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SF 978

3rd Engrossment - 88th Legislature (2013 - 2014) Posted on 04/29/2013 08:50am

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

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1.1A bill for an act
1.2relating to education; modifying policies for early childhood through grade
1.312 education; including general education student accountability, education
1.4excellence, charter schools, special programs, technology, libraries, and early
1.5childhood education, self-sufficiency, and lifelong learning;amending Minnesota
1.6Statutes 2012, sections 15.059, subdivision 5b; 120A.41; 120B.021, subdivision
1.71; 120B.023; 120B.024; 120B.15; 120B.31, subdivision 1; 121A.39; 122A.09,
1.8subdivision 4; 122A.18, subdivision 2; 122A.23, subdivision 2; 122A.28,
1.9subdivision 1; 123B.88, subdivision 22; 123B.92, subdivision 1; 124D.095,
1.10subdivision 10; 124D.10; 124D.122; 124D.52, by adding a subdivision; 124D.79,
1.11subdivision 1, by adding a subdivision; 125A.0941; 125A.0942; 125A.27,
1.12subdivisions 8, 11, 14; 125A.28; 125A.29; 125A.30; 125A.32; 125A.33;
1.13125A.35, subdivision 1; 125A.36; 125A.43; 126C.10, subdivision 14; 126C.15,
1.14subdivision 2; 134.32; 134.34; 134.351, subdivisions 3, 7; 134.353; 134.354;
1.15134.355, subdivisions 1, 2, 3, 4, 5, 6; 134.36; 260A.02, subdivision 3; 260A.03;
1.16260A.05, subdivision 1; 260A.07, subdivision 1; Laws 2011, First Special
1.17Session chapter 11, article 7, section 2, subdivision 8, as amended; proposing
1.18coding for new law in Minnesota Statutes, chapters 120A; 120B; 124D; repealing
1.19Minnesota Statutes 2012, section 125A.35, subdivisions 4, 5; Minnesota Rules,
1.20parts 3501.0505; 3501.0510; 3501.0515; 3501.0520; 3501.0525; 3501.0530;
1.213501.0535; 3501.0540; 3501.0545; 3501.0550.
1.22BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:

1.23ARTICLE 1
1.24GENERAL EDUCATION

1.25    Section 1. Minnesota Statutes 2012, section 120A.41, is amended to read:
1.26120A.41 LENGTH OF SCHOOL YEAR; HOURS OF INSTRUCTION.
1.27A school board's annual school calendar must include at least 425 hours of
1.28instruction for a kindergarten student without a disability, 935 hours of instruction for a
1.29student in grades 1 though 6, and 1,020 hours of instruction for a student in grades 7
1.30though 12, not including summer school. Nothing in this section permits a school district
2.1to adopt A school board's annual calendar must include at least 165 days of instruction
2.2for a student in grades 1 through 11 unless a four-day week schedule unless has been
2.3 approved by the commissioner under section 124D.126.

2.4    Sec. 2. Minnesota Statutes 2012, section 123B.88, subdivision 22, is amended to read:
2.5    Subd. 22. Postsecondary enrollment options pupils. Districts may provide bus
2.6transportation along school bus routes when space is available, for pupils attending
2.7programs at a postsecondary institution under the postsecondary enrollment options
2.8program. The transportation is permitted only if it does not increase the district's
2.9expenditures for transportation. Fees collected for this service under section 123B.36,
2.10subdivision 1
, paragraph (13), shall be subtracted from the authorized cost for nonregular
2.11transportation for the purpose of section 123B.92. A school district may provide
2.12transportation for a pupil participating in an articulated program operated under an
2.13agreement between the school district and the postsecondary institution.

2.14    Sec. 3. Minnesota Statutes 2012, section 123B.92, subdivision 1, is amended to read:
2.15    Subdivision 1. Definitions. For purposes of this section and section 125A.76, the
2.16terms defined in this subdivision have the meanings given to them.
2.17    (a) "Actual expenditure per pupil transported in the regular and excess transportation
2.18categories" means the quotient obtained by dividing:
2.19    (1) the sum of:
2.20    (i) all expenditures for transportation in the regular category, as defined in paragraph
2.21(b), clause (1), and the excess category, as defined in paragraph (b), clause (2), plus
2.22    (ii) an amount equal to one year's depreciation on the district's school bus fleet
2.23and mobile units computed on a straight line basis at the rate of 15 percent per year for
2.24districts operating a program under section 124D.128 for grades 1 to 12 for all students in
2.25the district and 12-1/2 percent per year for other districts of the cost of the fleet, plus
2.26    (iii) an amount equal to one year's depreciation on the district's type III vehicles, as
2.27defined in section 169.011, subdivision 71, which must be used a majority of the time for
2.28pupil transportation purposes, computed on a straight line basis at the rate of 20 percent
2.29per year of the cost of the type three school buses by:
2.30    (2) the number of pupils eligible for transportation in the regular category, as defined
2.31in paragraph (b), clause (1), and the excess category, as defined in paragraph (b), clause (2).
2.32    (b) "Transportation category" means a category of transportation service provided to
2.33pupils as follows:
2.34    (1) Regular transportation is:
3.1    (i) transportation to and from school during the regular school year for resident
3.2elementary pupils residing one mile or more from the public or nonpublic school they
3.3attend, and resident secondary pupils residing two miles or more from the public
3.4or nonpublic school they attend, excluding desegregation transportation and noon
3.5kindergarten transportation; but with respect to transportation of pupils to and from
3.6nonpublic schools, only to the extent permitted by sections 123B.84 to 123B.87;
3.7    (ii) transportation of resident pupils to and from language immersion programs;
3.8    (iii) transportation of a pupil who is a custodial parent and that pupil's child between
3.9the pupil's home and the child care provider and between the provider and the school, if
3.10the home and provider are within the attendance area of the school;
3.11    (iv) transportation to and from or board and lodging in another district, of resident
3.12pupils of a district without a secondary school; and
3.13    (v) transportation to and from school during the regular school year required under
3.14subdivision 3 for nonresident elementary pupils when the distance from the attendance
3.15area border to the public school is one mile or more, and for nonresident secondary pupils
3.16when the distance from the attendance area border to the public school is two miles or
3.17more, excluding desegregation transportation and noon kindergarten transportation.
3.18    For the purposes of this paragraph, a district may designate a licensed day care facility,
3.19school day care facility, respite care facility, the residence of a relative, or the residence
3.20of a person or other location chosen by the pupil's parent or guardian, or an after-school
3.21program for children operated by a political subdivision of the state, as the home of a pupil
3.22for part or all of the day, if requested by the pupil's parent or guardian, and if that facility,
3.23residence, or program is within the attendance area of the school the pupil attends.
3.24    (2) Excess transportation is:
3.25    (i) transportation to and from school during the regular school year for resident
3.26secondary pupils residing at least one mile but less than two miles from the public or
3.27nonpublic school they attend, and transportation to and from school for resident pupils
3.28residing less than one mile from school who are transported because of full-service school
3.29zones, extraordinary traffic, drug, or crime hazards; and
3.30    (ii) transportation to and from school during the regular school year required under
3.31subdivision 3 for nonresident secondary pupils when the distance from the attendance area
3.32border to the school is at least one mile but less than two miles from the public school
3.33they attend, and for nonresident pupils when the distance from the attendance area border
3.34to the school is less than one mile from the school and who are transported because of
3.35full-service school zones, extraordinary traffic, drug, or crime hazards.
4.1    (3) Desegregation transportation is transportation within and outside of the district
4.2during the regular school year of pupils to and from schools located outside their normal
4.3attendance areas under a plan for desegregation mandated by the commissioner or under
4.4court order.
4.5    (4) "Transportation services for pupils with disabilities" is:
4.6    (i) transportation of pupils with disabilities who cannot be transported on a regular
4.7school bus between home or a respite care facility and school;
4.8    (ii) necessary transportation of pupils with disabilities from home or from school to
4.9other buildings, including centers such as developmental achievement centers, hospitals,
4.10and treatment centers where special instruction or services required by sections 125A.03
4.11to 125A.24, 125A.26 to 125A.48, and 125A.65 are provided, within or outside the district
4.12where services are provided;
4.13    (iii) necessary transportation for resident pupils with disabilities required by sections
4.14125A.12 , and 125A.26 to 125A.48;
4.15    (iv) board and lodging for pupils with disabilities in a district maintaining special
4.16classes;
4.17    (v) transportation from one educational facility to another within the district for
4.18resident pupils enrolled on a shared-time basis in educational programs, and necessary
4.19transportation required by sections 125A.18, and 125A.26 to 125A.48, for resident pupils
4.20with disabilities who are provided special instruction and services on a shared-time basis
4.21or if resident pupils are not transported, the costs of necessary travel between public
4.22and private schools or neutral instructional sites by essential personnel employed by the
4.23district's program for children with a disability;
4.24    (vi) transportation for resident pupils with disabilities to and from board and lodging
4.25facilities when the pupil is boarded and lodged for educational purposes;
4.26(vii) transportation of pupils for a curricular field trip activity on a school bus
4.27equipped with a power lift when the power lift is required by a student's disability or
4.28section 504 plan; and
4.29(viii) services described in clauses (i) to (vii), when provided for pupils with
4.30disabilities in conjunction with a summer instructional program that relates to the
4.31pupil's individualized education program or in conjunction with a learning year program
4.32established under section 124D.128.
4.33    For purposes of computing special education initial aid under section 125A.76,
4.34subdivision 2
, the cost of providing transportation for children with disabilities includes
4.35(A) the additional cost of transporting a homeless student from a temporary nonshelter
4.36home in another district to the school of origin, or a formerly homeless student from a
5.1permanent home in another district to the school of origin but only through the end of
5.2the academic year; and (B) depreciation on district-owned school buses purchased after
5.3July 1, 2005, and used primarily for transportation of pupils with disabilities, calculated
5.4according to paragraph (a), clauses (ii) and (iii). Depreciation costs included in the
5.5disabled transportation category must be excluded in calculating the actual expenditure
5.6per pupil transported in the regular and excess transportation categories according to
5.7paragraph (a). For purposes of subitem (A), a school district may transport a child who
5.8does not have a school of origin to the same school attended by that child's sibling, if
5.9the siblings are homeless.
5.10    (5) "Nonpublic nonregular transportation" is:
5.11    (i) transportation from one educational facility to another within the district for
5.12resident pupils enrolled on a shared-time basis in educational programs, excluding
5.13transportation for nonpublic pupils with disabilities under clause (4);
5.14    (ii) transportation within district boundaries between a nonpublic school and a
5.15public school or a neutral site for nonpublic school pupils who are provided pupil support
5.16services pursuant to section 123B.44; and
5.17    (iii) late transportation home from school or between schools within a district for
5.18nonpublic school pupils involved in after-school activities.
5.19    (c) "Mobile unit" means a vehicle or trailer designed to provide facilities for
5.20educational programs and services, including diagnostic testing, guidance and counseling
5.21services, and health services. A mobile unit located off nonpublic school premises is a
5.22neutral site as defined in section 123B.41, subdivision 13.
5.23EFFECTIVE DATE.This section is effective July 1, 2013.

5.24    Sec. 4. Minnesota Statutes 2012, section 126C.10, subdivision 14, is amended to read:
5.25    Subd. 14. Uses of total operating capital revenue. Total operating capital revenue
5.26may be used only for the following purposes:
5.27(1) to acquire land for school purposes;
5.28(2) to acquire or construct buildings for school purposes;
5.29(3) to rent or lease buildings, including the costs of building repair or improvement
5.30that are part of a lease agreement;
5.31(4) to improve and repair school sites and buildings, and equip or reequip school
5.32buildings with permanent attached fixtures, including library media centers;
5.33(5) for a surplus school building that is used substantially for a public nonschool
5.34purpose;
6.1(6) to eliminate barriers or increase access to school buildings by individuals with a
6.2disability;
6.3(7) to bring school buildings into compliance with the State Fire Code adopted
6.4according to chapter 299F;
6.5(8) to remove asbestos from school buildings, encapsulate asbestos, or make
6.6asbestos-related repairs;
6.7(9) to clean up and dispose of polychlorinated biphenyls found in school buildings;
6.8(10) to clean up, remove, dispose of, and make repairs related to storing heating fuel
6.9or transportation fuels such as alcohol, gasoline, fuel oil, and special fuel, as defined
6.10in section 296A.01;
6.11(11) for energy audits for school buildings and to modify buildings if the audit
6.12indicates the cost of the modification can be recovered within ten years;
6.13(12) to improve buildings that are leased according to section 123B.51, subdivision 4;
6.14(13) to pay special assessments levied against school property but not to pay
6.15assessments for service charges;
6.16(14) to pay principal and interest on state loans for energy conservation according to
6.17section 216C.37 or loans made under the Douglas J. Johnson Economic Protection Trust
6.18Fund Act according to sections 298.292 to 298.298;
6.19(15) to purchase or lease interactive telecommunications equipment;
6.20(16) by board resolution, to transfer money into the debt redemption fund to: (i)
6.21pay the amounts needed to meet, when due, principal and interest payments on certain
6.22obligations issued according to chapter 475; or (ii) pay principal and interest on debt
6.23service loans or capital loans according to section 126C.70;
6.24(17) to pay operating capital-related assessments of any entity formed under a
6.25cooperative agreement between two or more districts;
6.26(18) to purchase or lease computers and related materials hardware, software, and
6.27annual licensing fees, copying machines, telecommunications equipment, and other
6.28noninstructional equipment;
6.29(19) to purchase or lease assistive technology or equipment for instructional
6.30programs;
6.31(20) to purchase textbooks as defined in section 123B.41, subdivision 2;
6.32(21) to purchase new and replacement library media resources or technology;
6.33(22) to lease or purchase vehicles;
6.34(23) to purchase or lease telecommunications equipment, computers, and related
6.35equipment for integrated information management systems for:
7.1(i) managing and reporting learner outcome information for all students under a
7.2results-oriented graduation rule;
7.3(ii) managing student assessment, services, and achievement information required
7.4for students with individualized education programs; and
7.5(iii) other classroom information management needs;
7.6(24) to pay personnel costs directly related to the acquisition, operation, and
7.7maintenance of telecommunications systems, computers, related equipment, and network
7.8and applications software; and
7.9(25) to pay the costs directly associated with closing a school facility, including
7.10moving and storage costs.

7.11    Sec. 5. Minnesota Statutes 2012, section 126C.15, subdivision 2, is amended to read:
7.12    Subd. 2. Building allocation. (a) A district or cooperative must allocate its
7.13compensatory revenue to each school building in the district or cooperative where
7.14the children who have generated the revenue are served unless the school district or
7.15cooperative has received permission under Laws 2005, First Special Session chapter 5,
7.16article 1, section 50, to allocate compensatory revenue according to student performance
7.17measures developed by the school board.
7.18    (b) Notwithstanding paragraph (a), a district or cooperative may allocate up to five
7.19 15 percent of the amount of compensatory revenue that the district receives to school
7.20sites according to a plan adopted by the school board, and a district or cooperative may
7.21allocate up to an additional five percent of its compensatory revenue for activities under
7.22subdivision 1, clause (10), according to a plan adopted by the school board. The money
7.23reallocated under this paragraph must be spent for the purposes listed in subdivision 1, but
7.24may be spent on students in any grade, including students attending school readiness or
7.25other prekindergarten programs.
7.26    (c) For the purposes of this section and section 126C.05, subdivision 3, "building"
7.27means education site as defined in section 123B.04, subdivision 1.
7.28    (d) Notwithstanding section 123A.26, subdivision 1, compensatory revenue
7.29generated by students served at a cooperative unit shall be paid to the cooperative unit.
7.30    (e) A district or cooperative with school building openings, school building
7.31closings, changes in attendance area boundaries, or other changes in programs or student
7.32demographics between the prior year and the current year may reallocate compensatory
7.33revenue among sites to reflect these changes. A district or cooperative must report to the
7.34department any adjustments it makes according to this paragraph and the department must
8.1use the adjusted compensatory revenue allocations in preparing the report required under
8.2section 123B.76, subdivision 3, paragraph (c).
8.3EFFECTIVE DATE.This section is effective for revenue for fiscal year 2014
8.4and later.

8.5ARTICLE 2
8.6STUDENT ACCOUNTABILITY

8.7    Section 1. [120B.018] DEFINITIONS.
8.8    Subdivision 1. Scope. The definitions in this section apply to this chapter.
8.9    Subd. 2. Academic standard. "Academic standard" means a summary description
8.10of student learning in a required content area under section 120B.021 or elective content
8.11area under section 120B.022.
8.12    Subd. 3. Benchmark. "Benchmark" means specific knowledge or skill that a
8.13student must master to complete part of an academic standard by the end of the grade
8.14level or grade band.
8.15    Subd. 4. Credit. "Credit" means the determination by the local school district
8.16that a student has successfully completed an academic year of study or mastered the
8.17applicable subject matter.
8.18    Subd. 5. Elective standard. "Elective standard" means a locally adopted
8.19expectation for student learning in career and technical education and world languages.
8.20    Subd. 6. Required standard. "Required standard" means (1) a statewide adopted
8.21expectation for student learning in the content areas of language arts, mathematics, science,
8.22social studies, physical education, (2) a locally adopted expectation for student learning in
8.23health, and (3) a statewide or locally adopted expectation for student learning in the arts.
8.24    Subd. 7. School site. "School site" means a separate facility, or a separate program
8.25within a facility that a local school board recognizes as a school site for funding purposes.

8.26    Sec. 2. Minnesota Statutes 2012, section 120B.021, subdivision 1, is amended to read:
8.27    Subdivision 1. Required academic standards. (a) The following subject areas
8.28are required for statewide accountability:
8.29    (1) language arts;
8.30    (2) mathematics;
8.31    (3) science;
8.32    (4) social studies, including history, geography, economics, and government and
8.33citizenship;
9.1    (5) physical education;
9.2    (6) health, for which locally developed academic standards apply; and
9.3    (7) the arts, for which statewide or locally developed academic standards apply, as
9.4determined by the school district. Public elementary and middle schools must offer at least
9.5three and require at least two of the following four arts areas: dance; music; theater; and
9.6visual arts. Public high schools must offer at least three and require at least one of the
9.7following five arts areas: media arts; dance; music; theater; and visual arts.
9.8    The commissioner must submit proposed standards in science and social studies to
9.9the legislature by February 1, 2004.
9.10    (b) For purposes of applicable federal law, the academic standards for language arts,
9.11mathematics, and science apply to all public school students, except the very few students
9.12with extreme cognitive or physical impairments for whom an individualized education
9.13program team has determined that the required academic standards are inappropriate. An
9.14individualized education program team that makes this determination must establish
9.15alternative standards.
9.16    A school district, no later than the 2007-2008 school year, must adopt graduation
9.17requirements that meet or exceed state graduation requirements established in law or rule.
9.18A school district that incorporates these state graduation requirements before the 2007-2008
9.19school year must provide students who enter the 9th grade in or before the 2003-2004
9.20school year the opportunity to earn a diploma based on existing locally established
9.21graduation requirements in effect when the students entered the 9th grade. (c) District
9.22efforts to develop, implement, or improve instruction or curriculum as a result of the
9.23provisions of this section must be consistent with sections 120B.10, 120B.11, and 120B.20.
9.24    The commissioner must include the contributions of Minnesota American Indian
9.25tribes and communities as they relate to the academic standards during the review and
9.26revision of the required academic standards.

9.27    Sec. 3. Minnesota Statutes 2012, section 120B.023, is amended to read:
9.28120B.023 BENCHMARKS.
9.29    Subdivision 1. Benchmarks implement, supplement statewide academic
9.30standards. (a) The commissioner must supplement required state academic standards with
9.31grade-level benchmarks. High school benchmarks may cover more than one grade. The
9.32benchmarks must implement statewide academic standards by specifying the academic
9.33knowledge and skills that Schools must offer and students must achieve all benchmarks for
9.34an academic standard to satisfactorily complete a that state standard. The commissioner
10.1must publish benchmarks to inform and guide parents, teachers, school districts, and other
10.2interested persons and to use in developing tests consistent with the benchmarks.
10.3(b) The commissioner shall publish benchmarks in the State Register to inform and
10.4guide parents, teachers, school districts, and other interested persons and transmit the
10.5benchmarks in any other manner that makes them accessible to the general public. The
10.6commissioner must use benchmarks in developing tests under section 120B.30. The
10.7commissioner may charge a reasonable fee for publications.
10.8(c) Once established, the commissioner may change the benchmarks only with
10.9specific legislative authorization and after completing a review under subdivision 2.
10.10(d) The commissioner must develop and implement a system for reviewing each
10.11of the required academic standards and related benchmarks and elective standards on a
10.12periodic cycle, consistent with subdivision 2.
10.13(e) (d) The benchmarks are not subject to chapter 14 and section 14.386 does not
10.14apply.
10.15    Subd. 2. Revisions and reviews required. (a) The commissioner of education must
10.16revise and appropriately embed technology and information literacy standards consistent
10.17with recommendations from school media specialists into the state's academic standards
10.18and graduation requirements and implement a review cycle for state academic standards
10.19and related benchmarks, consistent with this subdivision. During each review cycle, the
10.20commissioner also must examine the alignment of each required academic standard and
10.21related benchmark with the knowledge and skills students need for college readiness
10.22and advanced work in the particular subject area. The commissioner must include the
10.23contributions of Minnesota American Indian tribes and communities as they relate to the
10.24academic standards during the review and revision of the required academic standards.
10.25(b) The commissioner in the 2006-2007 school year must revise and align the state's
10.26academic standards and high school graduation requirements in mathematics to require
10.27that students satisfactorily complete the revised mathematics standards, beginning in the
10.282010-2011 school year. Under the revised standards:
10.29(1) students must satisfactorily complete an algebra I credit by the end of eighth
10.30grade; and
10.31(2) students scheduled to graduate in the 2014-2015 school year or later must
10.32satisfactorily complete an algebra II credit or its equivalent.
10.33    (b) The commissioner also must ensure that the statewide mathematics assessments
10.34administered to students in grades 3 through 8 and 11 are aligned with the state academic
10.35standards in mathematics, consistent with section 120B.30, subdivision 1, paragraph
11.1(b). The commissioner must implement a review of the academic standards and related
11.2benchmarks in mathematics beginning in the 2015-2016 school year.
11.3(c) The commissioner in the 2007-2008 school year must revise and align the state's
11.4academic standards and high school graduation requirements in the arts to require that
11.5students satisfactorily complete the revised arts standards beginning in the 2010-2011
11.6school year. The commissioner must implement a review of the academic standards and
11.7related benchmarks in arts beginning in the 2016-2017 school year.
11.8(d) The commissioner in the 2008-2009 school year must revise and align the state's
11.9academic standards and high school graduation requirements in science to require that
11.10students satisfactorily complete the revised science standards, beginning in the 2011-2012
11.11school year. Under the revised standards, students scheduled to graduate in the 2014-2015
11.12school year or later must satisfactorily complete a chemistry or physics credit or a career
11.13and technical education credit that meets standards underlying the chemistry, physics,
11.14or biology credit or a combination of those standards approved by the district. The
11.15commissioner must implement a review of the academic standards and related benchmarks
11.16in science beginning in the 2017-2018 school year.
11.17(e) The commissioner in the 2009-2010 school year must revise and align the state's
11.18academic standards and high school graduation requirements in language arts to require
11.19that students satisfactorily complete the revised language arts standards beginning in the
11.202012-2013 school year. The commissioner must implement a review of the academic
11.21standards and related benchmarks in language arts beginning in the 2018-2019 school year.
11.22(f) The commissioner in the 2010-2011 school year must revise and align the state's
11.23academic standards and high school graduation requirements in social studies to require
11.24that students satisfactorily complete the revised social studies standards beginning in the
11.252013-2014 school year. The commissioner must implement a review of the academic
11.26standards and related benchmarks in social studies beginning in the 2019-2020 school year.
11.27(g) School districts and charter schools must revise and align local academic
11.28standards and high school graduation requirements in health, world languages, and career
11.29and technical education to require students to complete the revised standards beginning
11.30in a school year determined by the school district or charter school. School districts and
11.31charter schools must formally establish a periodic review cycle for the academic standards
11.32and related benchmarks in health, world languages, and career and technical education.

