HF 2127

4th Engrossment - 87th Legislature (2011 - 2012) Posted on 03/27/2012 12:46pm

A bill for an act
relating to education; modifying online learning parameters; modifying
graduation requirements; providing for digital learning; amending Minnesota
Statutes 2010, sections 120B.024; 122A.18, by adding a subdivision; 122A.60,
subdivisions 1a, 3; 124D.095, subdivisions 2, 4, 7; 126C.15, subdivision 1.

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

Section 1.

Minnesota Statutes 2010, section 120B.024, is amended to read:

120B.024 GRADUATION REQUIREMENTS; COURSE CREDITS.

(a) Students beginning 9th grade in the 2004-2005 school year and later must
successfully complete the following high school level course credits for graduation:

(1) four credits of language arts;

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

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

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

(5) one credit in the arts; and

(6) a minimum of seven elective course credits.

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

(b) new text begin High school students must successfully complete at least one course credit under
paragraph (a) that includes digital learning as defined in section 124D.095 to graduate.
Where appropriate, a school district may comply with this requirement by adopting a
comparable, locally established alternate plan to accommodate an eligible student with
disabilities or an English-language learner enrolled in school for three school years or less.
new text end

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

deleted text begin (c) deleted text end new text begin (d) new text end A career and technical education course may fulfill a science, mathematics, or
arts credit requirement in addition to the specified science, mathematics, or arts credits
under paragraph (a), clause (2), (3), or (5).

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for all students entering grade 9 in
the 2012-2013 school year and later.
new text end

Sec. 2.

Minnesota Statutes 2010, section 122A.18, is amended by adding a subdivision
to read:

new text begin Subd. 3a. new text end

new text begin Technology strategies. new text end

new text begin 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.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for candidates entering a teacher
preparation program after June 30, 2014.
new text end

Sec. 3.

Minnesota Statutes 2010, section 122A.60, subdivision 1a, is amended to read:

Subd. 1a.

Effective staff development activities.

(a) Staff development activities
must:

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

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

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

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

(5) align with state and local academic standards;

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

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

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

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

new text begin EFFECTIVE DATE. new text end

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

Sec. 4.

Minnesota Statutes 2010, section 122A.60, subdivision 3, is amended to read:

Subd. 3.

Staff development outcomes.

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

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

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

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

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

(5) effectively teach and model violence prevention policy and curriculum that
address early intervention alternatives, issues of harassment, and teach nonviolent
alternatives for conflict resolution; deleted text begin and
deleted text end

(6) new text begin effectively deliver digital and blended learning and curriculum and engage
students with technology; and
new text end

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

new text begin EFFECTIVE DATE. new text end

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

Sec. 5.

Minnesota Statutes 2010, section 124D.095, subdivision 2, is amended to read:

Subd. 2.

Definitions.

For purposes of this section, the following terms have the
meanings given them.

(a) new text begin "Digital learning" is learning facilitated by technology that offers students an
element of control over the time, place, path, or pace of their learning.
new text end

new text begin (b) "Blended learning" is a form of digital learning that occurs when: a student
learns part time in a supervised physical setting and part time through digital delivery of
instruction; or a student learns in a supervised physical setting where technology is used as
a primary method to deliver instruction.
new text end

new text begin (c) new text end "Online learning" is deleted text begin an interactive course or program that delivers instruction
from a teacher to a student by computer; is combined with other traditional delivery
methods that include frequent student assessment and may include actual teacher contact
time; and meets or exceeds state academic standards deleted text end new text begin a form of digital learning delivered
by an approved online learning provider under paragraph (d) new text end .

deleted text begin (b) deleted text end new text begin (d) new text end "Online learning provider" is a school district, an intermediate school district,
an organization of two or more school districts operating under a joint powers agreement,
or a charter school located in Minnesota that provides online learning to students new text begin and is
approved by the department to provide online learning courses new text end .

deleted text begin (c) deleted text end new text begin (e) new text end "Student" is a Minnesota resident enrolled in a school under section 120A.22,
subdivision 4, in kindergarten through grade 12.

deleted text begin (d) deleted text end new text begin (f) new text end "Online learning student" is a student enrolled in an online learning course or
program delivered by an online new text begin learning new text end provider under paragraph deleted text begin (b) deleted text end new text begin (d) new text end .

deleted text begin (e) deleted text end new text begin (g) new text end "Enrolling district" means the school district or charter school in which
a student is enrolled under section 120A.22, subdivision 4, for purposes of compulsory
attendance.

