Skip to main content Skip to office menu Skip to footer
Minnesota Legislature

Office of the Revisor of Statutes

SF 2744

2nd Engrossment - 89th Legislature (2015 - 2016) Posted on 04/28/2016 08:54am

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

Current Version - 2nd Engrossment

Line numbers 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 1.11 1.12 1.13 1.14 1.15 1.16 1.17 1.18 1.19 1.20 1.21 1.22 1.23 1.24 1.25 1.26 1.27 1.28 1.29 1.30 1.31 1.32 1.33
2.1 2.2
2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.12
2.13 2.14 2.15 2.16 2.17 2.18 2.19
2.20 2.21 2.22 2.23 2.24 2.25 2.26 2.27 2.28 2.29 2.30 2.31 2.32 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11 3.12 3.13 3.14 3.15 3.16 3.17 3.18 3.19 3.20 3.21 3.22 3.23 3.24 3.25
3.26 3.27 3.28 3.29
3.30 3.31
4.1 4.2
4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 4.12 4.13 4.14 4.15 4.16 4.17 4.18 4.19 4.20 4.21 4.22 4.23 4.24 4.25 4.26 4.27
4.28 4.29
4.30 4.31 4.32 4.33 4.34 5.1 5.2 5.3 5.4 5.5 5.6
5.7 5.8 5.9 5.10 5.11 5.12 5.13 5.14 5.15 5.16 5.17 5.18 5.19 5.20 5.21 5.22 5.23 5.24 5.25 5.26 5.27 5.28 5.29 5.30 5.31 5.32 5.33 5.34
6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 6.9 6.10
6.11 6.12 6.13 6.14 6.15 6.16 6.17 6.18 6.19 6.20 6.21 6.22
6.23 6.24 6.25 6.26 6.27 6.28 6.29 6.30 6.31 6.32 6.33
7.1 7.2 7.3 7.4 7.5 7.6 7.7 7.8 7.9 7.10 7.11 7.12 7.13 7.14 7.15 7.16 7.17 7.18 7.19 7.20
7.21 7.22 7.23 7.24 7.25 7.26 7.27 7.28 7.29 7.30 7.31 7.32 7.33 7.34 8.1 8.2 8.3 8.4 8.5 8.6 8.7 8.8 8.9 8.10 8.11 8.12 8.13 8.14 8.15 8.16 8.17 8.18 8.19 8.20 8.21 8.22 8.23 8.24 8.25 8.26 8.27 8.28 8.29 8.30 8.31 8.32 8.33 8.34 8.35 8.36 9.1 9.2 9.3 9.4 9.5 9.6 9.7 9.8
9.9 9.10 9.11 9.12 9.13 9.14 9.15 9.16 9.17 9.18 9.19 9.20 9.21 9.22 9.23 9.24 9.25 9.26 9.27 9.28 9.29 9.30 9.31
9.32 9.33 9.34 10.1 10.2 10.3 10.4 10.5 10.6 10.7 10.8 10.9 10.10 10.11 10.12 10.13 10.14
10.15 10.16
10.17 10.18 10.19 10.20 10.21
10.22 10.23 10.24 10.25 10.26 10.27 10.28 10.29 10.30 10.31 10.32 11.1 11.2 11.3 11.4 11.5 11.6 11.7
11.8 11.9 11.10 11.11 11.12 11.13 11.14 11.15 11.16 11.17 11.18
11.19 11.20 11.21 11.22 11.23 11.24 11.25 11.26 11.27
11.28 11.29 11.30 11.31 11.32 11.33 12.1 12.2
12.3 12.4 12.5 12.6 12.7 12.8 12.9 12.10 12.11 12.12 12.13 12.14 12.15 12.16 12.17 12.18 12.19
12.20 12.21 12.22 12.23 12.24 12.25 12.26 12.27 12.28 12.29 12.30 12.31 12.32 12.33 12.34 13.1 13.2 13.3 13.4 13.5 13.6
13.7 13.8 13.9 13.10 13.11 13.12 13.13 13.14 13.15 13.16 13.17 13.18 13.19 13.20 13.21 13.22 13.23 13.24 13.25 13.26 13.27 13.28 13.29 13.30 13.31 13.32 13.33 13.34 13.35 14.1 14.2 14.3 14.4 14.5 14.6 14.7 14.8 14.9 14.10 14.11 14.12 14.13 14.14 14.15 14.16 14.17 14.18 14.19 14.20 14.21 14.22 14.23 14.24 14.25 14.26 14.27 14.28 14.29 14.30 14.31 14.32 14.33 14.34 14.35 14.36 15.1 15.2 15.3 15.4 15.5 15.6 15.7 15.8 15.9 15.10 15.11 15.12 15.13
15.14 15.15 15.16 15.17 15.18 15.19 15.20 15.21 15.22 15.23 15.24 15.25 15.26 15.27 15.28 15.29 15.30 15.31 15.32 15.33 15.34 16.1 16.2 16.3 16.4 16.5 16.6 16.7 16.8 16.9 16.10 16.11 16.12 16.13 16.14 16.15 16.16 16.17 16.18 16.19 16.20 16.21 16.22 16.23 16.24 16.25 16.26 16.27 16.28
16.29 16.30 16.31 16.32 16.33 16.34 17.1 17.2 17.3 17.4 17.5 17.6 17.7 17.8 17.9 17.10 17.11 17.12 17.13 17.14 17.15 17.16 17.17 17.18 17.19 17.20 17.21 17.22 17.23 17.24 17.25 17.26 17.27 17.28 17.29 17.30 17.31 17.32 17.33 17.34 17.35 17.36 18.1 18.2
18.3 18.4 18.5 18.6 18.7 18.8 18.9 18.10 18.11 18.12
18.13 18.14 18.15 18.16 18.17 18.18 18.19 18.20
18.21 18.22 18.23 18.24 18.25 18.26 18.27 18.28 18.29
18.30 18.31 19.1 19.2 19.3 19.4 19.5 19.6 19.7 19.8 19.9 19.10 19.11 19.12 19.13 19.14 19.15 19.16 19.17 19.18 19.19 19.20 19.21 19.22 19.23 19.24 19.25 19.26 19.27 19.28 19.29 19.30 19.31 19.32 19.33 19.34 19.35 19.36 20.1 20.2 20.3 20.4 20.5 20.6 20.7 20.8 20.9 20.10
20.11 20.12 20.13 20.14 20.15 20.16 20.17 20.18 20.19 20.20 20.21 20.22 20.23 20.24 20.25 20.26 20.27 20.28 20.29 20.30 20.31 20.32 20.33 20.34 20.35 21.1 21.2 21.3 21.4 21.5
21.6 21.7 21.8 21.9 21.10 21.11 21.12 21.13 21.14 21.15 21.16 21.17 21.18 21.19 21.20 21.21 21.22
21.23 21.24 21.25 21.26 21.27 21.28 21.29 21.30 21.31
22.1 22.2 22.3 22.4 22.5 22.6 22.7 22.8 22.9 22.10 22.11 22.12 22.13 22.14
22.15 22.16 22.17 22.18 22.19 22.20 22.21 22.22 22.23 22.24 22.25 22.26 22.27 22.28 22.29 22.30 22.31 22.32 22.33 22.34 23.1 23.2 23.3
23.4 23.5 23.6 23.7 23.8 23.9 23.10 23.11 23.12 23.13 23.14 23.15 23.16 23.17 23.18 23.19 23.20 23.21 23.22 23.23 23.24 23.25 23.26 23.27 23.28 23.29
23.30 23.31 23.32 23.33 23.34 24.1 24.2 24.3 24.4 24.5 24.6 24.7 24.8 24.9 24.10 24.11 24.12 24.13 24.14 24.15 24.16
24.17 24.18 24.19 24.20 24.21 24.22 24.23 24.24
24.25 24.26
24.27 24.28 24.29 24.30 24.31 24.32 24.33 24.34 25.1 25.2 25.3 25.4
25.5
25.6 25.7 25.8 25.9 25.10 25.11 25.12 25.13 25.14 25.15 25.16 25.17 25.18 25.19 25.20 25.21 25.22 25.23 25.24 25.25 25.26 25.27 25.28 25.29 25.30 25.31 25.32 25.33 25.34 25.35 26.1 26.2 26.3 26.4 26.5 26.6 26.7 26.8 26.9 26.10 26.11 26.12 26.13 26.14 26.15 26.16 26.17 26.18 26.19 26.20 26.21 26.22 26.23 26.24 26.25 26.26 26.27 26.28 26.29 26.30 26.31 26.32 26.33 26.34 26.35 26.36 27.1 27.2 27.3 27.4 27.5 27.6 27.7 27.8 27.9 27.10 27.11 27.12 27.13 27.14 27.15 27.16 27.17 27.18 27.19 27.20 27.21 27.22 27.23 27.24 27.25 27.26 27.27 27.28 27.29 27.30 27.31 27.32 27.33 27.34 27.35 27.36 28.1 28.2 28.3 28.4 28.5 28.6 28.7 28.8 28.9 28.10 28.11 28.12 28.13 28.14 28.15 28.16 28.17 28.18 28.19 28.20 28.21 28.22
28.23 28.24 28.25 28.26 28.27 28.28 28.29
28.30 28.31 28.32 29.1 29.2 29.3 29.4 29.5 29.6 29.7 29.8 29.9 29.10 29.11 29.12 29.13 29.14 29.15 29.16 29.17 29.18 29.19 29.20 29.21 29.22 29.23 29.24 29.25 29.26 29.27 29.28 29.29 29.30 29.31 29.32 29.33 29.34 29.35 29.36 30.1 30.2
30.3 30.4 30.5 30.6 30.7 30.8 30.9 30.10 30.11 30.12 30.13 30.14 30.15 30.16 30.17 30.18 30.19 30.20 30.21 30.22 30.23 30.24 30.25 30.26 30.27 30.28 30.29 30.30 30.31 30.32 30.33 30.34 30.35 31.1 31.2 31.3 31.4 31.5 31.6 31.7 31.8 31.9 31.10 31.11 31.12 31.13 31.14 31.15 31.16 31.17 31.18
31.19
31.20 31.21 31.22 31.23 31.24 31.25 31.26 31.27 31.28 31.29
31.30
31.31 31.32 31.33 32.1 32.2
32.3 32.4
32.5 32.6 32.7 32.8 32.9 32.10 32.11 32.12 32.13 32.14 32.15 32.16 32.17 32.18 32.19 32.20 32.21 32.22 32.23 32.24 32.25 32.26 32.27 32.28 32.29 32.30 32.31 32.32 32.33 32.34 32.35
33.1 33.2 33.3 33.4 33.5 33.6 33.7 33.8 33.9 33.10 33.11 33.12 33.13 33.14 33.15 33.16 33.17 33.18 33.19 33.20 33.21 33.22 33.23 33.24 33.25 33.26 33.27 33.28 33.29 33.30 33.31 33.32 33.33
33.34
34.1 34.2 34.3 34.4 34.5 34.6 34.7 34.8 34.9 34.10 34.11 34.12 34.13 34.14 34.15 34.16 34.17
34.18
34.19 34.20 34.21 34.22 34.23 34.24 34.25 34.26 34.27 34.28
34.29 34.30 34.31 34.32 34.33 34.34 35.1 35.2 35.3 35.4 35.5 35.6 35.7 35.8 35.9 35.10 35.11 35.12 35.13 35.14 35.15 35.16 35.17 35.18 35.19 35.20 35.21 35.22 35.23 35.24 35.25 35.26 35.27 35.28 35.29 35.30 35.31 35.32 35.33 35.34 35.35 36.1 36.2 36.3 36.4 36.5 36.6 36.7 36.8 36.9 36.10 36.11 36.12 36.13 36.14 36.15 36.16 36.17 36.18 36.19 36.20
36.21 36.22 36.23 36.24 36.25 36.26 36.27 36.28 36.29 36.30 36.31 36.32 36.33 36.34 36.35 37.1 37.2 37.3 37.4 37.5 37.6 37.7
37.8 37.9 37.10 37.11 37.12 37.13 37.14 37.15 37.16 37.17 37.18 37.19 37.20 37.21 37.22 37.23 37.24
37.25 37.26
37.27 37.28 37.29 37.30 37.31 37.32 37.33 38.1 38.2 38.3 38.4 38.5 38.6 38.7 38.8 38.9 38.10 38.11 38.12 38.13 38.14 38.15 38.16 38.17 38.18 38.19 38.20 38.21 38.22 38.23 38.24 38.25 38.26 38.27 38.28 38.29 38.30 38.31 38.32 38.33 38.34 38.35 39.1 39.2 39.3 39.4 39.5 39.6 39.7 39.8 39.9 39.10 39.11
39.12 39.13 39.14 39.15 39.16 39.17
39.18 39.19 39.20 39.21 39.22 39.23 39.24 39.25 39.26 39.27 39.28 39.29 39.30 39.31 39.32
40.1 40.2 40.3 40.4 40.5 40.6 40.7 40.8 40.9 40.10 40.11 40.12 40.13 40.14 40.15 40.16 40.17 40.18 40.19 40.20 40.21 40.22 40.23 40.24 40.25 40.26 40.27 40.28 40.29 40.30 40.31 40.32 40.33 40.34 41.1 41.2 41.3 41.4 41.5 41.6 41.7 41.8 41.9 41.10 41.11 41.12 41.13 41.14 41.15 41.16 41.17 41.18 41.19 41.20 41.21 41.22 41.23 41.24 41.25 41.26 41.27 41.28 41.29 41.30 41.31 41.32
41.33 41.34 41.35 42.1 42.2
42.3 42.4 42.5 42.6 42.7 42.8 42.9 42.10 42.11 42.12 42.13 42.14 42.15 42.16 42.17 42.18 42.19 42.20 42.21 42.22 42.23 42.24 42.25 42.26 42.27 42.28 42.29 42.30 42.31 42.32 42.33 42.34 42.35 43.1 43.2 43.3 43.4 43.5 43.6 43.7 43.8 43.9 43.10 43.11 43.12 43.13 43.14 43.15 43.16 43.17 43.18 43.19 43.20 43.21 43.22 43.23 43.24 43.25 43.26 43.27 43.28 43.29 43.30 43.31 43.32 43.33 43.34 43.35
44.1 44.2
44.3 44.4 44.5 44.6 44.7 44.8 44.9 44.10 44.11 44.12 44.13 44.14 44.15 44.16 44.17 44.18 44.19 44.20 44.21 44.22 44.23 44.24
44.25
44.26 44.27 44.28 44.29 44.30 44.31 44.32 44.33 44.34 45.1 45.2 45.3 45.4 45.5 45.6 45.7 45.8 45.9 45.10 45.11
45.12 45.13
45.14 45.15 45.16 45.17 45.18 45.19 45.20 45.21 45.22 45.23 45.24 45.25 45.26 45.27 45.28 45.29 45.30 45.31 45.32 45.33 45.34 45.35 46.1 46.2 46.3 46.4 46.5 46.6 46.7 46.8 46.9 46.10 46.11 46.12 46.13 46.14 46.15 46.16 46.17 46.18 46.19 46.20 46.21 46.22 46.23
46.24 46.25 46.26 46.27 46.28 46.29 46.30 46.31 46.32 46.33 46.34 47.1 47.2 47.3 47.4 47.5 47.6 47.7 47.8 47.9 47.10 47.11 47.12 47.13 47.14 47.15 47.16 47.17 47.18 47.19
47.20 47.21
47.22 47.23 47.24 47.25 47.26 47.27
47.28 47.29
47.30 47.31 47.32 47.33
48.1 48.2 48.3 48.4 48.5 48.6 48.7 48.8 48.9 48.10 48.11 48.12 48.13 48.14
48.15 48.16
48.17 48.18 48.19 48.20 48.21 48.22 48.23 48.24 48.25 48.26 48.27 48.28 48.29 48.30 48.31 48.32
48.33 48.34
49.1 49.2 49.3 49.4 49.5 49.6 49.7 49.8 49.9 49.10 49.11 49.12 49.13 49.14 49.15
49.16 49.17
49.18 49.19 49.20 49.21 49.22 49.23
49.24 49.25
49.26 49.27 49.28 49.29 49.30 49.31 49.32
50.1 50.2
50.3 50.4 50.5 50.6 50.7 50.8 50.9 50.10 50.11 50.12 50.13 50.14 50.15
50.16 50.17
50.18 50.19 50.20 50.21 50.22 50.23 50.24 50.25 50.26 50.27 50.28 50.29 50.30 50.31
50.32 50.33
51.1 51.2 51.3 51.4 51.5 51.6 51.7 51.8 51.9 51.10 51.11 51.12 51.13 51.14 51.15 51.16 51.17 51.18 51.19 51.20 51.21
51.22 51.23
51.24 51.25 51.26 51.27 51.28 51.29 51.30 51.31 51.32 51.33 51.34 51.35 52.1 52.2 52.3 52.4
52.5 52.6 52.7
52.8 52.9 52.10 52.11 52.12 52.13
52.14 52.15 52.16 52.17 52.18 52.19 52.20 52.21 52.22 52.23 52.24 52.25 52.26 52.27 52.28 52.29 52.30
52.31 52.32 52.33 53.1 53.2 53.3 53.4 53.5 53.6 53.7 53.8 53.9 53.10 53.11 53.12 53.13 53.14
53.15 53.16
53.17 53.18 53.19 53.20 53.21 53.22 53.23 53.24 53.25 53.26 53.27 53.28 53.29 53.30 53.31 53.32 53.33 53.34 53.35 54.1 54.2 54.3 54.4 54.5 54.6 54.7 54.8 54.9 54.10 54.11 54.12 54.13 54.14 54.15 54.16 54.17 54.18 54.19 54.20 54.21 54.22 54.23 54.24 54.25 54.26 54.27 54.28 54.29 54.30 54.31 54.32 54.33 54.34 54.35 55.1 55.2 55.3 55.4 55.5 55.6 55.7 55.8 55.9 55.10 55.11 55.12 55.13 55.14 55.15 55.16 55.17 55.18 55.19 55.20 55.21 55.22 55.23 55.24 55.25 55.26 55.27 55.28 55.29 55.30 55.31 55.32 55.33 55.34 56.1 56.2 56.3 56.4 56.5 56.6 56.7 56.8 56.9 56.10 56.11 56.12 56.13 56.14 56.15 56.16 56.17 56.18 56.19 56.20 56.21 56.22 56.23 56.24 56.25 56.26 56.27 56.28 56.29 56.30 56.31 56.32 56.33 56.34 56.35 56.36 57.1 57.2 57.3 57.4 57.5 57.6 57.7 57.8 57.9 57.10 57.11 57.12 57.13 57.14 57.15 57.16 57.17 57.18 57.19 57.20 57.21 57.22 57.23 57.24 57.25
57.26 57.27 57.28 57.29 57.30 57.31 57.32 57.33
57.34 57.35
58.1 58.2 58.3 58.4 58.5 58.6 58.7 58.8 58.9 58.10 58.11 58.12 58.13 58.14 58.15 58.16 58.17 58.18 58.19 58.20 58.21 58.22 58.23 58.24 58.25 58.26 58.27 58.28 58.29 58.30 58.31 58.32 58.33 58.34 58.35 58.36 59.1 59.2 59.3 59.4 59.5 59.6 59.7
59.8 59.9
59.10 59.11 59.12 59.13 59.14 59.15
59.16 59.17
59.18 59.19 59.20
59.21 59.22
59.23 59.24 59.25 59.26 59.27 59.28 59.29 59.30 59.31 59.32 60.1 60.2 60.3 60.4 60.5 60.6 60.7 60.8 60.9 60.10 60.11 60.12 60.13 60.14 60.15
60.16 60.17 60.18 60.19 60.20 60.21 60.22 60.23 60.24 60.25 60.26 60.27 60.28 60.29 60.30 60.31 60.32 60.33 60.34 61.1 61.2 61.3 61.4 61.5 61.6 61.7 61.8 61.9 61.10 61.11 61.12 61.13 61.14 61.15 61.16 61.17 61.18 61.19 61.20 61.21 61.22 61.23 61.24 61.25 61.26 61.27 61.28 61.29 61.30 61.31 61.32 61.33 61.34 61.35 61.36 62.1 62.2 62.3
62.4 62.5
62.6 62.7 62.8 62.9 62.10 62.11 62.12 62.13 62.14 62.15 62.16 62.17 62.18 62.19 62.20 62.21 62.22 62.23 62.24 62.25 62.26 62.27 62.28 62.29 62.30 62.31 62.32 62.33 63.1 63.2 63.3 63.4 63.5 63.6 63.7 63.8 63.9 63.10 63.11 63.12 63.13 63.14 63.15 63.16 63.17 63.18 63.19 63.20 63.21 63.22 63.23 63.24 63.25 63.26 63.27 63.28 63.29 63.30 63.31 63.32 63.33 63.34 63.35 63.36 64.1 64.2 64.3 64.4 64.5 64.6 64.7 64.8 64.9 64.10 64.11 64.12 64.13 64.14 64.15 64.16 64.17 64.18 64.19 64.20 64.21 64.22 64.23 64.24 64.25 64.26 64.27 64.28 64.29 64.30 64.31 64.32 64.33 64.34 64.35 65.1 65.2 65.3 65.4 65.5 65.6 65.7 65.8 65.9 65.10 65.11 65.12 65.13 65.14 65.15 65.16 65.17 65.18 65.19 65.20 65.21 65.22 65.23 65.24 65.25 65.26 65.27 65.28
65.29 65.30
65.31 65.32 65.33 65.34 65.35 66.1 66.2 66.3 66.4 66.5 66.6 66.7 66.8 66.9 66.10 66.11 66.12 66.13 66.14 66.15 66.16 66.17 66.18
66.19 66.20
66.21 66.22 66.23 66.24 66.25 66.26 66.27 66.28 66.29 66.30 66.31 66.32 66.33 67.1 67.2 67.3 67.4 67.5 67.6 67.7 67.8 67.9 67.10 67.11 67.12 67.13 67.14 67.15 67.16 67.17 67.18 67.19 67.20 67.21 67.22 67.23 67.24 67.25 67.26 67.27 67.28 67.29 67.30 67.31 67.32 67.33 67.34 67.35 67.36 68.1 68.2 68.3 68.4 68.5 68.6 68.7 68.8 68.9 68.10 68.11 68.12 68.13 68.14 68.15 68.16 68.17 68.18 68.19 68.20 68.21 68.22 68.23 68.24 68.25 68.26 68.27 68.28 68.29
68.30 68.31
69.1 69.2 69.3 69.4 69.5 69.6 69.7 69.8 69.9 69.10 69.11 69.12 69.13 69.14 69.15 69.16 69.17 69.18 69.19 69.20 69.21 69.22 69.23 69.24 69.25 69.26 69.27 69.28 69.29 69.30 69.31 69.32 69.33 69.34 69.35 69.36 70.1 70.2 70.3 70.4 70.5 70.6 70.7 70.8 70.9 70.10 70.11 70.12 70.13 70.14 70.15 70.16 70.17 70.18 70.19 70.20 70.21 70.22 70.23 70.24 70.25 70.26 70.27 70.28 70.29 70.30 70.31 70.32 70.33 70.34 70.35 70.36 71.1 71.2 71.3 71.4 71.5 71.6 71.7 71.8 71.9 71.10 71.11 71.12 71.13 71.14 71.15 71.16 71.17 71.18 71.19 71.20 71.21 71.22 71.23 71.24 71.25 71.26 71.27 71.28 71.29 71.30 71.31 71.32 71.33 71.34 71.35 71.36 72.1 72.2 72.3 72.4 72.5 72.6 72.7 72.8 72.9 72.10 72.11 72.12 72.13 72.14 72.15 72.16 72.17 72.18 72.19 72.20 72.21 72.22 72.23 72.24 72.25 72.26 72.27 72.28 72.29 72.30 72.31 72.32 72.33 72.34 72.35 73.1 73.2 73.3 73.4 73.5 73.6 73.7 73.8 73.9 73.10 73.11 73.12 73.13 73.14 73.15 73.16 73.17 73.18 73.19 73.20 73.21 73.22 73.23 73.24 73.25 73.26 73.27 73.28 73.29 73.30 73.31 73.32 73.33 73.34 73.35 73.36 74.1 74.2 74.3 74.4 74.5 74.6 74.7 74.8 74.9 74.10 74.11 74.12 74.13 74.14 74.15 74.16 74.17 74.18 74.19 74.20 74.21 74.22 74.23 74.24 74.25 74.26 74.27 74.28 74.29 74.30 74.31 74.32 74.33 74.34 74.35 74.36 75.1 75.2 75.3 75.4 75.5 75.6 75.7 75.8 75.9 75.10 75.11 75.12 75.13 75.14 75.15 75.16 75.17 75.18 75.19 75.20 75.21 75.22 75.23 75.24 75.25 75.26 75.27 75.28 75.29 75.30 75.31
75.32 75.33 75.34 75.35
76.1 76.2 76.3 76.4 76.5 76.6 76.7 76.8 76.9 76.10 76.11 76.12
76.13 76.14
76.15 76.16 76.17 76.18 76.19 76.20 76.21 76.22 76.23 76.24 76.25 76.26 76.27 76.28 76.29 76.30 76.31 76.32 76.33 77.1 77.2 77.3 77.4 77.5 77.6 77.7 77.8 77.9 77.10 77.11 77.12 77.13 77.14 77.15 77.16 77.17 77.18 77.19 77.20 77.21 77.22 77.23 77.24 77.25 77.26 77.27 77.28 77.29 77.30 77.31 77.32 77.33 77.34 77.35 77.36 78.1 78.2 78.3 78.4 78.5 78.6 78.7 78.8 78.9 78.10 78.11 78.12 78.13 78.14 78.15 78.16 78.17 78.18 78.19 78.20 78.21 78.22 78.23 78.24 78.25 78.26 78.27 78.28 78.29 78.30 78.31 78.32 78.33 78.34 78.35 78.36 79.1 79.2 79.3 79.4 79.5 79.6 79.7 79.8 79.9 79.10 79.11 79.12 79.13 79.14 79.15 79.16 79.17 79.18 79.19 79.20 79.21 79.22 79.23 79.24 79.25 79.26 79.27 79.28 79.29 79.30 79.31 79.32 79.33 79.34 79.35 79.36 80.1 80.2 80.3 80.4 80.5 80.6 80.7 80.8 80.9 80.10 80.11 80.12 80.13 80.14 80.15 80.16 80.17 80.18 80.19 80.20 80.21 80.22 80.23 80.24 80.25 80.26 80.27 80.28 80.29 80.30 80.31 80.32 80.33 80.34 80.35 80.36 81.1 81.2 81.3 81.4 81.5 81.6 81.7 81.8 81.9 81.10 81.11 81.12 81.13 81.14 81.15 81.16 81.17 81.18 81.19 81.20 81.21 81.22 81.23 81.24 81.25 81.26 81.27 81.28 81.29 81.30 81.31 81.32 81.33 81.34 81.35 81.36 82.1 82.2 82.3 82.4 82.5 82.6 82.7 82.8 82.9 82.10 82.11 82.12 82.13 82.14 82.15 82.16 82.17 82.18 82.19 82.20 82.21 82.22 82.23 82.24 82.25 82.26 82.27 82.28 82.29 82.30 82.31 82.32 82.33 82.34 82.35
83.1 83.2 83.3 83.4 83.5 83.6 83.7 83.8 83.9 83.10 83.11 83.12 83.13 83.14 83.15 83.16 83.17 83.18 83.19 83.20 83.21 83.22 83.23 83.24 83.25 83.26 83.27 83.28 83.29 83.30 83.31 83.32 83.33 83.34 83.35 84.1 84.2
84.3 84.4 84.5 84.6 84.7 84.8 84.9 84.10 84.11 84.12 84.13 84.14 84.15 84.16 84.17 84.18 84.19 84.20 84.21 84.22 84.23 84.24 84.25 84.26 84.27 84.28 84.29 84.30 84.31 84.32 84.33 84.34 85.1 85.2 85.3 85.4 85.5 85.6 85.7 85.8 85.9 85.10 85.11 85.12 85.13 85.14 85.15 85.16 85.17 85.18 85.19 85.20 85.21 85.22 85.23 85.24 85.25 85.26 85.27 85.28 85.29 85.30 85.31 85.32 85.33 85.34 85.35 86.1 86.2 86.3 86.4 86.5 86.6 86.7 86.8 86.9 86.10 86.11 86.12 86.13 86.14 86.15 86.16 86.17 86.18 86.19 86.20 86.21 86.22 86.23 86.24 86.25 86.26 86.27 86.28 86.29 86.30 86.31 86.32 86.33 86.34 86.35 87.1 87.2
87.3 87.4 87.5 87.6 87.7 87.8 87.9 87.10 87.11 87.12 87.13 87.14 87.15 87.16 87.17 87.18 87.19 87.20 87.21 87.22 87.23 87.24 87.25 87.26 87.27 87.28 87.29 87.30 87.31 87.32 87.33 87.34 87.35 88.1 88.2 88.3 88.4 88.5 88.6 88.7 88.8 88.9 88.10 88.11 88.12 88.13 88.14 88.15 88.16 88.17 88.18 88.19 88.20 88.21 88.22 88.23 88.24 88.25 88.26 88.27 88.28 88.29 88.30 88.31 88.32 88.33 88.34
89.1 89.2 89.3 89.4 89.5 89.6 89.7 89.8 89.9 89.10 89.11 89.12 89.13 89.14 89.15 89.16 89.17 89.18 89.19 89.20 89.21 89.22 89.23 89.24 89.25 89.26 89.27 89.28 89.29 89.30 89.31 89.32 89.33 89.34 89.35 89.36 90.1 90.2 90.3 90.4 90.5 90.6 90.7 90.8 90.9 90.10 90.11 90.12 90.13 90.14 90.15 90.16 90.17 90.18 90.19 90.20 90.21 90.22 90.23 90.24 90.25 90.26 90.27 90.28 90.29 90.30 90.31 90.32 90.33 90.34 90.35 90.36 91.1 91.2 91.3 91.4 91.5 91.6 91.7 91.8 91.9 91.10 91.11 91.12 91.13 91.14 91.15 91.16 91.17 91.18 91.19 91.20 91.21 91.22 91.23 91.24 91.25 91.26 91.27 91.28 91.29
91.30 91.31 91.32 91.33 91.34 91.35 92.1 92.2 92.3 92.4 92.5 92.6 92.7 92.8 92.9 92.10
92.11
92.12 92.13 92.14 92.15 92.16 92.17 92.18 92.19 92.20 92.21 92.22 92.23 92.24 92.25 92.26 92.27 92.28 92.29 92.30 92.31 92.32 92.33 92.34 92.35 93.1 93.2 93.3 93.4 93.5 93.6 93.7 93.8 93.9 93.10 93.11 93.12 93.13 93.14 93.15 93.16 93.17 93.18 93.19 93.20 93.21 93.22 93.23 93.24 93.25 93.26 93.27 93.28 93.29 93.30 93.31 93.32 93.33 93.34 93.35 94.1 94.2 94.3 94.4 94.5 94.6 94.7 94.8 94.9 94.10 94.11 94.12 94.13 94.14 94.15 94.16 94.17 94.18 94.19 94.20 94.21 94.22 94.23 94.24 94.25 94.26 94.27 94.28 94.29 94.30 94.31 94.32 94.33
94.34 94.35
95.1 95.2 95.3 95.4 95.5 95.6 95.7 95.8 95.9 95.10 95.11 95.12 95.13 95.14 95.15 95.16 95.17 95.18 95.19 95.20 95.21 95.22 95.23 95.24 95.25 95.26 95.27 95.28 95.29 95.30 95.31 95.32 95.33 95.34 95.35 96.1 96.2 96.3 96.4 96.5 96.6 96.7 96.8 96.9 96.10 96.11 96.12 96.13 96.14 96.15 96.16 96.17 96.18 96.19 96.20 96.21 96.22 96.23 96.24 96.25 96.26 96.27 96.28 96.29 96.30 96.31 96.32 96.33 96.34 96.35 96.36 97.1 97.2 97.3 97.4 97.5 97.6 97.7 97.8 97.9 97.10 97.11 97.12 97.13 97.14 97.15 97.16 97.17 97.18 97.19 97.20
97.21 97.22
97.23 97.24 97.25 97.26 97.27 97.28 97.29 97.30 97.31 97.32 97.33 98.1 98.2 98.3 98.4 98.5 98.6 98.7 98.8
98.9 98.10
98.11 98.12 98.13 98.14 98.15 98.16 98.17 98.18 98.19 98.20 98.21 98.22 98.23 98.24 98.25 98.26 98.27 98.28 98.29 98.30 98.31 98.32 98.33 98.34 98.35 99.1 99.2 99.3 99.4 99.5 99.6 99.7 99.8 99.9 99.10 99.11 99.12 99.13 99.14 99.15 99.16 99.17 99.18 99.19 99.20
99.21 99.22
99.23 99.24 99.25 99.26 99.27 99.28 99.29 99.30 99.31 99.32 99.33 99.34 100.1 100.2
100.3
100.4 100.5 100.6 100.7 100.8 100.9 100.10 100.11 100.12 100.13 100.14 100.15 100.16 100.17 100.18 100.19 100.20 100.21 100.22 100.23 100.24 100.25 100.26 100.27 100.28 100.29 100.30 100.31 100.32 100.33 100.34 101.1 101.2 101.3 101.4 101.5 101.6 101.7 101.8 101.9 101.10 101.11 101.12 101.13 101.14 101.15 101.16 101.17 101.18 101.19 101.20 101.21 101.22 101.23 101.24 101.25 101.26 101.27 101.28 101.29 101.30 101.31 101.32 101.33 101.34 101.35 101.36 102.1 102.2 102.3 102.4 102.5 102.6 102.7 102.8 102.9 102.10 102.11 102.12 102.13 102.14 102.15 102.16 102.17 102.18 102.19 102.20 102.21 102.22 102.23 102.24 102.25 102.26 102.27 102.28 102.29 102.30 102.31 102.32 102.33 102.34
102.35 102.36
103.1 103.2 103.3 103.4 103.5 103.6 103.7 103.8 103.9 103.10 103.11 103.12 103.13 103.14 103.15
103.16 103.17
103.18 103.19 103.20 103.21 103.22 103.23 103.24 103.25 103.26 103.27 103.28 103.29 103.30 103.31 103.32 103.33 103.34 104.1 104.2
104.3
104.4 104.5 104.6 104.7 104.8 104.9 104.10
104.11
104.12 104.13 104.14 104.15 104.16 104.17 104.18 104.19 104.20 104.21 104.22 104.23 104.24 104.25 104.26 104.27 104.28 104.29 104.30 104.31 104.32 104.33 105.1 105.2 105.3 105.4 105.5 105.6 105.7 105.8 105.9 105.10 105.11 105.12 105.13 105.14 105.15 105.16 105.17
105.18
105.19 105.20 105.21 105.22 105.23 105.24 105.25 105.26 105.27 105.28 105.29 105.30 105.31 105.32 105.33 105.34 106.1 106.2 106.3 106.4 106.5 106.6 106.7 106.8 106.9 106.10 106.11 106.12 106.13 106.14 106.15 106.16 106.17 106.18 106.19 106.20 106.21 106.22 106.23
106.24
106.25 106.26 106.27 106.28 106.29 106.30 106.31 106.32 106.33
107.1 107.2
107.3 107.4
107.5 107.6
107.7 107.8 107.9 107.10 107.11 107.12 107.13 107.14 107.15 107.16 107.17 107.18 107.19 107.20 107.21 107.22 107.23 107.24 107.25 107.26 107.27 107.28 107.29 107.30 107.31 107.32 107.33 107.34 108.1 108.2 108.3 108.4 108.5 108.6 108.7 108.8 108.9
108.10 108.11
108.12 108.13 108.14 108.15 108.16 108.17 108.18 108.19 108.20 108.21 108.22 108.23 108.24 108.25
108.26 108.27 108.28 108.29 108.30 108.31 108.32 109.1 109.2 109.3 109.4 109.5 109.6 109.7 109.8 109.9 109.10 109.11 109.12 109.13 109.14 109.15 109.16 109.17 109.18 109.19 109.20 109.21 109.22 109.23 109.24 109.25 109.26 109.27
109.28 109.29 109.30 109.31 109.32 109.33 109.34 110.1 110.2 110.3 110.4 110.5 110.6 110.7 110.8 110.9 110.10 110.11 110.12 110.13 110.14 110.15 110.16 110.17 110.18 110.19 110.20 110.21 110.22 110.23 110.24 110.25 110.26 110.27 110.28 110.29 110.30 110.31 110.32 110.33 110.34 110.35 111.1 111.2 111.3 111.4 111.5 111.6 111.7 111.8 111.9 111.10 111.11 111.12 111.13 111.14 111.15 111.16 111.17 111.18 111.19
111.20 111.21 111.22 111.23 111.24 111.25 111.26 111.27 111.28 111.29 111.30 111.31 111.32 111.33 111.34 111.35 112.1 112.2 112.3 112.4 112.5 112.6 112.7 112.8 112.9 112.10 112.11 112.12 112.13 112.14 112.15 112.16 112.17 112.18 112.19 112.20 112.21 112.22 112.23 112.24 112.25 112.26 112.27 112.28 112.29 112.30 112.31 112.32 112.33 112.34 112.35 112.36 113.1 113.2 113.3 113.4 113.5 113.6 113.7 113.8 113.9 113.10 113.11 113.12 113.13 113.14 113.15 113.16 113.17 113.18 113.19 113.20 113.21 113.22 113.23 113.24 113.25 113.26 113.27 113.28 113.29 113.30 113.31 113.32 113.33 113.34 113.35 114.1 114.2 114.3 114.4 114.5 114.6 114.7 114.8 114.9 114.10 114.11 114.12 114.13 114.14 114.15 114.16 114.17 114.18 114.19 114.20 114.21 114.22 114.23 114.24 114.25 114.26 114.27 114.28 114.29 114.30 114.31 114.32 114.33 114.34 114.35 114.36 115.1 115.2 115.3 115.4 115.5 115.6 115.7 115.8 115.9 115.10 115.11 115.12 115.13 115.14
115.15 115.16 115.17 115.18 115.19 115.20 115.21 115.22 115.23 115.24 115.25 115.26 115.27 115.28 115.29 115.30 115.31 115.32 115.33 115.34 115.35 116.1 116.2 116.3 116.4 116.5 116.6 116.7 116.8 116.9 116.10 116.11 116.12 116.13 116.14 116.15 116.16 116.17 116.18 116.19 116.20 116.21 116.22 116.23 116.24 116.25 116.26 116.27 116.28 116.29 116.30 116.31 116.32 116.33 116.34 116.35 116.36 117.1 117.2 117.3 117.4 117.5 117.6 117.7 117.8 117.9 117.10 117.11 117.12 117.13 117.14 117.15 117.16 117.17 117.18 117.19 117.20 117.21 117.22 117.23 117.24 117.25 117.26 117.27 117.28 117.29 117.30 117.31 117.32 117.33 117.34 117.35 117.36 118.1 118.2 118.3 118.4 118.5 118.6 118.7 118.8 118.9 118.10 118.11 118.12 118.13 118.14 118.15 118.16 118.17 118.18 118.19 118.20 118.21 118.22 118.23 118.24 118.25 118.26 118.27 118.28 118.29 118.30 118.31 118.32 118.33 118.34 118.35 119.1 119.2 119.3 119.4 119.5 119.6 119.7 119.8
119.9 119.10 119.11 119.12 119.13 119.14 119.15 119.16 119.17 119.18 119.19 119.20 119.21 119.22 119.23 119.24 119.25 119.26 119.27 119.28 119.29 119.30 119.31 119.32 119.33 119.34 120.1 120.2 120.3 120.4 120.5 120.6 120.7 120.8 120.9 120.10 120.11 120.12 120.13 120.14 120.15 120.16 120.17 120.18 120.19 120.20 120.21 120.22 120.23 120.24 120.25 120.26 120.27 120.28 120.29 120.30 120.31 120.32 120.33 120.34 120.35 120.36 121.1 121.2 121.3 121.4 121.5 121.6 121.7 121.8 121.9 121.10 121.11 121.12 121.13 121.14 121.15 121.16 121.17 121.18 121.19 121.20 121.21 121.22 121.23 121.24 121.25 121.26 121.27 121.28
121.29 121.30 121.31 121.32 121.33 121.34 122.1 122.2 122.3 122.4 122.5 122.6 122.7 122.8 122.9 122.10 122.11 122.12 122.13 122.14 122.15 122.16 122.17 122.18 122.19 122.20 122.21 122.22 122.23 122.24 122.25 122.26 122.27 122.28 122.29 122.30 122.31
122.32 122.33 122.34 122.35 123.1 123.2 123.3 123.4 123.5 123.6 123.7 123.8 123.9 123.10 123.11 123.12 123.13 123.14 123.15 123.16 123.17 123.18 123.19 123.20 123.21 123.22 123.23 123.24 123.25 123.26 123.27 123.28 123.29 123.30 123.31 123.32 123.33 123.34 123.35 123.36 124.1 124.2 124.3 124.4 124.5 124.6 124.7 124.8 124.9 124.10 124.11 124.12 124.13 124.14 124.15 124.16 124.17 124.18 124.19 124.20 124.21 124.22 124.23 124.24 124.25 124.26 124.27 124.28 124.29 124.30 124.31 124.32 124.33 124.34 124.35 124.36 125.1 125.2 125.3 125.4 125.5 125.6 125.7 125.8 125.9 125.10 125.11 125.12 125.13 125.14 125.15 125.16 125.17 125.18 125.19 125.20 125.21 125.22 125.23 125.24 125.25 125.26 125.27 125.28 125.29 125.30 125.31 125.32 125.33 125.34 125.35 125.36 126.1 126.2 126.3 126.4 126.5 126.6 126.7 126.8 126.9 126.10 126.11 126.12 126.13 126.14 126.15 126.16 126.17 126.18 126.19 126.20 126.21 126.22 126.23 126.24 126.25 126.26 126.27 126.28 126.29 126.30 126.31 126.32 126.33 126.34 126.35 126.36 127.1 127.2 127.3 127.4 127.5 127.6 127.7 127.8 127.9 127.10 127.11 127.12 127.13 127.14 127.15 127.16 127.17 127.18 127.19 127.20 127.21 127.22 127.23 127.24
127.25 127.26 127.27 127.28 127.29 127.30 127.31 127.32 127.33 127.34 127.35 128.1 128.2 128.3 128.4 128.5 128.6 128.7 128.8 128.9 128.10 128.11 128.12 128.13 128.14 128.15 128.16 128.17 128.18 128.19 128.20 128.21 128.22 128.23 128.24 128.25 128.26 128.27 128.28 128.29 128.30 128.31 128.32 128.33 128.34 128.35 128.36 129.1 129.2 129.3 129.4 129.5 129.6 129.7 129.8 129.9 129.10 129.11 129.12 129.13 129.14 129.15 129.16 129.17 129.18 129.19 129.20 129.21 129.22 129.23 129.24 129.25 129.26 129.27 129.28 129.29 129.30
129.31 129.32 129.33 129.34 129.35 130.1 130.2 130.3 130.4 130.5 130.6 130.7 130.8 130.9 130.10 130.11 130.12 130.13 130.14 130.15 130.16 130.17 130.18 130.19 130.20 130.21 130.22 130.23 130.24 130.25 130.26 130.27 130.28 130.29 130.30 130.31 130.32 130.33 130.34 130.35 130.36 131.1 131.2 131.3 131.4 131.5 131.6 131.7 131.8 131.9 131.10 131.11 131.12 131.13 131.14 131.15 131.16 131.17 131.18 131.19 131.20 131.21 131.22 131.23 131.24 131.25 131.26 131.27 131.28 131.29
131.30 131.31 131.32 131.33 131.34 132.1 132.2 132.3 132.4 132.5 132.6 132.7 132.8 132.9 132.10 132.11 132.12 132.13 132.14 132.15 132.16 132.17 132.18 132.19 132.20 132.21 132.22 132.23 132.24 132.25 132.26 132.27 132.28 132.29 132.30 132.31 132.32 132.33 132.34 132.35 132.36
133.1 133.2 133.3 133.4 133.5 133.6 133.7 133.8 133.9 133.10 133.11 133.12 133.13 133.14 133.15 133.16 133.17 133.18 133.19 133.20 133.21 133.22 133.23 133.24 133.25 133.26 133.27 133.28 133.29 133.30 133.31 133.32 133.33 133.34 133.35 133.36 134.1 134.2 134.3 134.4 134.5 134.6 134.7 134.8 134.9 134.10 134.11 134.12 134.13 134.14 134.15 134.16 134.17
134.18 134.19 134.20 134.21 134.22 134.23 134.24 134.25 134.26 134.27 134.28 134.29 134.30 134.31 134.32 134.33 134.34 135.1 135.2
135.3 135.4 135.5 135.6 135.7 135.8 135.9 135.10 135.11 135.12 135.13 135.14 135.15 135.16 135.17 135.18 135.19 135.20 135.21 135.22 135.23 135.24
135.25 135.26 135.27 135.28 135.29 135.30 135.31 135.32 135.33 136.1 136.2 136.3
136.4 136.5 136.6 136.7 136.8 136.9 136.10 136.11 136.12 136.13 136.14 136.15 136.16 136.17 136.18 136.19 136.20 136.21 136.22 136.23 136.24 136.25 136.26 136.27 136.28 136.29 136.30 136.31 136.32 136.33 136.34 137.1 137.2 137.3 137.4 137.5 137.6 137.7 137.8 137.9 137.10 137.11 137.12 137.13 137.14 137.15 137.16 137.17 137.18 137.19 137.20 137.21 137.22 137.23 137.24 137.25 137.26 137.27 137.28 137.29 137.30 137.31 137.32 137.33 137.34 137.35 137.36 138.1 138.2 138.3 138.4 138.5 138.6
138.7 138.8 138.9 138.10 138.11
138.12 138.13 138.14 138.15