11.33    Sec. 4. Minnesota Statutes 2012, section 120B.024, is amended to read:
11.34120B.024 GRADUATION REQUIREMENTS; COURSE CREDITS.
12.1    Subdivision 1. Graduation requirements. (a) Students beginning 9th grade in the
12.22011-2012 school year and later must successfully complete the following high school
12.3level course credits for graduation:
12.4    (1) four credits of language arts sufficient to satisfy all of the academic standards
12.5in English language arts;
12.6    (2) three credits of mathematics, encompassing at least algebra, geometry, statistics,
12.7and probability including an algebra II credit or its equivalent, sufficient to satisfy all of
12.8the academic standard standards in mathematics;
12.9(3) an algebra I credit by the end of 8th grade sufficient to satisfy all of the 8th
12.10grade standards in mathematics;
12.11    (3) (4) three credits of science, including at least: (i) one credit in of biology; and
12.12(ii) one chemistry or physics credit or a career and technical education credit that meets
12.13standards underlying the chemistry, physics, or biology credit or a combination of those
12.14standards approved by the district, but meeting biology standards under this item does not
12.15meet the biology requirement under item (i), one credit of chemistry or physics, and one
12.16elective credit of science. The combination of credits under this clause must be sufficient
12.17to satisfy (i) all of the academic standards in either chemistry or physics and (ii) all other
12.18academic standards in science;
12.19    (4) (5) three and one-half credits of social studies, encompassing at least United
12.20States history, geography, government and citizenship, world history, and economics or
12.21three credits of social studies encompassing at least United States history, geography,
12.22government and citizenship, and world history, and one-half credit of economics taught in
12.23a school's social studies, agriculture education, or business department sufficient to satisfy
12.24all of the academic standards in social studies;
12.25    (5) (6) one credit in of the arts sufficient to satisfy all of the state or local academic
12.26standards in the arts; and
12.27    (6) (7) a minimum of seven elective course credits.
12.28    A course credit is equivalent to a student successfully completing an academic
12.29year of study or a student mastering the applicable subject matter, as determined by the
12.30local school district.
12.31    Subd. 2. Credit equivalencies. (a) A one-half credit of economics taught in a
12.32school's agriculture education or business department may fulfill a one-half credit in
12.33social studies under subdivision 1, clause (5), if the credit is sufficient to satisfy all of the
12.34academic standards in economics.
12.35    (b) An agriculture science course or career and technical education credit may fulfill
12.36a the elective science credit requirement other than the specified science credit in biology
13.1 under paragraph (a), clause (3). subdivision 1, clause (4), if the course meets academic
13.2standards in science as approved by the district. An agriculture science or career and
13.3technical education credit may fulfill the credit in chemistry or physics required under
13.4subdivision 1, clause (4), if (1) the credit meets a combination of the chemistry, physics,
13.5and biology academic standards as approved by the district and (2) the student satisfies
13.6either all of the chemistry academic standards or all of the physics academic standards
13.7prior to graduation. An agriculture science or career and technical education credit may
13.8not fulfill the biology credit required under subdivision 1, clause (4).
13.9    (c) A career and technical education course credit may fulfill a mathematics or arts
13.10credit requirement or a science credit requirement other than the specified science credit in
13.11biology under paragraph (a) subdivision 1, clause (2), (3), or (5) (6).
13.12(d) An agriculture education teacher is not required to meet the requirements of
13.13Minnesota Rules, part 3505.1150, subpart 1, item B, to meet the credit equivalency
13.14requirements of paragraph (b) above.
13.15EFFECTIVE DATE.This section is effective August 1, 2013, and applies to
13.16students entering 9th grade in the 2013-2014 school year and later.

13.17    Sec. 5. Minnesota Statutes 2012, section 120B.15, is amended to read:
13.18120B.15 GIFTED AND TALENTED STUDENTS PROGRAMS.
13.19    (a) School districts may identify students, locally develop programs addressing
13.20instructional and affective needs, provide staff development, and evaluate programs to
13.21provide gifted and talented students with challenging and appropriate educational programs.
13.22    (b) School districts may must adopt guidelines for assessing and identifying students
13.23for participation in gifted and talented programs. The guidelines should include the use of:
13.24    (1) multiple and objective criteria; and
13.25    (2) assessments and procedures that are valid and reliable, fair, and based on current
13.26theory and research. Assessments and procedures should be sensitive to underrepresented
13.27groups, including, but not limited to, low-income, minority, twice-exceptional, and
13.28English learners.
13.29    (c) School districts must adopt procedures for the academic acceleration of gifted
13.30and talented students. These procedures must include how the district will:
13.31    (1) assess a student's readiness and motivation for acceleration; and
13.32    (2) match the level, complexity, and pace of the curriculum to a student to achieve
13.33the best type of academic acceleration for that student.
14.1(d) School districts must adopt procedures for early admission to kindergarten
14.2or first grade of gifted and talented learners. The procedures must be sensitive to
14.3underrepresented groups and must address how the district or charter school will:
14.4(1) assess a child's readiness and motivation for accelerations;
14.5(2) assess a child's cognitive abilities, achievement, and performance; and
14.6(3) monitor the child's adjustment postacceleration.
14.7The school district shall admit a gifted and talented child to kindergarten or first
14.8grade who fails to meet the age requirement under section 120A.20, subdivision 1,
14.9paragraph (b), provided the child completes the procedures and meets the criteria for early
14.10entrance adopted by the school board under this subdivision.

14.11    Sec. 6. Minnesota Statutes 2012, section 120B.31, subdivision 1, is amended to read:
14.12    Subdivision 1. Educational accountability and public reporting. Consistent
14.13with the direction to adopt statewide academic standards under section 120B.02, the
14.14department, in consultation with education and other system stakeholders, must establish a
14.15coordinated and comprehensive system of educational accountability and public reporting
14.16that promotes greater academic achievement, preparation for higher academic education,
14.17preparation for the world of work, citizenship under sections 120B.021, subdivision 1,
14.18clause (4), and 120B.024, paragraph (a), clause (4), and the arts.

14.19    Sec. 7. REVISOR'S INSTRUCTION.
14.20The revisor of statutes shall renumber Minnesota Statutes, section 120B.023,
14.21subdivision 2, as Minnesota Statutes, section 120B.021, subdivision 4. The revisor shall
14.22make necessary cross-reference changes consistent with the renumbering.

14.23    Sec. 8. REPEALER.
14.24 Minnesota Rules, parts 3501.0505; 3501.0510; 3501.0515; 3501.0520; 3501.0525;
14.253501.0530; 3501.0535; 3501.0540; 3501.0545; and 3501.0550, are repealed, effective
14.26for the 2014-2015 school year and later.

14.27ARTICLE 3
14.28EDUCATION EXCELLENCE

14.29    Section 1. [120A.37] CLASSROOM PLACEMENT; TEACHER RATING.
14.30(a) Beginning in the 2016-2017 school year, consistent with the teacher evaluations
14.31under sections 122A.40, subdivision 8, and 122A.41, subdivision 5, a school administrator
14.32must not place a student in kindergarten through grade 4 for consecutive school years in
15.1the classroom of a teacher who received the lowest evaluation rating, unless the school
15.2does not have another teacher at that grade level.
15.3(b) Beginning in the 2016-2017 school year, consistent with the teacher evaluations
15.4under sections 122A.40, subdivision 8, and 122A.41, subdivision 5, a school administrator
15.5must not place a student in grades five through twelve for consecutive school years in the
15.6classroom of a teacher in the same subject area who received the lowest evaluation rating,
15.7unless the school does not have another teacher in that subject area.
15.8(c) The department, in consultation with the stakeholders under sections 122A.40,
15.9subdivision 8, and 122A.41, subdivision 5, must review the classroom placement policies
15.10under this section and must, no later than January 15, 2014, make a recommendation to
15.11the legislative committees and divisions having jurisdiction over kindergarten through
15.12grade 12 education funding and policy regarding implementation of these policies.

15.13    Sec. 2. [120B.21] MENTAL HEALTH EDUCATION.
15.14School districts and charter schools may provide mental health instruction for
15.15students in grades 6 through 12 aligned with local health and physical education standards
15.16and integrated into existing programs, curriculum, or the general school environment of
15.17a district or charter school. The commissioner, in consultation with the commissioner
15.18of human services and mental health organizations, shall provide districts and charter
15.19schools with:
15.20(1) age-appropriate model learning activities for grades 6 through 12 that encompass
15.21the mental health components of the National Health Education Standards and the
15.22benchmarks developed by the department's quality teaching network in health and physical
15.23education, and best practices in mental health education; and
15.24(2) a directory of resources for planning and implementing age-appropriate mental
15.25health curriculum and instruction in grades 6 through 12.
15.26EFFECTIVE DATE.This section is effective the day following final enactment.

15.27    Sec. 3. Minnesota Statutes 2012, section 121A.39, is amended to read:
15.28121A.39 SCHOOL COUNSELORS.
15.29(a) A school district is strongly encouraged to have an adequate student-to-counselor
15.30ratio for its students beginning in the 2015-2016 school year and later.
15.31(b) A school counselor shall assist a student in meeting the requirements for high
15.32school graduation, college and career exploration, and selection, college affordability
15.33planning, and successful transitions into postsecondary education or training.

16.1    Sec. 4. Minnesota Statutes 2012, section 122A.09, subdivision 4, is amended to read:
16.2    Subd. 4. License and rules. (a) The board must adopt rules to license public school
16.3teachers and interns subject to chapter 14.
16.4(b) The board must adopt rules requiring a person to pass a skills examination in
16.5reading, writing, and mathematics as a requirement for initial teacher licensure, except
16.6that the board may issue a temporary, one-year teaching license to an otherwise qualified
16.7candidate who has not passed the skills exam at the time the candidate successfully
16.8completes an approved teacher preparation program. A person who is a nonnative English
16.9language speaker as verified by qualified Minnesota school district personnel or Minnesota
16.10higher education institution faculty and who directly instructs in that other language or
16.11provides world language instruction under section 120B.022, subdivision 1, in that other
16.12language may take and pass the skills examination at any time up to 36 months after
16.13becoming otherwise eligible for an initial teaching license and may hold a temporary
16.14teaching license during that time. Such rules must require college and universities offering
16.15a board-approved teacher preparation program to provide remedial assistance to persons
16.16who did not achieve a qualifying score on the skills examination, including those for
16.17whom English is a second language.
16.18(c) The board must adopt rules to approve teacher preparation programs. The board,
16.19upon the request of a postsecondary student preparing for teacher licensure or a licensed
16.20graduate of a teacher preparation program, shall assist in resolving a dispute between the
16.21person and a postsecondary institution providing a teacher preparation program when the
16.22dispute involves an institution's recommendation for licensure affecting the person or the
16.23person's credentials. At the board's discretion, assistance may include the application
16.24of chapter 14.
16.25(d) The board must provide the leadership and adopt rules for the redesign of teacher
16.26education programs to implement a research based, results-oriented curriculum that
16.27focuses on the skills teachers need in order to be effective. The board shall implement new
16.28systems of teacher preparation program evaluation to assure program effectiveness based
16.29on proficiency of graduates in demonstrating attainment of program outcomes. Teacher
16.30preparation programs including alternative teacher preparation programs under section
16.31122A.245 , among other programs, must include a content-specific, board-approved,
16.32performance-based assessment that measures teacher candidates in three areas: planning
16.33for instruction and assessment; engaging students and supporting learning; and assessing
16.34student learning.
16.35(e) The board must adopt rules requiring candidates for initial licenses to pass an
16.36examination of general pedagogical knowledge and examinations of licensure-specific
17.1teaching skills. The rules shall be effective by September 1, 2001. The rules under this
17.2paragraph also must require candidates for initial licenses to teach prekindergarten or
17.3elementary students to pass, as part of the examination of licensure-specific teaching
17.4skills, test items assessing the candidates' knowledge, skill, and ability in comprehensive,
17.5scientifically based reading instruction under section 122A.06, subdivision 4, and their
17.6knowledge and understanding of the foundations of reading development, the development
17.7of reading comprehension, and reading assessment and instruction, and their ability to
17.8integrate that knowledge and understanding.
17.9(f) The board must adopt rules requiring teacher educators to work directly with
17.10elementary or secondary school teachers in elementary or secondary schools to obtain
17.11periodic exposure to the elementary or secondary teaching environment.
17.12(g) The board must grant licenses to interns and to candidates for initial licenses
17.13based on appropriate professional competencies that are aligned with the board's licensing
17.14system and students' diverse learning needs. The board must include these licenses in a
17.15statewide differentiated licensing system that creates new leadership roles for successful
17.16experienced teachers premised on a collaborative professional culture dedicated to meeting
17.17students' diverse learning needs in the 21st century and formalizes mentoring and induction
17.18for newly licensed teachers that is provided through a teacher support framework.
17.19(h) The board must design and implement an assessment system which requires a
17.20candidate for an initial license and first continuing license to demonstrate the abilities
17.21necessary to perform selected, representative teaching tasks at appropriate levels.
17.22(i) The board must receive recommendations from local committees as established
17.23by the board for the renewal of teaching licenses.
17.24(j) The board must grant life licenses to those who qualify according to requirements
17.25established by the board, and suspend or revoke licenses pursuant to sections 122A.20 and
17.26214.10 . The board must not establish any expiration date for application for life licenses.
17.27(k) The board must adopt rules that require all licensed teachers who are renewing
17.28their continuing license to include in their renewal requirements further preparation in
17.29the areas of using positive behavior interventions and in accommodating, modifying, and
17.30adapting curricula, materials, and strategies to appropriately meet the needs of individual
17.31students and ensure adequate progress toward the state's graduation rule.
17.32(l) In adopting rules to license public school teachers who provide health-related
17.33services for disabled children, the board shall adopt rules consistent with license or
17.34registration requirements of the commissioner of health and the health-related boards who
17.35license personnel who perform similar services outside of the school.
18.1(m) The board must adopt rules that require all licensed teachers who are renewing
18.2their continuing license to include in their renewal requirements further reading
18.3preparation, consistent with section 122A.06, subdivision 4. The rules do not take effect
18.4until they are approved by law. Teachers who do not provide direct instruction including, at
18.5least, counselors, school psychologists, school nurses, school social workers, audiovisual
18.6directors and coordinators, and recreation personnel are exempt from this section.
18.7(n) The board must adopt rules that require all licensed teachers who are renewing
18.8their continuing license to include in their renewal requirements further preparation,
18.9first, in understanding the key warning signs of early-onset mental illness in children
18.10and adolescents and then, during subsequent licensure renewal periods, preparation may
18.11include providing a more in-depth understanding of students' mental illness, trauma,
18.12accommodations for students' mental illness, parents' role in addressing students' mental
18.13illness, Fetal Alcohol Spectrum Disorders, autism, the requirements of section 125A.0942
18.14governing restrictive procedures, and de-escalation methods, among other similar topics.
18.15(o) The board must establish an appeals process for nonnative English language
18.16speaker candidates under paragraph (b) who have not achieved a passing score on the
18.17examination. The appeals process must allow a candidate to demonstrate the candidate's
18.18competence by an alternative, equally rigorous method.
18.19EFFECTIVE DATE.Paragraphs (b) and (o) are effective the day following final
18.20enactment. Paragraph (n) is effective August 1, 2014. The rules must be revised by the
18.21Board of Teaching no later than January 1, 2015, based on the recommendations of the
18.22Teacher Licensure Advisory Task Force as approved by the legislature.

18.23    Sec. 5. Minnesota Statutes 2012, section 122A.18, subdivision 2, is amended to read:
18.24    Subd. 2. Teacher and support personnel qualifications. (a) The Board of
18.25Teaching must issue licenses under its jurisdiction to persons the board finds to be
18.26qualified and competent for their respective positions.
18.27(b) The board must require a person to pass an examination of skills in reading,
18.28writing, and mathematics before being granted an initial teaching license to provide direct
18.29instruction to pupils in prekindergarten, elementary, secondary, or special education
18.30programs, except that the board may issue a temporary, one-year teaching license to an
18.31otherwise qualified candidate who has not passed the skills exam at the time the candidate
18.32successfully completes an approved teacher preparation program. The board may grant
18.33up to three one-year temporary teaching licenses to a person who is a nonnative English
18.34language speaker as verified by qualified Minnesota school district personnel or Minnesota
18.35higher education institution faculty and directly instructs in that other language or provides
19.1world language instruction under section 120B.022, subdivision 1, in that other language,
19.2consistent with section 122A.09, subdivision 4, paragraph (b). The board must require
19.3colleges and universities offering a board approved teacher preparation program to
19.4provide make available upon request remedial assistance that includes a formal diagnostic
19.5component to persons enrolled in their institution who did not achieve a qualifying score
19.6on the skills examination, including those for whom English is a second language. The
19.7colleges and universities must provide make available assistance in the specific academic
19.8areas of deficiency in which the person did not achieve a qualifying score. School districts
19.9may make available upon request similar, appropriate, and timely remedial assistance that
19.10includes a formal diagnostic component to those persons employed by the district who
19.11completed their teacher education program, who did not achieve a qualifying score on
19.12the skills examination, including those persons for whom English is a second language
19.13and persons under section 122A.23, subdivision 2, paragraph (h), who completed their
19.14teacher's education program outside the state of Minnesota, and who received a temporary,
19.15one-year license to teach in Minnesota. The Board of Teaching shall report annually to the
19.16education committees of the legislature on the total number of teacher candidates during
19.17the most recent school year taking the skills examination, the number who achieve a
19.18qualifying score on the examination, the number who do not achieve a qualifying score on
19.19the examination, the distribution of all candidates' scores, the number of candidates who
19.20have taken the examination at least once before, and the number of candidates who have
19.21taken the examination at least once before and achieve a qualifying score, and the number
19.22of nonnative English language speakers taking the examination under this paragraph.
19.23(c) A person who has completed an approved teacher preparation program and
19.24obtained a temporary, one-year teaching license, but has not passed the skills exam, may
19.25have the board renew the temporary one-year license but not more than two times after
19.26February 1, 2014, if the licensee:
19.27(1) provides evidence of participating in an approved remedial assistance program
19.28through a school district or postsecondary institution that includes a formal diagnostic
19.29component in the specific subject areas the licensee did not pass;
19.30(2) attempts to pass the skills exam during the one-year licensure period; and
19.31(3) the school district employing the licensee requests that the licensee continue to
19.32teach for that district under a temporary license.
19.33(d) The Board of Teaching must grant continuing licenses only to those persons who
19.34have met board criteria for granting a continuing license, which includes passing the skills
19.35examination in reading, writing, and mathematics, consistent with paragraph (b), and
19.36section 122A.09, subdivision 4, paragraph (b).
20.1(d) (e) All colleges and universities approved by the board of teaching to prepare
20.2persons for teacher licensure must include in their teacher preparation programs a common
20.3core of teaching knowledge and skills to be acquired by all persons recommended
20.4for teacher licensure. This common core shall meet the standards developed by the
20.5interstate new teacher assessment and support consortium in its 1992 "model standards for
20.6beginning teacher licensing and development." Amendments to standards adopted under
20.7this paragraph are covered by chapter 14. The board of teaching shall report annually to
20.8the education committees of the legislature on the performance of teacher candidates
20.9on common core assessments of knowledge and skills under this paragraph during the
20.10most recent school year.
20.11EFFECTIVE DATE.This section is effective the day following final enactment.

