicating with and engaging parents in efforts to protect students from bullying,
cyberbullying, harassment, and intimidation by other students and adults; and

(4) solicit input from social media experts on implementing this section.

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

EFFECTIVE DATE.

This section is effective beginning July 1, 2013.

Sec. 14.

[121A.07] SCHOOL CLIMATE COUNCIL.

Subdivision 1.

Establishment and membership.

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

(b) The council must strive to include balanced representation from rural, suburban,
and metro area communities.

(c) The council shall consist of:

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

(2) one representative each from the Board of Teaching, Minnesota Association
of School Administrators, Minnesota School Boards Association, Elementary School
Principals Association, Association of Secondary School Principals, Minnesota
Association of Charter Schools, Nonpublic Education Council, and Education Minnesota
as selected by each organization;

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

(4) two representatives of local law enforcement as selected by the commissioner of
public safety; and

(5) two representatives of the judicial branch as selected by the chief justice of
the Supreme Court.

Subd. 2.

Duties.

The council must provide leadership for the following activities:

(1) establishment of norms and standards for prevention, intervention, and support
around issues of bullying, harassment, and intimidation;

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

(3) development and dissemination of resources and training for schools and
communities about issues of bullying, harassment, and intimidation and other school
safety-related issues.

Sec. 15.

Minnesota Statutes 2012, section 127A.42, subdivision 2, is amended to read:


Subd. 2.

Violations of law.

The commissioner may reduce or withhold the district's
state aid for any school year whenever the board of the district authorizes or permits
violations of law within the district by:

(1) employing a teacher who does not hold a valid teaching license or permit in a
public school;

(2) noncompliance with a mandatory rule of general application promulgated by the
commissioner in accordance with statute, unless special circumstances make enforcement
inequitable, impose an extraordinary hardship on the district, or the rule is contrary to
the district's best interests;

(3) the district's continued performance of a contract made for the rental of rooms
or buildings for school purposes or for the rental of any facility owned or operated by or
under the direction of any private organization, if the contract has been disapproved, the
time for review of the determination of disapproval has expired, and no proceeding for
review is pending;

(4) any practice which is a violation of sections 1 and 2 of article 13 of the
Constitution of the state of Minnesota;

(5) failure to reasonably provide for a resident pupil's school attendance under
Minnesota Statutes;

(6) noncompliance with state laws prohibiting discrimination because of race,
color, creed, religion, national origin, sex, age, marital status, status with regard to
public assistance or, disability, as defined in sections 363A.08 to 363A.19 and 363A.28,
subdivision 10
, or with state law prohibiting student bullying, cyberbullying, harassment,
and intimidation under section 121A.031
; or

(7) using funds contrary to the statutory purpose of the funds.

The reduction or withholding must be made in the amount and upon the procedure
provided in this section, or, in the case of the violation stated in clause (1), upon the
procedure provided in section 127A.43.

EFFECTIVE DATE.

This section is effective July 1, 2014.

Sec. 16. APPROPRIATIONS.

(a) $....... in fiscal year 2014 and $....... in fiscal year 2015 are appropriated from
the general fund to the commissioner of education for the school climate center under
Minnesota Statutes, section 127A.052.

(b) $....... in fiscal year 2014 and $....... in fiscal year 2015 are appropriated from
the general fund to the commissioner of education for grants to districts and schools to
provide safe and supportive learning environments and foster academic achievement for
all students under Minnesota Statutes, section 121A.0315. This appropriation is part of the
base budget for subsequent fiscal years.

EFFECTIVE DATE.

This section is effective July 1, 2013.

Sec. 17. REPEALER.

Minnesota Statutes 2012, sections 121A.03; and 121A.0695, are repealed effective
July 1, 2014.