A bill for an act
relating to education; providing for early childhood and prekindergarten through
grade 12 education, including general education, education excellence, charter
schools, special education, facilities and technology, and self-sufficiency and
lifelong learning; teachers; early childhood; charter school recodification;
amending Minnesota Statutes 2014, sections 120B.021, subdivision 1; 120B.11,
as amended; 120B.12, subdivisions 2, 3; 120B.15; 120B.30, by adding
a subdivision; 120B.31, subdivision 5, by adding a subdivision; 120B.35,
subdivisions 1, 2, 3; 120B.36, as amended; 121A.61, subdivision 3; 122A.09,
as amended; 122A.16; 122A.18, as amended; 122A.21, as amended; 122A.245,
as amended; 122A.26, subdivision 2; 122A.31, subdivision 3; 122A.4144;
122A.416; 122A.72, subdivision 5; 122A.74, subdivision 1; 123A.24, subdivision
2; 123B.147, subdivision 3; 123B.52, subdivision 1; 123B.571, subdivision 2;
123B.60, subdivision 1; 123B.71, subdivision 8; 123B.79, subdivisions 5, 8, 9;
124D.03, subdivision 5a; 124D.09, subdivision 10; 124D.15, subdivisions 3a,
15; 124D.52, subdivisions 1, 2; 124D.861, as amended; 125A.091, subdivision
11; 125A.0942, subdivision 4; 126C.40, subdivision 5; 126C.63, subdivision
7; 127A.095; Minnesota Statutes 2015 Supplement, sections 120B.125;
120B.301; 122A.23; 122A.30; 122A.40, subdivision 8; 122A.41, subdivision
5; 122A.414, subdivisions 1, 2, 2b, 3; 122A.60, subdivisions 1, 4; 123B.53,
subdivision 1; 123B.595, subdivisions 4, 7, 8, 9, 10, 11, by adding a subdivision;
124D.165, subdivision 2; 124D.231, subdivision 2; 124D.73, subdivision 4;
124E.01; 124E.02; 124E.03; 124E.05; 124E.06; 124E.07; 124E.08; 124E.10;
124E.12; 124E.13; 124E.15; 124E.16; 124E.17; 124E.22; 124E.24; 124E.25;
124E.26; 125A.08; 125A.0942, subdivision 3; 125A.63, subdivision 4; 126C.48,
subdivision 8; 127A.05, subdivision 6; 136A.1791, subdivisions 1, 3; Laws
2015, First Special Session chapter 3, article 1, section 24; proposing coding for
new law in Minnesota Statutes, chapters 120B; 123B; 125B; repealing Minnesota
Statutes 2014, sections 120B.299, subdivision 5; 120B.35, subdivision 4;
122A.245, subdivision 8; 122A.413, subdivision 3; 122A.43, subdivision
6; 123B.06; 123B.60, subdivision 2; 123B.79, subdivisions 2, 6; 127A.51;
Minnesota Statutes 2015 Supplement, section 122A.413, subdivisions 1, 2.

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

ARTICLE 1

GENERAL EDUCATION

Section 1.

Minnesota Statutes 2014, section 123A.24, subdivision 2, is amended to read:


Subd. 2.

Cooperative unit defined.

For the purposes of this section, a cooperative
unit is:

(1) an education district organized under sections 123A.15 to 123A.19;

(2) a cooperative vocational center organized under section 123A.22;

(3) an intermediate district organized under chapter 136D;

(4) a service cooperative organized under section 123A.21; deleted text beginor
deleted text end

(5) a regional management information center organized under section 123A.23 or
as a joint powers district according to section 471.59deleted text begin.deleted text endnew text begin; or
new text end

new text begin (6) a special education cooperative organized under section 471.59.
new text end

Sec. 2.

Laws 2015, First Special Session chapter 3, article 1, section 24, is amended to
read:


Sec. 24. COMPENSATORY REVENUE; INTERMEDIATE DISTRICT.

For the deleted text begin2015-2016deleted text endnew text begin 2016-2017new text end school year only, for an intermediate district formed
under Minnesota Statutes, section 136D.41, the department must calculate compensatory
revenue based on the October 1, deleted text begin2014deleted text endnew text begin 2015new text end, enrollment counts for the deleted text beginSouthdeleted text endnew text begin SouthWestnew text end
Metro Educational Cooperative.

Sec. 3. new text beginVOLUNTARY BOUNDARY ALIGNMENT; MOORHEAD AND
DILWORTH-GLYNDON-FELTON.
new text end

new text begin Subdivision 1. new text end

new text begin Boundary realignment allowed. new text end

new text begin The school boards of Independent
School Districts Nos. 152, Moorhead, and 2164, Dilworth-Glyndon-Felton, may realign
their shared district boundaries according to the provisions of this section.
new text end

new text begin Subd. 2. new text end

new text begin Plan to establish new boundaries. new text end

new text begin (a) The school boards of Independent
School Districts Nos. 152, Moorhead, and 2164, Dilworth-Glyndon-Felton, may jointly
develop a plan to realign their shared school district boundaries over a period of years.
new text end

new text begin (b) The plan must specify and identify each group of parcels that will be transferred
and the method used to determine the year during which each set of parcels is transferred.
The method of transfer may include an analysis of the relative tax base of the parcels to
be transferred and may make the transfers of parcels effective upon the relationship in
relative tax bases.
new text end

new text begin (c) The written plan must be adopted by each school board after the board has
allowed public testimony on the plan.
new text end

new text begin (d) The plan must be filed with both the county auditor and the commissioner of
education.
new text end

new text begin (e) After adopting the plan, each school board must publish notice of the plan
realigning district boundaries. The notice must include a general description of the area
that will be affected by the proposed boundary alignment and the method by which the
boundaries will be realigned. The notice must also be mailed to each property owner of
record in the area proposed for realignment.
new text end

new text begin Subd. 3. new text end

new text begin Bonded debt. new text end

new text begin As of the effective date of each exchange of parcels between
the two school districts, for the next and subsequent tax years, the taxable property in the
newly aligned parcel is taxable for a portion of the bonded debt of the school district to
which the property is attached and is not taxable for the bonded debt from the school
district from which the property is detached.
new text end

new text begin Subd. 4. new text end

new text begin County auditor notified. new text end

new text begin After adoption of the plan, each school board
must provide a copy of the plan to the county auditor. The county auditor may request
any other necessary information from the school districts to effect the transfer of parcels
between the school districts. Each year, the school districts must notify the county auditor
of what block of parcels, if any, will be transferred between the two school districts. The
county auditor must notify each affected property owner of the boundary change.
new text end

new text begin Subd. 5. new text end

new text begin Report to commissioner of education. new text end

new text begin Upon adoption of the plan, the
school boards must submit a copy of the plan to the commissioner of education. The
districts must also provide any additional information necessary for computing school
aids and levies to the commissioner of education in the form and manner requested by
the department.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day after the school boards of
Independent School Districts Nos. 152, Moorhead, and 2164, Dilworth-Glyndon-Felton,
and their respective chief clerical officers timely comply with Minnesota Statutes, section
645.021, subdivisions 2 and 3.
new text end

Sec. 4. new text begin REPEALER.
new text end

new text begin Minnesota Statutes 2014, section 127A.51, new text end new text begin is repealed, effective July 1, 2016.
new text end

ARTICLE 2

EDUCATION EXCELLENCE

Section 1.

Minnesota Statutes 2014, section 120B.021, subdivision 1, is amended to
read:


Subdivision 1.

Required academic standards.

(a) The following subject areas
are required for statewide accountability:

(1) language arts;

(2) mathematics;

(3) science;

(4) social studies, including history, geography, economics, and government and
citizenshipnew text begin that includes civics consistent with section 120B.237new text end;

(5) physical education;

(6) health, for which locally developed academic standards apply; and

(7) the arts, for which statewide or locally developed academic standards apply, as
determined by the school district. Public elementary and middle schools must offer at least
three and require at least two of the following four arts areas: dance; music; theater; and
visual arts. Public high schools must offer at least three and require at least one of the
following five arts areas: media arts; dance; music; theater; and visual arts.

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

(c) District efforts to develop, implement, or improve instruction or curriculum
as a result of the provisions of this section must be consistent with sections 120B.10,
120B.11, and 120B.20.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for students enrolling in grade 9 in
the 2017-2018 school year or later.
new text end

Sec. 2.

Minnesota Statutes 2014, section 120B.11, subdivision 1a, is amended to read:


Subd. 1a.

Performance measures.

Measures to determine school district and
school site progress in striving to create the world's best workforce must include at least:

deleted text begin (1) student performance on the National Assessment of Education Progress where
applicable;
deleted text end

deleted text begin (2)deleted text end new text begin(1) new text endthe size of the academic achievement gap, rigorous course taking under
section 120B.35, subdivision 3, paragraph (c), clause (2), and enrichment experiences by
student subgroup;

deleted text begin (3)deleted text endnew text begin (2)new text end student performance on the Minnesota Comprehensive Assessments;

deleted text begin (4)deleted text endnew text begin (3)new text end high school graduation rates; and

deleted text begin (5)deleted text endnew text begin (4)new text end career and college readiness under section 120B.30, subdivision 1.

Sec. 3.

Minnesota Statutes 2014, section 120B.11, subdivision 2, is amended to read:


Subd. 2.

Adopting plans and budgets.

A school board, at a public meeting, shall
adopt a comprehensive, long-term strategic plan to support and improve teaching and
learning that is aligned with creating the world's best workforce and includes:

(1) clearly defined district and school site goals and benchmarks for instruction and
student achievement for all student subgroups identified in section 120B.35, subdivision 3,
paragraph (b), clause (2);

(2) a process for assessing and evaluating each student's progress toward meeting
state and local academic standardsnew text begin, assessing and identifying students for participation in
gifted and talented programs and acceleration and early-admission procedures consistent
with section 120B.15,
new text end and identifying the strengths and weaknesses of instruction in
pursuit of student and school success and curriculum affecting students' progress and
growth toward career and college readiness and leading to the world's best workforce;

(3) a system to periodically review and evaluate the effectiveness of all instruction
and curriculum, taking into account strategies and best practices, student outcomes, school
principal evaluations under section 123B.147, subdivision 3, and teacher evaluations
under section 122A.40, subdivision 8, or 122A.41, subdivision 5;

(4) strategies for improving instruction, curriculum, and student achievement,
including the English and, where practicable, the native language development and the
academic achievement of English learners;

new text begin (5) a process to examine the equitable distribution of teachers and strategies to
ensure that low-income and minority children are not taught at higher rates than other
children by inexperienced, ineffective, or out-of-field teachers, consistent with section
1111(b)(8)(C) of the Elementary and Secondary Education Act;
new text end

deleted text begin (5)deleted text endnew text begin (6)new text end education effectiveness practices that integrate high-quality instruction,
rigorous curriculum, technology, and a collaborative professional culture that develops
and supports teacher quality, performance, and effectiveness; and

deleted text begin (6)deleted text endnew text begin (7)new text end an annual budget for continuing to implement the district plan.

Sec. 4.

Minnesota Statutes 2014, section 120B.11, subdivision 4, is amended to read:


Subd. 4.

Site team.

A school deleted text beginmaydeleted text end new text beginmust new text endestablish a site team to develop and
implement strategies and education effectiveness practices to improve instruction,
curriculum, cultural competencies, including cultural awareness and cross-cultural
communication, and student achievement at the school site, consistent with subdivision
2. new text beginThe site team must include an equal number of teachers and administrators, as well
as at least one parent.
new text endThe new text beginsite new text endteam advises the board and the advisory committee
about developing the annual budget and deleted text beginrevisingdeleted text endnew text begin createsnew text end an instruction and curriculum
improvement plan that aligns curriculum, assessment of student progress, and growth in
meeting state and district academic standards and instruction.

Sec. 5.

Minnesota Statutes 2014, section 120B.11, subdivision 5, is amended to read:


Subd. 5.

Report.

Consistent with requirements for school performance reports
under section 120B.36, subdivision 1, the school board shall publish a report in the local
newspaper with the largest circulation in the district, by mail, or by electronic means on the
district Web site. The school board shall hold an annual public meeting to review, and revise
where appropriatedeleted text begin,deleted text endnew text begin: (1)new text end student achievement goalsdeleted text begin,deleted text endnew text begin; (2)new text end local assessment outcomesdeleted text begin,deleted text endnew text begin; (3)new text end
plans, strategies, and practices for improving curriculum and instruction deleted text beginanddeleted text endnew text begin; (4)new text end cultural
competencydeleted text begin,deleted text endnew text begin; (5) the process to examine equitable distribution of effective, experienced,
and in-field teachers;
new text end and deleted text beginto reviewdeleted text end new text begin(6) new text enddistrict success in realizing the previously adopted
student achievement goals and related benchmarks and the improvement plans leading to
the world's best workforce. The school board must transmit an electronic summary of its
report to the commissioner in the form and manner the commissioner determines.

Sec. 6.

Minnesota Statutes 2014, section 120B.12, subdivision 2, is amended to read:


Subd. 2.

Identification; report.

For the 2011-2012 school year and later, each
school district shall identify before the end of kindergarten, grade 1, and grade 2 students
who are not reading at grade level before the end of the current school year. Reading
assessments in English, and in the predominant languages of district students where
practicable, must identify and evaluate students' areas of academic need related to literacy.
The district also must monitor the progress and provide reading instruction appropriate
to the specific needs of English learners. The district must use a locally adopted,
developmentally appropriate, and culturally responsive assessment and annually report
summary assessment resultsnew text begin and a summary of the district's efforts to evaluate and identify
students with dyslexia or convergence insufficiency disorder
new text end to the commissioner by July 1.

Sec. 7.

Minnesota Statutes 2014, section 120B.12, subdivision 3, is amended to read:


Subd. 3.

Intervention.

For each student identified under subdivision 2, the
district shall provide reading intervention to accelerate student growth and reach the
goal of reading at or above grade level by the end of the current grade and school year.
District intervention methods shall encourage family engagement and, where possible,
collaboration with appropriate school and community programs. Intervention methods
may include, but are not limited to, requiring attendance in summer school, intensified
reading instruction that may require that the student be removed from the regular
classroom for part of the school day, new text beginevaluation for dyslexia or convergence insufficiency
disorder,
new text end extended-day programs, or programs that strengthen students' cultural
connections.new text begin A student, other than a student under an individualized education program
(IEP), who is unable to demonstrate grade-level proficiency as measured by the statewide
reading assessment in grade 3 shall receive a personal learning plan in a format determined
by the school or school district in consultation with classroom teachers, and developed
and updated as needed in consultation, to the extent practicable, with the student and
the student's parents by the classroom teachers and other qualified school professionals
involved with the student's elementary school progress. A personal learning plan shall
address knowledge gaps and skill deficiencies through strategies such as specific exercises
and practices during and outside of the regular school days, periodic assessments and
timelines, and may include grade retention, if necessary, to meet the student's best interests.
new text end

Sec. 8.

Minnesota Statutes 2015 Supplement, section 120B.125, is amended to read:


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

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

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

(2) emphasize academic rigor and high expectationsnew text begin, and inform the student and
their parent or guardian, if the student is a minor, of the student's achievement level score
on the Minnesota Comprehensive Assessments that are administered during high school
new text end;

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

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

(5) help students access education and career options;

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

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

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

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

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

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

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

new text begin (e) Students who do not meet or exceed Minnesota academic standards, as measured
by the Minnesota Comprehensive Assessments that are administered during high school,
shall be informed that admission to a public school is free and available to any resident
under 21 years of age or who meets the requirements of section 120A.20, subdivision 1,
paragraph (c). A student's plan under this section shall continue while the student is
enrolled.
new text end

Sec. 9.

Minnesota Statutes 2014, section 120B.15, is amended to read:


120B.15 GIFTED AND TALENTED STUDENTS PROGRAMS.

(a) School districts may identify students, locally develop programs addressing
instructional and affective needs, provide staff development, and evaluate programs to
provide gifted and talented students with challenging and appropriate educational programs.

(b) School districts must adopt guidelines for assessing and identifying students for
participation in gifted and talented programsnew text begin consistent with section 120B.11, subdivision
2, clause (2)
new text end. The guidelines should include the use of:

(1) multiple and objective criteria; and

(2) assessments and procedures that are valid and reliable, fair, and based on current
theory and research. Assessments and procedures should be sensitive to underrepresented
groups, including, but not limited to, low-income, minority, twice-exceptional, and
English learners.

(c) School districts must adopt procedures for the academic acceleration of gifted
and talented studentsnew text begin consistent with section 120B.11, subdivision 2, clause (2)new text end. These
procedures must include how the district will:

(1) assess a student's readiness and motivation for acceleration; and

(2) match the level, complexity, and pace of the curriculum to a student to achieve
the best type of academic acceleration for that student.

(d) School districts must adopt procedures consistent with section 124D.02,
subdivision 1, for early admission to kindergarten or first grade of gifted and talented
learnersnew text begin consistent with section 120B.11, subdivision 2, clause (2)new text end. The procedures must
be sensitive to underrepresented groups.

Sec. 10.

new text begin [120B.237] CIVICS KNOWLEDGE AND UNDERSTANDING.
new text end

new text begin (a) For purposes of this section, "civics test questions" means 50 of the 100 questions
that, as of January 1, 2015, United States Citizenship and Immigration Services officers
use to select the questions they pose to applicants for naturalization so the applicants can
demonstrate their knowledge and understanding of the fundamentals of United States
history and government, as required by United States Code, title 8, section 1423. The
Learning Law and Democracy Foundation, in consultation with Minnesota civics teachers,
must select by July 1 each year 50 of the 100 questions under this paragraph to serve as
the state's civics test questions for the proximate school year and immediately transmit the
50 selected civics test questions to the Department of Education, which must post the 50
questions it receives on its Web site by August 1 of that year.
new text end

new text begin (b) School districts and charter schools may administer civics test questions as part
of the social studies curriculum. A charter school or district may record on a student's
transcript whether and when the student answered at least 30 of 50 civics test questions
correctly.
new text end

new text begin (c) The commissioner and a public school must not charge students any fees related
to this section.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for students enrolling in grade 9 in
the 2017-2018 school year or later.
new text end

Sec. 11.

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


new text begin Subd. 6. new text end

new text begin Retaliation prohibited. new text end

new text begin A report to the commissioner concerning service
disruptions and technical interruptions to the assessments under this section is subject to
the protection of section 181.932, governing disclosure of information by employees.
new text end

Sec. 12.

Minnesota Statutes 2015 Supplement, section 120B.301, is amended to read:


120B.301 LIMITS ON LOCAL TESTING.

(a) For students in grades 1 through 6, the cumulative total amount of time spent
taking locally adopted districtwide or schoolwide assessments must not exceed ten hours
per school year. For students in grades 7 through 12, the cumulative total amount of time
spent taking locally adopted districtwide or schoolwide assessments must not exceed 11
hours per school year. For purposes of this paragraph, International Baccalaureate and
Advanced Placement exams are not considered locally adopted assessments.

(b) A district or charter school is exempt from the requirements of paragraph (a),
if the district or charter school, in consultation with the exclusive representative of the
teachers or other teachers if there is no exclusive representative of the teachers, decides
to exceed a time limit in paragraph (a) and includes in the report required under section
120B.11, subdivision 5.

new text begin (c) A district or charter school must, prior to the first day of each school year, publish
on its Web site a comprehensive calendar of standardized tests to be administered in the
district or charter school for that school year. The calendar must provide the rationale for
administering each assessment and indicate whether the assessment is a local option, or is
required by state or federal law.
new text end

Sec. 13.

new text begin [120B.304] SCHOOL DISTRICT ASSESSMENT COMMITTEE.
new text end

new text begin A school district that does not have an agreement between the school board and
the exclusive representative of the teachers regarding the selection of assessments must
establish a district assessment committee to advise the school board on the standardized
assessments administered to students, in addition to the required assessments under
section 120B.30 and applicable federal law. The committee must include an equal number
of teachers and administrators and at least one parent of a student in the district. The
committee makeup should include at least one representative from each school site in the
district. The district advisory committee, under section 120B.11, subdivision 3, may
provide advice to the school board in place of establishing an additional committee for this
purpose.
new text end

Sec. 14.

Minnesota Statutes 2014, section 120B.31, is amended by adding a
subdivision to read:


new text begin Subd. 4a. new text end

new text begin Student participation. new text end

new text begin The commissioner shall create and publish a
form for a parent or guardian to complete if they refuse for their child to participate in
standardized testing. The form must state why there are academic standards, indicate
which tests are aligned with those standards, and what consequences, if any, the school
may face if students do not participate in standardized testing. This form must request
a reason for the refusal. A district may not impose an academic or other penalty upon a
student who does not participate in standardized testing or any surveys.
new text end

Sec. 15.

Minnesota Statutes 2014, section 120B.31, subdivision 5, is amended to read:


Subd. 5.

deleted text beginParentdeleted text end new text beginAccess to new text endinformation.

To ensure the effective involvement
of parents and to support a partnership between the school and parents, each district
shall deleted text beginannuallydeleted text end provide parents new text beginand teachers new text enda timely written summary, in an electronic
or other format, of their student's current and longitudinal performance and progress
on the state's academic content standards as measured by state assessments. Providing
parents with a summary prepared by the Department of Education fulfills the requirements
of this subdivision.

Sec. 16.

Minnesota Statutes 2014, section 120B.35, subdivision 1, is amended to read:


Subdivision 1.

School and student indicators of growth and achievement.

The commissioner must develop and implement a system for measuring and reporting
academic achievement and individual student growth, consistent with the statewide
educational accountability and reporting system. The system components must measure
and separately report the deleted text beginadequate yearly progressdeleted text endnew text begin federal expectationsnew text end of schools and the
growth of individual students: students' current achievement in schools under subdivision
2; and individual students' educational growth over time under subdivision 3. The
system also must include statewide measures of student academic growth that identify
schools with high levels of growth, and also schools with low levels of growth that need
improvement. When determining a school's effect, the data must include both statewide
measures of student achievement and, to the extent annual tests are administered,
indicators of achievement growth that take into account a student's prior achievement.
Indicators of achievement and prior achievement must be based on highly reliable
statewide or districtwide assessments. Indicators that take into account a student's prior
achievement must not be used to disregard a school's low achievement or to exclude a
school from a program to improve low achievement levels.

Sec. 17.

Minnesota Statutes 2014, section 120B.35, subdivision 2, is amended to read:


Subd. 2.

Federal expectations for student academic achievement.

(a) Each
school year, a school district must determine if the student achievement levels at each
school site meet federal expectations. If student achievement levels at a school site do
not meet federal expectations deleted text beginand the site has not made adequate yearly progress for two
consecutive school years, beginning with the 2001-2002 school year
deleted text end, the district must
work with the school site to adopt a plan to raise student achievement levels to meet
federal expectations. The commissioner of education shall establish student academic
achievement levels to comply with this paragraph.

(b) School sites identified as not meeting federal expectations must develop
continuous improvement plans in order to meet federal expectations for student academic
achievement. The department, at a district's request, must assist the district and the school
site in developing a plan to improve student achievement. The plan must include parental
involvement components.

(c) The commissioner must:

(1) assist school sites and districts identified as not meeting federal expectations; and

(2) provide technical assistance to schools that integrate student achievement
measures into the school continuous improvement plan.

(d) The commissioner shall establish and maintain a continuous improvement Web
site designed to make data on every school and district available to parents, teachers,
administrators, community members, and the general public.

Sec. 18.

Minnesota Statutes 2014, section 120B.35, subdivision 3, is amended to read:


Subd. 3.

State growth target; other state measures.

(a) The state's educational
assessment system measuring individual students' educational growth is based on
indicators of achievement growth that show an individual student's prior achievement.
Indicators of achievement and prior achievement must be based on highly reliable
statewide or districtwide assessments.

(b) The commissioner, in consultation with a stakeholder group that includes
assessment and evaluation directors, district staff, experts in culturally responsive teaching,
and researchers, must implement a model that uses a value-added growth indicator and
includes criteria for identifying schools and school districts that demonstrate medium and
high growth under section 120B.299, subdivisions 8 and 9, and may recommend other
value-added measures under section 120B.299, subdivision 3. The model may be used
to advance educators' professional development and replicate programs that succeed in
meeting students' diverse learning needs. Data on individual teachers generated under the
model are personnel data under section 13.43. The model must allow users to:

(1) report student growth consistent with this paragraph; and

(2) for all student categories, report and compare aggregated and disaggregated
state growth data using deleted text beginthe nine student categories identified under the federal 2001 No
Child Left Behind Act
deleted text endnew text begin the student categories identified under the federal Elementary
and Secondary Education Act
new text end and two student gender categories of male and female,
respectively, following appropriate reporting practices to protect nonpublic student data.

The commissioner must report measures of student growth, consistent with this
paragraph, including the English language development, academic progress, and oral
academic development of English learners and their native language development if the
native language is used as a language of instruction.

(c) When reporting student performance under section 120B.36, subdivision 1, the
commissioner annually, beginning July 1, 2011, must report two core measures indicating
the extent to which current high school graduates are being prepared for postsecondary
academic and career opportunities:

(1) a preparation measure indicating the number and percentage of high school
graduates in the most recent school year who completed course work important to
preparing them for postsecondary academic and career opportunities, consistent with
the core academic subjects required for admission to Minnesota's public colleges and
universities as determined by the Office of Higher Education under chapter 136A; and

(2) a rigorous coursework measure indicating the number and percentage of high
school graduates in the most recent school year who successfully completed one or more
college-level advanced placement, international baccalaureate, postsecondary enrollment
options including concurrent enrollment, other rigorous courses of study under section
120B.021, subdivision 1a, or industry certification courses or programs.

When reporting the core measures under clauses (1) and (2), the commissioner must also
analyze and report separate categories of information using deleted text beginthe nine student categories
identified under the federal 2001 No Child Left Behind Act
deleted text endnew text begin the student categories
identified under the federal Elementary and Secondary Education Act
new text end and two student
gender categories of male and female, respectively, following appropriate reporting
practices to protect nonpublic student data.

(d) When reporting student performance under section 120B.36, subdivision 1, the
commissioner annually, beginning July 1, 2014, must report summary data on school
safety and students' engagement and connection at school. The summary data under this
paragraph are separate from and must not be used for any purpose related to measuring
or evaluating the performance of classroom teachers. The commissioner, in consultation
with qualified experts on student engagement and connection and classroom teachers,
must identify highly reliable variables that generate summary data under this paragraph.
The summary data may be used at school, district, and state levels only. Any data on
individuals received, collected, or created that are used to generate the summary data
under this paragraph are nonpublic data under section 13.02, subdivision 9.

(e) For purposes of statewide educational accountability, the commissioner must
identify and report measures that demonstrate the success of learning year program
providers under sections 123A.05 and 124D.68, among other such providers, in improving
students' graduation outcomes. The commissioner, beginning July 1, 2015, must annually
report summary data on:

(1) the four- and six-year graduation rates of students under this paragraph;

(2) the percent of students under this paragraph whose progress and performance
levels are meeting career and college readiness benchmarks under section 120B.30,
subdivision 1; and

(3) the success that learning year program providers experience in:

(i) identifying at-risk and off-track student populations by grade;

(ii) providing successful prevention and intervention strategies for at-risk students;

(iii) providing successful recuperative and recovery or reenrollment strategies for
off-track students; and

(iv) improving the graduation outcomes of at-risk and off-track students.

The commissioner may include in the annual report summary data on other education
providers serving a majority of students eligible to participate in a learning year program.

(f) The commissioner, in consultation with recognized experts with knowledge and
experience in assessing the language proficiency and academic performance of English
learners, must identify and report appropriate and effective measures to improve current
categories of language difficulty and assessments, and monitor and report data on students'
English proficiency levels, program placement, and academic language development,
including oral academic language.