20.12    Sec. 6. Minnesota Statutes 2012, section 122A.23, subdivision 2, is amended to read:
20.13    Subd. 2. Applicants licensed in other states. (a) Subject to the requirements of
20.14sections 122A.18, subdivision 8, and 123B.03, the Board of Teaching must issue a teaching
20.15license or a temporary teaching license under paragraphs (b) to (e) to an applicant who holds
20.16at least a baccalaureate degree from a regionally accredited college or university and holds
20.17or held a similar out-of-state teaching license that requires the applicant to successfully
20.18complete a teacher preparation program approved by the issuing state, which includes
20.19field-specific teaching methods and student teaching or essentially equivalent experience.
20.20(b) The Board of Teaching must issue a teaching license to an applicant who:
20.21(1) successfully completed all exams and human relations preparation components
20.22required by the Board of Teaching; and
20.23(2) holds or held an out-of-state teaching license to teach the same content field and
20.24grade levels if the scope of the out-of-state license is no more than one grade level less
20.25than a similar Minnesota license.
20.26(c) The Board of Teaching, consistent with board rules and paragraph (h), must
20.27issue up to three one-year temporary teaching licenses to an applicant who holds or held
20.28an out-of-state teaching license to teach the same content field and grade levels, where
20.29the scope of the out-of-state license is no more than one grade level less than a similar
20.30Minnesota license, but has not successfully completed all exams and human relations
20.31preparation components required by the Board of Teaching.
20.32(d) The Board of Teaching, consistent with board rules, must issue up to three
20.33one-year temporary teaching licenses to an applicant who:
20.34(1) successfully completed all exams and human relations preparation components
20.35required by the Board of Teaching; and
21.1(2) holds or held an out-of-state teaching license to teach the same content field
21.2and grade levels, where the scope of the out-of-state license is no more than one grade
21.3level less than a similar Minnesota license, but has not completed field-specific teaching
21.4methods or student teaching or equivalent experience.
21.5The applicant may complete field-specific teaching methods and student teaching
21.6or equivalent experience by successfully participating in a one-year school district
21.7mentorship program consistent with board-adopted standards of effective practice and
21.8Minnesota graduation requirements.
21.9(e) The Board of Teaching must issue a temporary teaching license for a term of
21.10up to three years only in the content field or grade levels specified in the out-of-state
21.11license to an applicant who:
21.12(1) successfully completed all exams and human relations preparation components
21.13required by the Board of Teaching; and
21.14(2) holds or held an out-of-state teaching license where the out-of-state license is
21.15more limited in the content field or grade levels than a similar Minnesota license.
21.16(f) The Board of Teaching must not issue to an applicant more than three one-year
21.17temporary teaching licenses under this subdivision.
21.18(g) The Board of Teaching must not issue a license under this subdivision if the
21.19applicant has not attained the additional degrees, credentials, or licenses required in a
21.20particular licensure field.
21.21(h) The Board of Teaching must require An applicant for a teaching license or a
21.22temporary teaching license under this subdivision to must pass a skills examination in
21.23reading, writing, and mathematics before the board issues the applicant a continuing
21.24teaching license. Consistent with section 122A.18, subdivision 2, paragraph (c), and
21.25notwithstanding other provisions of this subdivision, the board may issue a temporary,
21.26one-year teaching license to an otherwise qualified applicant who has not passed the skills
21.27exam and the board may renew this temporary license but not more than two times after
21.28February 1, 2014, if the school district employing the applicant requests that the applicant
21.29continue to teach for that district under a temporary license.
21.30EFFECTIVE DATE.This section is effective the day following final enactment.

21.31    Sec. 7. Minnesota Statutes 2012, section 122A.28, subdivision 1, is amended to read:
21.32    Subdivision 1. K-12 license to teach deaf and hard-of-hearing students;
21.33relicensure. (a) The Board of Teaching must review and determine appropriate licensure
21.34requirements for a candidate for a license or an applicant for a continuing license to teach
22.1deaf and hard-of-hearing students in prekindergarten through grade 12. In addition to
22.2other requirements, a candidate must demonstrate the minimum level of proficiency in
22.3American sign language as determined by the board.
22.4(b) Among other relicensure requirements, each teacher under this section must
22.5complete 30 continuing education clock hours on hearing loss topics, including American
22.6Sign Language, American Sign Language linguistics, and deaf culture, for every 120
22.7continuing education clock hours the teacher must complete for licensure renewal.
22.8EFFECTIVE DATE.This section is effective August 1, 2013.

22.9    Sec. 8. Minnesota Statutes 2012, section 124D.122, is amended to read:
22.10124D.122 ESTABLISHMENT OF FLEXIBLE LEARNING YEAR PROGRAM.
22.11The board of any district or a consortium of districts, with the approval of the
22.12commissioner, may establish and operate a flexible learning year program in one or
22.13more of the day or residential facilities for children with a disability within the district.
22.14 Consortiums may use a single application and evaluation process, though results, public
22.15hearings, and board approvals must be obtained for each district.

22.16    Sec. 9. Minnesota Statutes 2012, section 124D.79, subdivision 1, is amended to read:
22.17    Subdivision 1. Community involvement. The commissioner must provide for the
22.18maximum involvement of the state committees on American Indian education, parents
22.19of American Indian children, secondary students eligible to be served, American Indian
22.20language and culture education teachers, American Indian teachers, teachers' aides,
22.21representatives of community groups, and persons knowledgeable in the field of American
22.22Indian education, in the formulation of policy and procedures relating to the administration
22.23of sections 124D.71 to 124D.82. The commissioner must annually hold a field hearing on
22.24Indian education to gather input from American Indian educators, parents, and students on
22.25the state of American Indian education in Minnesota. Results of the hearing must be made
22.26available to all 11 tribal nations for review and comment.

22.27    Sec. 10. Minnesota Statutes 2012, section 124D.79, is amended by adding a
22.28subdivision to read:
22.29    Subd. 4. Consultation with the tribal nations education committee. (a) The
22.30commissioner shall seek consultation with the Tribal Nations Education Committee on all
22.31issues relating to American Indian education including:
23.1(1) administration of the commissioner's duties under sections 124D.71 to 124D.82
23.2and other programs;
23.3(2) administration of other programs for the education of American Indian people, as
23.4determined by the commissioner;
23.5(3) awarding of scholarships to eligible American Indian students;
23.6(4) administration of the commissioner's duties regarding awarding of American
23.7Indian postsecondary preparation grants to school districts; and
23.8(5) recommendations of education policy changes for American Indians.
23.9(b) Membership in the Tribal Nations Education Committee is the sole discretion
23.10of the committee and nothing in this subdivision gives the commissioner authority to
23.11dictate committee membership.

23.12    Sec. 11. [124D.791] INDIAN EDUCATION DIRECTOR.
23.13    Subdivision 1. Appointment. An Indian education director shall be appointed by
23.14the commissioner.
23.15    Subd. 2. Qualifications. The commissioner shall select the Indian education
23.16director on the basis of outstanding professional qualifications and knowledge of
23.17American Indian education, culture, practices, and beliefs. The Indian education director
23.18serves in the unclassified service. The commissioner may remove the Indian education
23.19director for cause. The commissioner is encouraged to seek qualified applicants who
23.20are enrolled members of a tribe.
23.21    Subd. 3. Compensation. Compensation of the Indian education director shall be
23.22established under chapter 15A.
23.23    Subd. 4. Duties; powers. The Indian education director shall:
23.24(1) serve as the liaison for the department with the Tribal Nations Education
23.25Committee, the 11 reservations, the Minnesota Chippewa tribe, the Minnesota Indian
23.26Affairs Council, and the urban advisory council;
23.27(2) evaluate the state of American Indian education in Minnesota;
23.28(3) engage the tribal bodies, community groups, parents of children eligible to be
23.29served by American Indian education programs, American Indian administrators and
23.30teachers, persons experienced in the training of teachers for American Indian education
23.31programs, the tribally controlled schools, and other persons knowledgeable in the field of
23.32American Indian education and seek their advice on policies that can improve the quality
23.33of American Indian education;
23.34(4) advise the commissioner on American Indian education issues, including:
23.35(i) issues facing American Indian students;
24.1(ii) policies for American Indian education;
24.2(iii) awarding scholarships to eligible American Indian students and in administering
24.3the commissioner's duties regarding awarding of American Indian postsecondary
24.4preparation grants to school districts; and
24.5(iv) administration of the commissioner's duties under sections 124D.71 to 124D.82
24.6and other programs for the education of American Indian people;
24.7(5) propose to the commissioner legislative changes that will improve the quality
24.8of American Indian education;
24.9(6) develop a strategic plan and a long-term framework for American Indian
24.10education, in conjunction with the Minnesota Indian Affairs Council, that is updated every
24.11five years and implemented by the commissioner, with goals to:
24.12(i) increase American Indian student achievement, including increased levels of
24.13proficiency and growth on statewide accountability assessments;
24.14(ii) increase the number of American Indian teachers in public schools;
24.15(iii) close the achievement gap between American Indian students and their more
24.16advantaged peers;
24.17(iv) increase the statewide graduation rate for American Indian students; and
24.18(v) increase American Indian student placement in postsecondary programs and
24.19the workforce; and
24.20(7) keep the American Indian community informed about the work of the department
24.21by reporting to the Tribal Nations Education Committee at each committee meeting.

24.22    Sec. 12. CAREER AND TECHNICAL EDUCATION ADVISORY TASK FORCE.
24.23    Subdivision 1. Recommendations. (a) A career and technical education advisory
24.24task force is established to make recommendations to the Minnesota legislature for
24.25improving (1) student outcomes in grades 11 to 14, (2) alignment between secondary and
24.26postsecondary education programs serving students in grades 11 to 14, (3) alignment
24.27between education programs for students in grades 11 to 14 and Minnesota's workforce
24.28needs, and (4) the efficiency and cost-effectiveness of Minnesota's public secondary and
24.29postsecondary programs serving students in grades 11 to 14. Advisory task force members
24.30must examine the role of education providers, employers, policy makers, and other
24.31interested stakeholders in realizing these improvements.
24.32(b) In developing recommendations for improving student outcomes, advisory task
24.33force members must at least consider how to (1) better inform students about career options,
24.34occupational trends, and educational paths leading to viable and rewarding careers, (2)
24.35develop and adapt as needed an education and work plan for each student aligned with the
25.1student's personal and professional interests, abilities, skills, and aspirations, (3) monitor,
25.2assess, and increase students' achievement levels in high school, (4) better prepare high
25.3school students for postsecondary education meeting their career goals, and (5) increase the
25.4rates at which students complete a postsecondary certificate, industry license, or degree.
25.5(c) In developing recommendations for better aligning Minnesota's secondary and
25.6postsecondary education programs for students in grades 11 to 14, advisory task force
25.7members must at least consider how to (1) improve monitoring of high school students'
25.8progress to better target interventions and support and remove the need for remedial
25.9instruction, (2) better align high school courses and expectations and postsecondary
25.10credit-bearing courses, (3) better align high school standards and assessments with
25.11postsecondary readiness measures and entrance requirements, and (4) increase student
25.12persistence and completion rates.
25.13(d) In developing recommendations for better aligning education programs for
25.14students in grades 11 to 14 and the preparation necessary to meet Minnesota's workforce
25.15needs, advisory task force members must at least consider how to (1) more closely
25.16align state kindergarten through grade 12 academic standards, high school graduation
25.17requirements, and the expectations of postsecondary institutions and Minnesota employers,
25.18(2) enable more high school students to pursue postsecondary education and training
25.19leading to a certificate, industry license, or degree in a high-demand and high-reward
25.20field, (3) reduce the gap between the demand for and preparation of a skilled Minnesota
25.21workforce, and (4) provide graduates of two-year and four-year postsecondary institutions
25.22with the foundational skills needed for civic engagement, ongoing employment, and
25.23continuous learning.
25.24(e) In developing recommendations for better aligning efficient and cost-effective
25.25secondary and postsecondary programs for students in grades 11 to 14, advisory task force
25.26members must at least consider how to (1) give high school students earlier and increased
25.27access to postsecondary credit-bearing courses, and (2) provide targeted interventions and
25.28support to help high school students avoid postsecondary remedial instruction.
25.29(f) In developing recommendations under this subdivision, advisory task force
25.30members are encouraged to consider how to structurally redesign secondary and
25.31postsecondary education to (1) align Minnesota's statewide high school assessment system
25.32with measures of readiness for postsecondary education, (2) provide targeted intervention
25.33and support to students who are at risk of not graduating or off track for graduating from
25.34high school, (3) increase and accelerate opportunities for secondary students to earn
25.35postsecondary credits leading to a certificate, industry license, or degree, and (4) better
26.1understand students' personal and professional interests, abilities, skills, and aspirations
26.2and align that understanding with postsecondary education and careers.
26.3    Subd. 2. Task force membership and operation. (a) Advisory task force
26.4members must include representatives of the following entities selected by that entity:
26.5the Minnesota Association of Career and Technical Administrators; the Minnesota
26.6Association for Career and Technical Education; University of Minnesota and Minnesota
26.7State Colleges and Universities faculty working to develop career and technical educators
26.8in Minnesota; the National Research Center for Career and Technical Education; the
26.9Minnesota Department of Education; the Minnesota Department of Employment and
26.10Economic Development; the Minnesota Board of Teaching; the Minnesota Association of
26.11Colleges for Teacher Education; and any other representatives selected by the task force
26.12members. The education commissioner, or the commissioner's designee, must convene the
26.13task force. Task force members are not eligible for compensation or reimbursement for
26.14expenses related to task force activities.
26.15(b) The education commissioner, upon request, must provide technical assistance to
26.16the task force.
26.17(c) The task force must submit its recommendations under this section to the
26.18legislative committees with jurisdiction over kindergarten through grade 12 education by
26.19February 15, 2014.
26.20EFFECTIVE DATE.This section is effective the day following final enactment.

26.21    Sec. 13. TEACHER LICENSURE ADVISORY TASK FORCE.
26.22    Subdivision 1. Establishment and duties. (a) A Teacher Licensure Advisory
26.23Task Force is established to make recommendations to the Board of Teaching, the
26.24education commissioner, and the education committees of the legislature on requirements
26.25for: teacher applicants to demonstrate mastery of college-level reading, writing, and
26.26mathematics skills through nationally normed assessments, a college-level skills portfolio,
26.27or accredited college coursework, among other methods of demonstrating basic skills
26.28mastery; and an alternative licensure pathway for nonnative English speakers seeking
26.29licensure to teach in a language immersion program.
26.30(b) Task force recommendations on how teacher candidates demonstrate
26.31college-level skills mastery must encompass the following criteria:
26.32(1) assessment content must be relevant to the teacher's subject area licensure;
26.33(2) the scope of assessment content must be documented in sufficient detail to
26.34correspond to a similarly detailed description of relevant public school curriculum;
27.1(3) the scope of assessment content must be publicly available and readily accessible
27.2on the Web site of the Board of Teaching and all Minnesota board-approved teacher
27.3preparation programs and institutions;
27.4(4) the Board of Teaching and all Minnesota board-approved teacher preparation
27.5programs and institutions, upon request, must make available to the public at cost a written
27.6review of the scope of assessment content;
27.7(5) if applicable, the Board of Teaching and all Minnesota board-approved teacher
27.8preparation programs and institutions annually must post on their Web site up-to-date
27.9longitudinal summary data showing teacher candidates' overall passing rate and the
27.10passing rate for each demographic group of teacher candidates taking a college-level skills
27.11assessment in that school year and in previous school years;
27.12(6) reliable evidence showing assessment content is not culturally biased;
27.13(7) the Board of Teaching and all Minnesota board-approved teacher preparation
27.14programs and institutions must appropriately accommodate teacher candidates
27.15with documented learning disabilities, including an appeals process if a request for
27.16accommodations is denied; and
27.17(8) if applicable, give timely, detailed item analysis feedback to teacher candidates
27.18who do not pass the basic skills assessment sufficient for the candidate to target specific
27.19areas of deficiency for appropriate remediation.
27.20    Subd. 2. Membership. The Teacher Licensure Advisory Task Force shall be
27.21composed of the following 20 members appointed by July 15, 2013:
27.22(1) two members of the Board of Teaching appointed by the board's executive
27.23director;
27.24(2) two representatives from the Department of Education appointed by the
27.25commissioner of education;
27.26(3) two members of the house of representatives, one appointed by the speaker of the
27.27house of representatives, and one appointed by the minority leader;
27.28(4) two senators, one appointed by the Subcommittee on Committees of the
27.29Committee on Rules and Administration, and one appointed by the minority leader;
27.30(5) one elementary school principal from rural Minnesota appointed by the
27.31Minnesota Elementary School Principals Association and one secondary school principal
27.32from the seven-county metropolitan area appointed by the Minnesota Secondary School
27.33Principals Association;
27.34(6) one licensed and practicing public elementary school teacher and one licensed
27.35and practicing secondary school teacher appointed by Education Minnesota;
28.1(7) one teacher preparation faculty member each from the University of Minnesota
28.2system appointed by the system president, the Minnesota State Colleges and Universities
28.3system appointed by the system chancellor, and the Minnesota Private Colleges and
28.4Universities system appointed by the Minnesota Private Colleges Council;
28.5(8) one member of the nonpublic education council appointed by the council;
28.6(9) one representative of Minnesota charter schools appointed by the Minnesota
28.7Charter Schools Association;
28.8(10) two representatives from the business community, appointed by the Minnesota
28.9Chamber of Commerce; and
28.10(11) one representative from the Minnesota School Boards Association.
28.11    Subd. 3. First meeting; chair. The executive director of the Board of Teaching
28.12must convene the task force by August 1, 2013, and shall appoint a chair from the
28.13membership of the task force.
28.14    Subd. 4. Compensation. Task force members are not eligible for compensation or
28.15reimbursement for expenses related to task force activities.
28.16    Subd. 5. Support. The executive director of the board and the commissioner of
28.17education must provide technical assistance to task force members upon request.
28.18    Subd. 6. Report. By February 1, 2014, task force members must submit to the
28.19Board of Teaching, the education commissioner, and to the chairs and ranking minority
28.20members of the senate and house of representatives committees and divisions with
28.21primary jurisdiction over K-12 education their written recommendations on requirements
28.22for teacher applicants to demonstrate mastery of basic reading, writing, and mathematics
28.23skills and for an alternative licensure pathway for nonnative English speakers seeking
28.24licensure to teach in a language immersion program.
28.25    Subd. 7. Sunset. The task force shall sunset the day after submitting the report
28.26under subdivision 6, or February 2, 2014, whichever is earlier.
28.27EFFECTIVE DATE.This section is effective the day following final enactment.

28.28    Sec. 14. STUDENT SUPPORT SERVICES; TEAM STAFFING APPROACH.
28.29The commissioner of education shall develop and submit to the kindergarten
28.30through grade 12 education policy and finance committees of the legislature by February
28.311, 2014, recommendations for providing access to licensed student support services,
28.32including licensed school counselors, licensed school psychologists, licensed school
28.33nurses, licensed school social workers, and licensed chemical health counselors, to public
28.34school students throughout Minnesota using a multidisciplinary team staffing structure.
28.35The recommendations must reflect:
29.1(1) the extent to which students need academic, career, physical, emotional, social,
29.2and early-onset mental health services to ensure educational achievement, safety and
29.3enhancement of student's physical, emotional, and social well-being;
29.4(2) the extent to which such services or teams do not exist, are incomplete or
29.5inadequate given the number of students with unmet psychological, social, and health
29.6needs that interfere with learning;
29.7(3) existing funding streams and opportunities for additional funds to improve
29.8students' access to needed licensed student support services; and
29.9(4) caseloads and best practices when working to improve access to needed licensed
29.10student support services.
29.11EFFECTIVE DATE.This section is effective the day following final enactment.

