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Minnesota Legislature

Office of the Revisor of Statutes

124D.28 FAMILY CONNECTIONS PROGRAM COMPONENTS.
    Subdivision 1. Mandatory components. A family connections program must include:
(1) participation by a designated individual as a career teacher, principal-teacher, or
counselor teacher;
(2) an emphasis on each individual child's unique learning and development needs;
(3) procedures to give the career teacher a major responsibility for leadership of the
instructional and noninstructional activities of each child beginning with early childhood family
education;
(4) procedures to involve parents in the learning and development experiences of their
children;
(5) procedures to implement outcome based education by focusing on the needs of the
learner;
(6) procedures to coordinate and integrate the instructional program with all community
education programs;
(7) procedures to concentrate career teacher programs at sites that provide early childhood
family education and subsequent learning and development programs; and
(8) procedures for the district to fund the program.
    Subd. 2. Optional components. A family connections program may include:
(1) efforts to improve curricula strategies, instructional strategies, and use of materials that
respond to the individual educational needs and learning styles of each pupil in order to enable
each pupil to make continuous progress and to learn at a rate appropriate to that pupil's abilities;
(2) efforts to develop student abilities in basic skills; applied learning skills; and, when
appropriate, arts; humanities; physical, natural, and social sciences; multicultural education;
physical, emotional, and mental health; consumer economics; and career education;
(3) use of community resources and communications media to pursue learning and
development opportunities for pupils;
(4) staff development for teachers and other school personnel;
(5) improvements to the learning and development environment, including use of the
community in general, to enhance the learning and development process;
(6) cooperative efforts with other agencies involved with human services or child
development and development of alternative community based learning and development
experiences;
(7) postsecondary education components for pupils who are able to accelerate or programs
for pupils with special abilities and interests who are given advanced learning and development
opportunities within existing programs;
(8) use of volunteers in the learning and development program;
(9) flexible attendance schedules for pupils;
(10) adult education component;
(11) coordination with early childhood family education and community education programs;
(12) variable student/faculty ratios for special education students to provide for special
programming;
(13) inclusion of nonpublic pupils as part of the ratio in the career teacher, principal-teacher,
and counselor teacher component;
(14) application of educational research findings;
(15) summer learning and development experiences for students as recommended by the
career teacher, principal-teacher, and counselor teacher;
(16) use of education assistants, teacher aides, or paraprofessionals as part of the career
teacher program;
(17) establishment of alternative criteria for high school graduation; and
(18) variable age and learning size groupings of students.
History: 1981 c 358 art 6 s 10; 1983 c 314 art 9 s 2,12; 1989 c 329 art 7 s 18; 1991 c 130 s
37; 1996 c 412 art 4 s 16; 1998 c 397 art 3 s 87,103