Sec. 19.

Minnesota Statutes 2014, section 120B.36, as amended by Laws 2015, First
Special Session chapter 3, article 2, section 8, is amended to read:


120B.36 SCHOOL ACCOUNTABILITY; APPEALS PROCESS.

Subdivision 1.

School performance reports.

(a) The commissioner shall report
student academic performance under section 120B.35, subdivision 2; the percentages of
students showing low, medium, and high growth under section 120B.35, subdivision
3
, paragraph (b); school safety and student engagement and connection under section
120B.35, subdivision 3, paragraph (d); rigorous coursework under section 120B.35,
subdivision 3
, paragraph (c); the percentage of students under section 120B.35,
subdivision 3
, paragraph (b), clause (2), whose progress and performance levels are
meeting career and college readiness benchmarks under sections 120B.30, subdivision 1,
and 120B.35, subdivision 3, paragraph (e); longitudinal data on the progress of eligible
districts in reducing disparities in students' academic achievement and realizing racial
and economic integration under section 124D.861; the acquisition of English, and
where practicable, native language academic literacy, including oral academic language,
and the academic progress of English learners under section 124D.59, subdivisions
2
and 2a; two separate student-to-teacher ratios that clearly indicate the definition of
teacher consistent with sections 122A.06 and 122A.15 for purposes of determining these
ratios; staff characteristics excluding salaries; student enrollment demographics; student
homelessness and district mobility; and extracurricular activities. The report also must
indicate a school's deleted text beginadequate yearly progressdeleted text end status under applicable federal lawdeleted text begin, and must
not set any designations applicable to high- and low-performing schools due solely to
adequate yearly progress status
deleted text end.

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

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

(d) A school or district may appeal its deleted text beginadequate yearly progress status in writing
to the commissioner within 30 days of receiving the notice of its status
deleted text endnew text begin results in a form
and manner determined by the commissioner and consistent with federal law
new text end. The
commissioner's decision to uphold or deny an appeal is final.

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

Subd. 2.

deleted text beginAdequate yearly progressdeleted text endnew text begin Federal expectationsnew text end and other data.

All
data the department receives, collects, or creates to determine deleted text beginadequate yearly progress
status
deleted text end new text beginfederal expectations new text endunder deleted text beginPublic Law 107-110, section 1116deleted text endnew text begin the Elementary
and Secondary Education Act
new text end, set state growth targets, and determine student growth
are nonpublic data under section 13.02, subdivision 9, until the commissioner publicly
releases the data. Districts must provide parents sufficiently detailed summary data
to permit parents to appeal under deleted text beginPublic Law 107-110, section 1116(b)(2)deleted text endnew text begin the federal
Elementary and Secondary Education Act
new text end. The commissioner shall annually post deleted text beginfederal
adequate yearly progress
deleted text end data new text beginon federal expectations new text endand state student growth data to
the department's public Web site no later than September 1, except that in years when
deleted text beginadequate yearly progressdeleted text endnew text begin data on federal expectationsnew text end reflects new performance standards,
the commissioner shall post deleted text beginfederal adequate yearly progressdeleted text end data new text beginon federal expectations
new text endand state student growth data no later than October 1.

Sec. 20.

Minnesota Statutes 2014, section 121A.61, subdivision 3, is amended to read:


Subd. 3.

Policy components.

The policy must include at least the following
components:

(a) rules governing student conduct and procedures for informing students of the
rules;

(b) the grounds for removal of a student from a class;

(c) the authority of the classroom teacher to remove students from the classroom
pursuant to procedures and rules established in the district's policy;

(d) the procedures for removal of a student from a class by a teacher, school
administrator, or other school district employee;

(e) the period of time for which a student may be removed from a class, which may
not exceed five class periods for a violation of a rule of conduct;

(f) provisions relating to the responsibility for and custody of a student removed
from a class;

(g) the procedures for return of a student to the specified class from which the
student has been removed;

(h) the procedures for notifying a student and the student's parents or guardian of
violations of the rules of conduct and of resulting disciplinary actions;

(i) any procedures determined appropriate for encouraging early involvement of
parents or guardians in attempts to improve a student's behavior;

(j) any procedures determined appropriate for encouraging early detection of
behavioral problems;

(k) any procedures determined appropriate for referring a student in need of special
education services to those services;

(1) the procedures for consideration of whether there is a need for a further
assessment or of whether there is a need for a review of the adequacy of a current
individualized education program of a student with a disability who is removed from class;

(m) procedures for detecting and addressing chemical abuse problems of a student
while on the school premises;

(n) the minimum consequences for violations of the code of conduct;

(o) procedures for immediate and appropriate interventions tied to violations of
the code;

(p) a provision that states that a teacher, school employee, school bus driver, or
other agent of a district may use reasonable force in compliance with section 121A.582
and other laws; deleted text beginand
deleted text end

(q) an agreement regarding procedures to coordinate crisis services to the extent
funds are available with the county board responsible for implementing sections 245.487
to 245.4889 for students with a serious emotional disturbance or other students who
have an individualized education program whose behavior may be addressed by crisis
interventionnew text begin; and
new text end

new text begin (r) a provision that states a student must be removed from class immediately if the
student engages in assault or violent behavior. For purposes of this paragraph, "assault"
has the meaning given it in section 609.02, subdivision 10. The removal shall be for a
period of time deemed appropriate by the principal, in consultation with the teacher
new text end.

Sec. 21.

Minnesota Statutes 2014, section 122A.16, is amended to read:


122A.16 deleted text beginHIGHLYdeleted text end QUALIFIED TEACHER DEFINED.

deleted text begin (a)deleted text end A qualified teacher is one holding a valid license, under this chapter, to perform
the particular service for which the teacher is employed in a public school.

deleted text begin (b) For the purposes of the federal No Child Left Behind Act, a highly qualified
teacher is one who holds a valid license under this chapter, including under section
122A.245, among other sections and is determined by local administrators as having
highly qualified status according to the approved Minnesota highly qualified plan.
Teachers delivering core content instruction must be deemed highly qualified at the local
level and reported to the state via the staff automated reporting system.
deleted text end

Sec. 22.

Minnesota Statutes 2015 Supplement, section 122A.30, is amended to read:


122A.30 EXEMPTION FOR TECHNICAL EDUCATION INSTRUCTORS.

(a) Notwithstanding section 122A.15, subdivision 1, and upon approval of the local
employer school board, a person who teaches deleted text beginindeleted text endnew text begin asnew text end a part-time deleted text beginvocational ordeleted text end career and
technical education deleted text beginprogramdeleted text endnew text begin teachernew text end is exempt from a license requirement. Nothing in
this section shall exclude licensed career and technical educators from the definition of
"teacher" in section 122A.40, 122A.41, or 179A.03.

(b) This section expires June 30, 2020.

Sec. 23.

Minnesota Statutes 2015 Supplement, section 122A.414, subdivision 1,
is amended to read:


Subdivision 1.

Restructured pay system.

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

Sec. 24.

Minnesota Statutes 2015 Supplement, section 122A.414, subdivision 2,
is amended to read:


Subd. 2.

Alternative teacher professional pay system.

(a) To participate in this
program, a school district, intermediate school district, school site, or charter school must
have deleted text beginan educational improvement plan under section 122A.413deleted text endnew text begin a world's best workforce
plan under section 120B.11
new text end and an alternative teacher professional pay system agreement
under paragraph (b). A charter school participant also must comply with subdivision 2a.

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

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

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

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

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

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

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

(4) provide for participation in job-embedded learning opportunities such as
professional learning communities to improve instructional skills and learning that are
aligned with student needs under section deleted text begin122A.413deleted text endnew text begin 120B.11new text end, consistent with the staff
development plan under section 122A.60 and led during the school day by trained teacher
leaders such as master or mentor teachers;

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

(6) encourage collaboration rather than competition among teachers.

(c) The alternative teacher professional pay system may:

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

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

Sec. 25.

Minnesota Statutes 2015 Supplement, section 122A.414, subdivision 2b,
is amended to read:


Subd. 2b.

Approval process.

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

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

Sec. 26.

Minnesota Statutes 2015 Supplement, section 122A.414, subdivision 3,
is amended to read:


Subd. 3.

Reportdeleted text begin; continued fundingdeleted text end.

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

(b) deleted text beginIf the commissioner determines that a school district, intermediate school district,
cooperative, school site, or charter school that receives alternative teacher compensation
revenue is not complying with the requirements of this section, the commissioner
may withhold funding from that participant. Before making the determination, the
commissioner must notify the participant of any deficiencies and provide the participant
an opportunity to comply.
deleted text endnew text begin A district must include the report required under paragraph (a)
as part of the world's best workforce report under section 120B.11, subdivision 5.
new text end

Sec. 27.

Minnesota Statutes 2014, section 122A.4144, is amended to read:


122A.4144 SUPPLEMENTAL AGREEMENTS; ALTERNATIVE TEACHER
PAY.

Notwithstanding section 179A.20 or other law to the contrary, a school board and
the exclusive representative of the teachers may agree to reopen a collective bargaining
agreement for the purpose of entering into an alternative teacher professional pay system
agreement under sections deleted text begin122A.413,deleted text end 122A.414deleted text begin,deleted text end and 122A.415. Negotiations for a contract
reopened under this section must be limited to issues related to the alternative teacher
professional pay system.

Sec. 28.

Minnesota Statutes 2014, section 122A.416, is amended to read:


122A.416 ALTERNATIVE TEACHER COMPENSATION REVENUE
FOR PERPICH CENTER FOR ARTS EDUCATION AND MULTIDISTRICT
INTEGRATION COLLABORATIVES.

Notwithstanding sections deleted text begin122A.413,deleted text end 122A.414, 122A.415, and 126C.10,
multidistrict integration collaboratives and the Perpich Center for Arts Education are
eligible to receive alternative teacher compensation revenue as if they were intermediate
school districts. To qualify for alternative teacher compensation revenue, a multidistrict
integration collaborative or the Perpich Center for Arts Education must meet all of the
requirements of sections deleted text begin122A.413,deleted text end 122A.414deleted text begin,deleted text end and 122A.415 that apply to intermediate
school districts, must report its enrollment as of October 1 of each year to the department,
and must annually report its expenditures for the alternative teacher professional pay
system consistent with the uniform financial accounting and reporting standards to the
department by November 30 of each year.

Sec. 29.

Minnesota Statutes 2015 Supplement, section 122A.60, subdivision 4, is
amended to read:


Subd. 4.

Staff development report.

(a) deleted text beginBy October 15 of each year,deleted text end The district
and site staff development committees shall write deleted text beginand submitdeleted text end a report of staff development
activities and expenditures for the previous yeardeleted text begin, in the form and manner determined by
deleted text enddeleted text beginthe commissionerdeleted text end. The report, signed by the district superintendent and staff development
chair, must include assessment and evaluation data indicating progress toward district and
site staff development goals based on teaching and learning outcomes, including the
percentage of teachers and other staff involved in instruction who participate in effective
staff development activities under subdivision 3new text begin as part of the district's world's best
workforce report under section 120B.11, subdivision 5
new text end.

(b) The report must break down expenditures for:

(1) curriculum development and curriculum training programs; and

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

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

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

Sec. 30.

Minnesota Statutes 2014, section 122A.72, subdivision 5, is amended to read:


Subd. 5.

Center functions.

(a) A teacher center shall perform functions according
to this subdivision. The center shall assist teachers, diagnose learning needs, experiment
with the use of multiple instructional approaches, assess pupil outcomes, assess staff
development needs and plans, and teach school personnel about effective pedagogical
approaches. The center shall develop and produce curricula and curricular materials
designed to meet the educational needs of pupils being served, by applying educational
research and new and improved methods, practices, and techniques. The center shall
provide programs to improve the skills of teachers to meet the special educational needs of
pupils. The center shall provide programs to familiarize teachers with developments in
curriculum formulation and educational research, including how research can be used to
improve teaching skills. The center shall facilitate sharing of resources, ideas, methods,
and approaches directly related to classroom instruction and improve teachers' familiarity
with current teaching materials and products for use in their classrooms. The center shall
provide in-service programs.

(b) Each teacher center must provide a professional development program to train
interested and deleted text beginhighlydeleted text end qualified elementary, middle, and secondary teachers, selected by the
employing school district, to assist other teachers in that district with mathematics and
science curriculum, standards, and instruction so that all teachers have access to:

(1) high quality professional development programs in mathematics and science that
address curriculum, instructional methods, alignment of standards, and performance
measurements, enhance teacher and student learning, and support state mathematics and
science standards; and

(2) research-based mathematics and science programs and instructional models
premised on best practices that inspire teachers and students and have practical classroom
application.

Sec. 31.

Minnesota Statutes 2014, section 122A.74, subdivision 1, is amended to read:


Subdivision 1.

Establishment.

(a) The commissioner of education may contract
with the Minnesota State University Mankato or the regents of the University of Minnesota
to establish a Principals' Leadership Institute to provide professional development to
school principals by:

(1) creating a network of leaders in the educational and business communities to
communicate current and future trends in leadership techniques;

(2) helping to create a vision for the school that is aligned with the community
and district priorities;

(3) developing strategies to retain deleted text beginhighlydeleted text end qualified teachers and ensure that diverse
student populations, including at-risk students, children with disabilities, English learners,
and gifted students, among others, have equal access to these deleted text beginhighlydeleted text end qualified teachers; and

(4) providing training to analyze data using culturally competent tools.

(b) The University of Minnesota must cooperate with participating members of the
business community to provide funding and content for the institute.

(c) Participants must agree to attend the Principals' Leadership Institute for four
weeks during the academic summer.

(d) The Principals' Leadership Institute must incorporate program elements offered
by leadership programs at the University of Minnesota and program elements used by
the participating members of the business community to enhance leadership within their
businesses.

Sec. 32.

Minnesota Statutes 2014, section 124D.03, subdivision 5a, is amended to read:


Subd. 5a.

Lotteries.

If a school district has more applications than available seats at
a specific grade level, it must hold an impartial lottery following the January 15 deadline
to determine which students will receive seats. Siblings of currently enrolled students deleted text beginanddeleted text endnew text begin,
new text endapplications related to an approved integration and achievement plannew text begin, and children of the
school district's staff
new text end must receive priority in the lottery. The process for the school district
lottery must be established in school district policy, approved by the school board, and
posted on the school district's Web site.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment for
nonresident pupil applications not yet accepted or rejected by the school district.
new text end

Sec. 33.

Minnesota Statutes 2014, section 124D.15, subdivision 3a, is amended to read:


Subd. 3a.

Application and reporting requirements.

(a) A school readiness
program provider must deleted text beginsubmitdeleted text endnew text begin include new text end a biennial plan deleted text beginfor approval by the commissioner
before receiving aid under section 124D.16. The plan must describe
deleted text endnew text begin in the district's
world's best workforce plan under section 120B.11, describing
new text end how the new text beginschool readiness
new text endprogram meets the program requirements under subdivision 3. deleted text beginA school district by April 1
must submit the plan for approval by the commissioner in the form and manner prescribed
by the commissioner. One-half the districts must first submit the plan by April 1, 2006,
and one-half the districts must first submit the plan by April 1, 2007, as determined by
the commissioner.
deleted text end

(b) Programs receiving school readiness funds annually must submit a report to
the department.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2016.
new text end

Sec. 34.

Minnesota Statutes 2015 Supplement, section 124D.231, subdivision 2,
is amended to read:


Subd. 2.

Full-service community school program.

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

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

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

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

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

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

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

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

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

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

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

(i) identification of challenges facing the school;

(ii) analysis of the student body, including:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

(1) early childhood:

(i) early childhood education; and

(ii) child care services;

(2) academic:

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

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

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

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

(v) specialized instructional support services;

(3) parental involvement:

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

(ii) parent leadership development activities; and

(iii) parenting education activities;

(4) mental and physical health:

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

(ii) juvenile crime prevention and rehabilitation programs;

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

(iv) developmentally appropriate physical education;

(v) nutrition services;

(vi) primary health and dental care; and

(vii) mental health counseling services;

(5) community involvement:

(i) service and service-learning opportunities;

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

(iii) homeless prevention services;

(6) positive discipline practices; and

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

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

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

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

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

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

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

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

(7) plan for school leadership team development.

Sec. 35.

Minnesota Statutes 2015 Supplement, section 124D.73, subdivision 4, is
amended to read:


Subd. 4.

Participating school; American Indian school.

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

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

(2) is eligible for a grant under federal Title deleted text beginVIIdeleted text endnew text begin VInew text end of the Elementary and Secondary
Education Act for the education of American Indian children.

Sec. 36.

Minnesota Statutes 2014, section 127A.095, is amended to read:


127A.095 IMPLEMENTATION OF deleted text beginNO CHILD LEFT BEHIND ACT
deleted text endnew text beginELEMENTARY AND SECONDARY EDUCATION ACTnew text end.

Subdivision 1.

Continued implementation.

The Department of Education shall
continue to implement the federal deleted text beginNo Child Left Behind Act, Public Law 107-110,
deleted text endnew text beginElementary and Secondary Education Actnew text end without interruption.

deleted text begin Subd. 2. deleted text end

deleted text begin No Child Left Behind review. deleted text end

deleted text begin (a) The legislature intends to require
the Department of Education to conduct a comprehensive review of the consolidated
state plan the state submitted to the federal Department of Education to implement the
No Child Left Behind Act. The Minnesota Department of Education shall seek waivers
under paragraph (b). If the Department of Education is unable to obtain waivers under
paragraph (b), it should recommend in its report under paragraph (b) whether the state
should opt out of the No Child Left Behind Act.
deleted text end

deleted text begin (b) The commissioner, by January 15, 2008, shall report to the house of
representatives and senate committees having jurisdiction over kindergarten through grade
12 education policy and finance whether the department has received approval from
the federal Department of Education to:
deleted text end

deleted text begin (1) participate in the growth model pilot program;
deleted text end

deleted text begin (2) exclude from sanctions schools that have not made adequate yearly progress due
solely to a subgroup of students with disabilities not testing at a proficient level;
deleted text end

deleted text begin (3) identify a school as not making adequate yearly progress only after the school has
missed the adequate yearly progress targets in the same subgroup for two consecutive years;
deleted text end

deleted text begin (4) determine when to hold schools accountable for including an English learner
in adequate yearly progress calculations;
deleted text end

deleted text begin (5) allow a district not making adequate yearly progress to offer supplemental
educational services as an option before offering school choice;
deleted text end

deleted text begin (6) allow a district not making adequate yearly progress to also be the supplemental
educational services provider;
deleted text end

deleted text begin (7) allow the state to maintain a subgroup size to 40 for the purposes of calculating
adequate yearly progress for subgroups of English learners and subgroups of students
with disabilities; and
deleted text end

deleted text begin (8) create flexibility to enable the state to define and identify highly qualified teachers.
deleted text end

Subd. 3.

Department of Management and Budget certification.

deleted text beginIf the federal
Department of Education does not transmit to the commissioner of education its approval
of the conditions in subdivision 2, paragraph (b),
deleted text end The commissioner of management and
budget shall certify and report to the legislature annually beginning January 1, 2008, the
amount of federal revenue, if any, that the federal government may withhold as a result
of a potential state decision to discontinue implementation of the deleted text beginNo Child Left Behind
Act
deleted text endnew text begin Elementary and Secondary Education Actnew text end. The report shall also specify the intended
purpose of the federal revenue and the amount of revenue that the federal government may
withhold from the state, each school district, and each charter school in each fiscal year.

Sec. 37. new text beginSTUDENT DISCIPLINE WORKING GROUP.
new text end

new text begin (a) A Student Discipline Working Group is created to review the substance,
application, and effect of Minnesota's Pupil Fair Dismissal Act under Minnesota Statutes,
sections 121A.40 to 121A.56, and related student discipline provisions in Minnesota
Statutes, chapter 121A, and submit written recommendations to the chairs and ranking
minority members of the committees in the house of representatives and the senate with
jurisdiction over education by February 1, 2017, on improving disciplinary policies,
practices, and procedures as they affect students and school officials and the effects on
student outcomes.
new text end

new text begin (b) Consistent with paragraph (a), the working group must analyze:
new text end

new text begin (1) available summary data on elementary and secondary students' removal from
class, suspensions, exclusions, and expulsions, disaggregated by categories of race,
ethnicity, poverty, disabilities, homelessness, English language proficiency, gender, age,
and foster care status;
new text end

new text begin (2) the meaning and effect of "willful" in establishing grounds for dismissal under
Minnesota Statutes, section 121A.45;
new text end

new text begin (3) the impact of student misconduct on teacher safety;
new text end

new text begin (4) the impact of established policies and due process procedures on teacher safety
and student outcomes;
new text end

new text begin (5) students' need for and access to professional support service providers such
as school counselors, school social workers, school psychologists, and mental health
professionals;
new text end

new text begin (6) the presence of school resource officers in school buildings, their role in effecting
student discipline, and their impact on teacher safety and student outcomes;
new text end

new text begin (7) policies for retaining and destroying student disciplinary data;
new text end

new text begin (8) best practices for school discipline; and
new text end

new text begin (9) other related school discipline matters that are of concern to working group
members.
new text end

new text begin (c) The working group consists of 21 members. By June 1, 2016, the executive
director of each of the following organizations shall appoint one representative of
that organization to serve as a member of the working group: the Minnesota School
Boards Association; the Minnesota Association of School Administrators; Education
Minnesota; the Minnesota Board of Peace Officer Standards and Training; the Minnesota
Disability Law Center; the National Alliance of Mental Illness Minnesota; the Minnesota
Association of Secondary School Principals; the Minnesota Elementary School Principals'
Association; the Association of Metropolitan School Districts; the Minnesota Rural
Education Association; the Minnesota School Counselors Association; the Minnesota
School Psychologists Association; the Parent Advocacy Coalition for Educational Rights;
Minnesota Administrators for Special Education; Schools for Equity in Education;
Minnesota Education Equity Partnership; Educators for Excellence; the School Nurse
Organization of Minnesota; the Minnesota Association of Charter Schools; the Minnesota
Youth Council; and the Minnesota School Social Workers Association. Working
group members must seek advice from experts and stakeholders in developing their
recommendations.
new text end

new text begin (d) The commissioner of education, or the commissioner's designee, must convene
the first meeting of the working group. The working group must select a chair or cochairs
from among its members at the first meeting. The working group must meet periodically.
The commissioner must provide technical and administrative assistance to the working
group upon request. Working group members are not eligible to receive expenses or per
diem payments for serving on the working group.
new text end

new text begin (e) The working group expires February 2, 2017.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 38. new text beginASSESSMENT REPORT.
new text end

new text begin By January 1, 2017, the commissioner of education must report to the chairs
and ranking minority members of the legislative committees having jurisdiction
over kindergarten through grade 12 education on whether to replace the Minnesota
Comprehensive Assessments (MCAs) that are administered to high school students with a
nationally recognized college entrance exam. The report must include the reason for the
recommendation. If the recommendation is to replace the MCAs, then the commissioner
must include in the report which nationally recognized college entrance exam should be
used as the replacement assessment, in what grade or grades the assessment should be
administered, and the cost for using the nationally recognized college entrance exam.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 39. new text begin REPEALER.
new text end

new text begin (a) new text end new text begin Minnesota Statutes 2014, sections 120B.299, subdivision 5; 120B.35, subdivision
4; 122A.413, subdivision 3; 122A.43, subdivision 6; and 123B.06,
new text end new text begin are repealed.
new text end

new text begin (b) new text end new text begin Minnesota Statutes 2015 Supplement, section 122A.413, subdivisions 1 and
2,
new text end new text begin are repealed.
new text end

ARTICLE 3

CHARTER SCHOOLS

Section 1.

Minnesota Statutes 2015 Supplement, section 124E.05, subdivision 1, is
amended to read:


Subdivision 1.

Eligible authorizers.

The following organizations may authorize
one or more charter schools:

(1) a school board, intermediate school district school board, or education district
organized under sections 123A.15 to 123A.19;

(2) a charitable organization under section 501(c)(3) of the Internal Revenue Code
of 1986, excluding a nonpublic sectarian or religious institution; any person other than a
natural person that directly or indirectly, through one or more intermediaries, controls,
is controlled by, or is under common control with the nonpublic sectarian or religious
institution; and any other charitable organization under this clause that in the federal IRS
Form 1023, Part IV, describes activities indicating a religious purpose, that:

(i) deleted text beginis a member of the Minnesota Council of Nonprofits or the Minnesota Council on
Foundations;
deleted text end

deleted text begin (ii)deleted text end is registered with the attorney general's office; and

deleted text begin (iii)deleted text endnew text begin (ii)new text end is incorporated in the state of Minnesota and has been operating continuously
for at least five years but does not operate a charter school;

(3) a Minnesota private college, notwithstanding clause (2), that grants two- or
four-year degrees and is registered with the Minnesota Office of Higher Education under
chapter 136A; community college, state university, or technical college governed by the
Board of Trustees of the Minnesota State Colleges and Universities; or the University
of Minnesota;

(4) a nonprofit corporation subject to chapter 317A, described in section 317A.905,
and exempt from federal income tax under section 501(c)(6) of the Internal Revenue Code
of 1986, may authorize one or more charter schools if the charter school has operated
for at least three years under a different authorizer and if the nonprofit corporation has
existed for at least 25 years; or

(5) single-purpose authorizers formed as charitable, nonsectarian organizations
under section 501(c)(3) of the Internal Revenue Code of 1986 and incorporated in the state
of Minnesota under chapter 317A as a corporation with no members or under section
322B.975 as a nonprofit limited liability company for the sole purpose of chartering schools.

Sec. 2.

Minnesota Statutes 2015 Supplement, section 124E.05, subdivision 4, is
amended to read:


Subd. 4.

Application content.

new text begin(a)new text end An applicant must include in its application to
the commissioner to be an approved authorizer at least the following:

(1) how chartering schools is a way for the organization to carry out its mission;

deleted text begin (2) a description of the capacity of the organization to serve as an authorizer,
deleted text end deleted text begin including the personnel who will perform the authorizing duties, their qualifications, the
deleted text end deleted text begin amount of time they will be assigned to this responsibility, and the financial resources
deleted text end deleted text begin allocated by the organization to this responsibility;
deleted text end

new text begin (2) a description of the capacity of the organization to serve as an authorizer,
including the positions allocated to authorizing duties, the qualifications for those
positions, the full-time equivalencies of those positions, and the financial resources
available to fund the positions;
new text end

(3) a description of the application and review process the authorizer will use to
make decisions regarding the granting of charters;

(4) a description of the type of contract it will arrange with the schools it charters
that meets the provisions of section 124E.10;

(5) the process to be used for providing ongoing oversight of the school consistent
with the contract expectations specified in clause (4) that assures that the schools chartered
are complying with both the provisions of applicable law and rules, and with the contract;

(6) a description of the criteria and process the authorizer will use to grant expanded
applications under section 124E.06, subdivision 5;

(7) the process for making decisions regarding the renewal or termination of
the school's charter based on evidence that demonstrates the academic, organizational,
and financial competency of the school, including its success in increasing student
achievement and meeting the goals of the charter school agreement; and

(8) an assurance specifying that the organization is committed to serving as an
authorizer for the full five-year term.

new text begin (b) Notwithstanding paragraph (a), an authorizer that is a school district may satisfy
the requirements of paragraph (a), clauses (1) and (2), and any requirement governing a
conflict of interest between an authorizer and its charter schools or ongoing evaluation or
continuing education of an administrator or other professional support staff by submitting
to the commissioner a written promise to comply with the requirements.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective January 1, 2017.
new text end

Sec. 3.

Minnesota Statutes 2015 Supplement, section 124E.05, subdivision 5, is
amended to read:


Subd. 5.

Review by commissioner.

new text begin(a) new text endThe commissioner shall review an
authorizer's performance every five years in a manner and form determined by the
commissionernew text begin, subject to paragraphs (b) and (c),new text end and may review an authorizer's
performance more frequently at the commissioner's own initiative or at the request of a
charter school operator, charter school board member, or other interested party. The
commissioner, after completing the review, shall transmit a report with findings to the
authorizer.

new text begin (b) Consistent with this section, the commissioner must:
new text end

new text begin (1) use criteria appropriate to the authorizer and the schools it charters to review
the authorizer's performance; and
new text end

new text begin (2) consult with authorizers, charter school operators, and other charter school
stakeholders in developing and evaluating the review process, criteria, and scoring system
under this paragraph.
new text end

new text begin (c) The commissioner's form must use existing department data on the authorizer
to minimize duplicate reporting to the extent practicable.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective January 1, 2017.
new text end

Sec. 4.

Minnesota Statutes 2015 Supplement, section 124E.05, subdivision 7, is
amended to read:


Subd. 7.

Withdrawal.

If the governing board of an approved authorizer votes to
withdraw as an approved authorizer for a reason unrelated to any cause under section
124E.10, subdivision 4, the authorizer must notify all its chartered schools and the
commissioner in writing by deleted text beginJuly 15deleted text end new text beginMarch 1new text end of its intent to withdraw as an authorizer on
June 30 in the next calendar year, regardless of when the authorizer's five-year term of
approval ends. The commissioner may approve the transfer of a charter school to a new
authorizer under deleted text beginthis subdivision after the new authorizer submits an affidavit to the
commissioner
deleted text endnew text begin section 124E.10, subdivision 5new text end.

Sec. 5.

Minnesota Statutes 2015 Supplement, section 124E.10, subdivision 1, is
amended to read:


Subdivision 1.

Contents.

(a) The authorization for a charter school must be in the
form of a written contract signed by the authorizer and the board of directors of the charter
school. The contract must be completed within 45 business days of the commissioner's
approval of the authorizer's affidavit. The authorizer shall submit to the commissioner a
copy of the signed charter contract within ten business days of its execution. The contract
for a charter school must be in writing and contain at least the following:

(1) a declaration that the charter school will carry out the primary purpose in section
124E.01, subdivision 1, and how the school will report its implementation of the primary
purpose;

(2) a declaration of the additional purpose or purposes in section 124E.01,
subdivision 1
, that the school intends to carry out and how the school will report its
implementation of those purposes;

(3) a description of the school program and the specific academic and nonacademic
outcomes that pupils must achieve;

(4) a statement of admission policies and procedures;

(5) a governance, management, and administration plan for the school;

(6) signed agreements from charter school board members to comply with all
federal and state laws governing organizational, programmatic, and financial requirements
applicable to charter schools;

(7) the criteria, processes, and procedures that the authorizer will use to monitor and
evaluate the fiscal, operational, and academic performance consistent with subdivision
3, paragraphs (a) and (b);

(8) for contract renewal, the formal written performance evaluation of the school
that is a prerequisite for reviewing a charter contract under subdivision 3;

(9) types and amounts of insurance liability coverage to be obtained by the charter
school, consistent with section 124E.03, subdivision 2, paragraph (d);

(10) consistent with section 124E.09, paragraph (d), a provision to indemnify and
hold harmless the authorizer and its officers, agents, and employees from any suit, claim,
or liability arising from any operation of the charter school, and the commissioner and
department officers, agents, and employees notwithstanding section 3.736;

(11) the term of the initial contract, which may be up to five years plus deleted text beginan additional
deleted text endnew text beginanew text end preoperational planning deleted text beginyeardeleted text endnew text begin periodnew text end, and up to five years for a renewed contract or a
contract with a new authorizer after a transfer of authorizers, if warranted by the school's
academic, financial, and operational performance;

(12) how the board of directors or the operators of the charter school will provide
special instruction and services for children with a disability under sections 125A.03
to 125A.24, and 125A.65, a description of the financial parameters within which the
charter school will operate to provide the special instruction and services to children
with a disability;

(13) the specific conditions for contract renewal that identify performance of all
students under the primary purpose of section 124E.01, subdivision 1, as the most
important factor in determining contract renewal;

(14) the additional purposes under section 124E.01, subdivision 1, and related
performance obligations under clause (7) contained in the charter contract as additional
factors in determining contract renewal; and

(15) the plan for an orderly closing of the school under chapter 317A, whether
the closure is a termination for cause, a voluntary termination, or a nonrenewal of the
contract, that includes establishing the responsibilities of the school board of directors
and the authorizer and notifying the commissioner, authorizer, school district in which the
charter school is located, and parents of enrolled students about the closure, information
and assistance sufficient to enable the student to re-enroll in another school, the transfer
of student records under section 124E.03, subdivision 5, paragraph (b), and procedures
for closing financial operations.

(b) A charter school must design its programs to at least meet the outcomes adopted
by the commissioner for public school studentsnew text begin, including world's best workforce goals
under section 120B.11, subdivision 1
new text end. In the absence of the commissioner's requirements,
the school must meet the outcomes contained in the contract with the authorizer. The
achievement levels of the outcomes contained in the contract may exceed the achievement
levels of any outcomes adopted by the commissioner for public school students.

Sec. 6.

Minnesota Statutes 2015 Supplement, section 124E.10, subdivision 5, is
amended to read:


Subd. 5.

Mutual nonrenewal.

If the authorizer and the charter school board of
directors mutually agree not to renew the contract, new text beginor if the governing board of an approved
authorizer votes to withdraw as an approved authorizer for a reason unrelated to any cause
under subdivision 4,
new text enda change in authorizers is allowed. The authorizer and the school
board must jointly submit a written and signed letter of their intent to the commissioner to
mutually not renew the contract. The authorizer that is a party to the existing contract must
inform the proposed authorizer about the fiscal, operational, and student performance status
of the school, deleted text beginas well as anydeleted text endnew text begin including unmet contract outcomes and othernew text end outstanding
contractual obligations that exist. The charter contract between the proposed authorizer
and the school must identify and provide a plan to address any outstanding obligations from
the previous contract. The proposed contract must be submitted at least 105 business days
before the end of the existing charter contract. The commissioner shall have 30 business
days to review and make a determination. The proposed authorizer and the school shall
have 15 business days to respond to the determination and address any issues identified by
the commissioner. A final determination by the commissioner shall be made no later than
45 business days before the end of the current charter contract. If no change in authorizer
is approved, the school and the current authorizer may withdraw their letter of nonrenewal
and enter into a new contract. If the transfer of authorizers is not approved and the current
authorizer and the school do not withdraw their letter and enter into a new contract, the
school must be dissolved according to applicable law and the terms of the contract.

Sec. 7.

Minnesota Statutes 2015 Supplement, section 124E.16, subdivision 2, is
amended to read:


Subd. 2.

Annual public reports.

(a) A charter school must publish an annual report
approved by the board of directors. The annual report must at least include information
on school enrollment, student attrition, governance and management, staffing, finances,
academic performance, innovative practices and implementation, and future plans. A
charter school may combine this report with the reporting required under section 120B.11.
A charter school must post the annual report on the school's official Web site. A charter
school must also distribute the annual report by publication, mail, or electronic means to
its authorizer, school employees, and parents and legal guardians of students enrolled in
the charter school. The reports are public data under chapter 13.

(b) deleted text beginThe commissioner shall establish specifications fordeleted text endnew text begin An authorizer must submitnew text end an
authorizer's annual public report deleted text beginthatdeleted text endnew text begin in a manner specified by the commissioner by January
15 for the previous school year ending June 30 that shall at least include key indicators of
school academic, operational, and financial performance. The report
new text end is part of the system
to evaluate authorizer performance under section 124E.05, subdivision 5. deleted text beginThe report shall
at least include key indicators of school academic, operational, and financial performance.
deleted text end

ARTICLE 4

SPECIAL EDUCATION

Section 1.

Minnesota Statutes 2015 Supplement, section 120B.125, is amended to read:


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

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

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

(2) emphasize academic rigor and high expectations;

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

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

(5) help students access education and career options;

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

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

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

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

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

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

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

new text begin (e) A student with a disability that has an individualized education program (IEP)
or standardized written plan that meets the plan components of this section does not
need an additional plan.
new text end

Sec. 2.

Minnesota Statutes 2014, section 122A.31, subdivision 3, is amended to read:


Subd. 3.

Qualified interpreters.

The Department of Education deleted text beginand the resource
center:
deleted text endnew text begin state specialist fornew text end deaf and deleted text beginhard of hearingdeleted text endnew text begin hard-of-hearingnew text end shall work with
existing interpreter/transliterator training programs, other training/educational institutions,
and the regional service centers to ensure that ongoing staff development training for
educational interpreters/transliterators is provided throughout the state.

Sec. 3.

Minnesota Statutes 2014, section 124D.15, subdivision 15, is amended to read:


Subd. 15.

Eligibility.