29.12ARTICLE 4
29.13CHARTER SCHOOLS

29.14    Section 1. Minnesota Statutes 2012, section 124D.10, is amended to read:
29.15124D.10 CHARTER SCHOOLS.
29.16    Subdivision 1. Purposes. (a) The primary purpose of this section is to:
29.17    (1) improve pupil learning and student achievement;. Additional purposes include to:
29.18    (2) (1) increase learning opportunities for pupils;
29.19    (3) (2) encourage the use of different and innovative teaching methods;
29.20    (4) (3) measure learning outcomes and create different and innovative forms of
29.21measuring outcomes;
29.22    (5) (4) establish new forms of accountability for schools; and or
29.23    (6) (5) create new professional opportunities for teachers, including the opportunity
29.24to be responsible for the learning program at the school site.
29.25    (b) This section does not provide a means to keep open a school that a school board
29.26decides to close. However, a school board may endorse or authorize the establishing of
29.27a charter school to replace the school the board decided to close. Applicants seeking a
29.28charter under this circumstance must demonstrate to the authorizer that the charter sought
29.29is substantially different in purpose and program from the school the board closed and
29.30that the proposed charter satisfies the requirements of this subdivision. If the school
29.31board that closed the school authorizes the charter, it must document in its affidavit to the
29.32commissioner that the charter is substantially different in program and purpose from
29.33the school it closed.
30.1    An authorizer shall not approve an application submitted by a charter school
30.2developer under subdivision 4, paragraph (a), if the application does not comply with this
30.3subdivision. The commissioner shall not approve an affidavit submitted by an authorizer
30.4under subdivision 4, paragraph (b), if the affidavit does not comply with this subdivision.
30.5    Subd. 2. Applicability. This section applies only to charter schools formed and
30.6operated under this section.
30.7    Subd. 3. Authorizer. (a) For purposes of this section, the terms defined in this
30.8subdivision have the meanings given them.
30.9    "Application" to receive approval as an authorizer means the proposal an eligible
30.10authorizer submits to the commissioner under paragraph (c) before that authorizer is able
30.11to submit any affidavit to charter to a school.
30.12    "Application" under subdivision 4 means the charter school business plan a
30.13school developer submits to an authorizer for approval to establish a charter school that
30.14documents the school developer's mission statement, school purposes, program design,
30.15financial plan, governance and management structure, and background and experience,
30.16plus any other information the authorizer requests. The application also shall include a
30.17"statement of assurances" of legal compliance prescribed by the commissioner.
30.18    "Affidavit" means a written statement the authorizer submits to the commissioner
30.19for approval to establish a charter school under subdivision 4 attesting to its review and
30.20approval process before chartering a school.
30.21    (b) The following organizations may authorize one or more charter schools:
30.22    (1) a school board, intermediate school district school board, or education district
30.23organized under sections 123A.15 to 123A.19;
30.24    (2) a charitable organization under section 501(c)(3) of the Internal Revenue Code
30.25of 1986, excluding a nonpublic sectarian or religious institution; any person other than a
30.26natural person that directly or indirectly, through one or more intermediaries, controls,
30.27is controlled by, or is under common control with the nonpublic sectarian or religious
30.28institution; and any other charitable organization under this clause that in the federal IRS
30.29Form 1023, Part IV, describes activities indicating a religious purpose, that:
30.30    (i) is a member of the Minnesota Council of Nonprofits or the Minnesota Council on
30.31Foundations;
30.32    (ii) is registered with the attorney general's office; and
30.33    (iii) is incorporated in the state of Minnesota and has been operating continuously
30.34for at least five years but does not operate a charter school;
30.35    (3) a Minnesota private college, notwithstanding clause (2), that grants two- or
30.36four-year degrees and is registered with the Minnesota Office of Higher Education under
31.1chapter 136A; community college, state university, or technical college governed by the
31.2Board of Trustees of the Minnesota State Colleges and Universities; or the University
31.3of Minnesota;
31.4    (4) a nonprofit corporation subject to chapter 317A, described in section 317A.905,
31.5and exempt from federal income tax under section 501(c)(6) of the Internal Revenue Code
31.6of 1986, may authorize one or more charter schools if the charter school has operated
31.7for at least three years under a different authorizer and if the nonprofit corporation has
31.8existed for at least 25 years; or
31.9    (5) single-purpose authorizers that are charitable, nonsectarian organizations formed
31.10under section 501(c)(3) of the Internal Revenue Code of 1986 and incorporated in the state
31.11of Minnesota whose sole purpose is to charter schools. Eligible organizations interested
31.12in being approved as an authorizer under this paragraph must submit a proposal to the
31.13commissioner that includes the provisions of paragraph (c) and a five-year financial plan.
31.14Such authorizers shall consider and approve charter school applications using the criteria
31.15provided in subdivision 4 and shall not limit the applications it solicits, considers, or
31.16approves to any single curriculum, learning program, or method.
31.17    (c) An eligible authorizer under this subdivision must apply to the commissioner for
31.18approval as an authorizer before submitting any affidavit to the commissioner to charter
31.19a school. The application for approval as a charter school authorizer must demonstrate
31.20the applicant's ability to implement the procedures and satisfy the criteria for chartering a
31.21school under this section. The commissioner must approve or disapprove an application
31.22within 45 business days of the application deadline. If the commissioner disapproves
31.23the application, the commissioner must notify the applicant of the specific deficiencies
31.24in writing and the applicant then has 20 business days to address the deficiencies to the
31.25commissioner's satisfaction. After the 20 business days expire, the commissioner has 15
31.26business days to make a final decision to approve or disapprove the application. Failing to
31.27address the deficiencies to the commissioner's satisfaction makes an applicant ineligible to
31.28be an authorizer. The commissioner, in establishing criteria for approval, must consider
31.29the applicant's:
31.30    (1) capacity and infrastructure;
31.31    (2) application criteria and process;
31.32    (3) contracting process;
31.33    (4) ongoing oversight and evaluation processes; and
31.34    (5) renewal criteria and processes.
31.35    (d) An applicant must include in its application to the commissioner to be an
31.36approved authorizer at least the following:
32.1    (1) how chartering schools is a way for the organization to carry out its mission;
32.2    (2) a description of the capacity of the organization to serve as an authorizer,
32.3including the personnel who will perform the authorizing duties, their qualifications, the
32.4amount of time they will be assigned to this responsibility, and the financial resources
32.5allocated by the organization to this responsibility;
32.6    (3) a description of the application and review process the authorizer will use to
32.7make decisions regarding the granting of charters;
32.8    (4) a description of the type of contract it will arrange with the schools it charters
32.9that meets the provisions of subdivision 6;
32.10    (5) the process to be used for providing ongoing oversight of the school consistent
32.11with the contract expectations specified in clause (4) that assures that the schools chartered
32.12are complying with both the provisions of applicable law and rules, and with the contract;
32.13    (6) a description of the criteria and process the authorizer will use to grant expanded
32.14applications under subdivision 4, paragraph (j);
32.15    (7) the process for making decisions regarding the renewal or termination of
32.16the school's charter based on evidence that demonstrates the academic, organizational,
32.17and financial competency of the school, including its success in increasing student
32.18achievement and meeting the goals of the charter school agreement; and
32.19    (8) an assurance specifying that the organization is committed to serving as an
32.20authorizer for the full five-year term.
32.21    (e) A disapproved applicant under this section may resubmit an application during a
32.22future application period.
32.23    (f) If the governing board of an approved authorizer votes to withdraw as an
32.24approved authorizer for a reason unrelated to any cause under subdivision 23, the
32.25authorizer must notify all its chartered schools and the commissioner in writing by July
32.2615 of its intent to withdraw as an authorizer on June 30 in the next calendar year. The
32.27commissioner may approve the transfer of a charter school to a new authorizer under this
32.28paragraph after the new authorizer submits an affidavit to the commissioner.
32.29    (g) The authorizer must participate in department-approved training.
32.30    (h) An authorizer that chartered a school before August 1, 2009, must apply by
32.31June 30, 2012, to the commissioner for approval, under paragraph (c), to continue as an
32.32authorizer under this section. For purposes of this paragraph, an authorizer that fails to
32.33submit a timely application is ineligible to charter a school.
32.34    (i) (h) The commissioner shall review an authorizer's performance every five years
32.35in a manner and form determined by the commissioner and may review an authorizer's
32.36performance more frequently at the commissioner's own initiative or at the request of a
33.1charter school operator, charter school board member, or other interested party. The
33.2commissioner, after completing the review, shall transmit a report with findings to the
33.3authorizer. If, consistent with this section, the commissioner finds that an authorizer has
33.4not fulfilled the requirements of this section, the commissioner may subject the authorizer
33.5to corrective action, which may include terminating the contract with the charter school
33.6board of directors of a school it chartered. The commissioner must notify the authorizer
33.7in writing of any findings that may subject the authorizer to corrective action and
33.8the authorizer then has 15 business days to request an informal hearing before the
33.9commissioner takes corrective action. If the commissioner terminates a contract between
33.10an authorizer and a charter school under this paragraph, the commissioner may assist the
33.11charter school in acquiring a new authorizer.
33.12    (j) (i) The commissioner may at any time take corrective action against an authorizer,
33.13including terminating an authorizer's ability to charter a school for:
33.14    (1) failing to demonstrate the criteria under paragraph (c) under which the
33.15commissioner approved the authorizer;
33.16    (2) violating a term of the chartering contract between the authorizer and the charter
33.17school board of directors;
33.18    (3) unsatisfactory performance as an approved authorizer; or
33.19    (4) any good cause shown that provides the commissioner a legally sufficient reason
33.20to take corrective action against an authorizer.
33.21    Subd. 4. Formation of school. (a) An authorizer, after receiving an application from
33.22a school developer, may charter a licensed teacher under section 122A.18, subdivision
33.231
, or a group of individuals that includes one or more licensed teachers under section
33.24122A.18, subdivision 1 , to operate a school subject to the commissioner's approval of the
33.25authorizer's affidavit under paragraph (b). The school must be organized and operated as a
33.26nonprofit corporation under chapter 317A and the provisions under the applicable chapter
33.27shall apply to the school except as provided in this section.
33.28    Notwithstanding sections 465.717 and 465.719, a school district, subject to this
33.29section and section 124D.11, may create a corporation for the purpose of establishing a
33.30charter school.
33.31    (b) Before the operators may establish and operate a school, the authorizer must file
33.32an affidavit with the commissioner stating its intent to charter a school. An authorizer
33.33must file a separate affidavit for each school it intends to charter. The affidavit must state
33.34the terms and conditions under which the authorizer would charter a school and how the
33.35authorizer intends to oversee the fiscal and student performance of the charter school and to
33.36comply with the terms of the written contract between the authorizer and the charter school
34.1board of directors under subdivision 6. The commissioner must approve or disapprove the
34.2authorizer's affidavit within 60 business days of receipt of the affidavit. If the commissioner
34.3disapproves the affidavit, the commissioner shall notify the authorizer of the deficiencies
34.4in the affidavit and the authorizer then has 20 business days to address the deficiencies.
34.5If the authorizer does not address deficiencies to the commissioner's satisfaction, the
34.6commissioner's disapproval is final. Failure to obtain commissioner approval precludes an
34.7authorizer from chartering the school that is the subject of this affidavit.
34.8    (c) The authorizer may prevent an approved charter school from opening for
34.9operation if, among other grounds, the charter school violates this section or does not meet
34.10the ready-to-open standards that are part of the authorizer's oversight and evaluation
34.11process or are stipulated in the charter school contract.
34.12    (d) The operators authorized to organize and operate a school, before entering into a
34.13contract or other agreement for professional or other services, goods, or facilities, must
34.14incorporate as a nonprofit corporation under chapter 317A and must establish a board of
34.15directors composed of at least five members who are not related parties until a timely
34.16election for members of the ongoing charter school board of directors is held according to
34.17the school's articles and bylaws under paragraph (f). A charter school board of directors
34.18must be composed of at least five members who are not related parties. Staff members
34.19employed at the school, including teachers providing instruction under a contract with a
34.20cooperative, and all parents or legal guardians of children enrolled in the school are the
34.21voters eligible to elect the members of the school's board of directors. A charter school
34.22must notify eligible voters of the school board election dates at least 30 days before the
34.23election. Board of director meetings must comply with chapter 13D.
34.24    (e) A charter school shall publish and maintain on the school's official Web site: (1)
34.25the minutes of meetings of the board of directors, and of members and committees having
34.26any board-delegated authority, for at least one calendar year from the date of publication;
34.27(2) directory information for members of the board of directors and committees having
34.28board-delegated authority; and (3) identifying and contact information for the school's
34.29authorizer. Identifying and contact information for the school's authorizer must be
34.30included in other school materials made available to the public. Upon request of an
34.31individual, the charter school must also make available in a timely fashion financial
34.32statements showing all operations and transactions affecting income, surplus, and deficit
34.33during the school's last annual accounting period; and a balance sheet summarizing assets
34.34and liabilities on the closing date of the accounting period. A charter school also must post
34.35on its official Web site information identifying its authorizer and indicate how to contact
35.1that authorizer and include that same information about its authorizer in other school
35.2materials that it makes available to the public.
35.3    (f) Every charter school board member shall attend ongoing training throughout
35.4the member's term on board governance, including training on the board's role and
35.5responsibilities, employment policies and practices, and financial management. A board
35.6member who does not begin the required initial training within six months after being
35.7seated and complete that training within 12 months of being seated on the board is
35.8ineligible to continue to serve as a board member. The school shall include in its annual
35.9report the training attended by each board member during the previous year.
35.10    (g) The ongoing board must be elected before the school completes its third year of
35.11operation. Board elections must be held during the school year but may not be conducted
35.12on days when the school is closed for holidays, breaks, or vacations. The charter school
35.13board of directors shall be composed of at least five nonrelated members and include: (i)
35.14at least one licensed teacher employed as a teacher at the school or a licensed teacher
35.15 providing instruction under contract between the charter school and a cooperative; (ii) the
35.16parent or legal guardian of a student enrolled in the charter school who is not an employee
35.17of the charter school; and (iii) an interested community member who is not employed by
35.18the charter school and does not have a child enrolled in the school. The board may be
35.19a teacher majority board composed of teachers described in this paragraph. The chief
35.20financial officer and the chief administrator may only serve as ex-officio nonvoting board
35.21members and may not serve as a voting member of the board. Charter school employees
35.22shall not serve on the board unless item (i) applies. Contractors providing facilities, goods,
35.23or services to a charter school shall not serve on the board of directors of the charter school.
35.24Board bylaws shall outline the process and procedures for changing the board's governance
35.25model, consistent with chapter 317A. A board may change its governance model only:
35.26    (1) by a majority vote of the board of directors and the licensed teachers employed
35.27by the school, including licensed teachers providing instruction under a contract between
35.28the school and a cooperative; and
35.29    (2) with the authorizer's approval.
35.30    Any change in board governance must conform with the board structure established
35.31under this paragraph.
35.32    (h) The granting or renewal of a charter by an authorizer must not be conditioned
35.33upon the bargaining unit status of the employees of the school.
35.34    (i) The granting or renewal of a charter school by an authorizer must not be
35.35contingent on the charter school being required to contract, lease, or purchase services
35.36from the authorizer. Any potential contract, lease, or purchase of service from an
36.1authorizer must be disclosed to the commissioner, accepted through an open bidding
36.2process, and be a separate contract from the charter contract. The school must document
36.3the open bidding process. An authorizer must not enter into a contract to provide
36.4management and financial services for a school that it authorizes, unless the school
36.5documents that it received at least two competitive bids.
36.6    (j) An authorizer may permit the board of directors of a charter school to expand
36.7the operation of the charter school to additional sites or to add additional grades at the
36.8school beyond those described in the authorizer's original affidavit as approved by
36.9the commissioner only after submitting a supplemental affidavit for approval to the
36.10commissioner in a form and manner prescribed by the commissioner. The supplemental
36.11affidavit must document that:
36.12    (1) the proposed expansion plan demonstrates need and projected enrollment;
36.13    (2) the expansion is warranted, at a minimum, by longitudinal data demonstrating
36.14students' improved academic performance and growth on statewide assessments under
36.15chapter 120B;
36.16    (3) the charter school is financially sound and the financing it needs to implement
36.17the proposed expansion exists; and
36.18    (4) the charter school has the governance structure and management capacity to
36.19carry out its expansion.
36.20    (k) The commissioner shall have 30 business days to review and comment on the
36.21supplemental affidavit. The commissioner shall notify the authorizer of any deficiencies in
36.22the supplemental affidavit and the authorizer then has 20 business days to address, to the
36.23commissioner's satisfaction, any deficiencies in the supplemental affidavit. The school
36.24may not expand grades or add sites until the commissioner has approved the supplemental
36.25affidavit. The commissioner's approval or disapproval of a supplemental affidavit is final.
36.26    Subd. 4a. Conflict of interest. (a) An individual is prohibited from serving as a
36.27member of the charter school board of directors if the individual, an immediate family
36.28member, or the individual's partner is an owner, employee or agent of, or a contractor with a
36.29for-profit or nonprofit entity or individual with whom the charter school contracts, directly
36.30or indirectly, for professional services, goods, or facilities. A violation of this prohibition
36.31renders a contract voidable at the option of the commissioner or the charter school board
36.32of directors. A member of a charter school board of directors who violates this prohibition
36.33is individually liable to the charter school for any damage caused by the violation.
36.34    (b) No member of the board of directors, employee, officer, or agent of a charter
36.35school shall participate in selecting, awarding, or administering a contract if a conflict
36.36of interest exists. A conflict exists when:
37.1    (1) the board member, employee, officer, or agent;
37.2    (2) the immediate family of the board member, employee, officer, or agent;
37.3    (3) the partner of the board member, employee, officer, or agent; or
37.4    (4) an organization that employs, or is about to employ any individual in clauses
37.5(1) to (3),
37.6has a financial or other interest in the entity with which the charter school is contracting.
37.7A violation of this prohibition renders the contract void.
37.8    (c) Any employee, agent, or board member of the authorizer who participates
37.9in the initial review, approval, ongoing oversight, evaluation, or the charter renewal or
37.10nonrenewal process or decision is ineligible to serve on the board of directors of a school
37.11chartered by that authorizer.
37.12    (d) An individual may serve as a member of the board of directors if no conflict of
37.13interest under paragraph (a) exists.
37.14    (e) The conflict of interest provisions under this subdivision do not apply to
37.15compensation paid to a teacher employed as a teacher by the charter school who or a
37.16teacher who provides instructional services to the charter school through a cooperative
37.17formed under chapter 308A when the teacher also serves as a member of on the charter
37.18school board of directors.
37.19    (f) The conflict of interest provisions under this subdivision do not apply to a teacher
37.20who provides services to a charter school through a cooperative formed under chapter
37.21308A when the teacher also serves on the charter school board of directors.
37.22    Subd. 5. Conversion of existing schools. A board of an independent or special
37.23school district may convert one or more of its existing schools to charter schools under
37.24this section if 60 percent of the full-time teachers at the school sign a petition seeking
37.25conversion. The conversion must occur at the beginning of an academic year.
37.26    Subd. 6. Charter contract. The authorization for a charter school must be in the
37.27form of a written contract signed by the authorizer and the board of directors of the charter
37.28school. The contract must be completed within 45 business days of the commissioner's
37.29approval of the authorizer's affidavit. The authorizer shall submit to the commissioner a
37.30copy of the signed charter contract within ten business days of its execution. The contract
37.31for a charter school must be in writing and contain at least the following:
37.32(1) a declaration that the charter school will carry out the primary purpose in
37.33subdivision 1 and how the school will report its implementation of the primary purpose;
37.34    (1) (2) a declaration of the any additional purposes in subdivision 1 that the school
37.35intends to carry out and how the school will report its implementation of those purposes;
38.1    (2) (3) a description of the school program and the specific academic and
38.2nonacademic outcomes that pupils must achieve;
38.3    (3) (4) a statement of admission policies and procedures;
38.4    (4) (5) a governance, management, and administration plan for the school;
38.5    (5) (6) signed agreements from charter school board members to comply with all
38.6federal and state laws governing organizational, programmatic, and financial requirements
38.7applicable to charter schools;
38.8    (6) (7) the criteria, processes, and procedures that the authorizer will use for
38.9ongoing oversight of operational, financial, and academic performance to monitor and
38.10evaluate the fiscal, operational, and academic performance consistent with subdivision
38.1115, paragraphs (a) and (b);
38.12    (7) (8) for contract renewal, the formal written performance evaluation of the school
38.13that is a prerequisite for reviewing a charter contract under subdivision 15;
38.14    (8) (9) types and amounts of insurance liability coverage to be obtained by the
38.15charter school, consistent with subdivision 8, paragraph (k);
38.16    (9) (10) consistent with subdivision 25, paragraph (d), a provision to indemnify and
38.17hold harmless the authorizer and its officers, agents, and employees from any suit, claim,
38.18or liability arising from any operation of the charter school, and the commissioner and
38.19department officers, agents, and employees notwithstanding section 3.736;
38.20    (10) (11) the term of the initial contract, which may be up to five years plus an
38.21additional preoperational planning year, and up to five years for a renewed contract or a
38.22contract with a new authorizer after a transfer of authorizers, if warranted by the school's
38.23academic, financial, and operational performance;
38.24    (11) (12) how the board of directors or the operators of the charter school will
38.25provide special instruction and services for children with a disability under sections
38.26125A.03 to 125A.24, and 125A.65, a description of the financial parameters within
38.27which the charter school will operate to provide the special instruction and services to
38.28children with a disability;
38.29    (12) the process and criteria the authorizer intends to use to monitor and evaluate the
38.30fiscal and student performance of the charter school, consistent with subdivision 15; and
38.31(13) the specific conditions for contract renewal, which identify performance under
38.32the primary purpose of subdivision 1 as the most important factor in determining contract
38.33renewal; and
38.34    (13) (14) the plan for an orderly closing of the school under chapter 317A, if
38.35 whether the closure is a termination for cause, a voluntary termination, or a nonrenewal
38.36of the contract, and that includes establishing the responsibilities of the school board of
39.1directors and the authorizer and notifying the commissioner, authorizer, school district in
39.2which the charter school is located, and parents of enrolled students about the closure,
39.3the transfer of student records to students' resident districts, and procedures for closing
39.4financial operations.
39.5    Subd. 6a. Audit report. (a) The charter school must submit an audit report to the
39.6commissioner and its authorizer by December 31 each year.
39.7    (b) The charter school, with the assistance of the auditor conducting the audit,
39.8must include with the report, as supplemental information, a copy of all charter school
39.9agreements for corporate management services, including parent company or other
39.10administrative, financial, and staffing services. If the entity that provides the professional
39.11services to the charter school is exempt from taxation under section 501 of the Internal
39.12Revenue Code of 1986, that entity must file with the commissioner by February 15 a copy
39.13of the annual return required under section 6033 of the Internal Revenue Code of 1986.
39.14    (c) A charter school independent audit report shall include audited financial data of
39.15an affiliated building corporation or other component unit.
39.16    (c) (d) If the audit report finds that a material weakness exists in the financial
39.17reporting systems of a charter school, the charter school must submit a written report to
39.18the commissioner explaining how the material weakness will be resolved. An auditor,
39.19as a condition of providing financial services to a charter school, must agree to make
39.20available information about a charter school's financial audit to the commissioner and
39.21authorizer upon request.
39.22    Subd. 7. Public status; exemption from statutes and rules. A charter school is
39.23a public school and is part of the state's system of public education. A charter school is
39.24exempt from all statutes and rules applicable to a school, school board, or school district
39.25unless a statute or rule is made specifically applicable to a charter school or is included
39.26in this section.
39.27    Subd. 8. Federal, state, and local requirements. (a) A charter school shall meet all
39.28federal, state, and local health and safety requirements applicable to school districts.
39.29    (b) A school must comply with statewide accountability requirements governing
39.30standards and assessments in chapter 120B.
39.31    (c) A school authorized by a school board may be located in any district, unless the
39.32school board of the district of the proposed location disapproves by written resolution.
39.33    (d) A charter school must be nonsectarian in its programs, admission policies,
39.34employment practices, and all other operations. An authorizer may not authorize a charter
39.35school or program that is affiliated with a nonpublic sectarian school or a religious
40.1institution. A charter school student must be released for religious instruction, consistent
40.2with section 120A.22, subdivision 12, clause (3).
40.3    (e) Charter schools must not be used as a method of providing education or
40.4generating revenue for students who are being home-schooled. This paragraph does not
40.5apply to shared time aid under section 126C.19.
40.6    (f) The primary focus of a charter school must be to provide a comprehensive
40.7program of instruction for at least one grade or age group from five through 18 years
40.8of age. Instruction may be provided to people younger than five years and older than
40.918 years of age.
40.10    (g) A charter school may not charge tuition.
40.11    (h) A charter school is subject to and must comply with chapter 363A and section
40.12121A.04 .
40.13    (i) A charter school is subject to and must comply with the Pupil Fair Dismissal
40.14Act, sections 121A.40 to 121A.56, and the Minnesota Public School Fee Law, sections
40.15123B.34 to 123B.39.
40.16    (j) A charter school is subject to the same financial audits, audit procedures, and
40.17audit requirements as a district, except as required under subdivision 6a. Audits must be
40.18conducted in compliance with generally accepted governmental auditing standards, the
40.19federal Single Audit Act, if applicable, and section 6.65. A charter school is subject
40.20to and must comply with sections 15.054; 118A.01; 118A.02; 118A.03; 118A.04;
40.21118A.05 ; 118A.06; 471.38; 471.391; 471.392; and 471.425. The audit must comply with
