1.1 	A bill for an act
1.2 	relating to education; providing for policy and technical modifications in early 
1.3 	childhood and family, kindergarten through grade 12, and adult education 
1.4 	including general education, education excellence, special programs, nutrition, 
1.5 	libraries, English learners, and interstate compact on educational opportunity 
1.6 	for military children; unsession changes;amending Minnesota Statutes 2012, 
1.7 	sections 13.32, subdivision 6; 119A.50, subdivision 3; 120A.22, subdivision 2; 
1.8 	120A.32; 120B.022; 120B.12; 121A.36; 121A.582, subdivision 1; 122A.06, 
1.9 	subdivision 4; 122A.09, subdivision 7; 122A.14, subdivisions 2, 3; 122A.18, 
1.10 	subdivisions 2a, 4; 122A.19; 122A.413, subdivision 2; 122A.414, subdivision 
1.11 	2; 122A.60, subdivisions 1a, 2, 3; 122A.68, subdivision 3; 122A.74; 123A.06, 
1.12 	subdivisions 2, 4; 123B.04, subdivision 4; 123B.147, subdivision 3; 123B.88, 
1.13 	subdivision 1; 124D.03, subdivisions 3, 4, 5, 6, by adding a subdivision; 124D.08, 
1.14 	by adding a subdivision; 124D.111, subdivision 3; 124D.13, subdivision 2; 
1.15 	124D.141, subdivisions 2, 3; 124D.15, subdivision 3; 124D.49, subdivision 
1.16 	3; 124D.52, as amended; 124D.522; 124D.59, subdivision 2, by adding a 
1.17 	subdivision; 124D.895; 124D.8955; 125A.023, subdivisions 3, 4; 125A.027, 
1.18 	subdivisions 1, 4; 125A.03; 125A.08; 125A.22; 127A.065; 127A.41, subdivision 
1.19 	7; 127A.70, subdivision 1; 134.355, subdivision 8; 260D.06, subdivision 
1.20 	2; Minnesota Statutes 2013 Supplement, sections 120B.021, subdivision 4; 
1.21 	120B.11; 120B.115; 120B.125; 120B.35, subdivision 3; 120B.36, subdivision 
1.22 	1; 122A.09, subdivision 4; 122A.18, subdivision 2; 122A.40, subdivision 8; 
1.23 	122A.41, subdivision 5; 124D.165, subdivisions 2, 4, 5; 124D.4531, subdivisions 
1.24 	1, 3, 3a; 124D.861, subdivision 3; 125A.0942, subdivision 2; 125A.30; 
1.25 	127A.70, subdivision 2; 626.556, subdivision 2; proposing coding for new law 
1.26 	in Minnesota Statutes, chapters 124D; 127A; repealing Minnesota Statutes 
1.27 	2012, sections 119A.04, subdivision 3; 120A.30; 120B.19; 120B.24; 120B.35, 
1.28 	subdivision 4; 121A.17, subdivision 9; 122A.19, subdivision 3; 122A.52; 
1.29 	122A.53; 122A.61, subdivision 2; 122A.71; 124D.24; 124D.25; 124D.26; 
1.30 	124D.27; 124D.28; 124D.29; 124D.30; 124D.31; 125A.027, subdivision 3.
1.31 	BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:

1.32 	ARTICLE 1
1.33 	GENERAL EDUCATION

1.34 	Section 1. Minnesota Statutes 2012, section 123B.88, subdivision 1, is amended to read:
2.1 		Subdivision 1.Providing transportation. The board may provide for the 
2.2 	transportation of pupils to and from school and for any other purpose. The board may 
2.3 	also provide for the transportation of pupils to schools in other districts for grades and 
2.4 	departments not maintained in the district, including high school, at the expense of 
2.5 	the district, when funds are available therefor and if agreeable to the district to which 
2.6 	it is proposed to transport the pupils, for the whole or a part of the school year, as it 
2.7 	may deem advisable, and subject to its rules. In any district, the board must arrange 
2.8 	for the attendance of all pupils living two miles or more from the school, except pupils 
2.9 	whose transportation privileges have been voluntarily surrendered under subdivision 2, 
2.10 	or whose privileges have been revoked under section 123B.91, subdivision 1, clause 
2.11 	(6), or 123B.90, subdivision 2. The district may provide for the transportation of or the 
2.12 	boarding and rooming of the pupils who may be more economically and conveniently 
2.13 	provided for by that means. Arrangements for attendance may include a requirement 
2.14 	that parents or guardians request transportation before it is provided. The board must 
2.15 	provide transportation to and from the home of a child with a disability not yet enrolled in 
2.16 	kindergarten when special instruction and services under sections 125A.03 to 125A.24, 
2.17 	125A.26 to 125A.48, and 125A.65 are provided in a location other than in the child's home
2.18 	 district facility, a placement contracted for by the district, or a Head Start program if the 
2.19 	Head Start program does not otherwise provide transportation. When transportation is 
2.20 	provided, scheduling of routes, establishment of the location of bus stops, manner and 
2.21 	method of transportation, control and discipline of school children, the determination of 
2.22 	fees, and any other matter relating thereto must be within the sole discretion, control, and 
2.23 	management of the board. The district may provide for the transportation of pupils or 
2.24 	expend a reasonable amount for room and board of pupils whose attendance at school can 
2.25 	more economically and conveniently be provided for by that means or who attend school 
2.26 	in a building rented or leased by a district within the confines of an adjacent district.

2.27 	Sec. 2. Minnesota Statutes 2012, section 124D.08, is amended by adding a subdivision 
2.28 	to read:
2.29 		Subd. 2b.Continued enrollment for students placed in foster care.
 2.30 	Notwithstanding subdivision 2, a pupil who has been enrolled in a district who is placed 
2.31 	in foster care in another district may continue to enroll in the prior district without the 
2.32 	approval of the board of the prior district. The approval of the board where the pupil's 
2.33 	foster home is located is not required.

3.1 	ARTICLE 2
3.2 	EDUCATION EXCELLENCE

3.3 	Section 1. Minnesota Statutes 2012, section 13.32, subdivision 6, is amended to read:
3.4 		Subd. 6.Admissions forms; remedial instruction. (a) Minnesota postsecondary 
3.5 	education institutions, for purposes of reporting and research, may collect on the 
3.6 	1986-1987 admissions form, and disseminate to any public educational agency or 
3.7 	institution the following data on individuals: student sex, ethnic background, age, and 
3.8 	disabilities. The data shall not be required of any individual and shall not be used for 
3.9 	purposes of determining the person's admission to an institution.
3.10 	(b) A school district that receives information under subdivision 3, paragraph 
3.11 	(h) from a postsecondary institution about an identifiable student shall maintain the 
3.12 	data as educational data and use that data to conduct studies to improve instruction. 
3.13 	Public postsecondary systems annually shall provide summary data to the Department 
3.14 	of Education indicating as part of their participation in the Statewide Longitudinal 
3.15 	Education Data System shall provide data on the extent and content of the remedial 
3.16 	instruction received in each system during the prior academic year by individual students, 
3.17 	and the results of assessment testing and the academic performance of, students who 
3.18 	graduated from a Minnesota school district within two years before receiving the remedial 
3.19 	instruction. The department Office of Higher Education, in collaboration with the 
3.20 	Department of Education, shall evaluate the data and annually report its findings to the 
3.21 	education committees of the legislature.
3.22 	(c) This section supersedes any inconsistent provision of law.