A child is eligible to participate in a school readiness program
if the child:

(1) is at least three years old on September 1;

(2) has completed health and developmental screening within 90 days of program
enrollment under sections 121A.16 to 121A.19; and

(3) has one or more of the following risk factors:

(i) qualifies for free or reduced-price lunch;

(ii) is an English learner;

(iii) is homeless;

(iv) has an individualized education program (IEP) or deleted text beginan individual interagency
intervention plan (IIIP)
deleted text endnew text begin standardized written plannew text end;

(v) is identified, through health and developmental screenings under sections
121A.16 to 121A.19, with a potential risk factor that may influence learning; or

(vi) is defined as deleted text beginat-riskdeleted text endnew text begin at risknew text end by the school district.

Sec. 4.

Minnesota Statutes 2015 Supplement, section 125A.08, is amended to read:


125A.08 INDIVIDUALIZED EDUCATION PROGRAMS.

(a) At the beginning of each school year, each school district shall have in effect, for
each child with a disability, an individualized education programnew text begin (IEP)new text end.

(b) As defined in this section, every district must ensure the following:

(1) all students with disabilities are provided the special instruction and services
which are appropriate to their needs. Where the individualized education program team
has determined appropriate goals and objectives based on the student's needs, including the
extent to which the student can be included in the least restrictive environment, and where
there are essentially equivalent and effective instruction, related services, or assistive
technology devices available to meet the student's needs, cost to the district may be among
the factors considered by the team in choosing how to provide the appropriate services,
instruction, or devices that are to be made part of the student's individualized education
program. The individualized education program team shall consider and may authorize
services covered by medical assistance according to section 256B.0625, subdivision 26.
The student's needs and the special education instruction and services to be provided must
be agreed upon through the development of an individualized education program. The
program must address the student's need to develop skills to live and work as independently
as possible within the community. The individualized education program team must
consider positive behavioral interventions, strategies, and supports that address behavior
needs for children. During grade 9, the program must address the student's needs for
transition from secondary services to postsecondary education and training, employment,
community participation, recreation, and leisure and home living. In developing the
program, districts must inform parents of the full range of transitional goals and related
services that should be considered. The program must include a statement of the needed
transition services, including a statement of the interagency responsibilities or linkages or
both before secondary services are concludednew text begin. If the IEP meets the plan components in
section 120B.125, the IEP satisfies the requirement and no additional plan is needed
new text end;

(2) children with a disability under age five and their families are provided special
instruction and services appropriate to the child's level of functioning and needs;

(3) children with a disability and their parents or guardians are guaranteed procedural
safeguards and the right to participate in decisions involving identification, assessment
including assistive technology assessment, and educational placement of children with a
disability;

(4) eligibility and needs of children with a disability are determined by an initial
evaluation or reevaluation, which may be completed using existing data under United
States Code, title 20, section 33, et seq.;

(5) to the maximum extent appropriate, children with a disability, including those
in public or private institutions or other care facilities, are educated with children who
are not disabled, and that special classes, separate schooling, or other removal of children
with a disability from the regular educational environment occurs only when and to the
extent that the nature or severity of the disability is such that education in regular classes
with the use of supplementary services cannot be achieved satisfactorily;

(6) in accordance with recognized professional standards, testing and evaluation
materials, and procedures used for the purposes of classification and placement of children
with a disability are selected and administered so as not to be racially or culturally
discriminatory; and

(7) the rights of the child are protected when the parents or guardians are not known
or not available, or the child is a ward of the state.

(c) For all paraprofessionals employed to work in programs whose role in part is
to provide direct support to students with disabilities, the school board in each district
shall ensure that:

(1) before or beginning at the time of employment, each paraprofessional must
develop sufficient knowledge and skills in emergency procedures, building orientation,
roles and responsibilities, confidentiality, vulnerability, and reportability, among other
things, to begin meeting the needs, especially disability-specific and behavioral needs, of
the students with whom the paraprofessional works;

(2) annual training opportunities are required to enable the paraprofessional to
continue to further develop the knowledge and skills that are specific to the students with
whom the paraprofessional works, including understanding disabilities, the unique and
individual needs of each student according to the student's disability and how the disability
affects the student's education and behavior, following lesson plans, and implementing
follow-up instructional procedures and activities; and

(3) a districtwide process obligates each paraprofessional to work under the ongoing
direction of a licensed teacher and, where appropriate and possible, the supervision of a
school nurse.

Sec. 5.

Minnesota Statutes 2014, section 125A.091, subdivision 11, is amended to read:


Subd. 11.

Facilitated team meeting.

A facilitated team meeting is an IEP, IFSP, or
deleted text beginIIIPdeleted text end new text beginmultiagency new text endteam meeting led by an impartial state-provided facilitator to promote
effective communication and assist a team in developing an individualized education
program.

Sec. 6.

Minnesota Statutes 2015 Supplement, section 125A.0942, subdivision 3,
is amended to read:


Subd. 3.

Physical holding or seclusion.

(a) Physical holding or seclusion may be
used only in an emergency. A school that uses physical holding or seclusion shall meet the
following requirements:

(1) physical holding or seclusion is the least intrusive intervention that effectively
responds to the emergency;

(2) physical holding or seclusion is not used to discipline a noncompliant child;

(3) physical holding or seclusion ends when the threat of harm ends and the staff
determines the child can safely return to the classroom or activity;

(4) staff directly observes the child while physical holding or seclusion is being used;

(5) each time physical holding or seclusion is used, the staff person who implements
or oversees the physical holding or seclusion documents, as soon as possible after the
incident concludes, the following information:

(i) a description of the incident that led to the physical holding or seclusion;

(ii) why a less restrictive measure failed or was determined by staff to be
inappropriate or impractical;

(iii) the time the physical holding or seclusion began and the time the child was
released; and

(iv) a brief record of the child's behavioral and physical status;

(6) the room used for seclusion must:

(i) be at least six feet by five feet;

(ii) be well lit, well ventilated, adequately heated, and clean;

(iii) have a window that allows staff to directly observe a child in seclusion;

(iv) have tamperproof fixtures, electrical switches located immediately outside the
door, and secure ceilings;

(v) have doors that open out and are unlocked, locked with keyless locks that
have immediate release mechanisms, or locked with locks that have immediate release
mechanisms connected with a fire and emergency system; and

(vi) not contain objects that a child may use to injure the child or others;new text begin and
new text end

(7) before using a room for seclusion, a school must:

(i) receive written notice from local authorities that the room and the locking
mechanisms comply with applicable building, fire, and safety codes; and

(ii) register the room with the commissioner, who may view that roomdeleted text begin; anddeleted text endnew text begin.
new text end

deleted text begin (8) until August 1, 2015, a school district may use prone restraints with children
age five or older if:
deleted text end

deleted text begin (i) the district has provided to the department a list of staff who have had specific
training on the use of prone restraints;
deleted text end

deleted text begin (ii) the district provides information on the type of training that was provided and
by whom;
deleted text end

deleted text begin (iii) only staff who received specific training use prone restraints;
deleted text end

deleted text begin (iv) each incident of the use of prone restraints is reported to the department within
five working days on a form provided by the department; and
deleted text end

deleted text begin (v) the district, before using prone restraints, must review any known medical or
psychological limitations that contraindicate the use of prone restraints.
deleted text end

deleted text begin The department must collect data on deleted text end deleted text begin districts' use of deleted text end deleted text begin prone restraints deleted text end deleted text begin and publish the
data in a readily accessible format
deleted text end deleted text begin on the department's Web site on a quarterly basis.
deleted text end

(b) By February 1, 2015, and annually thereafter, stakeholders may, as necessary,
recommend to the commissioner specific and measurable implementation and outcome
goals for reducing the use of restrictive procedures and the commissioner must submit to
the legislature a report on districts' progress in reducing the use of restrictive procedures
that recommends how to further reduce these procedures and eliminate the use of
deleted text beginprone restraintsdeleted text endnew text begin seclusionnew text end. The statewide plan includes the following components:
measurable goals; the resources, training, technical assistance, mental health services,
and collaborative efforts needed to significantly reduce districts' use of deleted text beginprone restraintsdeleted text endnew text begin
seclusion
new text end; and recommendations to clarify and improve the law governing districts' use
of restrictive procedures. The commissioner must consult with interested stakeholders
when preparing the report, including representatives of advocacy organizations, special
education directors, teachers, paraprofessionals, intermediate school districts, school
boards, day treatment providers, county social services, state human services department
staff, mental health professionals, and autism experts. deleted text beginBy June 30deleted text end new text beginBeginning with the
2016-2017 school year, in a form and manner determined by the commissioner, districts
must report data quarterly to the department by January 15, April 15, July 15, and October
15, about individual students who have been secluded. By July 15
new text end each year, districts
must report summary data on their use of restrictive procedures to the department new text beginfor
the prior school year, July 1 through June 30
new text end, in a form and manner determined by the
commissioner. The summary data must include information about the use of restrictive
procedures, including use of reasonable force under section 121A.582.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2016-2017 school year and
later.
new text end

Sec. 7.

Minnesota Statutes 2014, section 125A.0942, subdivision 4, is amended to read:


Subd. 4.

Prohibitions.

The following actions or procedures are prohibited:

(1) engaging in conduct prohibited under section 121A.58;

(2) requiring a child to assume and maintain a specified physical position, activity,
or posture that induces physical pain;

(3) totally or partially restricting a child's senses as punishment;

(4) presenting an intense sound, light, or other sensory stimuli using smell, taste,
substance, or spray as punishment;

(5) denying or restricting a child's access to equipment and devices such as walkers,
wheelchairs, hearing aids, and communication boards that facilitate the child's functioning,
except when temporarily removing the equipment or device is needed to prevent injury
to the child or others or serious damage to the equipment or device, in which case the
equipment or device shall be returned to the child as soon as possible;

(6) interacting with a child in a manner that constitutes sexual abuse, neglect, or
physical abuse under section 626.556;

(7) withholding regularly scheduled meals or water;

(8) denying access to bathroom facilities; deleted text beginand
deleted text end

(9) physical holding that restricts or impairs a child's ability to breathe, restricts or
impairs a child's ability to communicate distress, places pressure or weight on a child's
head, throat, neck, chest, lungs, sternum, diaphragm, back, or abdomen, or results in
straddling a child's torsodeleted text begin.deleted text endnew text begin; and
new text end

new text begin (10) prone restraint.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 8.

Minnesota Statutes 2015 Supplement, section 125A.63, subdivision 4, is
amended to read:


Subd. 4.

Advisory committees.

(a) The commissioner shall establish advisory
committees for the deaf and hard-of-hearing and for the blind and visually impaired. The
advisory committees shall develop recommendations and submit an annual report to the
commissioner on the form and in the manner prescribed by the commissioner.

(b) The advisory committees for the deaf and hard of hearing and for the blind and
visually impaired shall meet periodically at least four times per year deleted text beginanddeleted text endnew text begin. The committees
must
new text end each new text beginreview, approve, and new text endsubmit deleted text beginan annualdeleted text endnew text begin a biennial new text end report to the commissioner,
the education policy and finance committees of the legislature, and the Commission of
Deaf, DeafBlind, and Hard-of-Hearing Minnesotans. The reports must, at least:

(1) identify and report the aggregate, data-based education outcomes for children
with the primary disability classification of deaf and hard of hearing or of blind and
visually impaired, consistent with the commissioner's child count reporting practices, the
commissioner's state and local outcome data reporting system by district and region, and
the school performance report cards under section 120B.36, subdivision 1; and

(2) describe the implementation of a data-based plan for improving the education
outcomes of deaf and hard of hearing or blind and visually impaired children that is
premised on evidence-based best practices, and provide a cost estimate for ongoing
implementation of the plan.

ARTICLE 5

FACILITIES AND TECHNOLOGY

Section 1.

Minnesota Statutes 2014, section 123B.52, subdivision 1, is amended to read:


Subdivision 1.

Contracts.

A contract for work or labor, or for the purchase of
furniture, fixtures, or other property, except books registered under the copyright lawsnew text begin and
information systems software
new text end, or for the construction or repair of school houses, the
estimated cost or value of which shall exceed that specified in section 471.345, subdivision
3
, must not be made by the school board without first advertising for bids or proposals by
two weeks' published notice in the official newspaper. This notice must state the time and
place of receiving bids and contain a brief description of the subject matter.

Additional publication in the official newspaper or elsewhere may be made as the
board shall deem necessary.

After taking into consideration conformity with the specifications, terms of delivery,
and other conditions imposed in the call for bids, every such contract for which a call for
bids has been issued must be awarded to the lowest responsible bidder, be duly executed
in writing, and be otherwise conditioned as required by law. The person to whom the
contract is awarded shall give a sufficient bond to the board for its faithful performance.
Notwithstanding section 574.26 or any other law to the contrary, on a contract limited to the
purchase of a finished tangible product, a board may require, at its discretion, a performance
bond of a contractor in the amount the board considers necessary. A record must be kept of
all bids, with names of bidders and amount of bids, and with the successful bid indicated
thereon. A bid containing an alteration or erasure of any price contained in the bid which
is used in determining the lowest responsible bid must be rejected unless the alteration or
erasure is corrected as provided in this section. An alteration or erasure may be crossed out
and the correction thereof printed in ink or typewritten adjacent thereto and initialed in ink
by the person signing the bid. In the case of identical low bids from two or more bidders,
the board may, at its discretion, utilize negotiated procurement methods with the tied low
bidders for that particular transaction, so long as the price paid does not exceed the low tied
bid price. In the case where only a single bid is received, the board may, at its discretion,
negotiate a mutually agreeable contract with the bidder so long as the price paid does not
exceed the original bid. If no satisfactory bid is received, the board may readvertise.
Standard requirement price contracts established for supplies or services to be purchased
by the district must be established by competitive bids. Such standard requirement price
contracts may contain escalation clauses and may provide for a negotiated price increase
or decrease based upon a demonstrable industrywide or regional increase or decrease in
the vendor's costs. Either party to the contract may request that the other party demonstrate
such increase or decrease. The term of such contracts must not exceed two years with an
option on the part of the district to renew for an additional two years. Contracts for the
purchase of perishable food items, except milk for school lunches and vocational training
programs, in any amount may be made by direct negotiation by obtaining two or more
written quotations for the purchase or sale, when possible, without advertising for bids or
otherwise complying with the requirements of this section or section 471.345, subdivision
3
. All quotations obtained shall be kept on file for a period of at least one year after receipt.

Every contract made without compliance with the provisions of this section shall be
void. Except in the case of the destruction of buildings or injury thereto, where the public
interest would suffer by delay, contracts for repairs may be made without advertising
for bids.

Sec. 2.

Minnesota Statutes 2015 Supplement, section 123B.53, subdivision 1, is
amended to read:


Subdivision 1.

Definitions.

(a) For purposes of this section, the eligible debt service
revenue of a district is defined as follows:

(1) the amount needed to produce between five and six percent in excess of the
amount needed to meet when due the principal and interest payments on the obligations
of the district for eligible projects according to subdivision 2, including the amounts
necessary for repayment of deleted text beginenergy loans according to section 216C.37 or sections 298.292
to 298.298,
deleted text end debt service loans, capital loans, and lease purchase payments under section
126C.40, subdivision 2, excluding long-term facilities maintenance levies under section
123B.595, minus

(2) the amount of debt service excess levy reduction for that school year calculated
according to the procedure established by the commissioner.

(b) The obligations in this paragraph are excluded from eligible debt service revenue:

(1) obligations under section 123B.61;

(2) the part of debt service principal and interest paid from the taconite environmental
protection fund or Douglas J. Johnson economic protection trust, excluding the portion of
taconite payments from the Iron Range school consolidation and cooperatively operated
school account under section 298.28, subdivision 7a;

(3) obligations issued under Laws 1991, chapter 265, article 5, section 18, as
amended by Laws 1992, chapter 499, article 5, section 24;

(4) obligations under section 123B.62; and

(5) obligations equalized under section 123B.535.

(c) For purposes of this section, if a preexisting school district reorganized under
sections 123A.35 to 123A.43, 123A.46, and 123A.48 is solely responsible for retirement
of the preexisting district's bonded indebtedness, capital loans or debt service loans, debt
service equalization aid must be computed separately for each of the preexisting districts.

(d) For purposes of this section, the adjusted net tax capacity determined according
to sections 127A.48 and 273.1325 shall be adjusted to include the tax capacity of property
generally exempted from ad valorem taxes under section 272.02, subdivision 64.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue in fiscal year 2017 and
later.
new text end

Sec. 3.

Minnesota Statutes 2014, section 123B.571, subdivision 2, is amended to read:


Subd. 2.

Radon testing.

A school district may include radon testing as a part of
its deleted text beginhealth and safetydeleted text endnew text begin ten-year facilitynew text end plannew text begin under section 123B.595, subdivision 4new text end. If a
school district receives authority to use deleted text beginhealth and safetydeleted text endnew text begin long-term facilities maintenance
new text endrevenue to conduct radon testing, the district shall conduct the testing according to the
radon testing plan developed by the commissioners of health and education.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue in fiscal year 2017 and
later.
new text end

Sec. 4.

new text begin [123B.572] SOLAR PANEL FIRE SAFETY.
new text end

new text begin A solar photovoltaic system installed at a school under this section must comply
with chapter 690 of the most current edition of NFPA 70, the National Electrical Code,
adopted under the authority given in section 326B.32, subdivision 2.
new text end

Sec. 5.

Minnesota Statutes 2015 Supplement, section 123B.595, subdivision 4, is
amended to read:


Subd. 4.

Facilities plans.

(a) To qualify for revenue under this section, a school
district or intermediate district, not including a charter school, must have a ten-year facility
plan adopted by the school board and approved by the commissioner. The plan must include
provisions for implementing a health and safety program that complies with health, safety,
and environmental regulations and best practices, including indoor air quality management.

(b) The district must annually update the plan, deleted text beginbienniallydeleted text end submit deleted text begina facility
maintenance
deleted text endnew text begin thenew text end plan to the commissionernew text begin for approval by July 31new text end, and indicate whether
the district will issue bonds to finance the plan or levy for the costs.

(c) For school districts issuing bonds to finance the plan, the plan must include a
debt service schedule demonstrating that the debt service revenue required to pay the
principal and interest on the bonds each year will not exceed the projected long-term
facilities revenue for that year.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue in fiscal year 2017 and
later.
new text end

Sec. 6.

Minnesota Statutes 2015 Supplement, section 123B.595, subdivision 7, is
amended to read:


Subd. 7.

Long-term facilities maintenance equalization revenue.

(a) For fiscal
year 2017 only, a district's long-term facilities maintenance equalization revenue equals
the lesser of (1) $193 times the adjusted pupil units or (2) the district's revenue under
subdivision 1.

(b) For fiscal year 2018 only, a district's long-term facilities maintenance
equalization revenue equals the lesser of (1) $292 times the adjusted pupil units or (2)
the district's revenue under subdivision 1.

(c) For fiscal year 2019 and later, a district's long-term facilities maintenance
equalization revenue equals the lesser of (1) $380 times the adjusted pupil units or (2)
the district's revenue under subdivision 1.

new text begin (d) Notwithstanding paragraphs (a) to (c), a district's long-term facilities maintenance
equalization revenue must not be less than the lesser of the district's long-term facilities
maintenance revenue or the amount of aid the district received for fiscal year 2015 under
section 123B.59, subdivision 6.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue in fiscal year 2017 and
later.
new text end

Sec. 7.

Minnesota Statutes 2015 Supplement, section 123B.595, subdivision 8, is
amended to read:


Subd. 8.

Long-term facilities maintenance equalized levy.

new text begin(a)new text end For fiscal year 2017
and later, a district's long-term facilities maintenance equalized levy equals the district's
long-term facilities maintenancenew text begin equalizationnew text end revenue minus the greater of:

(1) the lesser of the district's long-term facilities maintenancenew text begin equalizationnew text end revenue
or the amount of aid the district received for fiscal year 2015 under Minnesota Statutes
2014, section 123B.59, subdivision 6; or

(2) the district's long-term facilities maintenance equalization revenue times the
greater of (i) zero or (ii) one minus the ratio of its adjusted net tax capacity per adjusted
pupil unit in the year preceding the year the levy is certified to 123 percent of the state
average adjusted net tax capacity per adjusted pupil unitnew text begin for all school districtsnew text end in the
year preceding the year the levy is certified.

new text begin (b) For purposes of this subdivision, "adjusted net tax capacity" means the value
described in section 126C.01, subdivision 2, paragraph (b).
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue in fiscal year 2017 and
later.
new text end

Sec. 8.

Minnesota Statutes 2015 Supplement, section 123B.595, is amended by adding
a subdivision to read:


new text begin Subd. 8a. new text end

new text begin Long-term facilities maintenance unequalized levy. new text end

new text begin For fiscal year
2017 and later, a district's long-term facilities maintenance unequalized levy equals the
difference between the district's revenue under subdivision 1 and the district's equalization
revenue under subdivision 7.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue in fiscal year 2017 and
later.
new text end

Sec. 9.

Minnesota Statutes 2015 Supplement, section 123B.595, subdivision 9, is
amended to read:


Subd. 9.

Long-term facilities maintenance equalized aid.

For fiscal year 2017
and later, a district's long-term facilities maintenance equalized aid equals its long-term
facilities maintenancenew text begin equalizationnew text end revenue minus its long-term facilities maintenance
equalized levy times the ratio of the actualnew text begin equalizednew text end amount levied to the permitted
new text beginequalizednew text end levy.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue in fiscal year 2017 and
later.
new text end

Sec. 10.

Minnesota Statutes 2015 Supplement, section 123B.595, subdivision 10,
is amended to read:


Subd. 10.

Allowed uses for long-term facilities maintenance revenue.

(a) A
district may use revenue under this section for any of the following:

(1) deferred capital expenditures and maintenance projects necessary to prevent
further erosion of facilities;

(2) increasing accessibility of school facilities; deleted text beginor
deleted text end

(3) health and safety capital projects under section 123B.57deleted text begin.deleted text endnew text begin; or
new text end

new text begin (4) by board resolution, to transfer money from the general fund reserve for long-term
facilities maintenance to the debt redemption fund to pay the amounts needed to meet,
when due, principal and interest on general obligation bonds issued under subdivision 5.
new text end

(b) A charter school may use revenue under this section for any purpose related
to the school.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue in fiscal year 2017 and
later.
new text end

Sec. 11.

Minnesota Statutes 2015 Supplement, section 123B.595, subdivision 11,
is amended to read:


Subd. 11.

Restrictions on long-term facilities maintenance revenue.

Notwithstanding subdivision deleted text begin11deleted text endnew text begin 10new text end, long-term facilities maintenance revenue may not
be used:

(1) for the construction of new facilities, remodeling of existing facilities, or the
purchase of portable classrooms;

(2) to finance a lease purchase agreement, installment purchase agreement, or other
deferred payments agreement;

(3) for energy-efficiency projects under section 123B.65, for a building or property
or part of a building or property used for postsecondary instruction or administration, or
for a purpose unrelated to elementary and secondary education; or

(4) for violence prevention and facility security, ergonomics, or emergency
communication devices.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue in fiscal year 2017 and
later.
new text end

Sec. 12.

Minnesota Statutes 2014, section 123B.60, subdivision 1, is amended to read:


Subdivision 1.

Bonds.

When a building owned by a district is substantially damaged
by an act of God or other means beyond the control of the district, the district may issue
general obligation bonds without an election to provide money immediately to carry
out its adopted deleted text beginhealth and safetydeleted text endnew text begin long-term facilities maintenancenew text end program. Each year
the district must pledge an attributable share of its deleted text beginhealth and safetydeleted text endnew text begin long-term facilities
maintenance
new text end revenue to the repayment of principal and interest on the bonds. The pledged
revenue must be deleted text begintransferred todeleted text endnew text begin recognized innew text end the debt redemption fund of the district. The
district must submit to the department the repayment schedule for any bonds issued under
this section. The district must deposit in the debt redemption fund all proceeds received
for specific costs for which the bonds were issued, including but not limited to:

(1) insurance proceeds;

(2) restitution proceeds; and

(3) proceeds of litigation or settlement of a lawsuit.

Before bonds are issued, the district must submit deleted text begina combineddeleted text endnew text begin an amended
new text endapplication to the commissioner for deleted text beginhealth and safetydeleted text endnew text begin long-term facilities maintenance
new text endrevenue, according to section deleted text begin123B.57, and requesting review and comment, according
to section 123B.71, subdivisions 8, 9, 11, and 12
deleted text endnew text begin 123B.595new text end. The commissioner shall
complete all procedures concerning the combined application within 20 days of receiving
the application. The publication provisions of section 123B.71, subdivision 12, do not
apply to bonds issued under this section.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue in fiscal year 2017 and
later.
new text end

Sec. 13.

Minnesota Statutes 2014, section 123B.71, subdivision 8, is amended to read:


Subd. 8.

Review and comment.

A school district, a special education cooperative,
or a cooperative unit of government, as defined in section 123A.24, subdivision 2,
must not initiate an installment contract for purchase or a lease agreement, hold a
referendum for bonds, nor solicit bids for new construction, expansion, or remodeling of
an educational facility that requires an expenditure in excess of $500,000 per school site if
it has a capital loan outstanding, or $2,000,000 per school site if it does not have a capital
loan outstanding, prior to review and comment by the commissioner. A facility addition,
maintenance project, or remodeling project funded only with general education revenue,
deleted text begindeferred maintenance revenue, alternative facilities bonding and levy program revenue,
deleted text endlease levy proceeds, capital facilities bond proceeds, or deleted text beginhealth and safetydeleted text endnew text begin long-term
facilities maintenance
new text end revenue is exempt from this provision. A capital project under
section 123B.63 addressing only technology is exempt from this provision if the district
submits a school board resolution stating that funds approved by the voters will be used
only as authorized in section 126C.10, subdivision 14. A school board shall not separate
portions of a single project into components to avoid the requirements of this subdivision.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment
and applies to review and comments for projects funded with revenue for fiscal year
2017 and later.
new text end

Sec. 14.

Minnesota Statutes 2014, section 123B.79, subdivision 5, is amended to read:


Subd. 5.

Deficits; exception.

For the purposes of this section, a permanent transfer
includes creating a deficit in a nonoperating fund for a period past the end of the current
fiscal year which is covered by moneys in an operating fund. deleted text beginHowever,deleted text end A deficit in the
deleted text begincapital expenditure funddeleted text endnew text begin reserve for operating capital accountnew text end pursuant to section 123B.78,
subdivision 5
, does not constitute a permanent transfer.

Sec. 15.

Minnesota Statutes 2014, section 123B.79, subdivision 8, is amended to read:


Subd. 8.

Account transfer for reorganizing districts.

A district that has
reorganized according to sections 123A.35 to 123A.43, 123A.46, or 123A.48, or has
conducted a successful referendum on the question of combination under section
123A.37, subdivision 2, or consolidation under section 123A.48, subdivision 15, or has
been assigned an identification number by the commissioner under section 123A.48,
subdivision 16
, may make permanent transfers between any of the funds or accounts in
the newly created or enlarged district with the exception of the debt redemption fund,
new text beginbuilding construction fund, new text endfood service fund, and deleted text beginhealth and safetydeleted text endnew text begin long-term facilities
maintenance
new text end account of the deleted text begincapital expendituredeleted text endnew text begin generalnew text end fund. Fund transfers under this
section may be made for up to one year prior to the effective date of combination or
consolidation by the consolidating boards and during the year following the effective date
of reorganization by the consolidated board. The newly formed board of the combined
district may adopt a resolution on or before August 30 of the year of the reorganization
authorizing a transfer among accounts or funds of the previous independent school
districts which transfer or transfers shall be reported in the affected districts' audited
financial statements for the year immediately preceding the consolidation.

Sec. 16.

Minnesota Statutes 2014, section 123B.79, subdivision 9, is amended to read:


Subd. 9.

Elimination of reserve accounts.

deleted text beginA school board shall eliminate all
reserve accounts established in the school district's general fund under Minnesota Statutes
before July 1, 2006, for which no specific authority remains in statute as of June 30, 2007.
deleted text endAny balance in the district's reserved deleted text beginfor bus purchasesdeleted text end accountnew text begin for deferred maintenance
new text endas of June 30, deleted text begin2007deleted text endnew text begin 2016new text end, shall be transferred to the reserved account for deleted text beginoperating capital
deleted text endnew text beginlong-term facilities maintenancenew text end in the school district's general fund. deleted text beginAny balance in
other reserved accounts established in the school district's general fund under Minnesota
Statutes before July 1, 2006, for which no specific authority remains in statute as of June
30, 2007, shall be transferred to the school district's unreserved general fund balance.
A school board may, upon adoption of a resolution by the school board, establish a
designated account for any program for which a reserved account has been eliminated.
deleted text endnew text beginAny balance in the district's reserved account for health and safety as of June 30, 2019,
shall be transferred to the unassigned fund balance account in the district's general fund.
Any balance in the district's reserved account for alternative facilities as of June 30, 2016,
shall be transferred to the reserved account for long-term facilities maintenance in the
district's building construction fund.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2016, for fiscal year 2017
and later.
new text end

Sec. 17.

new text begin [125B.27] STUDENT-USER PRIVACY IN EDUCATION RIGHTS.
new text end

new text begin Subdivision 1. new text end

new text begin Definitions. new text end

new text begin (a) The definitions in this subdivision and section 13.32,
subdivision 1, apply to this section.
new text end

new text begin (b) "Online educational service" means a Web site, online service or application, or
mobile application that a student or the student's parent or legal guardian can access via
the Internet for school purposes. Online educational service includes a cloud computing
service.
new text end

new text begin (c) "Operator" means, to the extent it is operating in this capacity, a person who
operates an online educational service with actual knowledge that it is used primarily for
school purposes and was designed and marketed for these purposes. Operator includes
a vendor.
new text end

new text begin (d) "Protected information" means materials or information that is linked to
personally identifiable information or materials, in any media or format that is not publicly
available; and
new text end

new text begin (1) is created or provided by a student or the student's parent or legal guardian to an
operator in the course of the use of the operator's site, service, or application for school
purposes;
new text end

new text begin (2) is created or provided by an employee or agent of the school to an operator in the
course of the use of the operator's site, service, or application for school purposes; or
new text end

new text begin (3) is gathered by an operator through the operation of an online educational
service and personally identifies a student, including, but not limited to, information
in the student's educational record or e-mail, first and last name, home address,
telephone number, e-mail address, or other information that allows physical or online
contact, discipline records, test results, special education data, juvenile records, grades,
evaluations, criminal records, health records, Social Security number, biometric
information, disabilities, socioeconomic information, food purchases, political affiliations,
religious information, text messages, documents, student identifiers, search activity,
photos, voice recordings, or geolocation information.
new text end

new text begin (e) "School purposes" means purposes that (1) are directed by or customarily take
place at the direction of the school, teacher, or school district or aid in the administration
of school activities, including instruction in the classroom or at home, administrative
activities, and collaboration between students, school personnel, or parents or legal
guardians, or (2) are for the use and benefit of the school.
new text end

new text begin (f) "Student" means a student in prekindergarten through grade 12.
new text end

new text begin (g) "Vendor" means a person who enters into a contract with a school to provide an
online educational service.
new text end

new text begin (h) "Targeted advertising" means presenting advertisements to a student where
the advertisement is selected based on information obtained or inferred over time from
that student's online behavior, usage of applications, or covered information. It does not
include advertising to a student at an online location based upon that student's current
visit to that location, or in response to that student's request for information or feedback,
without the retention of that student's online activities or requests over time for the
purpose of targeting subsequent ads.
new text end

new text begin Subd. 2. new text end

new text begin Prohibited activities; targeted advertising; creation of student profiles;
sale or unauthorized disclosure of information.
new text end

new text begin (a) An operator must not engage in
any of the following activities:
new text end

new text begin (1)(i) targeted advertising on the operator's online educational service; or
new text end

new text begin (ii) targeted advertising on any other site, service, or application when the targeting
of the advertising is based upon information, including protected information and unique
identifiers, that the operator has acquired or created because of the use of that operator's
online educational service;
new text end

new text begin (2) gather, use, or share information, including persistent unique identifiers, acquired
or created by the operator's online educational service, to create a profile about a student,
except in furtherance of school purposes. "Create a profile" does not include the collection
and retention of account information that remains under the control of the student, the
student's parent or guardian, or kindergarten through grade 12 school;
new text end

new text begin (3) sell a student's information, including protected information. This prohibition
does not apply to the purchase, merger, or other type of acquisition of an operator by
another person, provided that the operator or successor continues to be subject to this
section with respect to previously acquired student information or to national assessment
providers if the provider secures the express written consent of the parent or student, given
in response to clear and conspicuous notice, solely to provide access to employment,
educational scholarships or financial aid, or postsecondary educational opportunities; or
new text end

new text begin (4) disclose protected information, unless the disclosure:
new text end

new text begin (i) is made in furtherance of the educational purpose of the site, service, or
application, provided the recipient of the protected information must not further disclose
the information unless done to allow or improve operability and functionality of the
operator's online educational service;
new text end

new text begin (ii) is legally required to comply with subdivision 3;
new text end

new text begin (iii) is made to ensure legal and regulatory compliance, to respond to or participate
in judicial process, or to protect the safety of users or others or the security or integrity
of the site;
new text end

new text begin (iv) is for a school, educational, or employment purpose requested by the student
or the student's parent or guardian, provided that the information is not used or further
disclosed for any other purposes; or
new text end

new text begin (v) is made pursuant to a contract between the operator and a service provider. A
contract must prohibit the service provider from using protected information for any
purpose other than providing the contracted service to, or on behalf of, the operator;
prohibit the service provider from disclosing protected information provided by the
operator to third parties; and require the service provider to implement and maintain
reasonable security procedures and practices as provided in subdivision 3.
new text end

new text begin (b) This subdivision does not prohibit the operator's use of information for
maintaining, developing, supporting, improving, or diagnosing the operator's site, service,
or application.
new text end

new text begin Subd. 3. new text end

new text begin Security procedures and practices. new text end

new text begin An operator shall:
new text end

new text begin (1) implement and maintain reasonable security procedures and practices appropriate
to the nature of the protected information designed to protect that information from
unauthorized access, destruction, use, modification, or disclosure; and
new text end

new text begin (2) delete a student's protected information within a reasonable period of time
and in any case within 45 days if the school requests deletion of data under the control
of the school.
new text end

new text begin Subd. 4. new text end

new text begin Permissible disclosures. new text end

new text begin Notwithstanding subdivision 2, paragraph (a),
clause (4), an operator may use or disclose protected information of a student under the
following circumstances:
new text end

new text begin (1) if other provisions of federal or state law require the operator to disclose the
information and the operator complies with the requirements of federal or state law in
protecting and disclosing that information;
new text end

new text begin (2) as long as no covered information is used for advertising or to create a profile on
the student for purposes other than educational purposes, for legitimate research purposes:
new text end

new text begin (i) as required by state or federal law and subject to the restrictions under applicable
law; or
new text end

new text begin (ii) as allowed by state or federal law and in furtherance of educational purposes or
postsecondary educational purposes; and
new text end

new text begin (3) to a state or local educational agency, including schools and school districts, for
school purposes as permitted by state or federal law.
new text end

new text begin Subd. 5. new text end

new text begin Use of information by operator. new text end

new text begin This section does not prohibit an
operator from doing any of the following:
new text end

new text begin (1) using protected information within the operator's site, service, or application or
other sites, services, or applications owned by the operator to improve educational products;
new text end

new text begin (2) using protected information that is not associated with an identified student to
demonstrate the effectiveness of the operator's products or services, including marketing;
new text end

new text begin (3) sharing aggregate information that does not directly, indirectly, or in combination
with other information identify a student for the development and improvement of
educational sites, services, or applications;
new text end

new text begin (4) using recommendation engines to recommend to a student either of the following:
new text end

new text begin (i) additional content relating to an educational, other learning, or employment
opportunity purpose within an online site, service, or application if the recommendation is
not determined in whole or in part by payment or other consideration from a third party; or
new text end

new text begin (ii) additional services relating to an educational, other learning, or employment
opportunity purpose within an online site, service, or application if the recommendation is
not determined in whole or in part by payment or other consideration from a third party; or
new text end

new text begin (5) responding to a student's request for information or for feedback without the
information or response being determined in whole or in part by payment or other
consideration from a third party.
new text end

new text begin Subd. 6. new text end

new text begin Certain activities not affected. new text end

new text begin (a) This section does not limit the
authority of a law enforcement agency to obtain information from an operator as
authorized by law or pursuant to a court order.
new text end

new text begin (b) This section does not limit the ability of an operator to use student information,
including protected information, for adaptive learning or customized student learning
purposes.
new text end

new text begin (c) This section does not apply to general audience Web sites, general audience
online services, general audience online applications, or general audience mobile
applications, even if log-in credentials created for an operator's online educational service
may be used to access those general audience Web sites, services, or applications.
new text end

new text begin (d) This section does not limit Internet service providers from providing Internet
connectivity to schools or students and their families.
new text end

new text begin (e) This section does not prohibit an operator of a Web site, online service, online
application, or mobile application from the general marketing of educational products to
parents or legal guardians so long as the marketing is not based on the use of protected
information obtained by the operator through the provision of services governed by this
section.
new text end

new text begin (f) This section does not impose a duty upon a provider of an electronic store, gateway,
marketplace, or other means of purchasing or downloading software or applications to
review or enforce compliance with this section on those applications or software.
new text end

new text begin (g) This section does not impose a duty on a provider of an interactive computer
service, as defined in United States Code, title 47, section 230, to review or enforce
compliance with this section by third-party content providers.
new text end

new text begin (h) This section does not impede the ability of students to download, transfer, export,
or otherwise save or maintain their own data or documents.
new text end

Sec. 18.