40.22the requirements of sections 123B.75 to 123B.83, except to the extent deviations are
40.23necessary because of the program at the school. Deviations must be approved by the
40.24commissioner and authorizer. The Department of Education, state auditor, legislative
40.25auditor, or authorizer may conduct financial, program, or compliance audits. A charter
40.26school determined to be in statutory operating debt under sections 123B.81 to 123B.83
40.27must submit a plan under section 123B.81, subdivision 4.
40.28    (k) A charter school is a district for the purposes of tort liability under chapter 466.
40.29    (l) A charter school must comply with chapters 13 and 13D; and sections 120A.22,
40.30subdivision 7
; 121A.75; and 260B.171, subdivisions 3 and 5.
40.31    (m) A charter school is subject to the Pledge of Allegiance requirement under
40.32section 121A.11, subdivision 3.
40.33    (n) A charter school offering online courses or programs must comply with section
40.34124D.095 .
40.35    (o) A charter school and charter school board of directors are subject to chapter 181.
41.1    (p) A charter school must comply with section 120A.22, subdivision 7, governing
41.2the transfer of students' educational records and sections 138.163 and 138.17 governing
41.3the management of local records.
41.4    (q) A charter school that provides early childhood health and developmental
41.5screening must comply with sections 121A.16 to 121A.19.
41.6    (r) A charter school that provides school-sponsored youth athletic activities must
41.7comply with section 121A.38.
41.8    (s) A charter school is subject to and must comply with continuing truant notification
41.9under section 260A.03.
41.10    Subd. 8a. Aid reduction. The commissioner may reduce a charter school's state aid
41.11under section 127A.42 or 127A.43 if the charter school board fails to correct a violation
41.12under this section.
41.13    Subd. 8b. Aid reduction for violations. The commissioner may reduce a charter
41.14school's state aid by an amount not to exceed 60 percent of the charter school's basic
41.15revenue for the period of time that a violation of law occurs.
41.16    Subd. 9. Admission requirements. (a) A charter school may limit admission to:
41.17    (1) pupils within an age group or grade level;
41.18    (2) pupils who are eligible to participate in the graduation incentives program under
41.19section 124D.68; or
41.20    (3) residents of a specific geographic area in which the school is located when the
41.21majority of students served by the school are members of underserved populations.
41.22    (b) A charter school shall enroll an eligible pupil who submits a timely application,
41.23unless the number of applications exceeds the capacity of a program, class, grade level, or
41.24building. In this case, pupils must be accepted by lot. The charter school must develop
41.25and publish, including on its Web site, a lottery policy and process that it must use when
41.26accepting pupils by lot.
41.27    (c) A charter school shall give enrollment preference to a sibling of an enrolled pupil
41.28and to a foster child of that pupil's parents and may give preference for enrolling children
41.29of the school's staff before accepting other pupils by lot.
41.30    (d) A person shall not be admitted to a charter school (1) as a kindergarten pupil,
41.31unless the pupil is at least five years of age on September 1 of the calendar year in which
41.32the school year for which the pupil seeks admission commences; or (2) as a first grade
41.33student, unless the pupil is at least six years of age on September 1 of the calendar year in
41.34which the school year for which the pupil seeks admission commences or has completed
41.35kindergarten; except that a charter school may establish and publish on its Web site a
42.1policy for admission of selected pupils at an earlier age, consistent with the enrollment
42.2process in paragraphs (b) and (c).
42.3    (e) Except as permitted in paragraph (d), a charter school may not limit admission
42.4to pupils on the basis of intellectual ability, measures of achievement or aptitude, or
42.5athletic ability and may not establish any criteria or requirements for admission that are
42.6inconsistent with this subdivision.
42.7    (f) The charter school shall not distribute any services or goods of value to students,
42.8parents, or guardians as an inducement, term, or condition of enrolling a student in a
42.9charter school.
42.10    Subd. 10. Pupil performance. A charter school must design its programs to at
42.11least meet the outcomes adopted by the commissioner for public school students. In
42.12the absence of the commissioner's requirements, the school must meet the outcomes
42.13contained in the contract with the authorizer. The achievement levels of the outcomes
42.14contained in the contract may exceed the achievement levels of any outcomes adopted by
42.15the commissioner for public school students.
42.16    Subd. 11. Employment and other operating matters. (a) A charter school must
42.17employ or contract with necessary teachers, as defined by section 122A.15, subdivision 1,
42.18who hold valid licenses to perform the particular service for which they are employed in
42.19the school. The charter school's state aid may be reduced under section 127A.43 if the
42.20school employs a teacher who is not appropriately licensed or approved by the board of
42.21teaching. The school may employ necessary employees who are not required to hold
42.22teaching licenses to perform duties other than teaching and may contract for other services.
42.23The school may discharge teachers and nonlicensed employees. The charter school board
42.24is subject to section 181.932. When offering employment to a prospective employee, a
42.25charter school must give that employee a written description of the terms and conditions
42.26of employment and the school's personnel policies.
42.27    (b) A person, without holding a valid administrator's license, may perform
42.28administrative, supervisory, or instructional leadership duties. The board of directors shall
42.29establish qualifications for persons that hold administrative, supervisory, or instructional
42.30leadership roles. The qualifications shall include at least the following areas: instruction
42.31and assessment; human resource and personnel management; financial management;
42.32legal and compliance management; effective communication; and board, authorizer, and
42.33community relationships. The board of directors shall use those qualifications as the basis
42.34for job descriptions, hiring, and performance evaluations of those who hold administrative,
42.35supervisory, or instructional leadership roles. The board of directors and an individual
42.36who does not hold a valid administrative license and who serves in an administrative,
43.1supervisory, or instructional leadership position shall develop a professional development
43.2plan. Documentation of the implementation of the professional development plan of these
43.3persons shall be included in the school's annual report.
43.4    (c) The board of directors also shall decide and be responsible for matters related to
43.5the operation of the school, including budgeting, curriculum and operating procedures.
43.6    Subd. 12. Pupils with a disability. A charter school must comply with sections
43.7125A.02 , 125A.03 to 125A.24, and 125A.65 and rules relating to the education of pupils
43.8with a disability as though it were a district.
43.9    Subd. 13. Length of school year. A charter school must provide instruction each
43.10year for at least the number of hours required by section 120A.41. It may provide
43.11instruction throughout the year according to sections 124D.12 to 124D.127 or 124D.128.
43.12    Subd. 14. Annual public reports. A charter school must publish an annual report
43.13approved by the board of directors. The annual report must at least include information
43.14on school enrollment, student attrition, governance and management, staffing, finances,
43.15academic performance, operational performance, innovative practices and implementation,
43.16and future plans. A charter school must post the annual report on the school's official Web
43.17site. The charter school must also distribute the annual report by publication, mail, or
43.18electronic means to the commissioner, its authorizer, school employees, and parents and
43.19legal guardians of students enrolled in the charter school and must also post the report on
43.20the charter school's official Web site. The reports are public data under chapter 13.
43.21    Subd. 15. Review and comment. (a) The authorizer shall provide a formal written
43.22evaluation of the school's performance before the authorizer renews the charter contract.
43.23The department must review and comment on the authorizer's evaluation process at the
43.24time the authorizer submits its application for approval and each time the authorizer
43.25undergoes its five-year review under subdivision 3, paragraph (i).
43.26    (b) An authorizer shall monitor and evaluate the fiscal, academic, financial, and
43.27 operational, and student performance of the school, and may for this purpose annually
43.28assess a charter school a fee according to paragraph (c). The agreed-upon fee structure
43.29must be stated in the charter school contract.
43.30    (c) The fee that each charter school pays to an authorizer each year an authorizer
43.31may annually assess is the greater of:
43.32    (1) the basic formula allowance for that year; or
43.33    (2) the lesser of:
43.34    (i) the maximum fee factor times the basic formula allowance for that year; or
43.35    (ii) the fee factor times the basic formula allowance for that year times the charter
43.36school's adjusted marginal cost pupil units for that year. The fee factor equals .005 in fiscal
44.1year 2010, .01 in fiscal year 2011, .013 in fiscal year 2012, and .015 in fiscal years 2013
44.2and later. The maximum fee factor equals 1.5 in fiscal year 2010, 2.0 in fiscal year 2011,
44.33.0 in fiscal year 2012, and 4.0 in fiscal years 2013 and later.
44.4    (d) An authorizer may not assess a fee for any required services other than as
44.5provided in this subdivision.
44.6    (e) For the preoperational planning period, after a school is chartered, the authorizer
44.7may assess a charter school a fee equal to the basic formula allowance.
44.8    (f) By September 30 of each year, an authorizer shall submit to the commissioner a
44.9statement of income and expenditures related to chartering activities during the previous
44.10school year ending June 30. A copy of the statement shall be given to all schools chartered
44.11by the authorizer.
44.12    Subd. 16. Transportation. (a) A charter school after its first fiscal year of operation
44.13by March 1 of each fiscal year and a charter school by July 1 of its first fiscal year of
44.14operation must notify the district in which the school is located and the Department of
44.15Education if it will provide its own transportation or use the transportation services of the
44.16district in which it is located for the fiscal year.
44.17    (b) If a charter school elects to provide transportation for pupils, the transportation
44.18must be provided by the charter school within the district in which the charter school is
44.19located. The state must pay transportation aid to the charter school according to section
44.20124D.11, subdivision 2 .
44.21    For pupils who reside outside the district in which the charter school is located, the
44.22charter school is not required to provide or pay for transportation between the pupil's
44.23residence and the border of the district in which the charter school is located. A parent
44.24may be reimbursed by the charter school for costs of transportation from the pupil's
44.25residence to the border of the district in which the charter school is located if the pupil is
44.26from a family whose income is at or below the poverty level, as determined by the federal
44.27government. The reimbursement may not exceed the pupil's actual cost of transportation
44.28or 15 cents per mile traveled, whichever is less. Reimbursement may not be paid for
44.29more than 250 miles per week.
44.30    At the time a pupil enrolls in a charter school, the charter school must provide the
44.31parent or guardian with information regarding the transportation.
44.32    (c) If a charter school does not elect to provide transportation, transportation for
44.33pupils enrolled at the school must be provided by the district in which the school is
44.34located, according to sections 123B.88, subdivision 6, and 124D.03, subdivision 8, for a
44.35pupil residing in the same district in which the charter school is located. Transportation
44.36may be provided by the district in which the school is located, according to sections
45.1123B.88, subdivision 6 , and 124D.03, subdivision 8, for a pupil residing in a different
45.2district. If the district provides the transportation, the scheduling of routes, manner and
45.3method of transportation, control and discipline of the pupils, and any other matter relating
45.4to the transportation of pupils under this paragraph shall be within the sole discretion,
45.5control, and management of the district.
45.6    Subd. 17. Leased space. A charter school may lease space from an independent
45.7or special school board eligible to be an authorizer, other public organization, private,
45.8nonprofit nonsectarian organization, private property owner, or a sectarian organization
45.9if the leased space is constructed as a school facility. The department must review and
45.10approve or disapprove leases, including modifications and renewals prior to execution of
45.11the lease by the lessee and lessor, in a timely manner. Leases for a school year must be
45.12submitted to the department no later than July 1 before that school year. The commissioner
45.13may waive this date based on an appeal by a charter school when circumstances beyond
45.14the control of the charter school do not allow a lease agreement to be written prior to that
45.15date. The commissioner shall not approve a facility lease that does not have (1) a sum
45.16certain annual cost and (2) an escape clause that may be exercised by the charter school in
45.17the event of nonrenewal or termination of the charter school contract.
45.18    Subd. 17a. Affiliated nonprofit building corporation. (a) Before a charter school
45.19may organize an affiliated nonprofit building corporation (i) to renovate or purchase an
45.20existing facility to serve as a school or (ii) to expand an existing building or construct
45.21a new school facility, an authorizer must submit an affidavit to the commissioner for
45.22approval in the form and manner the commissioner prescribes, and consistent with
45.23paragraphs (b) and (c) or (d).
45.24    (b) An affiliated nonprofit building corporation under this subdivision must:
45.25    (1) be incorporated under section 317A;
45.26    (2) comply with applicable Internal Revenue Service regulations, including
45.27regulations for "supporting organizations" as defined by the Internal Revenue Service;
45.28    (3) submit to the commissioner each fiscal year a list of current board members
45.29and a copy of its annual audit; and
45.30    (4) comply with government data practices law under chapter 13.
45.31An affiliated nonprofit building corporation must not serve as the leasing agent for
45.32property or facilities it does not own. A charter school that leases a facility from an
45.33affiliated nonprofit building corporation that does not own the leased facility is ineligible
45.34to receive charter school lease aid. The state is immune from liability resulting from a
45.35contract between a charter school and an affiliated nonprofit building corporation.
46.1    (c) A charter school may organize an affiliated nonprofit building corporation to
46.2renovate or purchase an existing facility to serve as a school if the charter school:
46.3    (1) has been operating for at least five consecutive school years;
46.4    (2) has had a net positive unreserved general fund balance as of June 30 in the
46.5preceding five fiscal years;
46.6    (3) has a long-range strategic and financial plan;
46.7    (4) completes a feasibility study of available buildings;
46.8    (5) documents enrollment projections and the need to use an affiliated building
46.9corporation to renovate or purchase an existing facility to serve as a school; and
46.10(6) has a plan for the renovation or purchase, which describes the parameters and
46.11budget for the project.
46.12    (d) A charter school may organize an affiliated nonprofit building corporation to
46.13expand an existing school facility or construct a new school facility if the charter school:
46.14    (1) demonstrates the lack of facilities available to serve as a school;
46.15    (2) has been operating for at least eight consecutive school years;
46.16    (3) has had a net positive unreserved general fund balance as of June 30 in the
46.17preceding five fiscal years;
46.18    (4) completes a feasibility study of facility options;
46.19    (5) has a long-range strategic and financial plan that includes enrollment projections
46.20and demonstrates the need for constructing a new school facility; and
46.21    (6) has a plan for the expansion or new school facility, which describes the
46.22parameters and budget for the project.
46.23    Subd. 17b. Positive review and comment. (e) A charter school or an affiliated
46.24nonprofit building corporation organized by a charter school must not initiate an
46.25installment contract for purchase, or a lease agreement, or solicit bids for new construction,
46.26expansion, or remodeling of an educational facility that requires an expenditure in
46.27excess of $1,400,000, unless it meets the criteria in subdivision 17a, paragraph (b) and
46.28paragraph (c) or (d), as applicable, and receives a positive review and comment from
46.29the commissioner under section 123B.71.
46.30    Subd. 19. Disseminate information. (a) The authorizer, the operators, Authorizers
46.31 and the department must disseminate information to the public on how to form and
46.32operate a charter school. Charter schools must disseminate information about how to
46.33use the offerings of a charter school. Targeted groups include low-income families and
46.34communities, students of color, and students who are at risk of academic failure.
47.1    (b) Authorizers, operators, and the department also may disseminate information
47.2about the successful best practices in teaching and learning demonstrated by charter
47.3schools.
47.4    Subd. 20. Leave to teach in a charter school. If a teacher employed by a district
47.5makes a written request for an extended leave of absence to teach at a charter school,
47.6the district must grant the leave. The district must grant a leave not to exceed a total of
47.7five years. Any request to extend the leave shall be granted only at the discretion of the
47.8school board. The district may require that the request for a leave or extension of leave
47.9be made before February 1 in the school year preceding the school year in which the
47.10teacher intends to leave, or February 1 of the calendar year in which the teacher's leave is
47.11scheduled to terminate. Except as otherwise provided in this subdivision and except for
47.12section 122A.46, subdivision 7, the leave is governed by section 122A.46, including, but
47.13not limited to, reinstatement, notice of intention to return, seniority, salary, and insurance.
47.14    During a leave, the teacher may continue to aggregate benefits and credits in the
47.15Teachers' Retirement Association account under chapters 354 and 354A, consistent with
47.16subdivision 22.
47.17    Subd. 21. Collective bargaining. Employees of the board of directors of a charter
47.18school may, if otherwise eligible, organize under chapter 179A and comply with its
47.19provisions. The board of directors of a charter school is a public employer, for the
47.20purposes of chapter 179A, upon formation of one or more bargaining units at the school.
47.21Bargaining units at the school must be separate from any other units within an authorizing
47.22district, except that bargaining units may remain part of the appropriate unit within an
47.23authorizing district, if the employees of the school, the board of directors of the school,
47.24the exclusive representative of the appropriate unit in the authorizing district, and the
47.25board of the authorizing district agree to include the employees in the appropriate unit of
47.26the authorizing district.
47.27    Subd. 22. Teacher and other employee retirement. (a) Teachers in a charter
47.28school must be public school teachers for the purposes of chapters 354 and 354A.
47.29    (b) Except for teachers under paragraph (a), employees in a charter school must be
47.30public employees for the purposes of chapter 353.
47.31    Subd. 23. Causes for nonrenewal or termination of charter school contract. (a)
47.32The duration of the contract with an authorizer must be for the term contained in the
47.33contract according to subdivision 6. The authorizer may or may not renew a contract at
47.34the end of the term for any ground listed in paragraph (b). An authorizer may unilaterally
47.35terminate a contract during the term of the contract for any ground listed in paragraph (b).
47.36At least 60 business days before not renewing or terminating a contract, the authorizer
48.1shall notify the board of directors of the charter school of the proposed action in writing.
48.2The notice shall state the grounds for the proposed action in reasonable detail and that the
48.3charter school's board of directors may request in writing an informal hearing before the
48.4authorizer within 15 business days of receiving notice of nonrenewal or termination of
48.5the contract. Failure by the board of directors to make a written request for an informal
48.6hearing within the 15-business-day period shall be treated as acquiescence to the proposed
48.7action. Upon receiving a timely written request for a hearing, the authorizer shall give ten
48.8business days' notice to the charter school's board of directors of the hearing date. The
48.9authorizer shall conduct an informal hearing before taking final action. The authorizer
48.10shall take final action to renew or not renew a contract no later than 20 business days
48.11before the proposed date for terminating the contract or the end date of the contract.
48.12    (b) A contract may be terminated or not renewed upon any of the following grounds:
48.13    (1) failure to meet demonstrate satisfactory academic achievement for all groups of
48.14students, including the requirements for pupil performance contained in the contract;
48.15    (2) failure to meet generally accepted standards of fiscal management;
48.16    (3) violations of law; or
48.17    (4) other good cause shown.
48.18    If a contract is terminated or not renewed under this paragraph, the school must be
48.19dissolved according to the applicable provisions of chapter 317A.
48.20    (c) If the authorizer and the charter school board of directors mutually agree to
48.21terminate or not renew the contract, a change in authorizers is allowed if the commissioner
48.22approves the change to a different eligible authorizer to authorize the charter school.
48.23Both parties must jointly submit their intent in writing to the commissioner to mutually
48.24terminate the contract. The authorizer that is a party to the existing contract must inform
48.25the proposed authorizer about the fiscal and operational status and student performance
48.26of the school. Before the commissioner determines whether to approve a change in
48.27authorizer, the proposed authorizer must identify any outstanding issues in the proposed
48.28charter contract that were unresolved in the previous charter contract and have the charter
48.29school agree to resolve those issues. If no change in authorizer is approved, the school
48.30must be dissolved according to applicable law and the terms of the contract.
48.31    (d) The commissioner, after providing reasonable notice to the board of directors of
48.32a charter school and the existing authorizer, and after providing an opportunity for a public
48.33hearing, may terminate the existing contract between the authorizer and the charter school
48.34board if the charter school has a history of:
48.35    (1) failure to meet pupil performance requirements consistent with state law;
49.1    (2) financial mismanagement or failure to meet generally accepted standards of
49.2fiscal management; or
49.3    (3) repeated or major violations of the law.
49.4(e) Notwithstanding other provisions of this subdivision, the authorizer of a charter
49.5school may terminate an existing contract between the authorizer and the charter school at
49.6the end of the current school year, after notifying the charter school board of directors by
49.7December 1, if in each of the previous three consecutive school years the performance of
49.8the charter school based on federal school accountability measures and on state measures
49.9of student performance and growth would place the school in the bottom quartile of all
49.10public schools as determined by the commissioner. If an authorizer chooses to terminate
49.11the contract, the school must be closed according to applicable law and the terms of
49.12the contract. The authorizer must work with the charter school's board of directors to
49.13ensure parents of children currently enrolled at the school are aware of school choice
49.14options and receive assistance in selecting an appropriate choice for the next school year.
49.15If the authorizer chooses not to terminate the existing contract under these conditions, the
49.16authorizer must submit a public, written justification of the decision to the commissioner
49.17by December 1. The commissioner may use this decision as a factor in reviewing the
49.18authorizer's performance under subdivision 3, paragraph (i). The federal and state measures
49.19identified in this paragraph are minimum conditions and are not intended to discourage
49.20and do not prevent an authorizer from closing schools which do not meet these conditions.
49.21    Subd. 23a. Related party lease costs. (a) A charter school is prohibited from
49.22entering a lease of real property with a related party unless the lessor is a nonprofit
49.23corporation under chapter 317A or a cooperative under chapter 308A, and the lease cost is
49.24reasonable under section 124D.11, subdivision 4, clause (1).
49.25    (b) For purposes of this section and section 124D.11:
49.26    (1) "related party" means an affiliate or immediate relative of the other party in
49.27question, an affiliate of an immediate relative, or an immediate relative of an affiliate;
49.28    (2) "affiliate" means a person that directly or indirectly, through one or more
49.29intermediaries, controls, is controlled by, or is under common control with another person;
49.30    (3) "immediate family" means an individual whose relationship by blood, marriage,
49.31adoption, or partnering is no more remote than first cousin;
49.32    (4) "person" means an individual or entity of any kind; and
49.33    (5) "control" means the ability to affect the management, operations, or policy
49.34actions or decisions of a person, whether through ownership of voting securities, by
49.35contract, or otherwise.
50.1    (c) A lease of real property to be used for a charter school, not excluded in paragraph
50.2(a), must contain the following statement: "This lease is subject to Minnesota Statutes,
50.3section 124D.10, subdivision 23a."
50.4    (d) If a charter school enters into as lessee a lease with a related party and the
50.5charter school subsequently closes, the commissioner has the right to recover from the
50.6lessor any lease payments in excess of those that are reasonable under section 124D.11,
50.7subdivision 4
, clause (1).
50.8    Subd. 24. Pupil enrollment upon nonrenewal or termination of charter school
50.9contract. If a contract is not renewed or is terminated according to subdivision 23, a
50.10pupil who attended the school, siblings of the pupil, or another pupil who resides in the
50.11same place as the pupil may enroll in the resident district or may submit an application
50.12to a nonresident district according to section 124D.03 at any time. Applications and
50.13notices required by section 124D.03 must be processed and provided in a prompt manner.
50.14The application and notice deadlines in section 124D.03 do not apply under these
50.15circumstances. The closed charter school must transfer the student's educational records
50.16within ten business days of closure to the student's school district of residence where the
50.17records must be retained or transferred under section 120A.22, subdivision 7.
50.18    Subd. 25. Extent of specific legal authority. (a) The board of directors of a charter
50.19school may sue and be sued.
50.20    (b) The board may not levy taxes or issue bonds.
50.21    (c) The commissioner, an authorizer, members of the board of an authorizer in
50.22their official capacity, and employees of an authorizer are immune from civil or criminal
50.23liability with respect to all activities related to a charter school they approve or authorize.
50.24The board of directors shall obtain at least the amount of and types of insurance up to the
50.25applicable tort liability limits under chapter 466. The charter school board must submit
50.26a copy of the insurance policy to its authorizer and the commissioner before starting
50.27operations. The charter school board must submit changes in its insurance carrier or policy
50.28to its authorizer and the commissioner within 20 business days of the change.
50.29(d) Notwithstanding section 3.736, the charter school shall assume full liability for
50.30its activities and indemnify and hold harmless the authorizer and its officers, agents, and
50.31employees from any suit, claim, or liability arising from any operation of the charter school
50.32and the commissioner and department officers, agents, and employees. A charter school
50.33is not required to indemnify or hold harmless a state employee if the state would not be
50.34required to indemnify and hold the employee harmless under section 3.736, subdivision 9.
50.35    Subd. 27. Collaboration between charter school and school district. (a) A charter
50.36school board may voluntarily enter into a two-year, renewable agreement for collaboration
51.1to enhance student achievement with a school district within whose geographic boundary
51.2it operates.
51.3(b) A school district need not be an approved authorizer to enter into a collaboration
51.4agreement with a charter school. A charter school need not be authorized by the school
51.5district with which it seeks to collaborate.
51.6(c) A charter school authorizer is prohibited from requiring a collaboration agreement
51.7as a condition of entering into or renewing a charter contract as defined in subdivision 6.
51.8(d) Nothing in this subdivision or in the collaboration agreement may impact in any
51.9way the authority or autonomy of the charter school.
51.10(e) Nothing in this subdivision or in the collaboration agreement shall cause the state
51.11to pay twice for the same student, service, or facility or otherwise impact state funding, or
51.12the flow thereof, to the school district or the charter school.
51.13(f) The collaboration agreement may include, but need not be limited to,
51.14collaboration regarding facilities, transportation, training, student achievement,
51.15assessments, mutual performance standards, and other areas of mutual agreement.
51.16(g) The school district may include the academic performance of the students of a
51.17collaborative charter school site operating within the geographic boundaries of the school
51.18district, for purposes of student assessment and reporting to the state.
51.19(h) Districts, authorizers, or charter schools entering into a collaborative agreement
51.20are equally and collectively subject to the same state and federal accountability measures
51.21for student achievement, school performance outcomes, and school improvement
51.22strategies. The collaborative agreement and all accountability measures must be posted
51.23on the district, charter school, and authorizer Web sites.
51.24EFFECTIVE DATE.Subdivision 23 is effective July 1, 2013, and applies to federal
51.25school accountability measures and state measures of student performance and growth
51.26from the 2010-2011 school year and later.