1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9
1.10 1.11
1.12 1.13 1.14 1.15 1.16 1.17 1.18 1.19 1.20 1.21 1.22 1.23 1.24 1.25 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.12 2.13 2.14 2.15 2.16 2.17 2.18
2.19 2.20
2.21 2.22 2.23 2.24 2.25 2.26 2.27 2.28 2.29 2.30 2.31 2.32 2.33 2.34 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11 3.12 3.13 3.14 3.15 3.16 3.17 3.18 3.19 3.20 3.21 3.22 3.23 3.24 3.25 3.26 3.27 3.28 3.29 3.30 3.31 3.32 3.33 3.34 3.35 3.36 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 4.12 4.13 4.14 4.15 4.16 4.17 4.18 4.19 4.20 4.21 4.22 4.23 4.24 4.25 4.26 4.27 4.28 4.29 4.30 4.31 4.32 4.33 4.34 4.35 4.36 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 5.10 5.11 5.12 5.13 5.14 5.15 5.16 5.17 5.18 5.19 5.20 5.21 5.22 5.23 5.24 5.25 5.26 5.27 5.28 5.29 5.30 5.31 5.32 5.33 5.34 5.35 5.36 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 6.9 6.10 6.11 6.12 6.13 6.14 6.15 6.16 6.17 6.18 6.19 6.20 6.21 6.22 6.23 6.24 6.25 6.26 6.27 6.28 6.29 6.30 6.31 6.32 6.33 6.34 6.35 6.36 7.1 7.2 7.3 7.4 7.5 7.6 7.7 7.8 7.9 7.10 7.11 7.12 7.13 7.14 7.15 7.16 7.17 7.18 7.19 7.20 7.21 7.22 7.23 7.24 7.25 7.26 7.27 7.28 7.29 7.30 7.31 7.32 7.33 7.34 7.35 8.1 8.2 8.3 8.4 8.5 8.6 8.7 8.8 8.9 8.10 8.11 8.12 8.13 8.14 8.15 8.16 8.17 8.18 8.19 8.20 8.21 8.22 8.23 8.24 8.25 8.26 8.27 8.28 8.29 8.30 8.31 8.32 8.33 8.34 8.35 8.36 9.1 9.2 9.3 9.4 9.5 9.6
9.7 9.8
9.9 9.10 9.11 9.12 9.13 9.14 9.15 9.16 9.17 9.18 9.19 9.20 9.21 9.22 9.23 9.24 9.25 9.26 9.27 9.28 9.29 9.30 9.31 9.32
9.33
10.1 10.2 10.3 10.4 10.5 10.6 10.7 10.8 10.9 10.10 10.11 10.12 10.13 10.14 10.15 10.16 10.17 10.18 10.19
10.20
10.21 10.22 10.23 10.24 10.25 10.26 10.27 10.28 10.29
10.30
10.31 10.32 10.33 11.1 11.2 11.3 11.4 11.5 11.6 11.7 11.8 11.9 11.10 11.11 11.12 11.13 11.14 11.15 11.16 11.17 11.18 11.19 11.20 11.21 11.22 11.23 11.24 11.25 11.26 11.27 11.28 11.29 11.30 11.31
11.32 11.33
11.34 12.1 12.2 12.3 12.4 12.5 12.6 12.7 12.8 12.9 12.10 12.11 12.12 12.13 12.14 12.15 12.16 12.17 12.18 12.19 12.20 12.21 12.22 12.23 12.24 12.25
12.26 12.27
12.28 12.29 12.30 12.31 12.32 12.33 12.34 13.1 13.2 13.3 13.4 13.5 13.6 13.7 13.8 13.9 13.10 13.11 13.12 13.13 13.14 13.15 13.16 13.17 13.18 13.19 13.20 13.21 13.22 13.23 13.24 13.25 13.26 13.27 13.28 13.29 13.30 13.31 13.32 13.33 13.34 13.35 13.36 14.1 14.2 14.3 14.4 14.5 14.6 14.7 14.8 14.9 14.10
14.11
14.12 14.13 14.14 14.15 14.16 14.17 14.18 14.19 14.20 14.21 14.22 14.23 14.24 14.25 14.26 14.27 14.28 14.29 14.30
14.31
14.32 14.33 15.1 15.2 15.3 15.4 15.5 15.6 15.7 15.8 15.9 15.10 15.11 15.12 15.13 15.14 15.15 15.16 15.17 15.18 15.19 15.20 15.21 15.22 15.23 15.24 15.25 15.26 15.27 15.28 15.29 15.30 15.31 15.32 15.33 15.34 15.35 15.36 16.1 16.2
16.3
16.4 16.5 16.6 16.7 16.8 16.9 16.10 16.11 16.12 16.13 16.14 16.15 16.16 16.17 16.18 16.19 16.20 16.21 16.22 16.23 16.24 16.25
16.26 16.27
16.28 16.29 16.30 16.31 16.32 16.33 17.1 17.2 17.3 17.4 17.5 17.6 17.7 17.8 17.9 17.10 17.11 17.12 17.13 17.14 17.15 17.16 17.17 17.18 17.19 17.20 17.21 17.22 17.23 17.24 17.25 17.26 17.27 17.28 17.29 17.30 17.31 17.32 17.33 17.34 17.35 17.36 18.1 18.2 18.3 18.4 18.5
18.6
18.7 18.8 18.9 18.10 18.11 18.12 18.13 18.14 18.15 18.16 18.17 18.18 18.19 18.20 18.21 18.22 18.23 18.24 18.25 18.26 18.27 18.28 18.29 18.30 18.31 18.32 18.33 18.34 19.1 19.2 19.3
19.4 19.5 19.6 19.7 19.8 19.9 19.10 19.11 19.12 19.13 19.14 19.15 19.16 19.17 19.18 19.19 19.20 19.21 19.22 19.23 19.24 19.25 19.26 19.27 19.28 19.29 19.30 19.31
19.32
19.33 20.1 20.2 20.3 20.4 20.5 20.6 20.7 20.8
20.9
20.10 20.11 20.12

700 State Office Building, 100 Rev. Dr. Martin Luther King Jr. Blvd., St. Paul, MN 55155 ♦ Phone: (651) 296-2868 ♦ TTY: 1-800-627-3529 ♦ Fax: (651) 296-0569