Minnesota Statutes 2014, section 126C.40, subdivision 5, is amended to read:


Subd. 5.

Energy conservation.

deleted text beginFor loans approved before March 1, 1998, the
district may annually include as revenue under section 123B.53, without the approval of a
majority of the voters in the district, an amount sufficient to repay the annual principal and
interest of the loan made pursuant to sections 216C.37 and 298.292 to 298.298.
deleted text end For energy
loans approved after March 1, 1998, new text beginunder sections 216C.37 and 298.292 to 298.298,
new text endschool districts must annually transfer from the general fund to the debt redemption fund
the amount sufficient to pay interest and principal on the loans.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue in fiscal year 2017 and
later.
new text end

Sec. 19.

Minnesota Statutes 2015 Supplement, section 126C.48, subdivision 8, is
amended to read:


Subd. 8.

Taconite payment and other reductions.

(1) Reductions in levies
pursuant to subdivision 1 must be made prior to the reductions in clause (2).

(2) Notwithstanding any other law to the contrary, districts that have revenue
pursuant to sections 298.018; 298.225; 298.24 to 298.28, except an amount distributed
under sections 298.26; 298.28, subdivision 4, paragraphs (c), clause (ii), and (d); 298.34 to
298.39; 298.391 to 298.396; 298.405; 477A.15; and any law imposing a tax upon severed
mineral values must reduce the levies authorized by this chapter and chapters 120B, 122A,
123A, 123B, 124A, 124D, 125A, and 127A, excluding the student achievement levy
under section 126C.13, subdivision 3b, by 95 percent of the sum of the previous year's
revenue specified under this clause and the amount attributable to the same production
year distributed to the cities and townships within the school district under section 298.28,
subdivision 2
, paragraph (c).

(3) The amount of any voter approved referendum, facilities down payment, and
debt levies shall not be reduced by more than 50 percent under this subdivision, except
that payments under section 298.28, subdivision 7a, may reduce the debt service levy by
more than 50 percent. In administering this paragraph, the commissioner shall first reduce
the nonvoter approved levies of a district; then, if any payments, severed mineral value
tax revenue or recognized revenue under paragraph (2) remains, the commissioner shall
reduce any voter approved referendum levies authorized under section 126C.17; then, if
any payments, severed mineral value tax revenue or recognized revenue under paragraph
(2) remains, the commissioner shall reduce any voter approved facilities down payment
levies authorized under section 123B.63 and then, if any payments, severed mineral value
tax revenue or recognized revenue under paragraph (2) remains, the commissioner shall
reduce any voter approved debt levies.

(4) Before computing the reduction pursuant to this subdivision of the deleted text beginhealth and
safety
deleted text endnew text begin long-term facilities maintenancenew text end levy authorized by deleted text beginsections 123B.57 and 126C.40,
subdivision 5
deleted text endnew text begin section 123B.595new text end, the commissioner shall ascertain from each affected
school district the amount it proposes to levy deleted text beginunder each section or subdivisiondeleted text end. The
reduction shall be computed on the basis of the amount so ascertained.

(5) To the extent the levy reduction calculated under paragraph (2) exceeds the
limitation in paragraph (3), an amount equal to the excess must be distributed from the
school district's distribution under sections 298.225, 298.28, and 477A.15 in the following
year to the cities and townships within the school district in the proportion that their
taxable net tax capacity within the school district bears to the taxable net tax capacity of
the school district for property taxes payable in the year prior to distribution. No city or
township shall receive a distribution greater than its levy for taxes payable in the year prior
to distribution. The commissioner of revenue shall certify the distributions of cities and
towns under this paragraph to the county auditor by September 30 of the year preceding
distribution. The county auditor shall reduce the proposed and final levies of cities and
towns receiving distributions by the amount of their distribution. Distributions to the cities
and towns shall be made at the times provided under section 298.27.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue in fiscal year 2017 and
later.
new text end

Sec. 20.

Minnesota Statutes 2014, section 126C.63, subdivision 7, is amended to read:


Subd. 7.

Required debt service levy.

"Required debt service levy" means the total
dollar amount needed to be included in the taxes levied by the district in any year for
payment of interest and principal falling due on its debts prior to collection of the next
ensuing year's debt service levynew text begin excluding the debt service levy for obligations under
sections 123B.595, 123B.61, and 123B.62
new text end.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue in fiscal year 2017 and
later.
new text end

Sec. 21. new text begin REPEALER.
new text end

new text begin Minnesota Statutes 2014, sections 123B.60, subdivision 2; and 123B.79,
subdivisions 2 and 6,
new text end new text begin are repealed for fiscal year 2017 and later.
new text end

ARTICLE 6

SELF-SUFFICIENCY AND LIFELONG LEARNING

Section 1.

Minnesota Statutes 2014, section 124D.52, subdivision 1, is amended to read:


Subdivision 1.

Program requirements.

(a) An adult basic education program is
a day or evening program offered by a district that is for people deleted text beginover 16 years of agedeleted text end
who do not attend an elementary or secondary schoolnew text begin and are not subject to compulsory
attendance
new text end. The program offers academic and English language instruction necessary to
earn a high school diploma or equivalency certificate.

(b) Notwithstanding any law to the contrary, a school board or the governing body of
a consortium offering an adult basic education program may adopt a sliding fee schedule
based on a family's income, but must waive the fee for participants who are under the age
of 21 or unable to pay. The fees charged must be designed to enable individuals of all
socioeconomic levels to participate in the program. A program may charge a security
deposit to assure return of materials, supplies, and equipment.

(c) Each approved adult basic education program must develop a memorandum of
understanding with the local workforce development centers located in the approved
program's service delivery area. The memorandum of understanding must describe how
the adult basic education program and the workforce development centers will cooperate
and coordinate services to provide unduplicated, efficient, and effective services to clients.

(d) Adult basic education aid must be spent for adult basic education purposes as
specified in sections 124D.518 to 124D.531.

(e) A state-approved adult basic education program must count and submit student
contact hours for a program that offers high school credit toward an adult high school
diploma according to student eligibility requirements and measures of student progress
toward work-based competency and, where appropriate, English language proficiency
requirements established by the commissioner and posted on the department Web site in
a readily accessible location and format.

Sec. 2.

Minnesota Statutes 2014, section 124D.52, subdivision 2, is amended to read:


Subd. 2.

Program approval.

(a) To receive aid under this section, a district, deleted text begina
consortium of districts,
deleted text end the Department of Corrections, deleted text beginordeleted text end a private nonprofit organizationnew text begin,
or a consortium including districts, nonprofit organizations, or both
new text end must submit an
application by June 1 describing the program, on a form provided by the department. The
program must be approved by the commissioner according to the following criteria:

(1) how the needs of different levels of learning and English language proficiency
will be met;

(2) for continuing programs, an evaluation of results;

(3) anticipated number and education level of participants;

(4) coordination with other resources and services;

(5) participation in a consortium, if any, and money available from other participants;

(6) management and program design;

(7) volunteer training and use of volunteers;

(8) staff development services;

(9) program sites and schedules;

(10) program expenditures that qualify for aid;

(11) program ability to provide data related to learner outcomes as required by
law; and

(12) a copy of the memorandum of understanding described in subdivision 1
submitted to the commissioner.

(b) Adult basic education programs may be approved under this subdivision for
up to five years. Five-year program approval must be granted to an applicant who has
demonstrated the capacity to:

(1) offer comprehensive learning opportunities and support service choices
appropriate for and accessible to adults at all basic skill and English language levels of need;

(2) provide a participatory and experiential learning approach based on the strengths,
interests, and needs of each adult, that enables adults with basic skill needs to:

(i) identify, plan for, and evaluate their own progress toward achieving their defined
educational and occupational goals;

(ii) master the basic academic reading, writing, and computational skills, as well
as the problem-solving, decision making, interpersonal effectiveness, and other life and
learning skills they need to function effectively in a changing society;

(iii) locate and be able to use the health, governmental, and social services and
resources they need to improve their own and their families' lives; and

(iv) continue their education, if they desire, to at least the level of secondary school
completion, with the ability to secure and benefit from continuing education that will
enable them to become more employable, productive, and responsible citizens;

(3) plan, coordinate, and develop cooperative agreements with community resources
to address the needs that the adults have for support services, such as transportation, English
language learning, flexible course scheduling, convenient class locations, and child care;

(4) collaborate with business, industry, labor unions, and employment-training
agencies, as well as with family and occupational education providers, to arrange for
resources and services through which adults can attain economic self-sufficiency;

(5) provide sensitive and well trained adult education personnel who participate in
local, regional, and statewide adult basic education staff development events to master
effective adult learning and teaching techniques;

(6) participate in regional adult basic education peer program reviews and evaluations;

(7) submit accurate and timely performance and fiscal reports;

(8) submit accurate and timely reports related to program outcomes and learner
follow-up information; and

(9) spend adult basic education aid on adult basic education purposes only, which
are specified in sections 124D.518 to 124D.531.

(c) The commissioner shall require each district to provide notification by February
1, deleted text begin2001,deleted text end of its intent to apply for funds under this section as a single district or as part of
deleted text beginan identifieddeleted text end new text begina new text endconsortiumdeleted text begin of districtsdeleted text end. A district receiving funds under this section must
notify the commissioner by February 1 of its intent to change its application status for
applications due the following June 1.

ARTICLE 7

TEACHERS

Section 1.

Minnesota Statutes 2014, section 120B.11, as amended by Laws 2015, First
Special Session chapter 3, article 3, section 5, is amended to read:


120B.11 SCHOOL DISTRICT PROCESS FOR REVIEWING CURRICULUM,
INSTRUCTION, AND STUDENT ACHIEVEMENT; STRIVING FOR THE
WORLD'S BEST WORKFORCE.

Subdivision 1.

Definitions.

For the purposes of this section and section 120B.10,
the following terms have the meanings given them.

(a) "Instruction" means methods of providing learning experiences that enable
a student to meet state and district academic standards and graduation requirements
including applied and experiential learning.

(b) "Curriculum" means district or school adopted programs and written plans for
providing students with learning experiences that lead to expected knowledge and skills
and career and college readiness.

(c) "World's best workforce" means striving to: meet school readiness goals; have
all third grade students achieve grade-level literacy; close the academic achievement gap
among all racial and ethnic groups of students and between students living in poverty
and students not living in poverty; have all students attain career and college readiness
before graduating from high school; deleted text beginanddeleted text end have all students graduate from high schoolnew text begin; and
provide all enrolled students with equitable access to effective and more diverse teachers,
including teachers who are members of populations underrepresented among the licensed
teachers in the district or school, and who reflect the diversity of students under section
120B.35, subdivision 3, paragraph (b), clause (2), enrolled in the district or school
new text end.

(d) "Experiential learning" means learning for students that includes career
exploration through a specific class or course or through work-based experiences such as
job shadowing, mentoring, entrepreneurship, service learning, volunteering, internships,
other cooperative work experience, youth apprenticeship, or employment.

Subd. 1a.

Performance measures.

Measures to determine school district and
school site progress in striving to create the world's best workforce must include at least:

(1) student performance on the National Assessment of Education Progress where
applicable;

(2) the size of the academic achievement gap, rigorous course taking under section
120B.35, subdivision 3, paragraph (c), clause (2), and enrichment experiences by student
subgroup;

(3) student performance on the Minnesota Comprehensive Assessments;

(4) high school graduation rates; deleted text beginand
deleted text end

(5) career and college readiness under section 120B.30, subdivision 1new text begin; and
new text end

new text begin (6) the number and percent of teachers who are members of populations
underrepresented among the licensed teachers in the district or school and who reflect the
diversity of students under section 120B.35, subdivision 3, paragraph (b), clause (2),
enrolled in the district or school
new text end.

Subd. 2.

Adopting plans and budgets.

A school board, at a public meeting, shall
adopt a comprehensive, long-term strategic plan to support and improve teaching and
learning that is aligned with creating the world's best workforce and includes:

(1) clearly defined district and school site goals and benchmarks for instruction and
student achievement for all student subgroups identified in section 120B.35, subdivision 3,
paragraph (b), clause (2);

(2) a process for assessing and evaluating each student's progress toward meeting state
and local academic standards and identifying the strengths and weaknesses of instruction
in pursuit of student and school success and curriculum affecting students' progress and
growth toward career and college readiness and leading to the world's best workforce;

(3) a system to periodically review and evaluate the effectiveness of all instruction
and curriculum, taking into account strategies and best practices, student outcomes, school
principal evaluations under section 123B.147, subdivision 3, new text beginstudents' access to effective
teachers who are members of populations underrepresented among the licensed teachers
in the district or school and who reflect the diversity of enrolled students under section
120B.35, subdivision 3, paragraph (b), clause (2),
new text endand teacher evaluations under section
122A.40, subdivision 8, or 122A.41, subdivision 5;

(4) strategies for improving instruction, curriculum, and student achievement,
including the English and, where practicable, the native language development and the
academic achievement of English learners;

(5) education effectiveness practices that integrate high-quality instruction, rigorous
curriculum, technology, and a collaborative professional culture that develops and
supports teacher quality, performance, and effectiveness; and

(6) an annual budget for continuing to implement the district plan.

Subd. 3.

District advisory committee.

Each school board shall establish an
advisory committee to ensure active community participation in all phases of planning
and improving the instruction and curriculum affecting state and district academic
standards, consistent with subdivision 2. A district advisory committee, to the extent
possible, shall reflect the diversity of the district and its school sites, include teachers,
parents, support staff, students, and other community residents, and provide translation
to the extent appropriate and practicable. The district advisory committee shall pursue
community support to accelerate the academic and native literacy and achievement of
English learners with varied needs, from young children to adults, consistent with section
124D.59, subdivisions 2 and 2a. The district may establish site teams as subcommittees
of the district advisory committee under subdivision 4. The district advisory committee
shall recommend to the school board rigorous academic standards, student achievement
goals and measures consistent with subdivision 1a and sections 120B.022, subdivisions 1a
and 1b, and 120B.35, district assessments, new text beginmeans to improve students' equitable access to
effective and more diverse teachers,
new text endand program evaluations. School sites may expand
upon district evaluations of instruction, curriculum, assessments, or programs. Whenever
possible, parents and other community residents shall comprise at least two-thirds of
advisory committee members.

Subd. 4.

Site team.

A school may establish a site team to develop and implement
strategies and education effectiveness practices to improve instruction, curriculum,
cultural new text beginfluencies and new text endcompetencies, including cultural awareness and cross-cultural
communication, and student achievement at the school site, consistent with subdivision
2. The team advises the board and the advisory committee about developing the
annual budget and revising an instruction and curriculum improvement plan that aligns
curriculum, assessment of student progress, and growth in meeting state and district
academic standards and instruction.

Subd. 5.

Report.

Consistent with requirements for school performance reports
under section 120B.36, subdivision 1, the school board shall publish a report in the local
newspaper with the largest circulation in the district, by mail, or by electronic means on
the district Web site. The school board shall hold an annual public meeting to review, and
revise where appropriate, student achievement goals, local assessment outcomes, plans,
strategies, and practices for improving curriculum and instruction and cultural competency
new text beginand all students' increased and equitable access to effective and more diverse teachersnew text end, and
to review district success in realizing the previously adopted student achievement goals
and related benchmarks and the improvement plans leading to the world's best workforce.
The school board must transmit an electronic summary of its report to the commissioner in
the form and manner the commissioner determines.

Subd. 7.

Periodic report.

Each school district shall periodically survey affected
constituencies, in their native languages where appropriate and practicable, about their
connection to and level of satisfaction with school. The district shall include the results of
this evaluation in the summary report required under subdivision 5.

Subd. 9.

Annual evaluation.

(a) The commissioner must identify effective
strategies, practices, and use of resources by districts and school sites in striving for the
world's best workforce. The commissioner must assist districts and sites throughout the
state in implementing these effective strategies, practices, and use of resourcesnew text begin, and in
providing all enrolled students, including low-income students, American Indian students,
and students of color with improved and equitable access to effective and more diverse
teachers
new text end.

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

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

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2016-2017 school year and
later.
new text end

Sec. 2.

Minnesota Statutes 2014, section 120B.11, subdivision 5, is amended to read:


Subd. 5.

Report.

new text begin(a) new text endConsistent with requirements for school performance reports
under section 120B.36, subdivision 1,new text begin and paragraph (b),new text end the school board shall publish
a report in the local newspaper with the largest circulation in the district, by mail, or
by electronic means on the district Web site. The school board shall hold an annual
public meeting to review, and revise where appropriate, student achievement goals,
local assessment outcomes, plans, strategies, and practices for improving curriculum
and instruction and cultural competency, and to review district success in realizing
the previously adopted student achievement goals and related benchmarks and the
improvement plans leading to the world's best workforce. The school board must transmit
an electronic summary of its report to the commissioner in the form and manner the
commissioner determines.

new text begin (b) Each school board must include in its annual report under paragraph (a) data on:
new text end

new text begin (1) the number of licensed teachers employed by the district who self-identify as
non-Caucasian and who are members of a population underrepresented among licensed
teachers in the district;
new text end

new text begin (2) the number of community experts providing instruction in the district during the
school year and the subject areas they teach;
new text end

new text begin (3) the school year testing schedule for the district showing grade levels and
assessments and the time allotted for each assessment; and
new text end

new text begin (4) the class sizes for the district's prekindergarten through grade 6 classrooms.
new text end

new text begin The format for reporting the data must comply with the model data-reporting format
developed by the commissioner.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2016-2017 school year and
later.
new text end

Sec. 3.

Minnesota Statutes 2014, section 120B.35, subdivision 3, is amended to read:


Subd. 3.

State growth target; other state measures.

(a) The state's educational
assessment system measuring individual students' educational growth is based on
indicators of achievement growth that show an individual student's prior achievement.
Indicators of achievement and prior achievement must be based on highly reliable
statewide or districtwide assessments.

(b) The commissioner, in consultation with a stakeholder group that includes
assessment and evaluation directors, district staff, experts in culturally responsive teaching,
and researchers, must implement a model that uses a value-added growth indicator deleted text beginand
includes criteria for identifying schools and school districts that demonstrate medium and
high growth under section 120B.299, subdivisions 8 and 9
deleted text end, and may recommend other
value-added measures under section 120B.299, subdivision 3. The model may be used
to advance educators' professional development and replicate programs that succeed in
meeting students' diverse learning needs. Data on individual teachers generated under the
model are personnel data under section 13.43. The model must allow users to:

(1) report student growth consistent with this paragraph; and

(2) for all student categories, report and compare aggregated and disaggregated state
growth data using the deleted text beginninedeleted text end student categories identified under the federal deleted text begin2001 No Child
Left Behind Act and two student gender categories of male and female, respectively
deleted text endnew text beginElementary and Secondary Education Act, as most recently reauthorizednew text end, following
appropriate reporting practices to protect nonpublic student data.

The commissioner must report measures of student growth, consistent with this
paragraph, including the English language development, academic progress, and oral
academic development of English learners and their native language development if the
native language is used as a language of instruction.

(c) When reporting student performance under section 120B.36, subdivision 1, the
commissioner annually, beginning July 1, 2011, must report two core measures indicating
the extent to which current high school graduates are being prepared for postsecondary
academic and career opportunities:

(1) a preparation measure indicating the number and percentage of high school
graduates in the most recent school year who completed course work important to
preparing them for postsecondary academic and career opportunities, consistent with
the core academic subjects required for admission to Minnesota's public colleges and
universities as determined by the Office of Higher Education under chapter 136A; and

(2) a rigorous coursework measure indicating the number and percentage of high
school graduates in the most recent school year who successfully completed one or more
college-level advanced placement, international baccalaureate, postsecondary enrollment
options including concurrent enrollment, other rigorous courses of study under section
120B.021, subdivision 1a, or industry certification courses or programs.

When reporting the core measures under clauses (1) and (2), the commissioner must also
analyze and report separate categories of information using the nine student categories
identified under the federal deleted text begin2001 No Child Left Behind Act and two student gender
categories of male and female, respectively
deleted text endnew text begin Elementary and Secondary Education Act, as
most recently reauthorized
new text end, following appropriate reporting practices to protect nonpublic
student data.

(d) When reporting student performance under section 120B.36, subdivision 1, the
commissioner annually, beginning July 1, 2014, must report summary data on school
safety and students' engagement and connection at school. The summary data under this
paragraph are separate from and must not be used for any purpose related to measuring
or evaluating the performance of classroom teachers. The commissioner, in consultation
with qualified experts on student engagement and connection and classroom teachers,
must identify highly reliable variables that generate summary data under this paragraph.
The summary data may be used at school, district, and state levels only. Any data on
individuals received, collected, or created that are used to generate the summary data
under this paragraph are nonpublic data under section 13.02, subdivision 9.

(e) For purposes of statewide educational accountability, the commissioner must
identify and report measures that demonstrate the success of learning year program
providers under sections 123A.05 and 124D.68, among other such providers, in improving
students' graduation outcomes. The commissioner, beginning July 1, 2015, must annually
report summary data on:

(1) the four- and six-year graduation rates of students under this paragraph;

(2) the percent of students under this paragraph whose progress and performance
levels are meeting career and college readiness benchmarks under section 120B.30,
subdivision 1; and

(3) the success that learning year program providers experience in:

(i) identifying at-risk and off-track student populations by grade;

(ii) providing successful prevention and intervention strategies for at-risk students;

(iii) providing successful recuperative and recovery or reenrollment strategies for
off-track students; and

(iv) improving the graduation outcomes of at-risk and off-track students.

The commissioner may include in the annual report summary data on other education
providers serving a majority of students eligible to participate in a learning year program.

(f) The commissioner, in consultation with recognized experts with knowledge and
experience in assessing the language proficiency and academic performance of English
learners, must identify and report appropriate and effective measures to improve current
categories of language difficulty and assessments, and monitor and report data on students'
English proficiency levels, program placement, and academic language development,
including oral academic language.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2016-2017 school year and
later.
new text end

Sec. 4.

Minnesota Statutes 2014, section 122A.09, as amended by Laws 2015, chapter
69, article 2, section 3, and Laws 2015, First Special Session chapter 3, article 2, sections
9 to 11, is amended to read:


122A.09 DUTIES.

Subdivision 1.

Code of ethics.

The Board of Teaching must develop by rule a code
of ethics covering standards of professional teaching practices, including areas of ethical
conduct and professional performance and methods of enforcement.

Subd. 2.

Advise members of profession.

The board must act in an advisory
capacity to members of the profession in matters of interpretation of the code of ethics.

Subd. 3.

Election of chair and officers.

The board shall elect a chair and such
other officers as it may deem necessary.

Subd. 4.

License and rules.

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

(b) The board must require all candidates for teacher licensure to demonstrate a
passing score on a board-adopted skills examination in reading, writing, and mathematics,
as a requirement fornew text begin annew text end initial deleted text beginteacher licensuredeleted text endnew text begin professional five-year teaching licensenew text end,
except that the board may issue up to four deleted text begintemporary,deleted text endnew text begin initial professionalnew text end one-year teaching
licenses to an otherwise qualified candidate who has not yet passed the board-adopted
skills exam. The board must require colleges and universities offering a board-approved
teacher preparation program to provide remedial assistance to persons who did not achieve
a qualifying score on the board-adopted skills examination, including those for whom
English is a second language. The requirement to pass a board-adopted reading, writing,
and mathematics skills examination does not apply to nonnative English speakers, as
verified by qualified Minnesota school district personnel or Minnesota higher education
faculty, who, after meeting the content and pedagogy requirements under this subdivision,
apply for a teaching license to provide direct instruction in their native language or world
language instruction under section 120B.022, subdivision 1. The Board of Teaching and
the entity administering the content, pedagogy, and skills examinations must allow any
individual who produces documentation of a disability in the form of an evaluation, 504
plan, or individual education program (IEP) to receive the same testing accommodations
on the content, pedagogy, and skills examinations that the applicant received during their
secondary or postsecondary education.

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

(d) The board must provide the leadership and adopt rules for the redesign of teacher
education programs to implement a research based, results-oriented curriculum that
focuses on the skills teachers need in order to be effective. Among other components,
teacher preparation programs may use the Minnesota State Colleges and Universities
program model to provide a school-year-long student teaching program that combines
clinical opportunities with academic coursework and in-depth student teaching
experiences to offer students ongoing mentorship, coaching, and assessment, help to
prepare a professional development plan, and structured learning experiences. The board
shall implement new systems of teacher preparation program evaluation to assure program
effectiveness based on proficiency of graduates in demonstrating attainment of program
outcomes. Teacher preparation programs including alternative teacher preparation
programs under section 122A.245, among other programs, must include a content-specific,
board-approved, performance-based assessment that measures teacher candidates in three
areas: planning for instruction and assessment; engaging students and supporting learning;
and assessing student learning. The board's redesign rules must include creating flexible,
specialized teaching licenses, credentials, and other endorsement forms to increase
students' participation in language immersion programs, world language instruction,
career development opportunities, work-based learning, early college courses and careers,
career and technical programs, Montessori schools, and project and place-based learning,
among other career and college ready learning offerings.

(e) The board must adopt rules requiring candidates for deleted text begininitialdeleted text end new text beginprofessional
five-year teaching
new text endlicenses to pass an examination of general pedagogical knowledge
and examinations of licensure-specific teaching skills. The rules shall be effective by
September 1, 2001. The rules under this paragraph also must require candidates for initial
licenses to teach prekindergarten or elementary students to pass, as part of the examination
of licensure-specific teaching skills, test items assessing the candidates' knowledge,
skill, and ability in comprehensive, scientifically based reading instruction under section
122A.06, subdivision 4, and their knowledge and understanding of the foundations of
reading development, the development of reading comprehension, and reading assessment
and instruction, and their ability to integrate that knowledge and understanding.

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

(g) The board must grant licenses to interns and to candidates for deleted text begininitialdeleted text endnew text begin professional
five-year teaching
new text end licenses based on appropriate professional competencies that are
aligned with the board's licensing system and students' diverse learning needs. All teacher
candidates must have preparation in English language development and content instruction
for English learners in order to be able to effectively instruct the English learners in their
classrooms. The board must include these licenses in a statewide differentiated licensing
system that creates new leadership roles for successful experienced teachers premised on a
collaborative professional culture dedicated to meeting students' diverse learning needs
in the 21st century, recognizes the importance of cultural and linguistic competencies,
including the ability to teach and communicate in culturally competent and aware ways,
and formalizes mentoring and induction for newly licensed teachers provided through a
teacher support framework.

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

deleted text begin (i)deleted text endnew text begin (h)new text end The board must receive recommendations from local committees as established
by the board for the renewal of teaching licenses. The board must require new text begina new text endlicensed
deleted text beginteachersdeleted text endnew text begin teachernew text end who deleted text beginaredeleted text endnew text begin isnew text end renewing a deleted text begincontinuing licensedeleted text endnew text begin professional five-year teaching
license
new text end to include in the renewal requirements further preparation in English language
development and specially designed content instruction in English for English learners.

deleted text begin (j)deleted text endnew text begin (i)new text end The board must grant deleted text beginlifedeleted text endnew text begin lifetime substitutenew text end licenses to those who qualify
according tonew text begin boardnew text end requirements deleted text beginestablished by the boarddeleted text end, and suspend or revoke licenses
deleted text beginpursuant todeleted text endnew text begin undernew text end sections 122A.20 and 214.10. The board must not establish any
expiration date for application for deleted text beginlifedeleted text endnew text begin lifetime substitutenew text end licenses.

deleted text begin (k)deleted text endnew text begin (j)new text end The board must adopt rules that require all licensed teachers who are renewing
their deleted text begincontinuing licensedeleted text endnew text begin professional five-year teaching licensesnew text end to include in their renewal
requirements further preparation in the areas of using positive behavior interventions
and in accommodating, modifying, and adapting curricula, materials, and strategies to
appropriately meet the needs of individual students and ensure adequate progress toward
the state's graduation rule.

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

deleted text begin (m)deleted text endnew text begin (l)new text end The board must adopt rules that require all licensed teachers who are
renewing their deleted text begincontinuing licensedeleted text endnew text begin professional five-year teaching licensesnew text end to include in
their renewal requirements further reading preparation, consistent with section 122A.06,
subdivision 4
. The rules do not take effect until they are approved by law. Teachers who
do not provide direct instruction including, at least, counselors, school psychologists,
school nurses, school social workers, audiovisual directors and coordinators, and
recreation personnel are exempt from this section.

deleted text begin (n)deleted text endnew text begin (m)new text end The board must adopt rules that require all licensed teachers who are
renewing their deleted text begincontinuing licensedeleted text endnew text begin professional five-year teaching licensesnew text end to include
in their renewal requirements new text beginat least one hour of suicide prevention best practices in
each licensure renewal period that are based on nationally recognized evidence-based
programs and practices and
new text endfurther preparation, first, in understanding the key warning
signs of early-onset mental illness in children and adolescents and then, during
subsequent licensure renewal periods, preparation may include providing a more in-depth
understanding of students' mental illness trauma, accommodations for students' mental
illness, parents' role in addressing students' mental illness, Fetal Alcohol Spectrum
Disorders, autism, the requirements of section 125A.0942 governing restrictive
procedures, and de-escalation methods, among other similar topics.

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

Subd. 4a.

Teacher and administrator preparation and performance data;
report.

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

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

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

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

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

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

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

Subd. 5.

Commissioner's representative to comment on proposed rule.

deleted text beginPrior
to the adoption by
deleted text endnew text begin Beforenew text end the Board of Teaching deleted text beginofdeleted text endnew text begin adoptsnew text end any rule deleted text beginwhichdeleted text endnew text begin thatnew text end must be
submitted to public hearing, a representative of the commissioner shall appear before the
Board of Teaching and at the hearing required deleted text beginpursuant todeleted text endnew text begin undernew text end section 14.14, subdivision
1
, to comment on the cost and educational implications of that proposed rule.

Subd. 6.

Register of persons licensed.

The executive secretary of the Board of
Teaching shall keep a record of the proceedings of and a register of all persons licensed
pursuant to the provisions of this chapter. The register must show the name, address,
license number and the renewal of the license. The board must on July 1, of each year
or as soon thereafter as is practicable, compile a list of such duly licensed teachers and
transmit a copy of the list to the board. A copy of the register must be available during
business hours at the office of the board to any interested person.

Subd. 7.

Commissioner's assistance; board money.

The commissioner shall
provide all necessary materials and assistance for the transaction of the business of the
Board of Teaching and all moneys received by the Board of Teaching shall be paid into
the state treasury as provided by law. The expenses of administering sections 122A.01,
122A.05 to 122A.09, 122A.15, 122A.16, 122A.17, 122A.18, 122A.20, 122A.21, 122A.22,
122A.23, 122A.26, 122A.30, 122A.40, 122A.41, 122A.42, 122A.45, 122A.49, 122A.54,
122A.55, 122A.56, 122A.57, and 122A.58 which are incurred by the Board of Teaching
shall be paid for from appropriations made to the Board of Teaching.

Subd. 8.

Fraud; gross misdemeanor.

A person who claims to be a licensed teacher
without a valid existing license issued by the board or any person who employs fraud or
deception in applying for or securing a license is guilty of a gross misdemeanor.

Subd. 9.

Board may adopt rules.

The Board of Teaching may adopt rules subject
to the provisions of chapter 14 to implement sections 122A.05 to 122A.09, 122A.16,
122A.17, 122A.18, 122A.20, 122A.21, and 122A.23.

Subd. 10.

deleted text beginVariancesdeleted text endnew text begin Permissionsnew text end.

(a) Notwithstanding subdivision 9 and section
deleted text begin14.05, subdivision 4deleted text endnew text begin 14.055new text end, the Board of Teaching may grant deleted text begina variancedeleted text endnew text begin waiversnew text end to its
rules upon application by a school district for purposes of implementing experimental
programs in learning or management.

(b) To enable a school district to meet the needs of students enrolled in an alternative
education program and to enable licensed teachers instructing those students to satisfy
content area licensure requirements, the Board of Teaching annually may permit a licensed
teacher teaching in an alternative education program to instruct students in a content area
for which the teacher is not licensed, consistent with paragraph (a).

(c) A special education license deleted text beginvariancedeleted text endnew text begin permissionnew text end issued by the Board of Teaching
for a primary employer's low-incidence region shall be valid in all low-incidence regions.

new text begin (d) The Board of Teaching may grant a one-year professional license under paragraph
(a) restricted to allow a person holding a full credential from the American Montessori
Society, a diploma from Association Montessori Internationale, or a certificate of
completion from a program accredited by the Montessori Accreditation Council for Teacher
Education to teach in a Montessori program operated by a school district or charter school.
new text end

Subd. 11.

Teacher preparation program reporting.

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

new text begin EFFECTIVE DATE. new text end

new text begin Subdivision 4, paragraph (m), is effective the day following
final enactment and applies to teachers renewing their teaching licenses beginning August
1, 2017. Subdivision 10, paragraph (d), of this section is effective for the 2016-2017
through 2018-2019 school years.
new text end

Sec. 5.

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


new text begin Subd. 12. new text end

new text begin Endorsement; dual enrollment instruction. new text end

new text begin The Board of Teaching
must issue an endorsement for dual enrollment instruction to a high school teacher
licensed in a content-specific field who successfully completes the faculty qualification
requirements established by the Higher Learning Commission. The licensure endorsement
must allow the teacher to provide dual enrollment instruction in the teacher's licensure
field, consistent with board-adopted standards. The board must adopt standards for this
endorsement in consultation with eligible public postsecondary institutions participating
in course agreements under section 124D.09, subdivision 10. The endorsement means a
change in the teacher's license that allows the teacher to teach postsecondary college in the
schools dual credit courses under section 124D.09, subdivision 10.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment.
The Board of Teaching must start issuing endorsements by September 1, 2017.
new text end

Sec. 6.

Minnesota Statutes 2014, section 122A.18, as amended by Laws 2015, First
Special Session chapter 3, article 2, sections 14 and 15, is amended to read:


122A.18 BOARD TO ISSUE LICENSES.

Subdivision 1.

Authority to license.

(a) The Board of Teaching must license
teachers, as defined in section 122A.15, subdivision 1, except for supervisory personnel,
as defined in section 122A.15, subdivision 2.

(b) The Board of School Administrators must license supervisory personnel as
defined in section 122A.15, subdivision 2, except for athletic coaches.

(c) Licenses under the jurisdiction of the Board of Teaching, the Board of School
Administrators, and the commissioner of education must be issued through the licensing
section of the department.

(d) The Board of Teaching and the Department of Education must enter into a data
sharing agreement to share educational data at the E-12 level for the limited purpose
of program approval and improvement for teacher education programs. The program
approval process must include targeted redesign of teacher preparation programs to
address identified E-12 student areas of concern.

(e) The Board of School Administrators and the Department of Education must enter
into a data sharing agreement to share educational data at the E-12 level for the limited
purpose of program approval and improvement for education administration programs.
The program approval process must include targeted redesign of education administration
preparation programs to address identified E-12 student areas of concern.

(f) For purposes of the data sharing agreements under paragraphs (d) and (e), the
Board of Teaching, Board of School Administrators, and Department of Education may
share private data, as defined in section 13.02, subdivision 12, on teachers and school
administrators. The data sharing agreements must not include educational data, as defined
in section 13.32, subdivision 1, but may include summary data, as defined in section
13.02, subdivision 19, derived from educational data.

Subd. 2.

Teacher and support personnel qualifications.

(a) The Board of Teaching
must issue licenses under its jurisdiction to persons the board finds to be qualified and
competent for their respective positions, including those meeting the standards adopted
under section 122A.09, subdivision 4, paragraph deleted text begin(o)deleted text endnew text begin (n)new text end.

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

(c) The Board of Teaching must grant deleted text begincontinuingdeleted text endnew text begin professional five-year teaching
new text endlicenses only to those persons who have met board criteria for deleted text begingranting a continuingdeleted text endnew text begin that
new text endlicense, which includes passing a board-adopted skills examination in reading, writing, and
mathematics, and the exceptions in section 122A.09, subdivision 4, paragraph (b), that are
consistent with this paragraph. The requirement to pass a board-adopted reading, writing,
and mathematics skills examination, does not apply to nonnative English speakers, as
verified by qualified Minnesota school district personnel or Minnesota higher education
faculty, who, after meeting the content and pedagogy requirements under this subdivision,
apply for a new text beginprofessional five-year new text endteaching license to provide direct instruction in their
native language or world language instruction under section 120B.022, subdivision 1.