51.27    Sec. 2. Minnesota Statutes 2012, section 260A.02, subdivision 3, is amended to read:
51.28    Subd. 3. Continuing truant. "Continuing truant" means a child who is subject to the
51.29compulsory instruction requirements of section 120A.22 and is absent from instruction in a
51.30school, as defined in section 120A.05, without valid excuse within a single school year for:
51.31(1) three days if the child is in elementary school; or
51.32(2) three or more class periods on three days if the child is in middle school, junior
51.33high school, or high school.
52.1Nothing in this section shall prevent a school district or charter school from notifying
52.2a truant child's parent or legal guardian of the child's truancy or otherwise addressing a
52.3child's attendance problems prior to the child becoming a continuing truant.

52.4    Sec. 3. Minnesota Statutes 2012, section 260A.03, is amended to read:
52.5260A.03 NOTICE TO PARENT OR GUARDIAN WHEN CHILD IS A
52.6CONTINUING TRUANT.
52.7Upon a child's initial classification as a continuing truant, the school attendance
52.8officer or other designated school official shall notify the child's parent or legal guardian,
52.9by first-class mail or other reasonable means, of the following:
52.10(1) that the child is truant;
52.11(2) that the parent or guardian should notify the school if there is a valid excuse
52.12for the child's absences;
52.13(3) that the parent or guardian is obligated to compel the attendance of the child
52.14at school pursuant to section 120A.22 and parents or guardians who fail to meet this
52.15obligation may be subject to prosecution under section 120A.34;
52.16(4) that this notification serves as the notification required by section 120A.34;
52.17(5) that alternative educational programs and services may be available in the child's
52.18enrolling or resident district;
52.19(6) that the parent or guardian has the right to meet with appropriate school personnel
52.20to discuss solutions to the child's truancy;
52.21(7) that if the child continues to be truant, the parent and child may be subject to
52.22juvenile court proceedings under chapter 260C;
52.23(8) that if the child is subject to juvenile court proceedings, the child may be subject
52.24to suspension, restriction, or delay of the child's driving privilege pursuant to section
52.25260C.201 ; and
52.26(9) that it is recommended that the parent or guardian accompany the child to school
52.27and attend classes with the child for one day.

52.28    Sec. 4. Minnesota Statutes 2012, section 260A.05, subdivision 1, is amended to read:
52.29    Subdivision 1. Establishment. A school district or charter school may establish
52.30one or more school attendance review boards to exercise the powers and duties in this
52.31section. The school district or charter school board shall appoint the members of the
52.32school attendance review board and designate the schools within the board's jurisdiction.
52.33Members of a school attendance review board may include:
53.1(1) the superintendent of the school district or the superintendent's designee or
53.2charter director or the director's designee;
53.3(2) a principal and one or more other school officials from within the district or
53.4charter school;
53.5(3) parent representatives;
53.6(4) representatives from community agencies that provide services for truant
53.7students and their families;
53.8(5) a juvenile probation officer;
53.9(6) school counselors and attendance officers; and
53.10(7) law enforcement officers.

53.11    Sec. 5. Minnesota Statutes 2012, section 260A.07, subdivision 1, is amended to read:
53.12    Subdivision 1. Establishment; referrals. A county attorney may establish a truancy
53.13mediation program for the purpose of resolving truancy problems without court action. If
53.14a student is in a school district or charter school that has established a school attendance
53.15review board, the student may be referred to the county attorney under section 260A.06,
53.16subdivision 3
. If the student's school district or charter school has not established a board,
53.17the student may be referred to the county attorney by the school district or charter school
53.18if the student continues to be truant after the parent or guardian has been sent or conveyed
53.19the notice under section 260A.03.

53.20ARTICLE 5
53.21SPECIAL PROGRAMS

53.22    Section 1. Minnesota Statutes 2012, section 15.059, subdivision 5b, is amended to read:
53.23    Subd. 5b. Continuation dependent on federal law. Notwithstanding this section,
53.24the following councils and committees do not expire unless federal law no longer requires
53.25the existence of the council or committee:
53.26(1) Rehabilitation Council for the Blind, created in section 248.10;
53.27(2) Juvenile Justice Advisory Committee, created in section 299A.72;
53.28(3) Governor's Workforce Development Council, created in section 116L.665;
53.29(4) local workforce councils, created in section 116L.666, subdivision 2;
53.30(5) Rehabilitation Council, created in section 268A.02, subdivision 2; and
53.31(6) Statewide Independent Living Council, created in section 268A.02, subdivision
53.322
; and
53.33(7) Interagency Coordinating Council, created in section 125A.28.

54.1    Sec. 2. Minnesota Statutes 2012, section 125A.0941, is amended to read:
54.2125A.0941 DEFINITIONS.
54.3(a) The following terms have the meanings given them.
54.4(b) "Emergency" means a situation where immediate intervention is needed to
54.5protect a child or other individual from physical injury or to prevent serious property
54.6damage. Emergency does not mean circumstances such as: a child who does not respond
54.7to a task or request and instead places his or her head on a desk or hides under a desk or
54.8table; a child who does not respond to a staff person's request unless failing to respond
54.9would result in physical injury to the child or other individual; or an emergency incident
54.10has already occurred and no threat of physical injury currently exists.
54.11(c) "Physical holding" means physical intervention intended to hold a child immobile
54.12or limit a child's movement, where body contact is the only source of physical restraint,
54.13and where immobilization is used to effectively gain control of a child in order to protect
54.14the a child or other person individual from physical injury. The term physical holding does
54.15not mean physical contact that:
54.16(1) helps a child respond or complete a task;
54.17(2) assists a child without restricting the child's movement;
54.18(3) is needed to administer an authorized health-related service or procedure; or
54.19(4) is needed to physically escort a child when the child does not resist or the child's
54.20resistance is minimal.
54.21(d) "Positive behavioral interventions and supports" means interventions and
54.22strategies to improve the school environment and teach children the skills to behave
54.23appropriately.
54.24(e) "Prone restraint" means placing a child in a face down position.
54.25(f) "Restrictive procedures" means the use of physical holding or seclusion in an
54.26emergency. Restrictive procedures must not be used to punish or otherwise discipline a
54.27child.
54.28(g) "Seclusion" means confining a child alone in a room from which egress is barred.
54.29Egress may be barred by an adult locking or closing the door in the room or preventing the
54.30child from leaving the room. Removing a child from an activity to a location where the
54.31child cannot participate in or observe the activity is not seclusion.
54.32EFFECTIVE DATE.This section is effective the day following final enactment.

54.33    Sec. 3. Minnesota Statutes 2012, section 125A.0942, is amended to read:
54.34125A.0942 STANDARDS FOR RESTRICTIVE PROCEDURES.
55.1    Subdivision 1. Restrictive procedures plan. (a) Schools that intend to use
55.2restrictive procedures shall maintain and make publicly accessible a restrictive procedures
55.3plan for children with disabilities that includes at least the following:
55.4(1) lists the list of restrictive procedures the school intends to use;
55.5(2) describes how the school will implement a range of positive behavior strategies
55.6and provide links to mental health services;
55.7(3) describes how the school will monitor and review the use of restrictive
55.8procedures, including:
55.9(i) conducting post-use debriefings, consistent with subdivision 3, paragraph (a),
55.10clause (5); and
55.11(ii) convening an oversight committee to undertake a quarterly review of the use
55.12of restrictive procedures based on patterns or problems indicated by similarities in the
55.13time of day, day of the week, duration of the use of a procedure, the individuals involved,
55.14or other factors associated with the use of restrictive procedures; the number of times a
55.15restrictive procedure is used schoolwide and for individual children; the number and types
55.16of injuries, if any, resulting from the use of restrictive procedures; whether restrictive
55.17procedures are used in nonemergency situations; the need for additional staff training; and
55.18proposed actions to minimize the use of restrictive procedures; and
55.19(3) (4) includes a written description and documentation of the training staff
55.20completed under subdivision 5.
55.21(b) Schools annually must publicly identify oversight committee members who
55.22must at least include:
55.23(1) a mental health professional, school psychologist, or school social worker;
55.24(2) an expert in positive behavior strategies;
55.25(3) a special education administrator; and
55.26(4) a general education administrator.
55.27    Subd. 2. Restrictive procedures. (a) Restrictive procedures may be used only by a
55.28licensed special education teacher, school social worker, school psychologist, behavior
55.29analyst certified by the National Behavior Analyst Certification Board, a person with a
55.30master's degree in behavior analysis, other licensed education professional, highly qualified
55.31paraprofessional under section 120B.363, or mental health professional under section
55.32245.4871, subdivision 27 , who has completed the training program under subdivision 5.
55.33(b) A school shall make reasonable efforts to notify the parent on the same day a
55.34restrictive procedure is used on the child, or if the school is unable to provide same-day
55.35notice, notice is sent within two days by written or electronic means or as otherwise
55.36indicated by the child's parent under paragraph (d).
56.1(c) When restrictive procedures are used twice in 30 days or when a pattern emerges
56.2and restrictive procedures are not included in a child's individualized education program
56.3or behavior intervention plan, The district must hold a meeting of the individualized
56.4education program team, conduct or review a functional behavioral analysis, review data,
56.5consider developing additional or revised positive behavioral interventions and supports,
56.6consider actions to reduce the use of restrictive procedures, and modify the individualized
56.7education program or behavior intervention plan as appropriate. The district must hold
56.8the meeting: within ten calendar days after district staff use restrictive procedures on two
56.9separate school days within 30 calendar days or a pattern of use emerges and the child's
56.10individualized education program or behavior intervention plan does not provide for using
56.11restrictive procedures in an emergency; or at the request of a parent or the district after
56.12restrictive procedures are used. The district must review use of restrictive procedures at a
56.13child's annual individualized education program meeting when the child's individualized
56.14education program provides for using restrictive procedures in an emergency.
56.15(d) If the individualized education program team under paragraph (c) determines
56.16that existing interventions and supports are ineffective in reducing the use of restrictive
56.17procedures or the district uses restrictive procedures on a child on ten or more school days
56.18during the same school year, the team, as appropriate, either must consult with other
56.19professionals working with the child; consult with experts in behavior analysis, mental
56.20health, communication, or autism; consult with culturally competent professionals;
56.21review existing evaluations, resources, and successful strategies; or consider whether to
56.22reevaluate the child.
56.23(e) At the individualized education program meeting under paragraph (c), the team
56.24must review any known medical or psychological limitations, including any medical
56.25information the parent provides voluntarily, that contraindicate the use of a restrictive
56.26procedure, consider whether to prohibit that restrictive procedure, and document any
56.27prohibition in the individualized education program or behavior intervention plan.
56.28(d) (f) An individualized education program team may plan for using restrictive
56.29procedures and may include these procedures in a child's individualized education
56.30program or behavior intervention plan; however, the restrictive procedures may be used
56.31only in response to behavior that constitutes an emergency, consistent with this section.
56.32The individualized education program or behavior intervention plan shall indicate how the
56.33parent wants to be notified when a restrictive procedure is used.
56.34    Subd. 3. Physical holding or seclusion. (a) Physical holding or seclusion may be
56.35used only in an emergency. A school that uses physical holding or seclusion shall meet the
56.36following requirements:
57.1(1) the physical holding or seclusion must be is the least intrusive intervention
57.2that effectively responds to the emergency;
57.3(2) physical holding or seclusion is not used to discipline a noncompliant child;
57.4(3) physical holding or seclusion must end ends when the threat of harm ends and
57.5the staff determines that the child can safely return to the classroom or activity;
57.6(3) (4) staff must directly observe observes the child while physical holding or
57.7seclusion is being used;
57.8(4) (5) each time physical holding or seclusion is used, the staff person who
57.9implements or oversees the physical holding or seclusion shall document documents, as
57.10soon as possible after the incident concludes, the following information:
57.11(i) a description of the incident that led to the physical holding or seclusion;
57.12(ii) why a less restrictive measure failed or was determined by staff to be
57.13inappropriate or impractical;
57.14(iii) the time the physical holding or seclusion began and the time the child was
57.15released; and
57.16(iv) a brief record of the child's behavioral and physical status;
57.17(5) (6) the room used for seclusion must:
57.18(i) be at least six feet by five feet;
57.19(ii) be well lit, well ventilated, adequately heated, and clean;
57.20(iii) have a window that allows staff to directly observe a child in seclusion;
57.21(iv) have tamperproof fixtures, electrical switches located immediately outside the
57.22door, and secure ceilings;
57.23(v) have doors that open out and are unlocked, locked with keyless locks that
57.24have immediate release mechanisms, or locked with locks that have immediate release
57.25mechanisms connected with a fire and emergency system; and
57.26(vi) not contain objects that a child may use to injure the child or others;
57.27(6) (7) before using a room for seclusion, a school must:
57.28(i) receive written notice from local authorities that the room and the locking
57.29mechanisms comply with applicable building, fire, and safety codes; and
57.30(ii) register the room with the commissioner, who may view that room; and
57.31(7) (8) until August 1, 2013 2015, a school district may use prone restraints with
57.32children age five or older under the following conditions if:
57.33(i) a the district has provided to the department a list of staff who have had specific
57.34training on the use of prone restraints;
57.35(ii) a the district provides information on the type of training that was provided
57.36and by whom;
58.1(iii) prone restraints may only be used by staff who have received specific training
58.2 use prone restraints;
58.3(iv) each incident of the use of prone restraints is reported to the department within
58.4five working days on a form provided by the department; and
58.5(v) a the district, prior to before using prone restraints, must review any known
58.6medical or psychological limitations that contraindicate the use of prone restraints.
58.7The department will report back to the chairs and ranking minority members of the
58.8legislative committees with primary jurisdiction over education policy by February
58.91, 2013, on the use of prone restraints in the schools. Consistent with item (iv), The
58.10department must collect data on districts' use of prone restraints and publish the data in a
58.11readily accessible format on the department's Web site on a quarterly basis.
58.12(b) The department must develop a statewide plan by February 1, 2013, to reduce
58.13districts' use of restrictive procedures that includes By March 1, 2014, stakeholders must
58.14recommend to the commissioner specific and measurable implementation and outcome
58.15goals for reducing the use of restrictive procedures and the commissioner must submit to
58.16the legislature a report on districts' progress in reducing the use of restrictive procedures
58.17that recommends how to further reduce these procedures and eliminate the use of prone
58.18restraints. The statewide plan includes the following components: measurable goals; the
58.19resources, training, technical assistance, mental health services, and collaborative efforts
58.20needed to significantly reduce districts' use of prone restraints; and recommendations
58.21to clarify and improve the law governing districts' use of restrictive procedures. The
58.22department must convene commissioner must consult with interested stakeholders to
58.23develop the statewide plan and identify the need for technical assistance when preparing
58.24the report, including representatives of advocacy organizations, special education
58.25directors, intermediate school districts, school boards, day treatment providers, county
58.26social services, state human services department staff, mental health professionals, and
58.27autism experts. To assist the department and stakeholders under this paragraph, school
58.28districts must report summary data to the department by July 1, 2012, on districts' use of
58.29restrictive procedures during the 2011-2012 school year, including data on the number
58.30of incidents involving restrictive procedures, the total number of students on which
58.31restrictive procedures were used, the number of resulting injuries, relevant demographic
58.32data on the students and school, and other relevant data collected by the district. By June
58.3330 each year, districts must report summary data on their use of restrictive procedures to
58.34the department, in a form and manner determined by the commissioner.
58.35    Subd. 4. Prohibitions. The following actions or procedures are prohibited:
58.36(1) engaging in conduct prohibited under section 121A.58;
59.1(2) requiring a child to assume and maintain a specified physical position, activity,
59.2or posture that induces physical pain;
59.3(3) totally or partially restricting a child's senses as punishment;
59.4(4) presenting an intense sound, light, or other sensory stimuli using smell, taste,
59.5substance, or spray as punishment;
59.6(5) denying or restricting a child's access to equipment and devices such as walkers,
59.7wheelchairs, hearing aids, and communication boards that facilitate the child's functioning,
59.8except when temporarily removing the equipment or device is needed to prevent injury
59.9to the child or others or serious damage to the equipment or device, in which case the
59.10equipment or device shall be returned to the child as soon as possible;
59.11(6) interacting with a child in a manner that constitutes sexual abuse, neglect, or
59.12physical abuse under section 626.556;
59.13(7) withholding regularly scheduled meals or water;
59.14(8) denying access to bathroom facilities; and
59.15(9) physical holding that restricts or impairs a child's ability to breathe, restricts or
59.16impairs a child's ability to communicate distress, places pressure or weight on a child's
59.17head, throat, neck, chest, lungs, sternum, diaphragm, back, or abdomen, or results in
59.18straddling a child's torso.
59.19    Subd. 5. Training for staff. (a) To meet the requirements of subdivision 1,
59.20staff who use restrictive procedures shall complete training in the following skills and
59.21knowledge areas:
59.22(1) positive behavioral interventions;
59.23(2) communicative intent of behaviors;
59.24(3) relationship building;
59.25(4) alternatives to restrictive procedures, including techniques to identify events and
59.26environmental factors that may escalate behavior;
59.27(5) de-escalation methods;
59.28(6) standards for using restrictive procedures only in an emergency;
59.29(7) obtaining emergency medical assistance;
59.30(8) the physiological and psychological impact of physical holding and seclusion;
59.31(9) monitoring and responding to a child's physical signs of distress when physical
59.32holding is being used; and
59.33(10) recognizing the symptoms of and interventions that may cause positional
59.34asphyxia when physical holding is used.;
59.35(11) district policies and procedures for timely reporting and documentation of each
59.36incident involving use of a restricted procedure; and
60.1(12) schoolwide programs on positive behavior strategies.
60.2(b) The commissioner, after consulting with the commissioner of human services,
60.3must develop and maintain a list of training programs that satisfy the requirements of
60.4paragraph (a). The commissioner also must develop and maintain a list of experts to
60.5help individualized education program teams reduce the use of restrictive procedures.
60.6The district shall maintain records of staff who have been trained and the organization
60.7or professional that conducted the training. The district may collaborate with children's
60.8community mental health providers to coordinate trainings.
60.9    Subd. 6. Behavior supports. School districts are encouraged to establish effective
60.10schoolwide systems of positive behavior interventions and supports. Nothing in this
60.11section or section 125A.0941 precludes the use of reasonable force under sections
60.12121A.582 ; 609.06, subdivision 1; and 609.379.
60.13EFFECTIVE DATE.This section is effective the day following final enactment.