deleted text begin (f) deleted text end new text begin (h) new text end "Supplemental online learning" means an online new text begin learning new text end course taken in
place of a course period deleted text begin during the regular school day deleted text end at a local district school.

deleted text begin (g) deleted text end new text begin (i) new text end "Full-time online new text begin learning new text end provider" means an enrolling school authorized by
the department to deliver comprehensive public education at any or all of the elementary,
middle, or high school levels.

deleted text begin (h) deleted text end new text begin (j) new text end "Online new text begin learning new text end course syllabus" is a written document that an online
learning provider transmits to the enrolling district using a format prescribed by the
commissioner to identify the state academic standards embedded in an online course,
the course content outline, required course assessments, expectations for actual teacher
contact time and other student-to-teacher communications, and the academic support
available to the online learning student.

new text begin EFFECTIVE DATE. new text end

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

Sec. 6.

Minnesota Statutes 2010, section 124D.095, subdivision 4, is amended to read:

Subd. 4.

Online learning parameters.

(a) An online learning student must receive
academic credit for completing the requirements of an online learning course or program.
Secondary credits granted to an online learning student count toward the graduation
and credit requirements of the enrolling district. The enrolling district must apply the
same graduation requirements to all students, including online learning students, and
must continue to provide nonacademic services to online learning students. If a student
completes an online learning course or program that meets or exceeds a graduation
standard or the grade progression requirement at the enrolling district, that standard or
requirement is met. The enrolling district must use the same criteria for accepting online
learning credits or courses as it does for accepting credits or courses for transfer students
under section 124D.03, subdivision 9. The enrolling district may reduce the course
schedule of an online learning student in proportion to the number of online learning
courses the student takes from an online learning provider that is not the enrolling district.

(b) An online learning student may:

(1) enroll in supplemental online learning courses equal to a maximum of 50 percent
of the student's full schedule of courses per term during a single school year and the
student may exceed the supplemental online learning registration limit if the enrolling
district permits supplemental online learning enrollment above the limit, or if the enrolling
district and the online learning provider agree to the instructional services;

(2) complete course work at a grade level that is different from the student's current
grade level; and

(3) enroll in additional courses with the online learning provider under a separate
agreement that includes terms for paying any tuition or course fees.

(c) An online learning student has the same access to the computer hardware and
education software available in a school as all other students in the enrolling district. An
online learning provider must assist an online learning student whose family qualifies
for the education tax credit under section 290.0674 to acquire computer hardware and
educational software for online learning purposes.

(d) An enrolling district may offer deleted text begin online deleted text end new text begin digital new text end learning to its enrolled students.
Such deleted text begin online deleted text end new text begin digital new text end learning does not generate online learning funds under this section.
An enrolling district that offers deleted text begin online deleted text end new text begin digital new text end learning only to its enrolled students is not
subject to the reporting requirements or review criteria under subdivision 7, unless the
enrolling district is a full-time deleted text begin online deleted text end new text begin learning new text end provider. A teacher with a Minnesota
license must assemble and deliver instruction to enrolled students receiving online
learning from an enrolling district. The delivery of instruction occurs when the student
interacts with the computer or the teacher and receives ongoing assistance and assessment
of learning. The instruction may include curriculum developed by persons other than a
teacher holding a Minnesota license.

(e) Both full-time and supplemental online learning providers are subject to the
reporting requirements and review criteria under subdivision 7. A teacher holding a
Minnesota license must assemble and deliver instruction to online learning students. The
delivery of instruction occurs when the student interacts with the computer or the teacher
and receives ongoing assistance and assessment of learning. The instruction may include
curriculum developed by persons other than a teacher holding a Minnesota license. Unless
the commissioner grants a waiver, a teacher providing online learning instruction must not
instruct more than 40 students in any one online learning course or program.

(f) To enroll in more than 50 percent of the student's full schedule of courses per term
in online learning, the student must qualify to exceed the supplemental online learning
registration limit under paragraph (b) or apply to enroll in an approved full-time online
learning program, consistent with subdivision 3, paragraph (a). Full-time online learning
students may enroll in classes at a local school under a contract for instructional services
between the online learning provider and the school district.

new text begin EFFECTIVE DATE. new text end

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

Sec. 7.

Minnesota Statutes 2010, section 124D.095, subdivision 7, is amended to read:

Subd. 7.

Department of Education.