(d) All colleges and universities approved by the board of teaching to prepare persons
for teacher licensure must include in their teacher preparation programs a common core
of teaching knowledge and skills to be acquired by all persons recommended for teacher
licensure. Among other requirements, teacher candidates must demonstrate the knowledge
and skills needed to provide appropriate instruction to English learners to support and
accelerate their academic literacy, including oral academic language, and achievement in
content areas in a regular classroom setting. This common core shall meet the standards
developed by the interstate new teacher assessment and support consortium in its 1992
"model standards for beginning teacher licensing and development." Amendments to
standards adopted under this paragraph are covered by chapter 14. The board of teaching
shall report annually to the education committees of the legislature on the performance
of teacher candidates on common core assessments of knowledge and skills under this
paragraph during the most recent school year.

Subd. 2a.

Reading strategies.

(a) All colleges and universities approved by the
Board of Teaching to prepare persons for classroom teacher licensure must include in
their teacher preparation programs research-based best practices in reading, consistent
with section 122A.06, subdivision 4, that enable the licensure candidate to know how to
teach reading in the candidate's content areas. Teacher candidates must be instructed
in using students' native languages as a resource in creating effective differentiated
instructional strategies for English learners developing literacy skills. These colleges and
universities also must prepare new text beginearly childhood and elementary teacher new text endcandidates for deleted text begininitial
deleted text endnew text beginprofessional five-year teachingnew text end licenses deleted text beginto teach prekindergarten or elementary students
deleted text endfor the deleted text beginassessment of reading instructiondeleted text end portion of the examination deleted text beginof licensure-specific
teaching skills
deleted text end under section 122A.09, subdivision 4, paragraph (e)new text begin, covering assessment
of reading instruction
new text end.

(b) Board-approved teacher preparation programs for teachers of elementary
education must require instruction deleted text beginin the application ofdeleted text endnew text begin in applyingnew text end comprehensive,
scientifically based, and balanced reading instruction programs that:

(1) teach students to read using foundational knowledge, practices, and strategies
consistent with section 122A.06, subdivision 4, so that all students deleted text beginwilldeleted text end achieve continuous
progress in reading; and

(2) teach specialized instruction in reading strategies, interventions, and remediations
that enable students of all ages and proficiency levels to become proficient readers.

(c) Nothing in this section limits the authority of a school district to select a school's
reading program or curriculum.

Subd. 2b.

Reading specialist.

Not later than July 1, 2002, the Board of Teaching
must adopt rules providing for deleted text beginthedeleted text end new text beginreading teacher new text endlicensure deleted text beginof teachers of readingdeleted text end.

Subd. 3.

Supervisory and coach qualifications; code of ethics.

The commissioner
of education must issue licenses under its jurisdiction to persons the commissioner finds
to be qualified and competent for their respective positions under the rules it adopts.
The commissioner of education may develop, by rule, a code of ethics for supervisory
personnel covering standards of professional practices, including areas of ethical conduct
and professional performance and methods of enforcement.

Subd. 3a.

Technology strategies.

All colleges and universities approved by the
Board of Teaching to prepare persons for classroom teacher licensure must include in their
teacher preparation programs the knowledge and skills teacher candidates need to deliver
digital and blended learning and curriculum and engage students with technology.

Subd. 4.

Expiration and renewal.

(a) Each license the Department of Education
issues through its licensing section must bear the date of issuenew text begin and the name of the
state-approved teacher training provider
new text end. Licenses must expire and be renewed according
to the respective rules the Board of Teaching, the Board of School Administrators, or the
commissioner of education adopts. Requirements for renewing a license must include
showing satisfactory evidence of successful teaching or administrative experience for
at least one school year during the period covered by the license in grades or subjects
for which the license is valid or completing such additional preparation as the Board of
Teaching prescribes. The Board of School Administrators shall establish requirements for
renewing the licenses of supervisory personnel except athletic coaches. The State Board
of Teaching shall establish requirements for renewing the licenses of athletic coaches.

(b) deleted text beginRelicensuredeleted text end Applicants new text beginfor license renewal new text endwho have been employed as a teacher
during the renewal period of their expiring license, as a condition of deleted text beginrelicensuredeleted text endnew text begin license
renewal
new text end, must present to their local continuing education and relicensure committee
or other local relicensure committee evidence of work that demonstrates professional
reflection and growth in best teaching practices, including among other things, practices in
meeting the varied needs of English learners, from young children to adults under section
124D.59, subdivisions 2 and 2a. The applicant must include a reflective statement of
professional accomplishment and the applicant's own assessment of professional growth
showing evidence of:

(1) support for student learning;

(2) use of best practices techniques and their applications to student learning;

(3) collaborative work with colleagues that includes examples of collegiality such as
attested-to committee work, collaborative staff development programs, and professional
learning community work; or

(4) continual professional development that may include (i) job-embedded or other
ongoing formal professional learning or (ii) for teachers employed for only part of the
renewal period of their expiring license, other similar professional development efforts
made during the relicensure period.

The Board of Teaching must ensure that its teacher relicensing requirements also include
this paragraph.

(c) The Board of Teaching shall offer alternative deleted text begincontinuing relicensuredeleted text end options new text beginfor
license renewal
new text endfor teachers who are accepted into and complete the National Board for
Professional Teaching Standards certification process, and offer additional continuing
relicensure options for teachers who earn National Board for Professional Teaching
Standards certification. Continuing relicensure requirements for teachers who do not
maintain National Board for Professional Teaching Standards certification are those the
board prescribes, consistent with this section.

deleted text begin Subd. 4a. deleted text end

deleted text begin Limited provisional licenses. deleted text end

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

deleted text begin Subd. 5. deleted text end

deleted text begin Effective date. deleted text end

deleted text begin Nothing contained herein shall be construed as affecting
the validity of a permanent certificate or license issued prior to July 1, 1969.
deleted text end

Subd. 6.

Human relations.

The Board of Teaching deleted text beginand the commissioner of
education
deleted text end shall accept training programs completed through Peace Corps, VISTA, or
Teacher Corps in lieu of deleted text begincompletion ofdeleted text endnew text begin completingnew text end the human relations component of the
training program for purposes of issuing or renewing anew text begin teachingnew text end license deleted text beginin educationdeleted text end.

deleted text begin Subd. 7. deleted text end

deleted text begin Limited provisional licenses. deleted text end

deleted text begin The Board of Teaching may grant
provisional licenses, which shall be valid for two years, in fields in which licenses were not
issued previously or in fields in which a shortage of licensed teachers exists. A shortage is
defined as a lack of or an inadequate supply of licensed personnel within a given licensure
area in a school district that has notified the Board of Teaching of the shortage and has
applied to the Board of Teaching for provisional licenses for that district's licensed staff.
deleted text end

Subd. 7a.

Permission to substitute teach.

(a) The Board of Teaching may allow a
person who is enrolled in and making satisfactory progress in a board-approved teacher
program and who has successfully completed student teaching to be employed as a
short-call substitute teacher.

(b) The Board of Teaching may issue a lifetime deleted text beginqualified short-calldeleted text end substitute
teaching license to a person who:

(1) was a qualified teacher under section 122A.16 while holding a deleted text begincontinuing
deleted text endnew text beginprofessionalnew text end five-year teaching license issued by the board, and receives a retirement
annuity from the Teachers Retirement Association or the St. Paul Teachers Retirement
Fund Association;

(2) holds an out-of-state teaching license and receives a retirement annuity as a
result of the person's teaching experience; or

(3) held a deleted text begincontinuingdeleted text endnew text begin professionalnew text end five-yearnew text begin teachingnew text end license issued by the board,
taught at least three school years in an accredited nonpublic school in Minnesota, and
receives a retirement annuity as a result of the person's teaching experience.

A person holding a lifetime qualified short-call substitute teaching license is not required
to complete continuing education clock hours. A person holding this license may reapply
to the board for a deleted text begincontinuingdeleted text endnew text begin professionalnew text end five-yearnew text begin teachingnew text end license and must again
complete continuing education clock hours one school year after receiving the deleted text begincontinuing
deleted text endnew text beginprofessionalnew text end five-yearnew text begin teachingnew text end license.

Subd. 7b.

deleted text beginTemporary limited licensesdeleted text endnew text begin Provisional permissionnew text end; personnel
deleted text beginvariancesdeleted text endnew text begin variance; emergency permissionnew text end.

(a) deleted text beginThe Board of Teaching must accept
applications for a temporary limited teaching license beginning July 1 of the school year
for which the license is requested and must issue or deny the temporary limited teaching
license within 30 days of receiving the complete application
deleted text endnew text begin The Board of Teaching
may grant a two-year provisional permission to a licensure candidate in a field in which
a shortage of licensed teachers exists. A shortage is defined as an inadequate supply of
licensed personnel in a given licensure area as determined by the commissioner
new text end.

(b) new text beginThe board may grant a one-year personnel variance to a licensed teacher in a
field in which they were not previously licensed.
new text endThe Board of Teaching must accept
applications for a personnel variance beginning July 1 of the school year for which the
variance is requested and must issue or deny the personnel variance within 30 days of
receiving the complete application.

new text begin (c) The board may grant a one-year emergency permission to a nonlicensed applicant
based on a district's satisfactory demonstration of need. The board must accept an
application for an emergency permission beginning on July 1 of the school year for which
the permission is requested and must issue or deny the emergency permission within 30
days of receiving the complete application.
new text end

Subd. 7c.

Temporary military license.

The Board of Teaching shall establish
a temporary license in accordance with section 197.4552 for teaching. The fee for a
temporary license under this subdivision shall be $87.90 for an online application or
$86.40 for a paper application.

Subd. 8.

Background checks.

(a) The Board of Teaching and the commissioner
of education must request a criminal history background check from the superintendent
of the Bureau of Criminal Apprehension on all new text beginfirst-time teaching new text endapplicants for deleted text begininitial
deleted text endlicenses under their jurisdiction. deleted text beginAn application for a license under this section must be
accompanied by
deleted text endnew text begin Applicants must include with their licensure applicationsnew text end:

(1) an executed criminal history consent form, including fingerprints; and

(2) a money order or cashier's check payable to the Bureau of Criminal Apprehension
for the fee for conducting the criminal history background check.

(b) The superintendent of the Bureau of Criminal Apprehension shall perform the
background check required under paragraph (a) by retrieving criminal history data as
defined in section 13.87 and shall also conduct a search of the national criminal records
repository. The superintendent is authorized to exchange fingerprints with the Federal
Bureau of Investigation for purposes of the criminal history check. The superintendent
shall recover the cost to the bureau of a background check through the fee charged to
the applicant under paragraph (a).

(c) The Board of Teaching or the commissioner of education may issue a license
pending completion of a background check under this subdivision, but must notify
the individual that the individual's license may be revoked based on the result of the
background check.

Sec. 7.

Minnesota Statutes 2014, section 122A.21, as amended by Laws 2015, First
Special Session chapter 3, article 2, section 17, is amended to read:


122A.21 TEACHERS' AND ADMINISTRATORS' LICENSES; FEES.

Subdivision 1.

Licensure applications.

Each application for the issuance, renewal,
or extension of a license to teach, including applications for licensure via portfolio under
subdivision 2, must be accompanied by a processing fee deleted text beginof $57deleted text end. Each application for
issuing, renewing, or extending the license of a school administrator or supervisor must
be accompanied by a processing fee in the amount set by the Board of deleted text beginTeachingdeleted text endnew text begin School
Administrators
new text end. The processing fee for a teacher's license and for the licenses of supervisory
personnel must be paid to the executive secretary of the appropriate board. The executive
secretary of the board shall deposit the fees with the commissioner of management and
budget. The fees as set by the board are nonrefundable for applicants not qualifying for a
license. However, a fee must be refunded by the commissioner of management and budget
in any case in which the applicant already holds a valid unexpired license. The board may
waive or reduce fees for applicants who apply at the same time for more than one license.

Subd. 2.

Licensure via portfolio.

(a) An eligible candidate may use licensure via
portfolio to obtain deleted text beginan initial licensuredeleted text endnew text begin a professional five-year teaching licensenew text end or to add a
licensure field, consistent with applicable Board of Teaching licensure rules.

(b) A candidate for deleted text begininitial licensuredeleted text endnew text begin a professional five-year teaching licensenew text end must
submit to the Educator Licensing Division at the department one portfolio demonstrating
pedagogical competence and one portfolio demonstrating content competence.

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

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

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

Sec. 8.

Minnesota Statutes 2015 Supplement, section 122A.23, is amended to read:


122A.23 APPLICANTS TRAINED IN OTHER STATES.

Subdivision 1.

Preparation equivalency.

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

Subd. 2.

Applicants licensed in other states.

(a) Subject to the requirements
of sections 122A.18, subdivision 8, and 123B.03, the Board of Teaching must issue a
new text beginprofessional five-year new text endteaching license or deleted text begina temporarydeleted text endnew text begin an initial professional one-year
new text endteaching license under paragraphs (c) to (f) to an applicant who holds at least a
baccalaureate degree from a regionally accredited college or university and holds or
held an out-of-state teaching license that requires the applicant to successfully complete
a teacher preparation program approved by the issuing state, which includes either (1)
field-specific teaching methods, student teaching, or equivalent experience, or (2) at least
two years of teaching experience as the teacher of record in a similar licensure deleted text beginfielddeleted text endnew text begin areanew text end.

(b) The Board of Teaching may issue a deleted text beginstandarddeleted text endnew text begin professional five-year teaching
new text endlicense on the basis of teaching experience and examination requirements only.

(c) The Board of Teaching must issue a new text beginprofessional five-year new text endteaching license to
an applicant who:

(1) successfully completed all exams and human relations preparation components
required by the Board of Teaching; and

(2) holds or held an out-of-state teaching license to teach a similar content field and
grade levels if the scope of the out-of-state license is no more than two grade levels less
than a similar Minnesota license, and either (i) has completed field-specific teaching
methods, student teaching, or equivalent experience, or (ii) has at least two years of
teaching experience as the teacher of record in a similar licensure deleted text beginfielddeleted text endnew text begin areanew text end.

(d) The Board of Teaching, consistent with board rules and paragraph (i), must
issue up to four deleted text beginone-year temporarydeleted text endnew text begin initial professional one-yearnew text end teaching licenses to an
applicant who holds or held an out-of-state teaching license to teach a similar deleted text begincontent field
deleted text endnew text beginlicensure areanew text end and grade levels, where the scope of the out-of-state license is no more
than two grade levels less than a similar Minnesota license, but has not successfully
completed all exams and human relations preparation components required by the Board
of Teaching.new text begin The board must issue a professional five-year teaching license to an applicant
who successfully completes the requirements under this paragraph.
new text end

(e) The Board of Teaching, consistent with board rules, must issue up to four new text begininitial
professional
new text endone-year deleted text begintemporarydeleted text end teaching licenses to an applicant who:

(1) successfully completed all exams and human relations preparation components
required by the Board of Teaching; and

(2) holds or held an out-of-state teaching license to teach a similar deleted text begincontent field
deleted text endnew text beginlicensure areanew text end and grade levels, where the scope of the out-of-state license is no more than
two grade levels less than a similar Minnesota license, but has not completed field-specific
teaching methods or student teaching or equivalent experience.

The applicant may complete field-specific teaching methods deleted text beginand student teaching
or equivalent experience
deleted text end by successfully participating in a one-year school district
mentorship program consistent with board-adopted standards of effective practice and
Minnesota graduation requirements.new text begin If no school district mentorship program is available,
the applicant must complete field-specific teaching methods coursework while serving
as a teacher of record and providing classroom instruction in the applicant's field of
licensure. The board must issue a professional five-year teaching license to an applicant
who successfully completes the requirements under this paragraph.
new text end

deleted text begin (f) The Board of Teaching must issue a restricted teaching license for only in the
content field or grade levels specified in the out-of-state license to an applicant who:
deleted text end

deleted text begin (1) successfully completed all exams and human relations preparation components
required by the Board of Teaching; and
deleted text end

deleted text begin (2) holds or held an out-of-state teaching license where the out-of-state license is
more limited in the content field or grade levels than a similar Minnesota license.
deleted text end

new text begin (f) The Board of Teaching must issue to an applicant with an out-of-state teaching
license up to four initial professional one-year teaching licenses that are restricted in
content or grade levels specified in the out-of-state license if the applicant's out-of-state
teaching license is more limited than a similar Minnesota license in content field or
grade levels. The Board of Teaching must issue a professional five-year teaching license
to an applicant who successfully completes all exams and human relations preparation
components required by the Board of Teaching. Any content or grade level restriction
placed on a license under this paragraph remains in effect.
new text end

(g) The Board of Teaching may issue a two-year deleted text beginlimiteddeleted text end provisional deleted text beginlicense
deleted text endnew text beginpermissionnew text end to an applicant under this subdivision to teach in a shortage area, consistent
with section 122A.18, subdivision 4a.

(h) The Board of Teaching may issue a license under this subdivision if the applicant
has attained the additional degrees, credentials, or licenses required in a particular
licensure field and the applicant can demonstrate competency by obtaining qualifying
scores on the board-adopted skills examination in reading, writing, and mathematics, and
on applicable board-adopted rigorous content area and pedagogy examinations under
section 122A.09, subdivision 4, paragraphs (a) and (e).

(i) The Board of Teaching must require an applicant for anew text begin professional five-year
new text endteaching license or deleted text begina temporarydeleted text endnew text begin an initial professional one-yearnew text end teaching license under
this subdivision to pass a board-adopted skills examination in reading, writing, and
mathematics before the board issues the license unless, notwithstanding other provisions
of this subdivision, an applicable board-approved National Association of State Directors
of Teacher Education and Certification interstate deleted text beginreciprocitydeleted text end agreement exists to allow
fully certified teachers from other states to transfer their certification to Minnesota.

Subd. 3.

Teacher licensure agreements with adjoining states.

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

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

Sec. 9.

Minnesota Statutes 2015 Supplement, section 122A.23, subdivision 2, is
amended to read:


Subd. 2.

Applicants licensed in other states.

(a) Subject to the requirements
of sections 122A.18, subdivision 8, and 123B.03, the Board of Teaching must issue a
teaching license or a temporary teaching license under paragraphs (c) to (f) to an applicant
who holds at least a baccalaureate degree from a regionally accredited college or university
and holds or held an out-of-state teaching license that requires the applicant to successfully
complete a teacher preparation program approved by the issuing state, which includes
either (1) field-specific teaching methods, student teaching, or equivalent experience, or (2)
at least two years of teaching experience as the teacher of record in a similar licensure field.

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

(c) The Board of Teaching must issue a teaching license to an applicant who:

(1) successfully completed all exams and human relations preparation components
required by the Board of Teaching; and

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

(d) new text beginThe Board of Teaching must issue a professional five-year teaching license to
an applicant who:
new text end

new text begin (1) successfully completed all exams required by the Board of Teaching;
new text end

new text begin (2) holds an out-of-state teaching license to teach in the same content field and
grade levels as a Minnesota license; and
new text end

new text begin (3) has had at least one full school year of teaching experience as a teacher of record
in the licensure field during the last five years.
new text end

new text begin (e) new text endThe Board of Teaching, consistent with board rules and paragraph (i), must
issue up to four one-year temporary teaching licenses to an applicant who holds or held
an out-of-state teaching license to teach a similar content field and grade levels, where
the scope of the out-of-state license is no more than two grade levels less than a similar
Minnesota license, but has not successfully completed all exams and human relations
preparation components required by the Board of Teaching.

deleted text begin (e)deleted text endnew text begin (f)new text end The Board of Teaching, consistent with board rules, must issue up to four
one-year temporary teaching licenses to an applicant who:

(1) successfully completed all exams and human relations preparation components
required by the Board of Teaching; and

(2) holds or held an out-of-state teaching license to teach a similar content field
and grade levels, where the scope of the out-of-state license is no more than two grade
levels less than a similar Minnesota license, but has not completed field-specific teaching
methods or student teaching or equivalent experience.

The applicant may complete field-specific teaching methods and student teaching
or equivalent experience by successfully participating in a one-year school district
mentorship program consistent with board-adopted standards of effective practice and
Minnesota graduation requirements.

deleted text begin (f)deleted text endnew text begin (g)new text end The Board of Teaching must issue a restricted teaching license for only in the
content field or grade levels specified in the out-of-state license to an applicant who:

(1) successfully completed all exams and human relations preparation components
required by the Board of Teaching; and

(2) holds or held an out-of-state teaching license where the out-of-state license is
more limited in the content field or grade levels than a similar Minnesota license.

deleted text begin (g)deleted text endnew text begin (h)new text end The Board of Teaching may issue a two-year limited provisional license to
an applicant under this subdivision to teach in a shortage area, consistent with section
122A.18, subdivision 4a.

deleted text begin (h)deleted text endnew text begin (i)new text end The Board of Teaching may issue a license under this subdivision if the
applicant has attained the additional degrees, credentials, or licenses required in a
particular licensure field and the applicant can demonstrate competency by obtaining
qualifying scores on the board-adopted skills examination in reading, writing, and
mathematics, and on applicable board-adopted rigorous content area and pedagogy
examinations under section 122A.09, subdivision 4, paragraphs (a) and (e).

deleted text begin (i)deleted text endnew text begin (j)new text end The Board of Teaching must require an applicant for a teaching license
or a temporary teaching license under this subdivision to pass a board-adopted skills
examination in reading, writing, and mathematics before the board issues the license
unless, notwithstanding other provisions of this subdivision, an applicable board-approved
National Association of State Directors of Teacher Education and Certification interstate
reciprocity agreement exists to allow fully certified teachers from other states to transfer
their certification to Minnesota.

Sec. 10.

Minnesota Statutes 2014, section 122A.245, as amended by Laws 2015, First
Special Session chapter 3, article 2, sections 19 to 21, is amended to read:


122A.245 ALTERNATIVE TEACHER PREPARATION PROGRAM AND
deleted text beginLIMITED-TERMdeleted text endnew text begin PRELIMINARYnew text end TEACHER LICENSE.

Subdivision 1.

Requirements.

(a) To improve academic excellence, improve
ethnic and cultural diversity in the classroom, and close the academic achievement gap,
the Board of Teaching must approve qualified teacher preparation programs under this
section that are a means to acquire a two-year deleted text beginlimited-termdeleted text endnew text begin preliminary teachernew text end license,
which the board may renew one time for an additional one-year term, and to prepare for
acquiring a deleted text beginstandarddeleted text endnew text begin professional five-yearnew text end license. The following entities are eligible
to participate under this section:

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

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

(b) Before becoming a teacher of record, a candidate must:

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

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

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

(c) The Board of Teaching must issue a two-year deleted text beginlimited-termdeleted text endnew text begin preliminary teachernew text end
license to a person who enrolls in an alternative teacher preparation program.

Subd. 2.

Characteristics.

An alternative teacher preparation program under this
section must include:

(1) a minimum 200-hour instructional phase that provides intensive preparation and
student teaching before the teacher candidate assumes classroom responsibilities;

(2) a research-based and results-oriented approach focused on best teaching practices
to increase student proficiency and growth measured against state academic standards;

(3) strategies to combine pedagogy and best teaching practices to better inform
teacher candidates' classroom instruction;

(4) assessment, supervision, and evaluation of teacher candidates to determine
their specific needs throughout the program and to support their efforts to successfully
complete the program;

(5) intensive, ongoing, and multiyear professional learning opportunities that
accelerate teacher candidates' professional growth, support student learning, and provide a
workplace orientation, professional staff development, and mentoring and peer review
focused on standards of professional practice and continuous professional growth; and

(6) a requirement that teacher candidates demonstrate to the local site team under
subdivision 5 satisfactory progress toward acquiring deleted text begina standard licensedeleted text endnew text begin professional
five-year teaching licenses
new text end from the Board of Teaching.

Subd. 3.

Program approval; disapproval.

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

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

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

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

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

Subd. 4.

Employment conditions.

Where applicable, teacher candidates with
deleted text begina limited-termdeleted text endnew text begin a preliminary teachernew text end license under this section are members of the
local employee organization representing teachers and subject to the terms of the local
collective bargaining agreement between the exclusive representative of the teachers and
the school board. A collective bargaining agreement between a school board and the
exclusive representative of the teachers must not prevent or restrict or otherwise interfere
with a school district's ability to employ a teacher prepared under this section.

Subd. 5.

Approval for deleted text beginstandarddeleted text endnew text begin professional five-yearnew text end license.

A school board
or its designee must appoint members to a local site team that includes teachers, school
administrators, and postsecondary faculty under subdivision 1, paragraph (a), clause
(1), or staff of a participating nonprofit corporation under subdivision 1, paragraph (a),
clause (2), to evaluate the performance of the teacher candidate. The evaluation must be
consistent with board-adopted performance measures, use the Minnesota state standards
of effective practice and subject matter content standards for teachers established in
Minnesota Rules, and include a report to the board recommending whether or not to issue
the teacher candidate a deleted text beginstandarddeleted text endnew text begin professional five-year teachingnew text end license.

Subd. 6.

Applicants trained in other states.

A person who successfully completes
another state's alternative teacher preparation program, consistent with section 122A.23,
deleted text beginsubdivision 1,deleted text end may apply to the Board of Teaching for deleted text begina standarddeleted text endnew text begin an initial professional
one-year teaching
new text end license deleted text beginunder subdivision 7deleted text endnew text begin or a professional five-year teaching licensenew text end.

Subd. 7.

deleted text beginStandarddeleted text endnew text begin Professional five-yearnew text end license.

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

Subd. 8.

Highly qualified teacher.

A person holding a valid limited-term license
under this section is a highly qualified teacher and the teacher of record under section
122A.16.

Subd. 9.

Exchange of best practices.

By July 31 in an even-numbered year,
deleted text begina program participant anddeleted text endnew text begin approved alternative preparation program providers,new text end the
Minnesota State Colleges and Universities, the University of Minnesota, the Minnesota
Private College Council, and the Department of Education must exchange information
about best practices and educational innovations.

Subd. 10.

Reports.

The Board of Teaching must submit an interim report on the
efficacy of this program to the policy and finance committees of the legislature with
jurisdiction over kindergarten through grade 12 education by February 15, 2013, and a
final report by February 15, 2015.

Sec. 11.

Minnesota Statutes 2014, section 122A.26, subdivision 2, is amended to read:


Subd. 2.

Exceptions.

new text begin(a) new text endA person who teaches in a community education program
which qualifies for aid pursuant to section 124D.52 shall continue to meet licensure
requirements as a teacher. A person who teaches in an early childhood and family
education program which is offered through a community education program and which
qualifies for community education aid pursuant to section 124D.20 or early childhood
and family education aid pursuant to section 124D.135 shall continue to meet licensure
requirements as a teacher. A person who teaches in a community education course which
is offered for credit for graduation to persons under 18 years of age shall continue to
meet licensure requirements as a teacher.

new text begin (b) new text endA person who teaches a driver training course which is offered through a
community education program to persons under 18 years of age shall be licensed by the
Board of Teaching or be subject to section 171.35. A license which is required for an
instructor in a community education program pursuant to this deleted text beginsubdivisiondeleted text endnew text begin paragraph new text end shall
not be construed to bring an individual within the definition of a teacher for purposes of
section 122A.40, subdivision 1, or 122A.41, subdivision 1, clause (a).

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2016.
new text end

Sec. 12.

Minnesota Statutes 2015 Supplement, section 122A.40, subdivision 8, is
amended to read:


Subd. 8.

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

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

(b) To develop, improve, and support qualified teachers and effective teaching
practices deleted text beginanddeleted text endnew text begin,new text end improve student learning and success, new text beginand provide all enrolled students
in a district or school, including low-income students, American Indian students, and
students of color with improved and equitable access to more diverse teachers,
new text endthe annual
evaluation process for teachers:

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

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

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

(4) must coordinate staff development activitiesnew text begin, including those that improve
cultural fluency and competency
new text endunder sections 122A.60 and 122A.61 with this evaluation
process and teachers' evaluation outcomes;

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

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

(7) may include mentoring and induction programsnew text begin for teachers, including teachers
who are members of populations underrepresented among the licensed teachers in
the district or school and who reflect the diversity of students under section 120B.35,
subdivision 3, paragraph (b), clause (2), who are enrolled in the district or school
new text end;

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

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

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

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

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

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

new text begin (14) must include and support cultural competency and the implementation of
culturally responsive practices through the professional review cycle, staff development,
and the use of data on student engagement and connection.
new text end

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

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

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

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

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

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

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2017-2018 school year and
later.
new text end

Sec. 13.

Minnesota Statutes 2015 Supplement, section 122A.41, subdivision 5, is
amended to read:


Subd. 5.

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

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

(b) To develop, improve, and support qualified teachers and effective teaching
practices and improve student learning and success, new text beginand provide all enrolled students
in a district or school, including low-income students, American Indian students, and
students of color with improved and equitable access to more diverse teachers,
new text endthe annual
evaluation process for teachers:

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

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

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

(4) must coordinate staff development activitiesnew text begin, including those that improve
cultural fluency and competency
new text endunder sections 122A.60 and 122A.61 with this evaluation
process and teachers' evaluation outcomes;

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

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

(7) may include mentoring and induction programsnew text begin for teachers, including teachers
who are members of populations underrepresented among the licensed teachers in
the district or school and who reflect the diversity of students under section 120B.35,
subdivision 3, paragraph (b), clause (2), who are enrolled in the district or school
new text end;

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

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

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

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

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

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

new text begin (14) must include and support cultural competency and the implementation of
culturally responsive practices through the professional review cycle, staff development,
and the use of data on student engagement and connection.
new text end

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

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

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

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

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

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

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2017-2018 school year and
later.
new text end

Sec. 14.

Minnesota Statutes 2015 Supplement, section 122A.60, subdivision 1, is
amended to read:


Subdivision 1.

Staff development committee.

(a) A school board must use the
revenue authorized in section 122A.61 for:

(1) teacher development and evaluation plans under section 122A.40, subdivision 8,
or 122A.41, subdivision 5new text begin, and at the request of a teacher and their mentor or peer coach,
activities relating to the teacher's individual growth plan or recommendations resulting
from the peer review process
new text end;

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

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

(4) other staff development needs.

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

new text begin (c) "Teacher" under this section includes all individuals classified as teachers under
section 179A.03 or section 122A.61.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2016-2017 school year and
later.
new text end

Sec. 15.

Minnesota Statutes 2014, section 123B.147, subdivision 3, is amended to read:


Subd. 3.

Duties; evaluation.

(a) The principal shall provide administrative,
supervisory, and instructional leadership services, under the supervision of the
superintendent of schools of the district and according to the policies, rules, and
regulations of the school board, for the planning, management, operation, and evaluation
of the education program of the building or buildings to which the principal is assigned.

(b) To enhance a principal's leadership skills and support and improve teaching
practices, school performance, and student achievement for diverse student populations,
including at-risk students, children with disabilities, English learners, and gifted students,
among others, a district must develop and implement a performance-based system for
annually evaluating school principals assigned to supervise a school building within the
district. The evaluation must be designed to improve teaching and learning by supporting
the principal in shaping the school's professional environment and developing teacher
quality, performance, deleted text beginanddeleted text end effectivenessnew text begin, and cultural fluency and competencynew text end. The annual
evaluation must:

(1) support and improve a principal's instructional leadership, organizational
management, and professional development, and strengthen the principal's capacity in the
areas of instruction, supervision, evaluation, and teacher developmentnew text begin by, among other
things, hiring, supporting, and retaining a diverse teaching staff that reflects the diversity
of students under section 120B.35, subdivision 3, paragraph (b), clause (2), who are
enrolled in the district or school
new text end;

(2) include formative and summative evaluations based on multiple measures of
student progress toward career and college readiness;

(3) be consistent with a principal's job description, a district's long-term plans and
goals, and the principal's own professional multiyear growth plans and goals, all of which
must support the principal's leadership behaviors and practices, rigorous curriculum,
school performance, new text beginstudents' improved and equitable access to effective and more diverse
teachers,
new text endand high-quality instruction;

(4) include on-the-job observations and previous evaluations;

(5) allow surveys to help identify a principal's effectiveness, leadership skills and
processes, and strengths and weaknesses in exercising leadership in pursuit of school
success;

(6) use longitudinal data on student academic growth as 35 percent of the evaluation
and incorporate district achievement goals and targets;

(7) be linked to professional development that emphasizes improved teaching and
learning, curriculum and instruction, student learning, deleted text beginanddeleted text end a collaborative professional
culturenew text begin, and students' increased and equitable access to effective and more diverse
teachers, consistent with attaining the world's best workforce under section 120B.11,
subdivision 1, paragraph (c)
new text end; and

(8) for principals not meeting standards of professional practice or other criteria
under this subdivision, implement a plan to improve the principal's performance and
specify the procedure and consequence if the principal's performance is not improved.

The provisions of this paragraph are intended to provide districts with sufficient
flexibility to accommodate district needs and goals related to developing, supporting,
and evaluating principals.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2016-2017 school year and
later.
new text end

Sec. 16.

Minnesota Statutes 2014, section 124D.09, subdivision 10, is amended to read:


Subd. 10.

Courses according to agreements.

new text begin(a) new text endAn eligible pupil, according
to subdivision 5, may enroll in a nonsectarian course taught by a secondary teacher or
a postsecondary faculty member and offered at a secondary school, or another location,
according to an agreement between a public school board and the governing body of an
eligible public postsecondary system or an eligible private postsecondary institution,
as defined in subdivision 3. All provisions of this section shall apply to a pupil, public
school board, district, and the governing body of a postsecondary institution, except as
otherwise provided.

new text begin (b) To encourage American Indian students under section 124D.72 and other
students to consider teaching as a profession, participating public school boards and
the governing boards of eligible public postsecondary systems and eligible private
postsecondary institutions may develop and offer an "introduction to teaching" course
under this subdivision.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 17.

Minnesota Statutes 2014, section 124D.861, as amended by Laws 2015,
chapter 21, article 1, section 20, is amended to read:


124D.861 ACHIEVEMENT AND INTEGRATION FOR MINNESOTA.

Subdivision 1.

Program to close the academic achievement and opportunity gap;
revenue uses.

(a) The "Achievement and Integration for Minnesota" program is established
to pursue racial and economic integration and increase student academic achievement,
create equitable educational opportunities, and reduce academic disparities based on
students' diverse racial, ethnic, and economic backgrounds in Minnesota public schools.

(b) For purposes of this section and section 124D.862, "eligible district" means a
district required to submit a plan to the commissioner under Minnesota Rules governing
school desegregation and integration, or be a member of a multidistrict integration
collaborative that files a plan with the commissioner.

(c) Eligible districts must use the revenue under section 124D.862 to pursue
academic achievement and racial and economic integration through:

(1) integrated learning environments that new text begingive students improved and equitable
access to effective and more diverse teachers,
new text endprepare all students to be effective citizens
and enhance social cohesion;

(2) policies and curricula and trainednew text begin, culturally fluent and competentnew text end instructors,
administrators, school counselors, and other advocates to support and enhance integrated
learning environments under this section, including through magnet schools, innovative,
research-based instruction, differentiated instruction, new text beginimproved and equitable access to
effective and diverse teachers,
new text endand targeted interventions to improve achievement; and

(3) rigorous career and college readiness programs new text beginand effective and more diverse
instructors
new text endfor underserved student populations, consistent with section 120B.30,
subdivision 1
; integrated learning environments to increase student academic achievement;
cultural fluency, competency, and interaction; graduation and educational attainment rates;
and parent involvement.

Subd. 2.

Plan implementation; components.

(a) The school board of each eligible
district must formally develop and implement a long-term plan under this section. The plan
must be incorporated into the district's comprehensive strategic plan under section 120B.11.
Plan components may include: innovative and integrated prekindergarten through grade 12
learning environments that offer students school enrollment choices; family engagement
initiatives that involve families in their students' academic life and success; professional
development opportunities for teachers and administrators focused on improving the
academic achievement of all studentsnew text begin, including teachers and administrators who are
members of populations underrepresented among the licensed teachers or administrators
in the district or school and who reflect the diversity of students under section 120B.35,
subdivision 3, paragraph (b), clause (2), who are enrolled in the district or school
new text end;
increased programmatic opportunities new text beginand effective and more diverse instructors new text endfocused
on rigor and college and career readiness for underserved students, including students
enrolled in alternative learning centers under section 123A.05, public alternative programs
under section 126C.05, subdivision 15, and contract alternative programs under section
124D.69, among other underserved students; or recruitment and retention of teachers and
administrators with diverse racial and ethnic backgrounds. The plan must contain goals for:

(1) reducing the disparities in academic achievement among all students and specific
categories of students under section 120B.35, subdivision 3, paragraph (b), excluding the
student categories of gender, disability, and English learners; deleted text beginanddeleted text end

(2) increasing racial and economic new text begindiversity and new text endintegration in schools and districtsdeleted text begin.deleted text endnew text begin;
and
new text end

new text begin (3) providing students with equitable access to effective and more diverse teachers.
new text end

(b) Among other requirements, an eligible district must implement effective,
research-based interventions that include formative assessment practices to reduce the
disparities in student academic performance among the specific categories of students as
measured by student progress and growth on state reading and math assessments and
as aligned with section 120B.11.