60.14    Sec. 4. Minnesota Statutes 2012, section 125A.27, subdivision 8, is amended to read:
60.15    Subd. 8. Eligibility for Part C. "Eligibility for Part C" means eligibility for
60.16early childhood special education infant and toddler intervention services under section
60.17125A.02 and Minnesota Rules.

60.18    Sec. 5. Minnesota Statutes 2012, section 125A.27, subdivision 11, is amended to read:
60.19    Subd. 11. Interagency child find systems. "Interagency child find systems" means
60.20activities developed on an interagency basis with the involvement of interagency early
60.21intervention committees and other relevant community groups, including primary referral
60.22sources included in Code of Federal Regulations, title 34, section 303.303(c), using
60.23rigorous standards to actively seek out, identify, and refer infants and young children,
60.24with, or at risk of, disabilities, and their families, including a child to reduce the need for
60.25future services. The child find system must mandate referrals for a child under the age of
60.26three who: (1) is involved in the subject of a substantiated case of abuse or neglect, or
60.27(2) is identified as directly affected by illegal substance abuse, or withdrawal symptoms
60.28resulting from prenatal drug exposure, to reduce the need for future services. The referral
60.29procedures must specify that a referral must occur within seven calendar days from the
60.30date of identification.

60.31    Sec. 6. Minnesota Statutes 2012, section 125A.27, subdivision 14, is amended to read:
60.32    Subd. 14. Parent. "Parent" means the biological parent with parental rights,
60.33adoptive parent, legal guardian, or surrogate parent "parent" as defined by Code of Federal
61.1Regulations, title 34, section 303.27, or a surrogate parent appointed in accordance with
61.2Code of Federal Regulations, title 34, section 303.422, or United States Code, title 20,
61.3section 1439(a)(5).

61.4    Sec. 7. Minnesota Statutes 2012, section 125A.28, is amended to read:
61.5125A.28 STATE INTERAGENCY COORDINATING COUNCIL.
61.6An Interagency Coordinating Council of at least 17, but not more than 25 members
61.7is established, in compliance with Public Law 108-446, section 641. The members must
61.8be appointed by the governor and reasonably represent the population of Minnesota.
61.9Council members must elect the council chair, who may not be a representative of the
61.10Department of Education. The representative of the commissioner may not serve as the
61.11chair. The council must be composed of at least five parents, including persons of color,
61.12of children with disabilities under age 12, including at least three parents of a child
61.13with a disability under age seven, five representatives of public or private providers
61.14of services for children with disabilities under age five, including a special education
61.15director, county social service director, local Head Start director, and a community health
61.16services or public health nursing administrator, one member of the senate, one member of
61.17the house of representatives, one representative of teacher preparation programs in early
61.18childhood-special education or other preparation programs in early childhood intervention,
61.19at least one representative of advocacy organizations for children with disabilities under
61.20age five, one physician who cares for young children with special health care needs, one
61.21representative each from the commissioners of commerce, education, health, human
61.22services, a representative from the state agency responsible for child care, foster care,
61.23mental health, homeless coordinator of education of homeless children and youth, and a
61.24representative from Indian health services or a tribal council. Section 15.059, subdivisions
61.252 to 5, apply to the council. The council must meet at least quarterly.
61.26The council must address methods of implementing the state policy of developing
61.27and implementing comprehensive, coordinated, multidisciplinary interagency programs of
61.28early intervention services for children with disabilities and their families.
61.29The duties of the council include recommending policies to ensure a comprehensive
61.30and coordinated system of all state and local agency services for children under age five
61.31with disabilities and their families. The policies must address how to incorporate each
61.32agency's services into a unified state and local system of multidisciplinary assessment
61.33practices, individual intervention plans, comprehensive systems to find children in need of
61.34services, methods to improve public awareness, and assistance in determining the role of
61.35interagency early intervention committees.
62.1On the date that Minnesota Part C Annual Performance Report is submitted to the
62.2federal Office of Special Education, the council must recommend to the governor and the
62.3commissioners of education, health, human services, commerce, and employment and
62.4economic development policies for a comprehensive and coordinated system.
62.5On an annual basis, the council must prepare and submit an annual report to the
62.6governor and the secretary of the federal Department of Education on the status of early
62.7intervention services and programs for infants and toddlers with disabilities and their
62.8families under the Individuals with Disabilities Education Act, United States Code, title
62.920, sections 1471 to 1485 (Part C, Public Law 102-119), as operated in Minnesota. The
62.10Minnesota Part C annual performance report may serve as the report.
62.11Notwithstanding any other law to the contrary, the State Interagency Coordinating
62.12Council expires on June 30, 2014 does not expire unless federal law no longer requires
62.13the existence of the council or committee.

62.14    Sec. 8. Minnesota Statutes 2012, section 125A.29, is amended to read:
62.15125A.29 RESPONSIBILITIES OF COUNTY BOARDS AND SCHOOL
62.16BOARDS.
62.17(a) It is the joint responsibility of county boards and school boards to coordinate,
62.18provide, and pay for appropriate services, and to facilitate payment for services from public
62.19and private sources. Appropriate services for children eligible under section 125A.02 must
62.20be determined in consultation with parents, physicians, and other educational, medical,
62.21health, and human services providers. The services provided must be in conformity with:
62.22(1) an IFSP for each eligible infant and toddler from birth through age two and
62.23the infant's or toddler's family including:
62.24(i) American Indian infants and toddlers with disabilities and their families residing
62.25on a reservation geographically located in the state;
62.26(ii) infants and toddlers with disabilities who are homeless children and their
62.27families; and
62.28(iii) infants and toddlers with disabilities who are wards of the state; or
62.29(2) an individualized education program (IEP) or individual service plan (ISP) for
62.30each eligible child ages three through four.
62.31(b) Appropriate early intervention services include family education and
62.32counseling, home visits, occupational and physical therapy, speech pathology, audiology,
62.33psychological services, special instruction, nursing, respite, nutrition, assistive technology,
62.34transportation and related costs, social work, vision services, case management services
62.35provided in conformity with an IFSP that are designed to meet the special developmental
63.1needs of an eligible child and the needs of the child's family related to enhancing the
63.2child's development and that are selected in collaboration with the parent. These services
63.3include core early intervention services and additional early intervention services listed in
63.4this section and infant and toddler intervention services defined under United States Code,
63.5title 20, sections 1431 to 1444, and Code of Federal Regulations, title 34, section 303,
63.6 including service coordination under section 125A.33, medical services for diagnostic and
63.7evaluation purposes, early identification, and screening, assessment, and health services
63.8necessary to enable children with disabilities to benefit from early intervention services.
63.9(c) School and county boards shall coordinate early intervention services. In the
63.10absence of agreements established according to section 125A.39, service responsibilities
63.11for children birth through age two are as follows:
63.12(1) school boards must provide, pay for, and facilitate payment for special education
63.13and related services required under sections 125A.03 and 125A.06;
63.14(2) county boards must provide, pay for, and facilitate payment for noneducational
63.15services of social work, psychology, transportation and related costs, nursing, respite, and
63.16nutrition services not required under clause (1).
63.17(d) School and county boards may develop an interagency agreement according
63.18to section 125A.39 to establish agency responsibility that assures early intervention
63.19services are coordinated, provided, paid for, and that payment is facilitated from public
63.20and private sources.
63.21(e) County and school boards must jointly determine the primary agency in this
63.22cooperative effort and must notify the commissioner of the state lead agency of their
63.23decision.

63.24    Sec. 9. Minnesota Statutes 2012, section 125A.30, is amended to read:
63.25125A.30 INTERAGENCY EARLY INTERVENTION COMMITTEES.
63.26(a) A school district, group of districts, or special education cooperative, in
63.27cooperation with the health and human service agencies located in the county or counties
63.28in which the district or cooperative is located, must establish an Interagency Early
63.29Intervention Committee for children with disabilities under age five and their families
63.30under this section, and for children with disabilities ages three to 22 consistent with
63.31the requirements under sections 125A.023 and 125A.027. Committees must include
63.32representatives of local health, education, and county human service agencies, county
63.33boards, school boards, early childhood family education programs, Head Start, parents of
63.34young children with disabilities under age 12, child care resource and referral agencies,
63.35school readiness programs, current service providers, and agencies that serve families
64.1experiencing homelessness, and may also include representatives from other private or
64.2public agencies and school nurses. The committee must elect a chair from among its
64.3members and must meet at least quarterly.
64.4(b) The committee must develop and implement interagency policies and procedures
64.5concerning the following ongoing duties:
64.6(1) develop public awareness systems designed to inform potential recipient families,
64.7especially parents with premature infants, or infants with other physical risk factors
64.8associated with learning or development complications, of available programs and services;
64.9(2) to reduce families' need for future services, and especially parents with premature
64.10infants, or infants with other physical risk factors associated with learning or development
64.11complications, implement interagency child find systems designed to actively seek out,
64.12identify, and refer infants and young children with, or at risk of, disabilities, including
64.13a child under the age of three who: (i) is involved in the subject of a substantiated case
64.14of abuse or neglect or (ii) is identified as directly affected by illegal substance abuse, or
64.15withdrawal symptoms resulting from prenatal drug exposure;
64.16(3) establish and evaluate the identification, referral, child screening, evaluation,
64.17child- and family-directed assessment systems, procedural safeguard process,
64.18and community learning systems to recommend, where necessary, alterations and
64.19improvements;
64.20(4) assure the development of individualized family service plans for all eligible
64.21infants and toddlers with disabilities from birth through age two, and their families,
64.22and individualized education programs and individual service plans when necessary to
64.23appropriately serve children with disabilities, age three and older, and their families and
64.24recommend assignment of financial responsibilities to the appropriate agencies;
64.25(5) implement a process for assuring that services involve cooperating agencies at all
64.26steps leading to individualized programs;
64.27(6) facilitate the development of a transitional transition plan if a service provider is
64.28not recommended to continue to provide services in the individual family service plan by
64.29the time a child is two years and nine months old;
64.30(7) identify the current services and funding being provided within the community
64.31for children with disabilities under age five and their families;
64.32(8) develop a plan for the allocation and expenditure of additional state and federal
64.33early intervention funds under United States Code, title 20, section 1471 et seq. (Part C,
64.34Public Law 108-446) and United States Code, title 20, section 631, et seq. (Chapter I,
64.35Public Law 89-313); and
65.1(9) develop a policy that is consistent with section 13.05, subdivision 9, and federal
65.2law to enable a member of an interagency early intervention committee to allow another
65.3member access to data classified as not public.
65.4(c) The local committee shall also:
65.5(1) participate in needs assessments and program planning activities conducted by
65.6local social service, health and education agencies for young children with disabilities
65.7and their families; and.
65.8(2) review and comment on the early intervention section of the total special
65.9education system for the district, the county social service plan, the section or sections of
65.10the community health services plan that address needs of and service activities targeted
65.11to children with special health care needs, the section on children with special needs in
65.12the county child care fund plan, sections in Head Start plans on coordinated planning and
65.13services for children with special needs, any relevant portions of early childhood education
65.14plans, such as early childhood family education or school readiness, or other applicable
65.15coordinated school and community plans for early childhood programs and services, and
65.16the section of the maternal and child health special project grants that address needs of and
65.17service activities targeted to children with chronic illness and disabilities.

65.18    Sec. 10. Minnesota Statutes 2012, section 125A.32, is amended to read:
65.19125A.32 INDIVIDUALIZED FAMILY SERVICE PLAN (IFSP).
65.20(a) A team must participate in IFSP meetings to develop the IFSP. The team shall
65.21include:
65.22(1) a parent or parents of the child, as defined in Code of Federal Regulations,
65.23title 34, section 303.27;
65.24(2) other family members, as requested by the parent, if feasible to do so;
65.25(3) an advocate or person outside of the family, if the parent requests that the
65.26person participate;
65.27(4) the service coordinator who has been working with the family since the
65.28initial referral, or who has been designated by the public agency to be responsible for
65.29implementation of the IFSP and coordination with other agencies including transition
65.30services; and
65.31(5) a person or persons involved in conducting evaluations and assessments.; and
65.32(6) as appropriate, persons who will be providing early intervention services under
65.33the plan to the child or family.
65.34(b) The IFSP must include:
65.35(1) information about the child's developmental status;
66.1(2) family information, with the consent of the family;
66.2(3) measurable results or major outcomes expected to be achieved by the child with
66.3the family's assistance, that include developmentally appropriate preliteracy and language
66.4skills for the child, and the criteria, procedures, and timelines;
66.5(4) specific early intervention services based on peer-reviewed research, to the
66.6extent practicable, necessary to meet the unique needs of the child and the family to
66.7achieve the outcomes;
66.8(5) payment arrangements, if any;
66.9(6) medical and other services that the child needs, but that are not required under
66.10the Individual with Disabilities Education Act, United States Code, title 20, section 1471
66.11et seq. (Part C, Public Law 108-446) including funding sources to be used in paying for
66.12those services and the steps that will be taken to secure those services through public
66.13or private sources;
66.14(7) dates and duration of early intervention services;
66.15(8) name of the service coordinator;
66.16(9) steps to be taken to support a child's transition from early infant and toddler
66.17 intervention services to other appropriate services, including convening a transition
66.18conference at least 90 days or, at the discretion of all parties, not more than nine months
66.19before the child is eligible for preschool services; and
66.20(10) signature of the parent and authorized signatures of the agencies responsible
66.21for providing, paying for, or facilitating payment, or any combination of these, for early
66.22 infant and toddler intervention services.

66.23    Sec. 11. Minnesota Statutes 2012, section 125A.33, is amended to read:
66.24125A.33 SERVICE COORDINATION.
66.25(a) The team responsible for the initial evaluation and the child- and family-directed
66.26assessment and for developing the IFSP under section 125A.32, if appropriate, must
66.27select a service coordinator to carry out service coordination activities on an interagency
66.28basis. Service coordination must actively promote a family's capacity and competency
66.29to identify, obtain, coordinate, monitor, and evaluate resources and services to meet the
66.30family's needs. Service coordination activities include:
66.31(1) coordinating the performance of evaluations and assessments;
66.32(2) facilitating and participating in the development, review, and evaluation of
66.33individualized family service plans;
66.34(3) assisting families in identifying available service providers;
66.35(4) coordinating and monitoring the delivery of available services;
67.1(5) informing families of the availability of advocacy services;
67.2(6) coordinating with medical, health, and other service providers;
67.3(7) facilitating the development of a transition plan to preschool, school, or if
67.4appropriate, to other services, at least 90 days before the time the child is no longer
67.5eligible for early infant and toddler intervention services or, at the discretion of all parties,
67.6not more than nine months prior to the child's eligibility for preschool services third
67.7birthday, if appropriate;
67.8(8) managing the early intervention record and submitting additional information to
67.9the local primary agency at the time of periodic review and annual evaluations; and
67.10(9) notifying a local primary agency when disputes between agencies impact service
67.11delivery required by an IFSP.
67.12(b) A service coordinator must be knowledgeable about children and families
67.13receiving services under this section, requirements of state and federal law, and services
67.14available in the interagency early childhood intervention system. The IFSP must include
67.15the name of the services coordinator from the profession most relevant to the child's or
67.16family's needs or who is otherwise qualified to carry out all applicable responsibilities
67.17under the Individuals with Disabilities Education Act, United States Code, title 20,
67.18sections 1471 to 1485 (Part C, Public Law 102-119), who will be responsible for
67.19implementing the early intervention services identified in the child's IFSP, including
67.20transition services, and coordination with other agencies and persons.

67.21    Sec. 12. Minnesota Statutes 2012, section 125A.35, subdivision 1, is amended to read:
67.22    Subdivision 1. Lead agency; allocation of resources. The state lead agency must
67.23administer the early intervention account that consists of federal allocations. The Part C
67.24state plan must state the amount of federal resources in the early intervention account
67.25available for use by local agencies. The state lead agency must distribute the funds to the
67.26local primary agency designated by an Interagency Early Intervention Committee based
67.27on a formula that includes a December 1 count of the prior year of Part C eligible children
67.28for the following purposes:
67.29(1) as provided in Code of Federal Regulations, title 34, part 303.425 303.430, to
67.30arrange for payment for early intervention services not elsewhere available, or to pay for
67.31services during the pendency of a conflict procedure, including mediation, complaints, due
67.32process hearings, and interagency disputes; and
67.33(2) to support interagency child find system activities.

68.1    Sec. 13. Minnesota Statutes 2012, section 125A.36, is amended to read:
68.2125A.36 PAYMENT FOR SERVICES.
68.3Core early intervention services must be provided at public expense with no cost to
68.4parents. Parents must be requested to assist in the cost of additional early intervention
68.5services by using third-party payment sources and applying for available resources.
68.6Payment structures permitted under state law must be used to pay for additional early
68.7intervention services. Parental financial responsibility must be clearly defined in the
68.8IFSP. A parent's inability to pay must not prohibit a child from receiving needed early
68.9intervention services.

68.10    Sec. 14. Minnesota Statutes 2012, section 125A.43, is amended to read:
68.11125A.43 MEDIATION PROCEDURE.
68.12(a) The commissioner, or the commissioner's designee, of the state lead agency must
68.13use federal funds to provide mediation for the activities in paragraphs (b) and (c).
68.14(b) A parent may resolve a dispute regarding issues in section 125A.42, paragraph
68.15(b)
, clause (5), through mediation. If the parent chooses mediation, mediation must be
68.16voluntary on the part of the parties. The parent and the public agencies must complete the
68.17mediation process within 30 calendar days of the date the Office of Dispute Resolution
68.18 Department of Education receives a parent's written request for mediation unless a district
68.19declines mediation. The mediation process may not be used to delay a parent's right
68.20to a due process hearing. The resolution of the written, signed mediation agreement is
68.21not binding on any party both parties and is enforceable in any state court of competent
68.22jurisdiction or in a district court of the United States.
68.23(c) Resolution of a dispute through mediation, or other form of alternative dispute
68.24resolution, is not limited to formal disputes arising from the objection of a parent or
68.25guardian and is not limited to the period following a request for a due process hearing.
68.26(d) The commissioner shall provide training and resources to school districts to
68.27facilitate early identification of disputes and access to mediation.
68.28(e) The local primary agency may request mediation on behalf of involved agencies
68.29when there are disputes between agencies regarding responsibilities to coordinate, provide,
68.30pay for, or facilitate payment for early intervention services.

68.31    Sec. 15. RULEMAKING AUTHORITY.
68.32The commissioner of education shall amend Minnesota Rules related to the
68.33provision of special education under Part C of the Individuals with Disabilities Education
68.34Act using the expedited rulemaking process in Minnesota Statutes, section 14.389. The
69.1commissioner shall amend rules in response to new federal regulations in Code of
69.2Federal Regulations, title 34, part 303, including definitions of and procedures related to
69.3evaluation and assessment, including assessment of the child and family, initial evaluation
69.4and assessment, native language, the use of informed clinical opinion as an independent
69.5basis to establish eligibility, and transition of a toddler from Part C consistent with Code
69.6of Federal Regulations, title 34, sections 303.24, 303.25, and 303.321.

69.7    Sec. 16. REPORT ON HOMELESS CHILDREN SERVED.
69.8The commissioner of education must collect statistics on the number of homeless
69.9children who have received Part C services and must annually report those results to
69.10the legislature by July 1.
69.11EFFECTIVE DATE.This section is effective July 1, 2013.

69.12    Sec. 17. REPEALER.
69.13Minnesota Statutes 2012, section 125A.35, subdivisions 4 and 5, are repealed.

69.14ARTICLE 6
69.15FACILITIES AND TECHNOLOGY

69.16    Section 1. Minnesota Statutes 2012, section 124D.095, subdivision 10, is amended to
69.17read:
69.18    Subd. 10. Online and Digital Learning Advisory Council. (a) An Online and
69.19Digital Learning Advisory Council is established. The term for each council member shall
69.20be three years. The advisory council is composed of 12 14 members from throughout the
69.21state who have demonstrated experience with or interest in online learning. Two members
69.22of the council must represent technology business. The remaining membership must
69.23represent the following interests:
69.24(1) superintendents;
69.25(2) special education specialists;
69.26(3) technology directors;
69.27(4) teachers;
69.28(5) rural, urban, and suburban school districts;
69.29(6) supplemental programs;
69.30(7) full-time programs;
69.31(8) consortia;
69.32(9) charter schools;
70.1(10) Board of Teaching-approved teacher preparation programs; and
70.2(11) parents.
70.3The members of the council shall be appointed by the commissioner.
70.4(b) The advisory council shall bring to the attention of the commissioner and the
70.5legislature any matters related to online and digital learning and. The advisory council
70.6shall provide input to the department and the legislature in online learning matters related,
70.7but not restricted, to:
70.8(1) quality assurance;
70.9(2) teacher qualifications;
70.10(3) program approval;
70.11(4) special education;
70.12(5) attendance;
70.13(6) program design and requirements; and
70.14(7) fair and equal access to programs.
70.15(b) By June 30, 2013, (c) The Online Learning advisory council with the support of
70.16the Minnesota Department of Education and the Minnesota Learning Commons shall:
70.17(1) oversee the development and maintenance of a catalog of publicly available
70.18digital learning content currently aligned to Minnesota academic standards to include:
70.19(i) indexing of Minnesota academic standards with which curriculum is aligned;
70.20(ii) a method for student and teacher users to provide evaluative feedback; and
70.21(iii) a plan for ongoing maintenance; and
70.22(2) recommend methods for including student performance data on the digital
70.23learning content within the catalog.
70.24(d) The advisory council shall also consider and provide input to the department and
70.25legislature on digital learning matters including, but not limited to:
70.26(1) methods to maximize the effectiveness of technology and related instructional
70.27strategies in teaching and learning to improve student outcomes and identify methods
70.28for measuring the impact of using various forms of digital learning in and outside of
70.29the classroom;
70.30(2) the effective use of technology to advance a student's ability to learn 21st
70.31century skills and knowledge and to involve parents in an education system that is more
70.32transparent in terms of outcomes and processes by providing toolkits to help parents,
70.33students, and schools make good decisions in the environment of choice;
70.34(3) the use of technology for schools to personalize or differentiate learning to
70.35the needs, abilities, and learning styles of each student and guide them towards greater
71.1ownership of their learning, so that all students are digital learners and have access to
71.2high-quality digital curriculum in every class and level;
71.3(4) methods to prepare current and future educators, education leaders, and staff,
71.4to provide professional development and collaboration around best practices to use, and
71.5to evaluate the effectiveness of digital tools and instructional strategies to personalize or
71.6differentiate education and focus on competency-based learning and advancement, so that
71.7all teachers have a digital presence and use high-quality digital curriculum;
71.8(5) methods to support collaborative efforts to leverage resources among districts or
71.9at regional levels to provide digital resources, content, and curriculum;
71.10(6) the barriers to improving the use of technology in the classroom, and methods
71.11to ensure that each student has access to a digital device and high-speed Internet at
71.12school and at home; and
71.13(7) the current disparities in digital education across the state.
71.14(e) The advisory council shall make policy recommendations to the commissioner
71.15and committees of the legislature having jurisdiction over kindergarten through grade 12
71.16education annually by December 15 of each year, including implementation plans based
71.17on recommendations from previous councils and task forces related to online and digital
71.18learning.
71.19(c) (f) The Online and Digital Learning Advisory Council under this subdivision
71.20expires June 30, 2013 2016.