(a) The department must review and approve
new text begin or disapprove new text end online learning providers new text begin within 90 calendar days of receiving an online
learning provider's completed application new text end . new text begin The commissioner, using national standards of
quality for online learning programs, must review all approved online learning providers
on a cyclical three-year basis. The commissioner also may conduct an internal review of
an online learning provider at an enrolling district's request. Approved online learning
providers annually must submit program data to, confirm statements of assurances for, and
provide program updates including a current course list to the commissioner.
new text end

new text begin (b) new text end The online learning courses and programs must be rigorous, aligned with state
academic standards, and contribute to grade progression in a single subject. The online
new text begin learning new text end provider new text begin , other than a digital learning provider offering digital learning to its
enrolled students only under subdivision 4, paragraph (d), new text end must give the commissioner
written assurance that: (1) all courses meet state academic standards; and (2) the online
learning curriculum, instruction, and assessment, expectations for actual teacher-contact
time or other student-to-teacher communication, and academic support meet nationally
recognized professional standards and are described as such in an online new text begin learning new text end course
syllabus that meets the commissioner's requirements. Once an online learning provider
is approved under this paragraph, all of its online learning course offerings are eligible
for payment under this section unless a course is successfully challenged by an enrolling
district or the department under paragraph deleted text begin (b) deleted text end new text begin (c) new text end .

deleted text begin (b) deleted text end new text begin (c) new text end An enrolling district may challenge the validity of a course offered by
an online learning provider. The department must review such challenges based on the
certification procedures under paragraph deleted text begin (a) deleted text end new text begin (b) new text end . The department may initiate its own
review of the validity of an online learning course offered by an online learning provider.

deleted text begin (c) deleted text end new text begin (d) new text end The department may collect a fee not to exceed $250 for deleted text begin certifying deleted text end new text begin approving
new text end online learning providers or $50 per course for reviewing a challenge by an enrolling
district.

deleted text begin (d) deleted text end new text begin (e) new text end The department must develop, publish, and maintain a list of deleted text begin approved deleted text end online
learning providers deleted text begin and online learning courses and programs deleted text end that it has reviewed and
deleted text begin certified deleted text end new text begin approved new text end .

new text begin (f) The department may review a complaint about an online learning provider, or a
complaint about a provider based on the provider's response to notice of a violation. If
the department determines that an online learning provider violated a law or rule, the
department may:
new text end

new text begin (1) create a compliance plan for the provider; or
new text end

new text begin (2) withhold funds from the provider under sections 124D.095, 124D.10, subdivision
8, and 127A.42. The department must notify an online learning provider in writing about
withholding funds and provide detailed calculations.
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. 8.

Minnesota Statutes 2010, section 126C.15, subdivision 1, is amended to read:

Subdivision 1.

Use of revenue.

The basic skills revenue under section 126C.10,
subdivision 4, must be reserved and used to meet the educational needs of pupils who
enroll under-prepared to learn and whose progress toward meeting state or local content or
performance standards is below the level that is appropriate for learners of their age. Any
of the following may be provided to meet these learners' needs:

(1) direct instructional services under the assurance of mastery program according
to section 124D.66;

(2) remedial instruction in reading, language arts, mathematics, other content areas,
or study skills to improve the achievement level of these learners;

(3) additional teachers and teacher aides to provide more individualized instruction
to these learners through individual tutoring, lower instructor-to-learner ratios, or team
teaching;

(4) a longer school day or week during the regular school year or through a summer
program that may be offered directly by the site or under a performance-based contract
with a community-based organization;

(5) comprehensive and ongoing staff development consistent with district and site
plans according to section 122A.60, for teachers, teacher aides, principals, and other
personnel to improve their ability to identify the needs of these learners and provide
appropriate remediation, intervention, accommodations, or modifications;

(6) instructional materials new text begin , digital learning, new text end and technology appropriate for meeting
the individual needs of these learners;

(7) programs to reduce truancy, encourage completion of high school, enhance
self-concept, provide health services, provide nutrition services, provide a safe and secure
learning environment, provide coordination for pupils receiving services from other
governmental agencies, provide psychological services to determine the level of social,
emotional, cognitive, and intellectual development, and provide counseling services,
guidance services, and social work services;

(8) bilingual programs, bicultural programs, and programs for learners of limited
English proficiency;

(9) all day kindergarten;

(10) extended school day and extended school year programs; and

(11) substantial parent involvement in developing and implementing remedial
education or intervention plans for a learner, including learning contracts between the
school, the learner, and the parent that establish achievement goals and responsibilities of
the learner and the learner's parent or guardian.