(c) Eligible districts must create efficiencies and eliminate duplicative programs
and services under this section, which may include forming collaborations or a single,
seven-county metropolitan areawide partnership of eligible districts for this purpose.

Subd. 3.

Public engagement; progress report and budget process.

(a) To
receive revenue under section 124D.862, the school board of an eligible district must
incorporate school and district plan components under section 120B.11 into the district's
comprehensive integration plan.

(b) A school board must hold at least one formal annual hearing to publicly report
its progress in realizing the goals identified in its plan. At the hearing, the board must
provide the public with longitudinal data demonstrating district and school progress in
reducing the disparities in student academic performance among the specified categories
of studentsnew text begin, in improving students' equitable access to effective and more diverse teachers,
new text endand in realizing racial and economic new text begindiversity and new text endintegration, consistent with the district
plan and the measures in paragraph (a). At least 30 days before the formal hearing under
this paragraph, the board must post its plan, its preliminary analysis, relevant student
performance data, and other longitudinal data on the district's Web site. A district must
hold one hearing to meet the hearing requirements of both this section and section 120B.11.

(c) The district must submit a detailed budget to the commissioner by March 15 in
the year before it implements its plan. The commissioner must review, and approve or
disapprove the district's budget by June 1 of that year.

(d) The longitudinal data required under paragraph (b) must be based on student
growth and progress in reading and mathematics, as defined under section 120B.30,
subdivision 1, and student performance data and achievement reports from fully adaptive
reading and mathematics assessments for grades 3 through 7 beginning in the 2015-2016
school year under section 120B.30, subdivision 1a, and either (i) school enrollment
choices, (ii) the number of world language proficiency or high achievement certificates
awarded under section 120B.022, subdivision 1a, or the number of state bilingual and
multilingual seals issued under section 120B.022, subdivision 1b, or (iii) school safety
and students' engagement and connection at school under section 120B.35, subdivision 3,
paragraph (d). Additional longitudinal data may be based on: students' progress toward
career and college readiness under section 120B.30, subdivision 1; or rigorous coursework
completed under section 120B.35, subdivision 3, paragraph (c), clause (2).

Subd. 4.

Timeline and implementation.

A board must approve its plan and submit
it to the department by March 15. If a district that is part of a multidistrict council applies
for revenue for a plan, the individual district shall not receive revenue unless it ratifies
the plan adopted by the multidistrict council. Each plan has a term of three years. For
the 2014-2015 school year, an eligible district under this section must submit its plan to
the commissioner for review by March 15, 2014. For the 2013-2014 school year only,
an eligible district may continue to implement its current plan until the commissioner
approves a new plan under this section.

Subd. 5.

Evaluation.

The commissioner must evaluate the efficacy of district
plans in reducing the disparities in student academic performance among the specified
categories of students within the district, new text beginimproving students' equitable access to effective
and diverse teachers,
new text endand in realizing racial and economic new text begindiversity and new text endintegration.
The commissioner shall report evaluation results to the kindergarten through grade 12
education committees of the legislature by February 1 of every odd-numbered year.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2016-2017 school year and
later.
new text end

Sec. 18.

Minnesota Statutes 2015 Supplement, section 127A.05, subdivision 6, is
amended to read:


Subd. 6.

Survey of districts.

The commissioner of education shall survey the state's
school districts and teacher preparation programs and report to the education committees
of the legislature by February 1 of each odd-numbered year on the status of teacher early
retirement patterns, new text beginaccess to effective and more diverse teachers who reflect the students
under section 120B.35, subdivision 3, paragraph (b), clause (2), enrolled in a district or
school,
new text endthe teacher shortage, and the substitute teacher shortage, including new text beginteacher hiring
and retention
new text endpatterns and shortages deleted text beginindeleted text end new text beginby new text endsubject areas and new text beginthe economic development
new text endregions of the state. The report must also includenew text begin: aggregate data on teachers' self-reported
race and ethnicity; data on
new text end how districts are making progress in hiring new text beginand providing
enrolled students with improved and equitable access to effective and more diverse
new text endteachers
and substitutes in the areas of shortagenew text begin;new text end and a five-year projection of teacher demand
for each districtnew text begin, taking into account the students under section 120B.35, subdivision 3,
paragraph (b), clause (2), expected to enroll in the district during that five-year period
new text end.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2016-2017 school year and
later.
new text end

Sec. 19.

Minnesota Statutes 2015 Supplement, section 136A.1791, subdivision 1,
is amended to read:


Subdivision 1.

Definitions.

(a) The terms used in this section have the meanings
given them in this subdivision.

(b) "Qualified educational loan" means a government, commercial, or foundation
loan for actual costs paid for tuition and reasonable educational and living expenses
related to a teacher's preparation or further education.

(c) "School district" means an independent school district, special school district,
intermediate district, education district, special education cooperative, service cooperative,
a cooperative center for vocational education, or a charter school located in Minnesota.

(d) "Teacher" means an individual holding a teaching license issued by the licensing
division in the Department of Education on behalf of the Board of Teaching who is
employed by a school district to provide classroom instruction in a teacher shortage area.

(e) "Teacher shortage area" means the licensure fields and economic development
regions reported by the commissioner of education as experiencing a teacher shortagenew text begin or
the school districts where minority populations are underrepresented among licensed
teachers, consistent with section 127A.05, subdivision 6, and applicable federal law
new text end.

(f) "Commissioner" means the commissioner of the Office of Higher Education
unless indicated otherwise.

new text begin EFFECTIVE DATE. new text end

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

Sec. 20.

Minnesota Statutes 2015 Supplement, section 136A.1791, subdivision 3,
is amended to read:


Subd. 3.

Use of report on teacher shortage areas.

The commissioner of education
shall use the teacher supply and demand report to the legislature to identify the licensure
fields and economic development regions in Minnesota experiencing a teacher shortage
new text beginand the school districts where minority populations are underrepresented among licensed
teachers, consistent with section 127A.05, subdivision 6, and applicable federal law
new text end.

new text begin EFFECTIVE DATE. new text end

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

Sec. 21. new text beginCAREER AND TECHNICAL EDUCATOR LICENSING ADVISORY
TASK FORCE.
new text end

new text begin Subdivision 1. new text end

new text begin Creation. new text end

new text begin The Career and Technical Educator Licensing Advisory
Task Force consists of the following members, appointed by the commissioner of
education, unless otherwise specified:
new text end

new text begin (1) one person who is a member of the Board of Teaching;
new text end

new text begin (2) one person representing colleges and universities offering a board-approved
teacher preparation program;
new text end

new text begin (3) one person representing science, technology, engineering, and math programs,
such as Project Lead the Way;
new text end

new text begin (4) one person designated by the Board of the Minnesota Association for Career and
Technical Administrators;
new text end

new text begin (5) one person designated by the Board of the Minnesota Association for Career
and Technical Education;
new text end

new text begin (6) three people who are secondary school administrators, including superintendents,
principals, and assistant principals; and
new text end

new text begin (7) two people who are members of other interested groups, as determined by the
commissioner of education.
new text end

new text begin The commissioner and designating authorities must make their initial appointments
and designations by July 1, 2016. The commissioner and designating authorities, to the
extent practicable, should make appointments balanced as to gender and reflecting the
ethnic diversity of the state population.
new text end

new text begin Subd. 2. new text end

new text begin Duties; report. new text end

new text begin The task force must review the current status of career and
technical educator licenses and provide recommendations on changes, if any are deemed
necessary, to the licensure requirements and methods to increase access for school districts
to licensed career and technical educators. The task force must report its findings and
recommendations, with draft legislation if needed to implement the recommendations, to
the chairs and ranking minority members of the legislative committees with jurisdiction
over kindergarten through grade 12 education and higher education by January 15, 2017.
new text end

new text begin Subd. 3. new text end

new text begin First meeting. new text end

new text begin The commissioner of education or the commissioner's
designee must convene the first meeting of the task force by September 1, 2016.
new text end

new text begin Subd. 4. new text end

new text begin Administrative support. new text end

new text begin The commissioner of education must provide
meeting space and administrative services for the task force.
new text end

new text begin Subd. 5. new text end

new text begin Chair. new text end

new text begin The commissioner of education or the commissioner's designee
shall serve as chair of the task force.
new text end

new text begin Subd. 6. new text end

new text begin Compensation. new text end

new text begin The public members of the task force serve without
compensation or payment of expenses.
new text end

new text begin Subd. 7. new text end

new text begin Expiration. new text end

new text begin The task force expires January 16, 2017, or upon submission
of the report required in subdivision 2, whichever is earlier.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 22. new text beginLEGISLATIVE TASK FORCE ON TEACHER LICENSURE.
new text end

new text begin (a) A 12-member legislative task force on teacher licensure is created to review the
2016 report prepared by the Office of the Legislative Auditor on the Minnesota teacher
licensure program and submit a written report by February 1, 2017, to the legislature
recommending how to restructure Minnesota's teacher licensure system by consolidating
all teacher licensure activities into a single state entity to ensure transparency and
consistency or, at a minimum, clarify existing teacher licensure responsibilities to provide
transparency and consistency. In developing its recommendations, the task force must
consider the tiered licensure system recommended in the legislative auditor's report,
among other recommendations. The task force must identify and include in its report any
statutory changes needed to implement the task force recommendations.
new text end

new text begin (b) The legislative task force on teacher licensure includes:
new text end

new text begin (1) six duly elected and currently serving senators, three appointed by the senate
majority leader and three appointed by the senate minority leader; and
new text end

new text begin (2) six duly elected and currently serving members of the house of representatives,
three appointed by the speaker and three appointed by the house minority leader.
new text end

new text begin Only duly elected and currently serving members of the senate or house of representatives
may be task force members.
new text end

new text begin (c) The appointments must be made by June 1, 2016, and expire February 2, 2017. If
a vacancy occurs, the leader of the caucus in the house or senate to which the vacating
task force member belonged must fill the vacancy. A senate member appointed by the
senate majority leader shall convene the first meeting of the task force. The task force
shall elect a chair or cochairs from among the members at the first meeting. The task force
must meet periodically. The Legislative Coordinating Commission shall provide technical
and administrative assistance upon request.
new text end

new text begin (d) In reviewing the legislative auditor's report and developing its recommendations,
the task force must consult with interested and affected stakeholders, including
representatives of the Board of Teaching, Minnesota Department of Education, Education
Minnesota, MinnCAN, Minnesota Business Partnership, Minnesota Rural Education
Association, Association of Metropolitan School Districts, Minnesota Association of
Colleges for Teacher Education, College of Education and Human Development at
the University of Minnesota, Minnesota State Colleges and Universities, Minnesota
Private College Council, Minnesota School Boards Association, Minnesota Elementary
School Principals' Association, Minnesota Association of Secondary School Principals,
Minnesota Association of School Administrators, Minnesota Indian Affairs Council, the
Council on Asian Pacific Minnesotans, Council for Minnesotans of African Heritage,
Minnesota Council on Latino Affairs, Minnesota Association of Educators, and Minnesota
Teach For America, among other stakeholders.
new text end

new text begin (e) The task force expires February 2, 2017, unless extended by law.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 23. new text beginEARLY CHILDHOOD FAMILY EDUCATION TEACHERS; ADULT
BASIC EDUCATION TEACHERS.
new text end

new text begin For the 2017-2018 and 2018-2019 school years, notwithstanding Minnesota Statutes,
section 122A.40, subdivision 11, paragraph (b), for the purposes of unrequested leave of
absence and reinstatement, a person teaching in an early childhood family education
program or an adult basic education program may exercise seniority based on fields in
which they are licensed, if the district and the exclusive representative of the teachers
agree to allow these teachers to do so. In the absence of this agreement, such teachers are
entitled to exercise seniority based on teaching assignment within the district.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2017-2018 and 2018-2019
school years only.
new text end

Sec. 24. new text begin REPEALER.
new text end

new text begin Minnesota Statutes 2014, section 122A.245, subdivision 8, new text end new text begin is repealed.
new text end

ARTICLE 8

EARLY CHILDHOOD

Section 1.

Minnesota Statutes 2015 Supplement, section 124D.165, subdivision 2,
is amended to read:


Subd. 2.

Family eligibility.

(a) For a family to receive an early learning scholarship,
parents or guardians must meet the following eligibility requirements:

(1) have a child three or four years of age on September 1 of the current school year,
who has not yet started kindergarten; and

(2) have income equal to or less than 185 percent of federal poverty level income
in the current calendar year, or be able to document their child's current participation in
the free and reduced-price lunch program or child and adult care food program, National
School Lunch Act, United States Code, title 42, sections 1751 and 1766; the Food
Distribution Program on Indian Reservations, Food and Nutrition Act, United States
Code, title 7, sections 2011-2036; Head Start under the federal Improving Head Start for
School Readiness Act of 2007; Minnesota family investment program under chapter 256J;
child care assistance programs under chapter 119B; the supplemental nutrition assistance
program; or placement in foster care under section 260C.212.

(b) Notwithstanding the other provisions of this section, a parent under age 21 who
is pursuing a high school or general education equivalency diploma is eligible for an early
learning scholarship if the parent has a child age zero to five years old and meets the
income eligibility guidelines in this subdivision.

(c) Any siblings between the ages zero to five years old of a child who has been
awarded a scholarship under this section must be awarded a scholarship upon request,
provided the sibling attends the same program as long as funds are available.

(d) A child who has received a scholarship under this section must continue to
receive a scholarship each year until that child is eligible for kindergarten under section
120A.20 and as long as funds are available.

(e) Early learning scholarships may not be counted as earned income for the
purposes of medical assistance under chapter 256B, MinnesotaCare under chapter 256L,
Minnesota family investment program under chapter 256J, child care assistance programs
under chapter 119B, or Head Start under the federal Improving Head Start for School
Readiness Act of 2007.

(f) A child from an adjoining state whose family resides at a Minnesota address as
assigned by the United States Postal Service, who has received developmental screening
under sections 121A.16 to 121A.19, who intends to enroll in a Minnesota school district,
and whose family meets the criteria of paragraph (a) is eligible for an early learning
scholarship under this section.

new text begin (g) A child whose family is homeless and meets the criteria in paragraph (a), clause
(1), is eligible for an early learning scholarship under this section.
new text end

ARTICLE 9

CHARTER SCHOOL RECODIFICATION

Section 1.

Minnesota Statutes 2015 Supplement, section 124E.01, is amended to read:


124E.01 PURPOSE AND APPLICABILITY.

Subdivision 1.

Purposes.

The primary purpose of deleted text beginthis chapterdeleted text endnew text begin charter schoolsnew text end is to
improve all pupil learning and all student achievement. Additional purposes include to:

(1) increase learning opportunities for all pupils;

(2) encourage the use of different and innovative teaching methods;

(3) measure learning outcomes and create different and innovative forms of
measuring outcomes;

(4) establish new forms of accountability for schools; or

(5) create new professional opportunities for teachers, including the opportunity to
be responsible for the learning program at the school site.

Subd. 2.

Applicability.

This chapter applies only to charter schools formed and
operated under this chapter.new text begin Other statutes and rules that specifically apply to charter
schools also govern charter schools.
new text end

Sec. 2.

Minnesota Statutes 2015 Supplement, section 124E.02, is amended to read:


124E.02 DEFINITIONS.

(a) For purposes of this chapter, the terms defined in this deleted text beginparagraphdeleted text endnew text begin section new text endhave
the meanings given them.

deleted text begin "Application" to receive approval as an authorizer means the proposal an eligible
authorizer submits to the commissioner under section 124E.05 before that authorizer is
able to submit any affidavit to charter to a school.
deleted text end

deleted text begin "Application" under section 124E.06 means the charter school business plan a
school developer submits to an authorizer for approval to establish a charter school that
documents the school developer's mission statement, school purposes, program design,
financial plan, governance and management structure, and background and experience,
plus any other information the authorizer requests. The application also shall include a
"statement of assurances" of legal compliance prescribed by the commissioner.
deleted text end

new text begin (b) new text end"Affidavit" means a written statement the authorizer submits to the commissioner
for approval to establish a charter school under section 124E.06new text begin, subdivision 4,new text end attesting to
its review and approval process before chartering a school.

deleted text begin (b) For purposes of this chapter:
deleted text end

deleted text begin (1) "related party" means an affiliate or immediate relative of the other party in
question, an affiliate of an immediate relative, or an immediate relative of an affiliate;
deleted text end

deleted text begin (2)deleted text endnew text begin (c)new text end "Affiliate" means a person that directly or indirectly, through one or more
intermediaries, controls, is controlled by, or is under common control with another persondeleted text begin;deleted text endnew text begin.
new text end

new text begin (d) "Control" means the ability to affect the management, operations, or policy actions
or decisions of a person, whether by owning voting securities, by contract, or otherwise.
new text end

deleted text begin (3)deleted text endnew text begin (e)new text end "Immediate family" means an individual whose relationship by blood,
marriage, adoption, or deleted text beginpartneringdeleted text endnew text begin partnershipnew text end is no more remote than first cousindeleted text begin;deleted text endnew text begin.
new text end

deleted text begin (4)deleted text endnew text begin (f)new text end "Person" means an individual or entity of any kinddeleted text begin; anddeleted text endnew text begin.
new text end

deleted text begin (5) "control" means the ability to affect the management, operations, or policy
actions or decisions of a person, whether through ownership of voting securities, by
contract, or otherwise.
deleted text end

new text begin (g) "Related party" means an affiliate or immediate relative of the other interested
party, an affiliate of an immediate relative who is the other interested party, or an
immediate relative of an affiliate who is the other interested party.
new text end

new text begin (h) For purposes of this chapter, the terms defined in section 120A.05 have the
same meanings.
new text end

Sec. 3.

Minnesota Statutes 2015 Supplement, section 124E.03, is amended to read:


124E.03 APPLICABLE LAW.

Subdivision 1.

Public status; exemption from statutes and rules.

A charter school
is a public school and is part of the state's system of public education. A charter school is
exempt from all statutes and rules applicable to a school, school board, or school district
unless a statute or rule is made specifically applicable to a charter school or is included
in this chapter.

Subd. 2.

deleted text beginGeneraldeleted text endnew text begin Certainnew text end federal, state, and local requirements.

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

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

(c) A charter school deleted text beginis subject to anddeleted text end must comply with the Minnesota Public School
Fee Law, sections 123B.34 to 123B.39.

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

(e) A charter school deleted text beginis subject todeleted text endnew text begin must comply withnew text end the Pledge of Allegiance
requirement under section 121A.11, subdivision 3.

(f) A charter school and charter school board of directors deleted text beginare subject todeleted text endnew text begin must comply
with
new text end chapter 181 new text begingoverning requirements for employmentnew text end.

(g) A charter school deleted text beginis subject to anddeleted text end must comply with continuing truant notification
under section 260A.03.

(h) A charter school must develop and implement a teacher evaluation and peer
review process under section 122A.40, subdivision 8, paragraph (b), clauses (2) to
(13). The teacher evaluation process in this paragraph does not create any additional
employment rights for teachers.

(i) A charter school must adopt a policy, plan, budget, and process, consistent with
section 120B.11, to review curriculum, instruction, and student achievement and strive
for the world's best workforce.

Subd. 3.

Pupils with a disability.

A charter school must comply with sections
125A.02, 125A.03 to 125A.24, 125A.65, and 125A.75 and rules relating to the education
of pupils with a disability as though it were a district. A charter school enrolling
prekindergarten pupils with a disability under section 124E.11, paragraph (h), must
comply with sections 125A.259 to 125A.48 and rules relating to the Interagency Early
Intervention System as though it were a school district.

Subd. 4.

Students' rights and related law.

(a) A charter school deleted text beginstudentdeleted text end must
deleted text beginbe releaseddeleted text endnew text begin release a studentnew text end for religious instruction, consistent with section 120A.22,
subdivision 12
, clause (3).

(b) A charter school deleted text beginis subject to anddeleted text end must comply with chapter 363A new text begingoverning the
Minnesota Human Rights Act
new text endand section 121A.04new text begin governing student athletics and sex
discrimination in schools
new text end.

(c) A charter school must comply with section 121A.031 governing policies on
deleted text beginprohibited conductdeleted text endnew text begin bullyingnew text end.

Subd. 5.

Recordsdeleted text begin, meetings,deleted text end and data requirements.

(a) A charter school must
comply with deleted text beginchaptersdeleted text endnew text begin chapternew text end 13 deleted text beginand 13Ddeleted text endnew text begin governing government datanew text end; and sections
deleted text begin120A.22, subdivision 7;deleted text end 121A.75deleted text begin;deleted text endnew text begin governing access to juvenile justice records,new text end and
260B.171, subdivisions 3 and 5new text begin, governing juvenile justice recordsnew text end.

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

new text begin Subd. 5a. new text end

new text begin Open meetings. new text end

new text begin A charter school must comply with chapter 13D
governing open meetings.
new text end

Subd. 6.

Length of school year.

A charter school must provide instruction each
year for at least the number of hours required by section 120A.41. It may provide
instruction throughout the year deleted text beginaccording todeleted text endnew text begin undernew text end sections 124D.12 to 124D.127 or
124D.128 new text begingoverning learning year programsnew text end.

Subd. 7.

Additional program-specific requirements.

(a) A charter school offering
online courses or programs must comply with section 124D.095new text begin governing online learningnew text end.

(b) A charter school that provides early childhood health and developmental screening
must comply with sections 121A.16 to 121A.19new text begin governing early childhood screeningnew text end.

(c) A charter school that provides school-sponsored youth athletic activities must
comply with section 121A.38new text begin governing policies on concussionsnew text end.

Sec. 4.

Minnesota Statutes 2015 Supplement, section 124E.05, is amended to read:


124E.05 AUTHORIZERS.

Subdivision 1.

Eligible authorizers.

new text begin(a) new text endThe deleted text beginfollowingdeleted text end organizations new text beginin this
subdivision
new text endmay authorize one or more charter schoolsdeleted text begin:deleted text endnew text begin.
new text end

deleted text begin (1)deleted text endnew text begin (b)new text end A school board, intermediate school district school board, or education
district organized under sections 123A.15 to 123A.19deleted text begin;deleted text endnew text begin may authorize a charter school.
new text end

deleted text begin (2)deleted text endnew text begin (c)new text end A charitable organization under section 501(c)(3) of the Internal Revenue
Code of 1986deleted text begin, excluding a nonpublic sectarian or religious institution; any person other
than a natural person that directly or indirectly, through one or more intermediaries,
controls, is controlled by, or is under common control with the nonpublic sectarian or
religious institution; and any other charitable organization under this clause that in the
federal IRS Form 1023, Part IV, describes activities indicating a religious purpose, that
deleted text endnew text beginmay authorize a charter school, if the organizationnew text end:

deleted text begin (i)deleted text endnew text begin (1)new text end is a member of the Minnesota Council of Nonprofits or the Minnesota Council
on Foundations;

deleted text begin (ii)deleted text endnew text begin (2)new text end is registered with the attorney general's office; deleted text beginand
deleted text end

deleted text begin (iii)deleted text endnew text begin (3)new text end is incorporated in the state of Minnesota and has been operating continuously
for at least five years but does not operate a charter school;new text begin and
new text end

new text begin (4) is not:
new text end

new text begin (i) a nonpublic sectarian or religious institution;
new text end

new text begin (ii) any person other than a natural person that directly or indirectly, through one
or more intermediaries, controls, is controlled by, or is under common control with the
nonpublic sectarian or religious institution; or
new text end

new text begin (iii) any other charitable organization under this paragraph that in the federal IRS
Form 1023, Part IV, describes activities indicating a religious purpose.
new text end

deleted text begin (3)deleted text endnew text begin (d)new text end A Minnesota private collegedeleted text begin, notwithstanding clause (2),deleted text end that grants two- or
four-year degrees and is registered with the Minnesota Office of Higher Education under
chapter 136Adeleted text begin;deleted text endnew text begin may authorize a charter school, notwithstanding paragraph (c).
new text end

new text begin (e)new text end deleted text begincommunity college,deleted text endnew text begin Anew text end state new text begin college or new text enduniversitydeleted text begin, or technical collegedeleted text end governed
by the Board of Trustees of the Minnesota State Colleges and Universitiesdeleted text begin; ordeleted text endnew text begin may
authorize a charter school.
new text end

new text begin (f)new text end The University of Minnesotadeleted text begin;deleted text endnew text begin may authorize a charter school.
new text end

deleted text begin (4)deleted text endnew text begin (g)new text end A nonprofit corporation subject to chapter 317A, described in section
317A.905deleted text begin,deleted text end and exempt from federal income tax under section 501(c)(6) of the Internal
Revenue Code of 1986, may authorize one or more charter schools if the charter school
has operated for at least three years under a different authorizer and if the nonprofit
corporation has existed for at least 25 yearsdeleted text begin; ordeleted text endnew text begin.
new text end

deleted text begin (5)deleted text endnew text begin (h) Anew text end single-purpose deleted text beginauthorizersdeleted text endnew text begin authorizernew text end formed as new text begina new text endcharitable, nonsectarian
deleted text beginorganizationsdeleted text endnew text begin organizationnew text end under section 501(c)(3) of the Internal Revenue Code of 1986
and incorporated in the state of Minnesota under chapter 317A as a corporation with no
members or under section 322B.975 as a nonprofit limited liability company for the sole
purpose of chartering schoolsnew text begin may authorize a charter schoolnew text end.new text begin An eligible organization
interested in being approved as an authorizer under this paragraph must submit a proposal
to the commissioner that includes the provisions of subdivision 3 and a five-year financial
plan. A single-purpose authorizer under this paragraph shall consider and approve
charter school applications using the criteria under section 124E.06 and shall not limit
the applications it solicits, considers, or approves to any single curriculum, learning
program, or method.
new text end

Subd. 2.

Requirements for authorizers.

deleted text begin (a) Eligible organizations interested in
being approved as an authorizer under subdivision 1, clause (5), must submit a proposal to
the commissioner that includes the provisions of subdivision 3 and a five-year financial
plan. Such authorizers shall consider and approve charter school applications using
the criteria provided in section 124E.06 and shall not limit the applications it solicits,
considers, or approves to any single curriculum, learning program, or method.
deleted text end

deleted text begin (b)deleted text end The authorizer must participate in department-approved training.

Subd. 3.

Application process.

(a) An eligible authorizer under this section must
apply to the commissioner for approval as an authorizer before submitting any affidavit to
the commissioner to charter a school. The application for approval as a charter school
authorizer must deleted text begindemonstratedeleted text endnew text begin shownew text end the applicant's ability to implement the procedures
and satisfy the criteria for chartering a school under this chapter. The commissioner
must approve or disapprove deleted text beginandeleted text endnew text begin thenew text end application within 45 business days of the deleted text beginapplication
deleted text enddeadlinenew text begin for that application periodnew text end. If the commissioner disapproves the application, the
commissioner must notify the applicant of the specific deficiencies in writing and the
applicant then has 20 business days to address the deficiencies to the commissioner's
satisfaction. After the 20 business days expire, the commissioner has 15 business days
to make a final decision to approve or disapprove the application. Failing to address
the deficiencies to the commissioner's satisfaction makes an applicant ineligible to be
an authorizer. The commissioner, in establishing criteria deleted text beginfor approvaldeleted text endnew text begin to approve an
authorizer, consistent with subdivision 4
new text end, must consider the applicant's:

(1) deleted text begincapacity anddeleted text end infrastructurenew text begin and capacity to serve as an authorizernew text end;

(2) application criteria and process;

(3) contracting process;

(4) ongoing oversight and evaluation processes; and

(5) renewal criteria and processes.

(b) A disapproved applicant under this section may resubmit an application during a
future application period.

Subd. 4.

Application content.

new text beginTo be approved as an authorizer, new text endan applicant must
include in its application to the commissioner deleted text beginto be an approved authorizerdeleted text end at least the
following:

(1) how new text beginthe organization carries out its mission by new text endchartering schools deleted text beginis a way for
the organization to carry out its mission
deleted text end;

(2) deleted text begina description of the capacity of the organizationdeleted text endnew text begin the organization's capacitynew text end to
serve as an authorizer, including the personnel who deleted text beginwilldeleted text end perform the authorizing duties,
their qualifications, the amount of time they deleted text beginwill bedeleted text endnew text begin arenew text end assigned deleted text begintodeleted text end this responsibility, and
the financial resources deleted text beginallocated bydeleted text end the organization new text beginallocates new text endto this responsibility;

(3) deleted text begina description ofdeleted text end the application and review process the authorizer deleted text beginwill usedeleted text endnew text begin usesnew text end to
deleted text beginmake decisions regarding the granting ofdeleted text endnew text begin decide whether to grantnew text end charters;

(4) deleted text begina description ofdeleted text end the type of contract it deleted text beginwill arrangedeleted text endnew text begin arrangesnew text end with the schools it
charters deleted text beginthat meetsdeleted text endnew text begin to meetnew text end the provisions of section 124E.10;

(5) the process deleted text beginto be useddeleted text end for deleted text beginproviding ongoing oversight ofdeleted text endnew text begin overseeingnew text end the schoolnew text begin,
new text endconsistent with deleted text beginthe contract expectations specified indeleted text end clause (4) deleted text beginthat assuresdeleted text endnew text begin, to ensurenew text end that
the schools chartered deleted text beginare complyingdeleted text endnew text begin complynew text end with deleted text beginboth the provisions ofdeleted text end applicable law
and rulesdeleted text begin,deleted text end and deleted text beginwithdeleted text end the contract;

(6) deleted text begina description ofdeleted text end the criteria and process the authorizer deleted text beginwill usedeleted text endnew text begin usesnew text end to deleted text begingrant
expanded
deleted text endnew text begin approvenew text end applications new text beginadding grades or sites new text endunder section 124E.06, subdivision 5;

(7) the process for deleted text beginmaking decisions regarding the renewal or termination ofdeleted text end new text begin renewing
or terminating
new text end the school's charter based on evidence deleted text beginthat demonstratesdeleted text endnew text begin showingnew text end the
academic, organizational, and financial competency of the school, including its success in
increasing student achievement and meeting the goals of the charter school agreement; and

(8) an assurance specifying that the organization is committed to serving as an
authorizer for the full five-year term.

Subd. 5.

Review by commissioner.

The commissioner shall review an authorizer's
performance every five years in a manner and form determined by the commissioner and
may review an authorizer's performance more frequently at the commissioner's own
initiative or at the request of a charter school operator, charter school board member, or
other interested party. The commissioner, after completing the review, shall transmit a
report with findings to the authorizer.

Subd. 6.

Corrective action.

(a) If, consistent with this chapter, the commissioner
finds that an authorizer has not deleted text beginfulfilleddeleted text endnew text begin metnew text end the requirements of this chapter, the
commissioner may subject the authorizer to corrective action, which may include
terminating the contract with the charter school board of directors of a school it chartered.
The commissioner must notify the authorizer in writing of any findings that may subject
the authorizer to corrective action and the authorizer then has 15 business days to request
an informal hearing before the commissioner takes corrective action. If the commissioner
terminates a contract between an authorizer and a charter school under this paragraph, the
commissioner may assist the charter school in acquiring a new authorizer.

(b) The commissioner may at any time take corrective action against an authorizer,
including terminating an authorizer's ability to charter a school for:

(1) failing to demonstrate the criteria under subdivision deleted text begin4deleted text endnew text begin 3new text end under which the
commissioner approved the authorizer;

(2) violating a term of the chartering contract between the authorizer and the charter
school board of directors;

(3) unsatisfactory performance as an approved authorizer; or

(4) any good cause shown that deleted text beginprovidesdeleted text endnew text begin givesnew text end the commissioner a legally sufficient
reason to take corrective action against an authorizer.

Subd. 7.

Withdrawal.

If the governing board of an approved authorizer votes to
withdraw as an approved authorizer for a reason unrelated to any cause under section
124E.10, subdivision 4, the authorizer must notify all its chartered schools and the
commissioner in writing by July 15 of its intent to withdraw as an authorizer on June 30 in
the next calendar year, regardless of when the authorizer's five-year term of approval ends.
The commissioner may approve the transfer of a charter school to a new authorizer deleted text beginunder
this subdivision
deleted text end after the new authorizer submits an affidavit to the commissioner.

Subd. 8.

Reports.

By September 30 of each year, an authorizer shall submit to the
commissioner a statement of income and expenditures related to chartering activities
during the previous school year ending June 30. deleted text beginA copy of the statement shall be given
to all schools chartered by the authorizer.
deleted text endnew text begin The authorizer must transmit a copy of the
statement to all schools it charters.
new text end

Sec. 5.

Minnesota Statutes 2015 Supplement, section 124E.06, is amended to read:


124E.06 FORMING A SCHOOL.

Subdivision 1.

Individuals eligible to organize.

(a) An authorizer, after receiving
an application from a new text begincharter new text endschool developer, may charter new text begineither new text enda licensed teacher
under section 122A.18, subdivision 1, or a group of individuals that includes one or more
licensed teachers under section 122A.18, subdivision 1, to operate a school subject to the
commissioner's approval of the authorizer's affidavit under subdivision 4.

new text begin (b) "Application" under this section means the charter school business plan a charter
school developer submits to an authorizer for approval to establish a charter school. This
application must include:
new text end

new text begin (1) the school developer's:
new text end

new text begin (i) mission statement;
new text end

new text begin (ii) school purposes;
new text end

new text begin (iii) program design;
new text end

new text begin (iv) financial plan;
new text end

new text begin (v) governance and management structure; and
new text end

new text begin (vi) background and experience;
new text end

new text begin (2) any other information the authorizer requests; and
new text end

new text begin (3) a "statement of assurances" of legal compliance prescribed by the commissioner.
new text end

deleted text begin (b)deleted text endnew text begin (c)new text end An authorizer shall not approve an application submitted by a charter school
developer under paragraph (a) if the application does not comply with subdivision 3,
paragraph deleted text begin(d)deleted text endnew text begin (e)new text end, and section 124E.01, subdivision 1. The commissioner shall not
approve an affidavit submitted by an authorizer under subdivision 4 if the affidavit does
not comply with subdivision 3, paragraph deleted text begin(d)deleted text endnew text begin (e)new text end, and section 124E.01, subdivision 1.

Subd. 2.

Nonprofit corporation.

(a) The school must be organized and operated as
a nonprofit corporation under chapter 317A and the provisions deleted text beginunder the applicabledeleted text endnew text begin of that
new text endchapter shall apply to the school except as provided in this chapter.

deleted text begin (b)deleted text end The operators authorized to organize and operate a schooldeleted text begin,deleted text endnew text begin must incorporate as a
nonprofit corporation
new text endbefore entering into a contract or other agreement for professional
or other services, goods, or facilitiesdeleted text begin, must incorporate as a nonprofit corporation under
chapter 317A
deleted text end.

deleted text begin (c)deleted text endnew text begin (b)new text end Notwithstanding sections 465.717 and 465.719, a school district, subject to
this chapter, may create a corporation for the purpose of establishing a charter school.

Subd. 3.

Requirements.