71.21    Sec. 2. SCHOOL FACILITIES FINANCING WORK GROUP.
71.22The commissioner of education must convene a working group to develop
71.23recommendations for reforming the financing of prekindergarten through grade 12
71.24education facilities to create adequate, equitable, and sustainable financing of public
71.25school facilities throughout the state. Membership on the working group must include
71.26representatives of school superintendents, business managers, school facilities directors,
71.27and school boards. The scope of the working group recommendations must include
71.28funding options for facilities projects currently financed with debt service, alternative
71.29facilities, deferred maintenance, health and safety, building lease, and operating capital
71.30revenues. The commissioner, on behalf of the working group, must submit a report to the
71.31chairs and ranking minority members of the legislative committees and divisions with
71.32primary jurisdiction over kindergarten through grade 12 education finance by February 1,
71.332014, recommending how best to allocate funds for school facilities.

72.1ARTICLE 7
72.2LIBRARIES

72.3    Section 1. Minnesota Statutes 2012, section 134.32, is amended to read:
72.4134.32 GRANT AUTHORIZATION; TYPES OF GRANTS AND AID.
72.5    Subdivision 1. Provision of grants. The department shall provide the grants and aid
72.6specified in this section from any available state, federal, or other funds.
72.7    Subd. 3. Regional library basic system support grants aid. It shall provide
72.8regional library basic system support grants aid to regional public library systems which
72.9meet the requirements of section 134.34, to assist those systems in providing basic system
72.10services.
72.11    Subd. 4. Special project grants. It may provide special project grants to assist
72.12innovative and experimental library programs including, but not limited to, special
72.13services for American Indians and the Spanish-speaking, delivery of library materials to
72.14homebound persons, other extensions of library services to persons without access to
72.15libraries and projects to strengthen and improve library services.
72.16    Subd. 5. Interlibrary exchange grants. It may provide grants for interlibrary
72.17exchange of books, periodicals, resource material, reference information and the expenses
72.18incident to the sharing of library resources and materials, including planning, development
72.19and operating grants to multicounty, multitype library systems.
72.20    Subd. 6. Library service grants. It may provide grants for the improvement of
72.21library services at welfare and corrections institutions and for library service for the blind
72.22and physically disabled.
72.23    Subd. 7. Construction or remodeling grants. It may provide grants for
72.24construction or remodeling of library facilities from any state and federal funds specifically
72.25appropriated for this purpose.
72.26    Subd. 8. Rulemaking. (a) The commissioner shall promulgate rules consistent
72.27with sections 134.32 to 134.355 governing:
72.28(1) applications for these grants and aid;
72.29(2) computation formulas for determining the amounts of establishment grants and
72.30regional library basic system support grants aid; and
72.31(3) eligibility criteria for grants and aid.
72.32(b) To the extent allowed under federal law, a construction grant applicant, in
72.33addition to the points received under Minnesota Rules, part 3530.2632, shall receive an
72.34additional five points if the construction grant is for a project combining public library
72.35services and school district library services at a single location.

73.1    Sec. 2. Minnesota Statutes 2012, section 134.34, is amended to read:
73.2134.34 REGIONAL LIBRARY BASIC SYSTEM SUPPORT GRANTS AID;
73.3REQUIREMENTS.
73.4    Subdivision 1. Local support levels. (a) A Regional library basic system support
73.5grant aid shall be made provided to any regional public library system where there are at
73.6least three participating counties and where each participating city and county is providing
73.7for public library service support the lesser of (a) an amount equivalent to .82 percent of
73.8the average of the adjusted net tax capacity of the taxable property of that city or county,
73.9as determined by the commissioner of revenue for the second, third, and fourth year
73.10preceding that calendar year or (b) a per capita amount calculated under the provisions of
73.11this subdivision. The per capita amount is established for calendar year 1993 as $7.62.
73.12In succeeding calendar years, the per capita amount shall be increased by a percentage
73.13equal to one-half of the percentage by which the total state adjusted net tax capacity of
73.14property as determined by the commissioner of revenue for the second year preceding
73.15that calendar year increases over that total adjusted net tax capacity for the third year
73.16preceding that calendar year.
73.17(b) The minimum level of support specified under this subdivision or subdivision 4
73.18shall be certified annually to the participating cities and counties by the Department of
73.19Education. If a city or county chooses to reduce its local support in accordance with
73.20subdivision 4, paragraph (b) or (c), it shall notify its regional public library system. The
73.21regional public library system shall notify the Department of Education that a revised
73.22certification is required. The revised minimum level of support shall be certified to the
73.23city or county by the Department of Education.
73.24(c) A city which is a part of a regional public library system shall not be required to
73.25provide this level of support if the property of that city is already taxable by the county for
73.26the support of that regional public library system. In no event shall the Department of
73.27Education require any city or county to provide a higher level of support than the level
73.28of support specified in this section in order for a system to qualify for a regional library
73.29basic system support grant aid. This section shall not be construed to prohibit a city or
73.30county from providing a higher level of support for public libraries than the level of
73.31support specified in this section.
73.32    Subd. 3. Regional designation. Regional library basic system support grants aid
73.33shall be made provided only to those regional public library systems officially designated
73.34by the commissioner of education as the appropriate agency to strengthen, improve and
73.35promote public library services in the participating areas. The commissioner of education
74.1shall designate no more than one such regional public library system located entirely within
74.2any single development region existing under sections 462.381 to 462.398 or chapter 473.
74.3    Subd. 4. Limitation. (a) For calendar year 2010 and later, a regional library basic
74.4system support grant aid shall not be made provided to a regional public library system
74.5for a participating city or county which decreases the dollar amount provided for support
74.6for operating purposes of public library service below the amount provided by it for the
74.7second, or third preceding year, whichever is less. For purposes of this subdivision and
74.8subdivision 1, any funds provided under section 473.757, subdivision 2, for extending
74.9library hours of operation shall not be considered amounts provided by a city or county for
74.10support for operating purposes of public library service. This subdivision shall not apply
74.11to participating cities or counties where the adjusted net tax capacity of that city or county
74.12has decreased, if the dollar amount of the reduction in support is not greater than the dollar
74.13amount by which support would be decreased if the reduction in support were made in
74.14direct proportion to the decrease in adjusted net tax capacity.
74.15(b) For calendar year 2009 and later, in any calendar year in which a city's or
74.16county's aid under sections 477A.011 to 477A.014 or credit reimbursement under section
74.17273.1384 is reduced after the city or county has certified its levy payable in that year, it
74.18may reduce its local support by the lesser of:
74.19(1) ten percent; or
74.20(2) a percent equal to the ratio of the aid and credit reimbursement reductions to the
74.21city's or county's revenue base, based on aids certified for the current calendar year. For
74.22calendar year 2009 only, the reduction under this paragraph shall be based on 2008 aid and
74.23credit reimbursement reductions under the December 2008 unallotment, as well as any
74.24aid and credit reimbursement reductions in calendar year 2009. For pay 2009 only, the
74.25commissioner of revenue will calculate the reductions under this paragraph and certify
74.26them to the commissioner of education within 15 days of May 17, 2009.
74.27(c) For taxes payable in 2010 and later, in any payable year in which the total
74.28amounts certified for city or county aids under sections 477A.011 to 477A.014 are less
74.29than the total amounts paid under those sections in the previous calendar year, a city or
74.30county may reduce its local support by the lesser of:
74.31(1) ten percent; or
74.32(2) a percent equal to the ratio of:
74.33(i) the difference between (A) the sum of the aid it was paid under sections
74.34477A.011 to 477A.014 and the credit reimbursement it received under section 273.1384
74.35in the previous calendar year and (B) the sum of the aid it is certified to be paid in the
75.1current calendar year under sections 477A.011 to 477A.014 and the credit reimbursement
75.2estimated to be paid under section 273.1384; to
75.3(ii) its revenue base for the previous year, based on aids actually paid in the previous
75.4calendar year. The commissioner of revenue shall calculate the percent aid cut for each
75.5county and city under this paragraph and certify the percentage cuts to the commissioner
75.6of education by August 1 of the year prior to the year in which the reduced aids and
75.7credit reimbursements are to be paid. The percentage of reduction related to reductions
75.8to credit reimbursements under section 273.1384 shall be based on the best estimation
75.9available as of July 30.
75.10(d) Notwithstanding paragraph (a), (b), or (c), no city or county shall reduce its
75.11support for public libraries below the minimum level specified in subdivision 1.
75.12(e) For purposes of this subdivision, "revenue base" means the sum of:
75.13(1) its levy for taxes payable in the current calendar year, including the levy on
75.14the fiscal disparities distribution under section 276A.06, subdivision 3, paragraph (a),
75.15or 473F.08, subdivision 3, paragraph (a);
75.16(2) its aid under sections 477A.011 to 477A.014 in the current calendar year; and
75.17(3) its taconite aid in the current calendar year under sections 298.28 and 298.282.
75.18    Subd. 7. Proposed budget. In addition to the annual report required in section
75.19134.13 , a regional public system that receives a basic system support grant aid under this
75.20section must provide each participating county and city with its proposed budget for
75.21the next year.

75.22    Sec. 3. Minnesota Statutes 2012, section 134.351, subdivision 3, is amended to read:
75.23    Subd. 3. Agreement. In order for a multicounty, multitype library system to qualify
75.24for a planning, development or operating grant aid pursuant to sections 134.353 and
75.25134.354 , each participating library in the system shall adopt an organizational agreement
75.26providing for the following:
75.27(a) Sharing of resources among all participating libraries;
75.28(b) Long-range planning for cooperative programs;
75.29(c) The development of a delivery system for services and programs;
75.30(d) The development of a bibliographic database; and
75.31(e) A communications system among all cooperating libraries.

75.32    Sec. 4. Minnesota Statutes 2012, section 134.351, subdivision 7, is amended to read:
76.1    Subd. 7. Reports. Each multicounty, multitype system receiving a grant aid
76.2 pursuant to section 134.353 or 134.354 shall provide an annual progress report to the
76.3Department of Education.

76.4    Sec. 5. Minnesota Statutes 2012, section 134.353, is amended to read:
76.5134.353 MULTICOUNTY, MULTITYPE LIBRARY SYSTEM
76.6DEVELOPMENT GRANT AID.
76.7The commissioner of education may provide development grants aid to multicounty,
76.8multitype library systems. In awarding a development grant aid, the commissioner shall
76.9consider the extra costs incurred in systems located in sparsely populated and large
76.10geographic regions.

76.11    Sec. 6. Minnesota Statutes 2012, section 134.354, is amended to read:
76.12134.354 MULTICOUNTY, MULTITYPE LIBRARY SYSTEM OPERATING
76.13GRANT AID.
76.14The commissioner of education may provide operating grants aid to multicounty,
76.15multitype library systems. In awarding an operating grant aid, the commissioner shall
76.16consider the extra costs incurred in systems located in sparsely populated and large
76.17geographic areas.

76.18    Sec. 7. Minnesota Statutes 2012, section 134.355, subdivision 1, is amended to read:
76.19    Subdivision 1. Appropriations. Basic system support grants aid and regional library
76.20telecommunications aid provide the appropriations for the basic regional library system.

76.21    Sec. 8. Minnesota Statutes 2012, section 134.355, subdivision 2, is amended to read:
76.22    Subd. 2. Grant application. Any regional public library system which qualifies
76.23according to the provisions of section 134.34 may apply for an annual grant aid for
76.24regional library basic system support. Regional public library districts under section
76.25134.201 may not compensate board members using grant aid funds. The amount of each
76.26grant aid for each fiscal year shall be calculated as provided in this section.

76.27    Sec. 9. Minnesota Statutes 2012, section 134.355, subdivision 3, is amended to read:
76.28    Subd. 3. Per capita distribution. Fifty-seven and one-half percent of the available
76.29grant aid funds shall be distributed to provide all qualifying systems an equal amount
76.30per capita. Each system's allocation pursuant to this subdivision shall be based on the
76.31population it serves.

77.1    Sec. 10. Minnesota Statutes 2012, section 134.355, subdivision 4, is amended to read:
77.2    Subd. 4. Per square mile distribution. Twelve and one-half percent of the
77.3available grant aid funds shall be distributed to provide all qualifying systems an equal
77.4amount per square mile. Each system's allocation pursuant to this subdivision shall be
77.5based on the area it serves.

77.6    Sec. 11. Minnesota Statutes 2012, section 134.355, subdivision 5, is amended to read:
77.7    Subd. 5. Base grant aid distribution. Five percent of the available grant aid funds
77.8shall be paid to each system as a base grant aid for basic system services.

77.9    Sec. 12. Minnesota Statutes 2012, section 134.355, subdivision 6, is amended to read:
77.10    Subd. 6. Adjusted net tax capacity per capita distribution. Twenty-five percent
77.11of the available grant aid funds shall be distributed to regional public library systems based
77.12upon the adjusted net tax capacity per capita for each member county or participating
77.13portion of a county as calculated for the second year preceding the fiscal year for which
77.14the grant aid is made provided. Each system's entitlement shall be calculated as follows:
77.15(a) Multiply the adjusted net tax capacity per capita for each county or participating
77.16portion of a county by .0082.
77.17(b) Add sufficient grant aid funds that are available under this subdivision to raise
77.18the amount of the county or participating portion of a county with the lowest value
77.19calculated according to paragraph (a) to the amount of the county or participating portion
77.20of a county with the next highest value calculated according to paragraph (a). Multiply the
77.21amount of the additional grant aid funds by the population of the county or participating
77.22portion of a county.
77.23(c) Continue the process described in paragraph (b) by adding sufficient grant aid
77.24funds that are available under this subdivision to the amount of a county or participating
77.25portion of a county with the next highest value calculated in paragraph (a) to raise it and
77.26the amount of counties and participating portions of counties with lower values calculated
77.27in paragraph (a) up to the amount of the county or participating portion of a county
77.28with the next highest value, until reaching an amount where funds available under this
77.29subdivision are no longer sufficient to raise the amount of a county or participating portion
77.30of a county and the amount of counties and participating portions of counties with lower
77.31values up to the amount of the next highest county or participating portion of a county.
77.32(d) If the point is reached using the process in paragraphs (b) and (c) at which the
77.33remaining grant aid funds under this subdivision are not adequate for raising the amount of
77.34a county or participating portion of a county and all counties and participating portions of
78.1counties with amounts of lower value to the amount of the county or participating portion
78.2of a county with the next highest value, those funds are to be divided on a per capita basis
78.3for all counties or participating portions of counties that received grant aid funds under
78.4the calculation in paragraphs (b) and (c).

78.5    Sec. 13. Minnesota Statutes 2012, section 134.36, is amended to read:
78.6134.36 RULES.
78.7The commissioner of education shall promulgate rules as necessary for
78.8implementation of library grant and aid programs.

78.9    Sec. 14. REVISOR'S INSTRUCTION.
78.10In Minnesota Statutes and Minnesota Rules, the revisor of statutes shall substitute
78.11the term "Division of State Library Services" for "Library Development and Services,"
78.12"Office of Library Development and Services," or "LDS" where "LDS" stands for "Library
78.13Development and Services." The revisor shall also make grammatical changes related
78.14to the changes in terms.

78.15ARTICLE 8
78.16EARLY CHILDHOOD EDUCATION, SELF-SUFFICIENCY, AND
78.17LIFELONG LEARNING

78.18    Section 1. Minnesota Statutes 2012, section 124D.52, is amended by adding a
78.19subdivision to read:
78.20    Subd. 8. Standard high school diploma for adults. (a) The commissioner shall
78.21adopt rules for providing a standard adult high school diploma to persons who:
78.22(1) are not eligible for kindergarten through grade 12 services;
78.23(2) do not have a high school diploma; and
78.24(3) successfully complete an adult basic education program of instruction approved
78.25by the commissioner of education necessary to earn an adult high school diploma.
78.26(b) Persons participating in an approved adult basic education program of instruction
78.27must demonstrate proficiency in a standard set of competencies that reflect the knowledge
78.28and skills sufficient to ensure that postsecondary programs and institutions and potential
78.29employers regard persons with a standard high school diploma and persons with a standard
78.30adult high school diploma as equally well prepared and qualified graduates. Approved
78.31adult basic education programs of instruction under this subdivision must issue a standard
78.32adult high school diploma to persons who successfully demonstrate proficiency in the
78.33competencies, knowledge, and skills required by the program.
79.1EFFECTIVE DATE.This section is effective July 1, 2014.

79.2    Sec. 2. Laws 2011, First Special Session chapter 11, article 7, section 2, subdivision 8,
79.3as amended by Laws 2012, chapter 239, article 3, section 4, is amended to read:
79.4    Subd. 8. Early childhood education scholarships. For grants to early childhood
79.5education scholarships for public or private early childhood preschool programs for
79.6children ages 3 to 5:
79.7
$
2,000,000
.....
2013
79.8(a) All children whose parents or legal guardians meet the eligibility requirements
79.9of paragraph (b) established by the commissioner are eligible to receive early childhood
79.10education scholarships under this section.
79.11(b) A parent or legal guardian is eligible for an early childhood education scholarship
79.12if the parent or legal guardian:
79.13(1) has a child three or four years of age on September 1, beginning in calendar
79.14year 2012; and
79.15(2)(i) has income equal to or less than 47 percent of the state median income in the
79.16current calendar year; or
79.17(ii) can document their child's identification through another public funding
79.18eligibility process, including the Free and Reduced Price Lunch Program, National School
79.19Lunch Act, United States Code, title 42, section 1751, part 210; Head Start under federal
79.20Improving Head Start for School Readiness Act of 2007; Minnesota family investment
79.21program under chapter 256J; and child care assistance programs under chapter 119B.
79.22 Early childhood scholarships may not be counted as earned income for the purposes of
79.23medical assistance, MinnesotaCare, MFIP, child care assistance, or Head Start programs.
79.24Each year, if this appropriation is insufficient to provide early childhood education
79.25scholarships to all eligible children, the Department of Education shall make scholarships
79.26available on a first-come, first-served basis.
79.27The commissioner of education shall submit a written report to the education
79.28committees of the legislature by January 15, 2012, describing its plan for implementation
79.29of scholarships under this subdivision for the 2012-2013 school year.
79.30Any balance in the first year does not cancel but is available in the second year.
79.31The base for this program is $3,000,000 each year.

79.32    Sec. 3. STANDARD ADULT HIGH SCHOOL DIPLOMA ADVISORY TASK
79.33FORCE.
80.1    Subdivision 1. Establishment. The commissioner of education shall appoint a
80.2nine-member advisory task force to recommend programmatic requirements for adult
80.3basic education programs of instruction leading to a standard adult high school diploma
80.4under Minnesota Statutes, section 124D.52, subdivision 8.
80.5    Subd. 2. Membership. The commissioner of education must appoint representatives
80.6from the following organizations to the task force by July 1, 2013:
80.7(1) one employee of the Department of Education with expertise in adult basic
80.8education;
80.9(2) five administrators and secondary teachers with expertise in development of
80.10education curriculum from local adult basic education programs located in rural, suburban,
80.11and urban areas of the state, at least one of whom represents the Literacy Action network;
80.12(3) one employee of the Minnesota State Colleges and Universities with expertise
80.13in adult basic education;
80.14(4) one employee of the Department of Employment and Economic Development
80.15with expertise in adult basic education and employment; and
80.16(5) one member of the Minnesota Chamber of Commerce familiar with adult basic
80.17education programs under Minnesota Statutes, section 124D.52.
80.18    Subd. 3. Duties. The duties of the task force shall include:
80.19(1) reviewing "Minnesota Adult Secondary Credential: a Student Strategy for
80.20Workforce Readiness and Individual Prosperity," a report submitted in 2012 by the
80.21Minnesota Adult Secondary Task Force, and other relevant materials; and
80.22(2) developing specific criteria to be used in awarding the new adult diploma.
80.23    Subd. 4. First meeting. The commissioner of education must convene the first
80.24meeting of the task force by August 1, 2013.
80.25    Subd. 5. Chair. The commissioner shall appoint a chair.
80.26    Subd. 6. Compensation. Task force members are not eligible for compensation or
80.27reimbursement for expenses related to task force activities.
80.28    Subd. 7. Assistance. The commissioner, upon request, must provide technical
80.29assistance to task force members.
80.30    Subd. 8. Report. By February 1, 2014, the task force must submit its
80.31recommendations to the commissioner of education for providing a standard adult high
80.32school diploma to persons who are not eligible for kindergarten through grade 12 services,
80.33who do not have a high school diploma, and who successfully complete an approved adult
80.34basic education program of instruction necessary to earn an adult high school diploma.
80.35The commissioner must consider these recommendations when adopting rules under
80.36Minnesota Statutes, section 124D.52, subdivision 8.
81.1    Subd. 9. Sunset. The task force sunsets the day after submitting its report under
81.2subdivision 8, or February 2, 2014, whichever is earlier.
81.3EFFECTIVE DATE.This section is effective the day following final enactment.

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