(a) The primary focus of a charter school must be to
provide a comprehensive program of instruction for at least one grade or age group from
new text beginages new text endfive through 18 years deleted text beginof agedeleted text end. deleted text beginInstructiondeleted text endnew text begin A charter school new text end may deleted text beginbe provideddeleted text endnew text begin provide
instruction
new text end to people older than 18 years of age.

new text begin (b) new text endA charter school may offer a free or fee-based preschool or prekindergarten that
meets high-quality early learning instructional program standards deleted text beginthat aredeleted text end aligned with
Minnesota's early learning standards for children. The hours a student is enrolled in a
fee-based prekindergarten program do not generate pupil units under section 126C.05 and
must not be used to calculate general education revenue under section 126C.10.

deleted text begin (b)deleted text endnew text begin (c)new text end A charter school must be nonsectarian in its programs, admission policies,
employment practices, and all other operations. An authorizer may not authorize a charter
school or program that is affiliated with a nonpublic sectarian school or a religious
institution.

deleted text begin (c)deleted text endnew text begin (d)new text end deleted text beginCharter schoolsdeleted text endnew text begin A charter schoolnew text end must not be used deleted text beginas a method of providing
deleted text endnew text beginto providenew text end education or deleted text begingeneratingdeleted text endnew text begin generatenew text end revenue for deleted text beginstudents who are being
deleted text endhome-schoolednew text begin studentsnew text end. This paragraph does not apply to shared time aid under section
126C.19.

deleted text begin (d)deleted text endnew text begin (e)new text end This chapter does not provide a means to keep open a school that a
school board decides to close. However, a school board may endorse or authorize deleted text beginthe
establishment of
deleted text endnew text begin establishingnew text end a charter school to replace the school the board decided to
close. Applicants seeking a charter under this circumstance must demonstrate to the
authorizer that the charter sought is substantially different in purpose and program from
the school the board closed and that the proposed charter satisfies the requirements of
section 124E.01, subdivision 1. If the school board that closed the school authorizes
the charter, it must document in its affidavit to the commissioner that the charter is
substantially different in program and purpose from the school it closed.

deleted text begin (e)deleted text endnew text begin (f)new text end A school authorized by a school board may be located in any district, unless
the school board of the district of the proposed location disapproves new text beginthe location new text endby
written resolution.

deleted text begin (f)deleted text endnew text begin (g)new text end Except as provided in paragraph deleted text begin(a)deleted text endnew text begin (b)new text end, a charter school may not charge tuition.

deleted text begin (g)deleted text endnew text begin (h)new text end The authorizer may prevent an approved charter school from opening for
operation if, among other grounds, the charter school violates this chapter or does not meet
the ready-to-open standards that are part of new text begin(1) new text endthe authorizer's oversight and evaluation
process or deleted text beginaredeleted text endnew text begin (2)new text end stipulated in the charter school contract.

Subd. 4.

new text beginAuthorizer's affidavit; new text endapproval processdeleted text begin; authorizer's affidavitdeleted text end.

new text begin(a)
new text endBefore deleted text beginthe operatorsdeleted text endnew text begin an operatornew text end may establish and operate a school, the authorizer must
file an affidavit with the commissioner stating its intent to charter a school. An authorizer
must file a separate affidavit for each school it intends to charter. An authorizer must file
an affidavit at least 14 months before July 1 of the year the new charter school plans to
serve students. The affidavit must statenew text begin:
new text end

new text begin (1)new text end the terms and conditions under which the authorizer would charter a schoolnew text begin;new text end and

new text begin (2)new text end how the authorizer intends to overseenew text begin:
new text end

new text begin (i)new text end the fiscal and student performance of the charter schoolnew text begin;new text end and

deleted text begin to complydeleted text endnew text begin (ii) compliancenew text end with the terms of the written contract between the
authorizer and the charter school board of directors under section 124E.10, subdivision 1.

new text begin (b)new text end The commissioner must approve or disapprove the authorizer's affidavit within
60 business days of deleted text beginreceipt ofdeleted text endnew text begin receivingnew text end the affidavit. If the commissioner disapproves the
affidavit, the commissioner shall notify the authorizer of the deficiencies in the affidavit
and the authorizer then has 20 business days to address the deficiencies. The commissioner
must notify the authorizer of new text beginthe commissioner's new text endfinal approval or new text beginfinal new text enddisapproval
within 15 business days after receiving the authorizer's response to the deficiencies
in the affidavit. If the authorizer does not address deficiencies to the commissioner's
satisfaction, the commissioner's disapproval is final. deleted text beginFailure to obtain commissioner
approval precludes
deleted text end An authorizer new text beginwho fails to obtain the commissioner's approval is
precluded
new text endfrom chartering the school that is the subject of this affidavit.

Subd. 5.

deleted text beginExpansion of a charterdeleted text endnew text begin Adding grades or sitesnew text end.

(a) A charter school
may apply to the authorizer to amend the school charter to deleted text beginexpand the operation of
the school to additional
deleted text endnew text begin addnew text end grades or deleted text beginsites that would be students'deleted text end primary enrollment
deleted text beginsitedeleted text endnew text begin sitesnew text end beyond those defined in the original affidavit approved by the commissioner.
After approving the school's application, the authorizer shall submit a deleted text beginsupplementary
deleted text endnew text beginsupplementalnew text end affidavit in the form and manner prescribed by the commissioner. The
authorizer must file a deleted text beginsupplementdeleted text endnew text begin supplementalnew text end affidavit new text beginto the commissioner new text endby October
1 to be eligible to deleted text beginexpanddeleted text endnew text begin add grades or sitesnew text end in the next school year. The deleted text beginsupplementary
deleted text endnew text beginsupplementalnew text end affidavit must document deleted text beginthat the school has demonstrateddeleted text end to the new text beginauthorizer's
new text endsatisfaction deleted text beginof the authorizer the followingdeleted text end:

(1) the need for the deleted text beginexpansiondeleted text endnew text begin additional grades or sitesnew text end with supporting long-range
enrollment projections;

(2) a longitudinal record of deleted text begindemonstrateddeleted text end student academic performance and growth
on statewide assessments under chapter 120B or on other academic assessments that
measure longitudinal student performance and growth approved by the charter school's
board of directors and agreed upon with the authorizer;

(3) a history of sound school finances and a deleted text beginfinancedeleted text end plan to deleted text beginimplement the expansion
in a manner to promote
deleted text endnew text begin add grades or sites that sustainsnew text end the school's deleted text beginfinancial sustainability
deleted text endnew text beginfinancesnew text end; and

(4) board capacity deleted text beginand an administrative and management plan to implement its
expansion
deleted text endnew text begin to administer and manage the additional grades or sitesnew text end.

(b) The commissioner shall have 30 business days to review and comment on the
supplemental affidavit. The commissioner shall notify the authorizer in writing of any
deficiencies in the supplemental affidavit and the authorizer then has 20 business days to
addressdeleted text begin, to the commissioner's satisfaction,deleted text end any deficiencies in the supplemental affidavit
new text beginto the commissioner's satisfactionnew text end. The commissioner must notify the authorizer of final
approval or new text beginfinal new text enddisapproval within 15 business days after receiving the authorizer's
response to the deficiencies in the affidavit. The school may not deleted text beginexpanddeleted text endnew text begin addnew text end grades or deleted text beginadd
deleted text endsites until the commissioner has approved the supplemental affidavit. The commissioner's
approval or disapproval of a supplemental affidavit is final.

Subd. 6.

Conversion of existing schools.

A board of an independent or special
school district may convert one or more of its existing schools to charter schools under
this chapter if 60 percent of the full-time teachers at the school sign a petition seeking
conversion. The conversion must occur at the beginning of an academic year.

Subd. 7.

Merger.

(a) Two or more charter schools may merge under chapter 317A.
The effective date of a merger must be July 1. The merged school must continue under
the identity of one of the merging schools. new text beginThe authorizer and the merged school must
execute
new text enda new charter contract under section 124E.10, subdivision 1, deleted text beginmust be executeddeleted text end by
July 1. The authorizer must submit to the commissioner a copy of the new signed charter
contract within ten business days of deleted text beginits executiondeleted text endnew text begin executing the contractnew text end.

(b) Each merging school must submit a separate year-end report for the previous
new text beginfiscal new text endyear for that school only. After the final fiscal year of the premerger schools is
closed out, new text begineach of those schools must transfer new text endthe fund balances and debts deleted text beginfrom the
merging schools must be transferred
deleted text end to the merged school.

(c) For its first year of operation, the merged school is eligible to receive aid from
programs requiring approved applications equal to the sum of the aid of all of the merging
schools. For aids based on prior year data, the merged school is eligible to receive aid for
its first year of operation based on the combined data of all of the merging schools.

Sec. 6.

Minnesota Statutes 2015 Supplement, section 124E.07, is amended to read:


124E.07 BOARD OF DIRECTORS.

Subdivision 1.

Initial board of directors.

new text beginBefore entering into a contract or other
agreement for professional or other services, goods, or facilities,
new text endthe operators authorized
to organize and operate a schooldeleted text begin, before entering into a contract or other agreement for
professional or other services, goods, or facilities,
deleted text end must establish a board of directors
composed of at least five members who are not related partiesnew text begin. The initial board continues
to serve
new text end until a timely election for members of the ongoing charter school board of
directors is held according to the school's articles and bylaws under subdivision 4.

Subd. 2.

Ongoing board of directors.

The ongoing board must be elected before
the school completes its third year of operation. Board elections must be held during the
school year but may not be conducted on days when the school is closed deleted text beginfor holidays,
breaks, or vacations
deleted text end.

Subd. 3.

Membershipnew text begin criterianew text end.

(a) The new text beginongoing new text endcharter school board of directors
shall deleted text beginbe composed ofdeleted text endnew text begin havenew text end at least five nonrelated members and include: (1) at least
one licensed teacher new text beginwho is new text endemployed as a teacher at the school or deleted text beginprovidingdeleted text endnew text begin provides
new text endinstruction under contract between the charter school and a cooperative; (2) at least one
parent or legal guardian of a student enrolled in the charter school who is not an employee
of the charter school; and (3) at least one interested community member who resides in
Minnesota deleted text beginanddeleted text endnew text begin,new text end is not employed by the charter schoolnew text begin,new text end and does not have a child enrolled
in the school. The boardnew text begin structurenew text end may include a majority of teachers deleted text begindescribed indeleted text endnew text begin under
new text endthis paragraph or parents or community members, or it may have no clear majority. The
chief financial officer and the chief administrator may only serve as ex-officio nonvoting
board members. No charter school employees shall serve on the board other than teachers
under clause (1). Contractors providing facilities, goods, or services to a charter school
shall not serve on the board of directors of the charter school.

(b) An individual is prohibited from serving as a member of the charter school board
of directors ifnew text begin: (1)new text end the individual, an immediate family member, or the individual's partner
is a full or part owner or principal with a for-profit or nonprofit entity or independent
contractor with whom the charter school contracts, directly or indirectly, for professional
services, goods, or facilitiesdeleted text begin. An individual is prohibited from serving as a board member
if
deleted text endnew text begin; or (2)new text end an immediate family member is an employee of the school. new text beginAn individual may
serve as a member of the board of directors if no conflict of interest exists under this
paragraph, consistent with this section.
new text end

new text begin (c) new text endA violation of deleted text beginthis prohibitiondeleted text endnew text begin paragraph (b)new text end renders a contract voidable at the
option of the commissioner or the charter school board of directors. A member of a charter
school board of directors who violates deleted text beginthis prohibitiondeleted text endnew text begin paragraph (b)new text end is individually liable
to the charter school for any damage caused by the violation.

deleted text begin (c)deleted text endnew text begin (d)new text end Any employee, agent, or board member of the authorizer who participates
in deleted text beginthe initial review, approval, ongoing oversight, evaluation, or the charter renewal or
nonrenewal process or decision
deleted text endnew text begin initially reviewing, approving, overseeing, evaluating,
renewing, or not renewing the charter school
new text end is ineligible to serve on the board of directors
of a school chartered by that authorizer.

deleted text begin (d) An individual may serve as a member of the board of directors if no conflict of
interest under paragraph (b) exists.
deleted text end

Subd. 4.

deleted text beginStructure ofdeleted text end Boardnew text begin structurenew text end.

Board bylaws shall outline the process and
procedures for changing the board's governance structure, consistent with chapter 317A.
A board may change its governance structure only:

(1) by a majority vote of the board of directors and a majority vote of the licensed
teachers employed by the school as teachers, including licensed teachers providing
instruction under a contract between the school and a cooperative; and

(2) with the authorizer's approval.

Any change in board governance structure must conform with the new text beginboard new text endcomposition
deleted text beginof the boarddeleted text end established under this deleted text beginsubdivisiondeleted text endnew text begin sectionnew text end.

Subd. 5.

Eligible voters.

Staff members employed at the school, including teachers
providing instruction under a contract with a cooperative, members of the board of
directors, and all parents or legal guardians of children enrolled in the school are the voters
eligible to elect the members of the school's board of directors. A charter school must
notify eligible voters of the school board election dates at least 30 days before the election.

Subd. 6.

Duties.

The board of directors also shall decide and deleted text beginbedeleted text endnew text begin isnew text end responsible
for policy matters related to deleted text beginthe operation ofdeleted text endnew text begin operatingnew text end the school, including budgeting,
curriculum programming, personnel, and operating procedures. The board shall adopt a
deleted text beginpolicy ondeleted text end nepotism deleted text beginin employmentdeleted text endnew text begin policynew text end. The board shall adopt personnel evaluation
policies and practices that, at a minimum:

(1) carry out the school's mission and goals;

(2) evaluate deleted text beginthe execution ofdeleted text endnew text begin hownew text end charter contract goals and commitmentsnew text begin are
executed
new text end;

(3) evaluate student achievement, postsecondary and workforce readiness, and
student engagement and connection goals;

(4) establish a teacher evaluation process under section 124E.03, subdivision 2,
paragraph (h); and

(5) provide professional development related to the individual's job responsibilities.

Subd. 7.

Training.

Every charter school board member shall attend annual training
throughout the member's term deleted text beginon the boarddeleted text end. All new board members shall attend initial
training on the board's role and responsibilities, employment policies and practices, and
financial management. A new board member who does not begin the required initial
training within six months after being seated and complete that training within 12 months
deleted text beginofdeleted text endnew text begin afternew text end being seated deleted text beginon the boarddeleted text end is automatically ineligible to continue to serve as a board
member. The school shall include in its annual report the training new text begineach board member
new text endattended deleted text beginby each board memberdeleted text end during the previous year.

Subd. 8.

Meetings and information.

(a) Board of director meetings must comply
with chapter 13Dnew text begin governing open meetingsnew text end.

(b) A charter school shall publish and maintain on the school's official Web site: (1)
the new text beginmeeting new text endminutes deleted text beginof meetingsdeleted text end of the board of directorsdeleted text begin,deleted text end and of members and committees
having deleted text beginanydeleted text end board-delegated authority, for at least deleted text beginone calendar yeardeleted text endnew text begin 365 daysnew text end from the
date of publication; (2) directory information for deleted text beginmembers ofdeleted text end the board of directors and
new text beginfor the members of new text endcommittees having board-delegated authority; and (3) identifying and
contact information for the school's authorizer.

new text begin (c) A charter school must include new text endidentifying and contact information for the school's
authorizer deleted text beginmust be includeddeleted text end in other school materials deleted text beginmadedeleted text endnew text begin it makesnew text end available to the public.

Sec. 7.

Minnesota Statutes 2015 Supplement, section 124E.08, is amended to read:


124E.08 deleted text beginCOLLABORATION BETWEENdeleted text end CHARTER SCHOOL AND
SCHOOL DISTRICTnew text begin COLLABORATIONnew text end.

(a) A charter school board may voluntarily enter into a two-year, renewable
new text begincollaboration new text endagreement deleted text beginfor collaborationdeleted text endnew text begin with a school district in which the charter school
is geographically located
new text end to enhance deleted text beginstudentdeleted text endnew text begin thenew text end achievement deleted text beginwith a school district within
whose geographic boundary it operates
deleted text endnew text begin of the students in the district and the students in
the charter school
new text end.

deleted text begin (b)deleted text end A school district deleted text beginneeddeleted text endnew text begin doesnew text end not new text beginneed to new text endbe new text begineither new text endan approved authorizer new text beginor the
authorizer of the charter school
new text endto enter into a collaboration agreement deleted text beginwith a charter
school
deleted text endnew text begin under this sectionnew text end. deleted text beginA charter school need not be authorized by the school district
with which it seeks to collaborate.
deleted text end

deleted text begin (c)deleted text end A charter school authorizer is prohibited from requiring a collaboration
agreement as a condition of entering into or renewing a charter contract as defined in
section 124E.10, subdivision 1.

deleted text begin (d) Nothing in this section or in the collaboration agreement may impact in any way
the authority or autonomy of the charter school.
deleted text end

deleted text begin (e) Nothing in this section or in the collaboration agreement shall cause the state to
pay twice for the same student, service, or facility or otherwise impact state funding, or
the flow thereof, to the school district or the charter school.
deleted text end

deleted text begin (f)deleted text endnew text begin (b)new text end The collaboration agreement may include, but deleted text beginneeddeleted text endnew text begin isnew text end not deleted text beginbedeleted text end limited
to, collaboration regarding facilities, transportation, training, student achievement,
assessments, mutual performance standards, and other areas of mutual agreement.

deleted text begin (g)deleted text end new text begin (c) For purposes of student assessment and reporting to the state under section
120B.36,
new text endthe school district may include the academic performance of the students of a
collaborative charter school site deleted text beginoperating within the geographic boundaries of the school
district, for purposes of student assessment and reporting to the state
deleted text endnew text begin under paragraph (a)new text end.

deleted text begin (h)deleted text end Districts, authorizers, or charter schools entering into a collaborative agreement
are equally and collectively subject to the same state and federal accountability measures
for student achievement, school performance outcomes, and school improvement
strategies. The collaborative agreement and all accountability measures must be posted
on the district, charter school, and authorizer Web sites.

new text begin (d) Nothing in this section or in the collaboration agreement may impact in any way
the authority or autonomy of the charter school.
new text end

new text begin (e) Nothing in this section or in the collaboration agreement shall cause the state to
pay twice for the same student, service, or facility or otherwise impact state funding or
payment to the school district or the charter school.
new text end

Sec. 8.

Minnesota Statutes 2015 Supplement, section 124E.10, is amended to read:


124E.10 CHARTER CONTRACT.

Subdivision 1.

Contents.

(a) deleted text beginThe authorization fordeleted text endnew text begin To authorizenew text end a charter schoolnew text begin, the
authorizer and the charter school board of directors
new text end must deleted text beginbe in the form ofdeleted text endnew text begin signnew text end a written
contract deleted text beginsigned by the authorizer and the board of directors of the charter school. The
contract must be completed
deleted text end within 45 business days of the commissioner's approval of
the authorizer's affidavit. The authorizer shall submit deleted text beginto the commissionerdeleted text end a copy of the
deleted text beginsigneddeleted text end charter contract new text beginto the commissioner new text endwithin ten business days deleted text beginof its executiondeleted text endnew text begin after
the contract is signed by the contracting parties
new text end. The contract deleted text beginfor a charter schooldeleted text end must
deleted text beginbe in writing and containdeleted text endnew text begin includenew text end at least the following:

(1) a declaration that the charter school will carry out the primary purpose in section
124E.01, subdivision 1, and new text beginindicate new text endhow the school will report its implementation of the
primary purposenew text begin to its authorizernew text end;

(2) a declaration of the additional purpose or purposes in section 124E.01,
subdivision 1
, that the school intends to carry out and new text beginindicate new text endhow the school will report
its implementation of those purposesnew text begin to its authorizernew text end;

(3) a description of the school program and the specific academic and nonacademic
outcomes that pupils must achieve;

(4) a statement of admission policies and procedures;

(5) a new text beginschool new text endgovernance, management, and administration plan deleted text beginfor the schooldeleted text end;

(6) signed agreements from charter school board members to comply with deleted text beginalldeleted text endnew text begin the
new text endfederal and state laws governing organizational, programmatic, and financial requirements
applicable to charter schools;

(7) the criteria, processes, and procedures deleted text beginthatdeleted text end the authorizer will use to monitor and
evaluate the fiscal, operational, and academic performancenew text begin,new text end consistent with subdivision
3, paragraphs (a) and (b);

(8) for contract renewal, the formal written performance evaluation deleted text beginof the school
deleted text endthat is a prerequisite for reviewing a charter contract under subdivision 3;

(9) types and amounts of insurance liability coverage deleted text beginto be obtained bydeleted text end the charter
schoolnew text begin must obtainnew text end, consistent with section 124E.03, subdivision 2, paragraph (d);

(10) consistent with section 124E.09, paragraph (d), a provision to indemnify and
hold harmless deleted text beginthe authorizer and its officers, agents, and employeesdeleted text end from any suit, claim,
or liability arising from any new text begincharter school new text endoperation deleted text beginof the charter school,deleted text endnew text begin:
new text end

new text begin (i) the authorizer and its officers, agents, and employees;new text end and

new text begin (ii) notwithstanding section 3.736,new text end the commissioner and department officers,
agents, and employees deleted text beginnotwithstanding section 3.736deleted text end;

(11) the term of the deleted text begininitialdeleted text end contract, whichnew text begin, for an initial contract,new text end may be up to five
years plus an additional preoperational planning year, deleted text beginand up to five yearsdeleted text endnew text begin ornew text end for a renewed
contract or a contract with a new authorizer after a transfer of authorizersnew text begin, may be up to
five years
new text end, if warranted by the school's academic, financial, and operational performance;

(12) how the new text begincharter school new text endboard of directors or the new text begincharter school new text endoperators deleted text beginof the
charter school
deleted text end will provide special instruction and services for children with a disability
under sections 125A.03 to 125A.24, and 125A.65, new text beginand new text enda description of the financial
parameters within which the charter school will deleted text beginoperate todeleted text end provide the special instruction
and services to children with a disability;

(13) the specific conditions for contract renewal that identify new text beginthe new text endperformance of
all students under the primary purpose of section 124E.01, subdivision 1, as the most
important factor in determining new text beginwhether to renew the new text endcontract deleted text beginrenewaldeleted text end;new text begin and
new text end

(14) the additional purposes under section 124E.01, subdivision 1, and related
performance obligations under clause (7) contained in the charter contract as additional
factors in determining new text beginwhether to renew the new text endcontract deleted text beginrenewal; anddeleted text endnew text begin.
new text end

deleted text begin (15)deleted text endnew text begin (b) In addition to the requirements of paragraph (a), the charter contract must
contain
new text end the plan for an orderly closing of the school under chapter 317A, new text begin that establishes
the responsibilities of the school board of directors and the authorizer,
new text endwhether the closure
is a termination for cause, a voluntary termination, or a nonrenewal of the contractdeleted text begin, that
includes establishing the responsibilities of the school board of directors and the authorizer
and notifying
deleted text endnew text begin. The plan must establish who is responsible for:
new text end

new text begin (1) notifyingnew text end the commissioner, deleted text beginauthorizer,deleted text end school district in which the charter
school is located, and parents of enrolled students about the closuredeleted text begin,deleted text endnew text begin;
new text end

new text begin (2) providing parents of enrolled studentsnew text end information and assistance deleted text beginsufficientdeleted text end to
enable the student to re-enroll in another schooldeleted text begin, thedeleted text endnew text begin;
new text end

new text begin (3)new text end deleted text begintransfer ofdeleted text endnew text begin transferringnew text end student records under section 124E.03, subdivision 5,
paragraph (b), new text beginto the student's resident school district; new text endand

new text begin (4)new text end deleted text beginprocedures fordeleted text end closing financial operations.

deleted text begin (b)deleted text endnew text begin (c)new text end A charter school must design its programs to at least meet the outcomes
adopted by the commissioner for public school students. In the absence of the
commissioner's requirementsnew text begin governing state standards and benchmarksnew text end, the school must
meet the outcomes contained in the contract with the authorizer. The achievement levels
of the outcomes contained in the contract may exceed the achievement levels of any
outcomes adopted by the commissioner for public school students.

Subd. 2.

deleted text beginLimitationsdeleted text endnew text begin Limitsnew text end on charter deleted text begincontractdeleted text endnew text begin school agreementsnew text end.

(a) new text beginA
school must disclose to the commissioner
new text endany potential contract, lease, or purchase of
service from an authorizer deleted text beginmust be disclosed to the commissioner,deleted text endnew text begin. The contract, lease, or
purchase must be
new text end accepted through an open bidding processdeleted text begin,deleted text end and be deleted text beginadeleted text end separate deleted text begincontract
deleted text endfrom the charter contract. The school must document the open bidding process. An
authorizer must not enter into a contract to provide management and financial services deleted text beginfor
deleted text endnew text begintonew text end a school deleted text beginthatdeleted text end it authorizes, unless the school documents deleted text beginthat it receiveddeleted text endnew text begin receivingnew text end at
least two competitive bids.

(b) deleted text beginThedeleted text endnew text begin An authorizer must not conditionnew text end granting or deleted text beginrenewal ofdeleted text endnew text begin renewingnew text end a charter
deleted text beginschool by an authorizer must not be contingentdeleted text end onnew text begin:
new text end

new text begin (1)new text end the charter school being required to contract, lease, or purchase services from
the authorizerdeleted text begin.deleted text endnew text begin; or
new text end

deleted text begin (c) The granting or renewal of a charter by an authorizer must not be conditioned
upon
deleted text endnew text begin (2)new text end the bargaining unit status of deleted text beginthedeleted text endnew text begin schoolnew text end employees deleted text beginof the schooldeleted text end.

Subd. 3.

Review and comment.

(a) The authorizer shall provide a formal written
evaluation of the school's performance before the authorizer renews the charter contract.
The deleted text begindepartmentdeleted text endnew text begin commissionernew text end must review and comment on the authorizer's evaluation
process at the time the authorizer submits its application for approval and each time the
authorizer undergoes its five-year review under section 124E.05, subdivision 5.

(b) An authorizer shall monitor and evaluate the academic, financial, operational,
and student performance of the school, and may deleted text beginfor this purpose annuallydeleted text end assess a charter
school a fee according to paragraph (c). The agreed-upon fee structure must be stated in
the charter school contract.

(c) The fee that an authorizer may annually assess is the greater of:

(1) the basic formula allowance for that year; or

(2) the lesser of:

(i) the maximum fee factor times the basic formula allowance for that year; or

(ii) the fee factor times the basic formula allowance for that year times the charter
school's adjusted pupil units for that year. The fee factor equals .015. The maximum
fee factor equals 4.0.

(d) An authorizer may not assess a fee for any required services other than as
provided in this subdivision.

(e) For the preoperational planning period, after a school is chartered, the authorizer
may assess a charter school a fee equal to the basic formula allowance.

Subd. 4.

Causes for nonrenewal or termination of charter school contract.

(a)
The duration of the contract with an authorizer must be for the term contained in the
contract according to subdivision 1, paragraph (a). The authorizer may or may not renew a
contract at the end of the term for any ground listed in paragraph (b). An authorizer may
unilaterally terminate a contract during the term of the contract for any ground listed in
paragraph (b). At least 60 business days before not renewing or terminating a contract,
the authorizer shall notify the board of directors of the charter school of the proposed
action in writing. The notice shall state the grounds for the proposed action in reasonable
detail and deleted text beginthatdeleted text endnew text begin describe the informal hearing process, consistent with this paragraph.new text end The
charter school's board of directors may request in writing an informal hearing before the
authorizer within 15 business days deleted text beginofdeleted text endnew text begin afternew text end receiving notice of nonrenewal or termination
of the contract. Failure by the board of directors to make a written request for an informal
hearing within the 15-business-day period shall be treated as acquiescence to the proposed
action. Upon receiving a timely written request for a hearing, the authorizer shall give ten
business days' notice to the charter school's board of directors of the hearing date. The
authorizer shall conduct an informal hearing before taking final action. The authorizer
shall take final action to renew or not renew a contract no later than 20 business days
before the proposed date for terminating the contract or the end date of the contract.

(b) new text beginAn authorizer may terminate or not renew new text enda contract deleted text beginmay be terminated or not
renewed
deleted text end upon any of the following grounds:

(1) failure to demonstrate satisfactory academic achievement for all students,
including the requirements for pupil performance contained in the contract;

(2) failure to meet generally accepted standards of fiscal management;

(3) violations of law; or

(4) other good cause shown.

If new text beginthe authorizer terminates or does not renew new text enda contract deleted text beginis terminated or not
renewed
deleted text end under this paragraph, the school must be dissolved according to the applicable
provisions of chapter 317A.

(c) The commissioner, after providing reasonable notice to the board of directors of
a charter school and the existing authorizer, and after providing an opportunity for a public
hearing, may terminate the existing contract between the authorizer and the charter school
board if the charter school has a history of:

(1) failure to meet pupil performance requirementsnew text begin,new text end consistent with state law;

(2) financial mismanagement or failure to meet generally accepted standards of
fiscal management; or

(3) repeated or major violations of the law.

Subd. 5.

Mutual nonrenewal.

If the authorizer and the charter school board of
directors mutually agree not to renew the contract, a change in authorizers is allowed. The
authorizer and the school board must jointly submit a written and signed letter of their
intent to the commissioner to mutually not renew the contract. The authorizer that is a party
to the existing contract must inform the proposed authorizer about the fiscal, operational,
and student performance status of the school, as well as any outstanding contractual
obligations deleted text beginthat existdeleted text end. The charter contract between the proposed authorizer and the school
must identify and provide a plan to address any outstanding obligations from the previous
contract. new text beginThe proposed authorizer must submit new text endthe proposed contract deleted text beginmust be submitteddeleted text end at
least 105 business days before the end of the existing charter contract. The commissioner
deleted text beginshall havedeleted text endnew text begin hasnew text end 30 business days to review and make a determinationnew text begin on the change in
authorizer
new text end. The proposed authorizer and the school deleted text beginshalldeleted text end have 15 business days to respond
to the determination and address any issues identified by the commissioner. deleted text beginA final
determination by
deleted text end The commissioner deleted text beginshall be madedeleted text endnew text begin must make a final determinationnew text end no later
than 45 business days before the end of the current charter contract. If deleted text beginnodeleted text endnew text begin the commissioner
does not approve a
new text end change in authorizer deleted text beginis approveddeleted text end, the school and the current authorizer
may withdraw their letter of nonrenewal and enter into a new contract. If the deleted text begintransfer of
authorizers is not approved
deleted text endnew text begin commissioner does not approve a change in authorizernew text end and the
current authorizer and the school do not withdraw their letter and enter into a new contract,
the school must be dissolved according to applicable law and the terms of the contract.

Subd. 6.

Pupil enrollment upon nonrenewal or termination of charter school
contract.

new text begin(a) new text endIf a contract is not renewed or is terminated according to subdivision 4 or
5, a pupil who attended the school, siblings of the pupil, or another pupil who resides
deleted text beginin the same place asdeleted text endnew text begin withnew text end the pupil may enroll in the resident district or may submit
an application to a nonresident district according to section 124D.03 new text begingoverning open
enrollment
new text endat any time. Applications and notices required by section 124D.03 must be
processed and provided in a prompt manner. The application and notice deadlines in
section 124D.03 do not apply under these circumstances.

new text begin (b) Within ten business days of closing the charter school, new text endthe closed deleted text begincharterdeleted text end school
must transfer the student's educational records deleted text beginwithin ten business days of closuredeleted text end to the
student's school district of residence where the records must be retained or transferred
under section 120A.22, subdivision 7.

Sec. 9.

Minnesota Statutes 2015 Supplement, section 124E.12, is amended to read:


124E.12 EMPLOYMENT.

Subdivision 1.

Teachers.

A charter school must employ or contract with necessary
teachers, as defined by section 122A.15, subdivision 1, who hold valid licenses to perform
the particular service for which they are employed in the school. new text beginThe commissioner may
reduce
new text endthe charter school's state aid deleted text beginmay be reduceddeleted text end under section 127A.43 if the school
employs a teacher who is not appropriately licensed or approved by the board of teaching.
The school may employ necessary employees who are not required to hold teaching
licenses to perform duties other than teaching and may contract for other services. The
school may discharge teachers and nonlicensed employees. The charter school board is
subject to section 181.932new text begin governing whistle-blowersnew text end. When offering employment to a
prospective employee, a charter school must give that employee a written description of
the terms and conditions of employment and the school's personnel policies.

Subd. 2.

Administrators.

new text begin(a) new text endA person, without holding a valid administrator's
license, may perform administrative, supervisory, or instructional leadership duties.
The board of directors shall establish qualifications for new text beginall new text endpersons deleted text beginthatdeleted text end new text beginwho new text endhold
administrative, supervisory, or instructional leadership roles. The qualifications shall
deleted text beginincludedeleted text endnew text begin covernew text end at least deleted text beginthe following areasdeleted text end: instruction and assessment; human resource
and personnel management; financial management; legal and compliance management;
effective communication; and board, authorizer, and community relationships. The board
of directors shall use those qualifications as the basis for job descriptions, hiring, and
performance evaluations of those who hold administrative, supervisory, or instructional
leadership roles.

new text begin (b)new text end The board of directors and an individual who does not hold a valid administrative
license and who serves in an administrative, supervisory, or instructional leadership
position shall develop a professional development plan. deleted text beginDocumentation of the
implementation of
deleted text endnew text begin The school's annual report must include public personnel information
documenting
new text end the professional development plan deleted text beginof these persons shall be included in
the school's annual report
deleted text end.

Subd. 3.

Collective bargaining.

Employees of the board of directors of a charter
school may, if otherwise eligible, organize under chapter 179A and comply with its
provisions. The board of directors of a charter school is a public employer, for the
purposes of chapter 179A, deleted text beginupon formation ofdeleted text endnew text begin when formingnew text end one or more bargaining units
at the school. Bargaining units at the school must be separate from any other units within
an authorizing district, except that bargaining units may remain part of the appropriate
unit within an authorizing districtdeleted text begin,deleted text end if the employees of the school, the board of directors of
the school, the exclusive representative of the appropriate unit in the authorizing district,
and the board of the authorizing district agree to include the employees in the appropriate
unit of the authorizing district. The board of directors of a charter school with employees
organized under this subdivision must comply with sections 471.6161new text begin governing group
insurance
new text end and 471.895new text begin governing giftsnew text end.

Subd. 4.

Teacher and other employee retirement.

(a) Teachers in a charter school
must be public school teachers for the purposes of chapters 354 and 354Anew text begin governing the
Teacher Retirement Act
new text end.

(b) Except for teachers under paragraph (a), employees in a charter school must
be public employees for the purposes of chapter 353new text begin governing the Public Employees
Retirement Act
new text end.

Subd. 5.

Group health insurance.

new text begin(a) new text endA charter school board with at least 25
employees or a teacher cooperative of licensed teachers providing instruction under
a contract between a school and a cooperative that provides group health insurance
coverage shall:

(1) request proposals for group health insurance coverage from a minimum of three
sources at least every two years; and

(2) notify employees covered by the group health insurance coverage before the
effective date of the changes in the group coverage policy contract.

new text begin (b) new text endA charter school board or a cooperative of teachers that provides group health
insurance coverage must establish and publish on its Web site the policy for deleted text beginthe purchase
of
deleted text endnew text begin purchasingnew text end group health insurance coverage. A charter school board policy must
include a sealed proposal process, which requires all proposals to be opened at the same
time. Upon deleted text beginthe openings ofdeleted text endnew text begin openingnew text end the proposals deleted text beginin accordance withdeleted text endnew text begin according tonew text end the
school or cooperative policy, the proposals become public data under chapter 13.

Nothing in this subdivision supersedes the right of an exclusive representative to negotiate
deleted text beginoverdeleted text endnew text begin thenew text end terms and conditions of employment.

Subd. 6.

Leave to teach in a charter school.

If a teacher employed by a district
makes a written request for an extended leave of absence to teach at a charter school, the
district must grant the leave. The district must grant a leave not to exceed a total of five
years. Any request to extend the leave shall be granted only at the discretion of the school
board. The district may require deleted text beginthatdeleted text endnew text begin a teacher to makenew text end the request for a leave or extension
of leave deleted text beginbe madedeleted text end before February 1 in the school year preceding the school year in which
the teacher intends to leave, or February 1 of the calendar year in which the teacher's leave
is scheduled to terminate. Except as otherwise provided in this subdivision and deleted text beginexcept
for
deleted text end section 122A.46, subdivision 7new text begin, governing employment in another districtnew text end, the leave
is governed by section 122A.46, including, but not limited to, reinstatement, notice of
intention to return, seniority, salary, and insurance.

During a leave, the teacher may continue to aggregate benefits and credits in the
Teachers' Retirement Association account under chapters 354 and 354A, consistent with
subdivision 4.

Sec. 10.

Minnesota Statutes 2015 Supplement, section 124E.13, is amended to read:


124E.13 FACILITIES.

Subdivision 1.

Leased space.

A charter school may lease space fromnew text begin:new text end an
independent or special school boarddeleted text begin,deleted text endnew text begin;new text end other public organizationdeleted text begin,deleted text endnew text begin;new text end private, nonprofitnew text begin,
new text endnonsectarian organizationdeleted text begin,deleted text endnew text begin;new text end private property ownerdeleted text begin,deleted text endnew text begin;new text end or a sectarian organization if the
leased space is constructed as a school facility. The deleted text begindepartmentdeleted text endnew text begin commissionernew text end must
review and approve or disapprove leases in a timely manner deleted text beginfor purposes of determining
deleted text endnew text beginto determine new text endeligibility for lease aid under section 124E.22.

Subd. 2.

Related party lease costs.

(a) A charter school deleted text beginis prohibited from entering
deleted text endnew text beginmust not enter intonew text end a lease of real property with a related party unless the lessor is a
nonprofit corporation under chapter 317A or a cooperative under chapter 308A, and the
lease cost is reasonable under section 124E.22, paragraph (a), clause (1).

(b) A deleted text beginlease of real property to be used for a charter school, not excluded indeleted text endnew text begin related
party permitted to enter into a lease under
new text end paragraph (a)deleted text begin,