3.23 	Sec. 2. Minnesota Statutes 2013 Supplement, section 120B.021, subdivision 4, is 
3.24 	amended to read:
3.25 		Subd. 4.Revisions and reviews required. (a) The commissioner of education must 
3.26 	revise and appropriately embed technology and information literacy standards consistent 
3.27 	with recommendations from school media specialists into the state's academic standards 
3.28 	and graduation requirements and implement a ten-year cycle to review and revise state 
3.29 	academic standards and related benchmarks, consistent with this subdivision. During each 
3.30 	ten-year review and revision cycle, the commissioner also must examine the alignment 
3.31 	of each required academic standard and related benchmark with the knowledge and 
3.32 	skills students need for career and college readiness and advanced work in the particular 
3.33 	subject area. The commissioner must include the contributions of Minnesota American 
4.1 	Indian tribes and communities as related to the academic standards during the review and 
4.2 	revision of the required academic standards.
4.3 	(b) The commissioner must ensure that the statewide mathematics assessments 
4.4 	administered to students in grades 3 through 8 and 11 are aligned with the state academic 
4.5 	standards in mathematics, consistent with section 120B.30, subdivision 1, paragraph 
4.6 	(b). The commissioner must implement a review of the academic standards and related 
4.7 	benchmarks in mathematics beginning in the 2015-2016 school year and every ten years 
4.8 	thereafter.
4.9 	(c) The commissioner must implement a review of the academic standards and related 
4.10 	benchmarks in arts beginning in the 2016-2017 school year and every ten years thereafter.
4.11 	(d) The commissioner must implement a review of the academic standards and 
4.12 	related benchmarks in science beginning in the 2017-2018 school year and every ten 
4.13 	years thereafter.
4.14 	(e) The commissioner must implement a review of the academic standards and 
4.15 	related benchmarks in language arts beginning in the 2018-2019 school year and every 
4.16 	ten years thereafter.
4.17 	(f) The commissioner must implement a review of the academic standards and 
4.18 	related benchmarks in social studies beginning in the 2019-2020 school year and every 
4.19 	ten years thereafter.
4.20 	(g) School districts and charter schools must revise and align local academic 
4.21 	standards and high school graduation requirements in health, world languages, and career 
4.22 	and technical education to require students to complete the revised standards beginning 
4.23 	in a school year determined by the school district or charter school. School districts and 
4.24 	charter schools must formally establish a periodic review cycle for the academic standards 
4.25 	and related benchmarks in health, world languages, and career and technical education.

4.26 	Sec. 3. Minnesota Statutes 2012, section 120B.022, is amended to read:
4.27 	120B.022 ELECTIVE STANDARDS.
4.28 		Subdivision 1.Elective standards. (a) A district must establish its own standards in 
4.29 	the following subject areas:
4.30 	(1) career and technical education; and
4.31 	(2) world languages.
4.32 	A school district must offer courses in all elective subject areas.
4.33 		Subd. 1a.Foreign language and culture; proficiency certificates. (b) (a) World 
4.34 	languages teachers and other school staff should develop and implement world languages 
4.35 	programs that acknowledge and reinforce the language proficiency and cultural awareness 
5.1 	that non-English language speakers already possess, and encourage students' proficiency 
5.2 	in multiple world languages. Programs under this paragraph section must encompass 
5.3 	indigenous American Indian languages and cultures, among other world languages and 
5.4 	cultures. The department shall consult with postsecondary institutions in developing 
5.5 	related professional development opportunities for purposes of this section.
5.6 	(c) (b) Any Minnesota public, charter, or nonpublic school may award Minnesota 
5.7 	World Language Proficiency Certificates or Minnesota World Language Proficiency High 
5.8 	Achievement Certificates, consistent with this subdivision.
5.9 	(c) The Minnesota World Language Proficiency Certificate recognizes students who 
5.10 	demonstrate listening, speaking, reading, and writing language skills at the American 
5.11 	Council on the Teaching of Foreign Languages' Intermediate-Low level on a valid and 
5.12 	reliable assessment tool. For languages listed as Category 3 by the United States Foreign 
5.13 	Service Institute or Category 4 by the United States Defense Language Institute, the 
5.14 	standard is Intermediate-Low for listening and speaking and Novice-High for reading 
5.15 	and writing.
5.16 	(d) The Minnesota World Language Proficiency High Achievement Certificate 
5.17 	recognizes students who demonstrate listening, speaking, reading, and writing language 
5.18 	skills at the American Council on the Teaching of Foreign Languages' Pre-Advanced level 
5.19 	for K-12 learners on a valid and reliable assessment tool. For languages listed as Category 
5.20 	3 by the United States Foreign Service Institute or Category 4 by the United States 
5.21 	Defense Language Institute, the standard is Pre-Advanced for listening and speaking and 
5.22 	Intermediate-Mid for reading and writing.
5.23 		Subd. 1b.State bilingual and multilingual seals. (a) Consistent with efforts to 
5.24 	strive for the world's best workforce under sections 120B.11 and 124D.10, subdivision 8, 
5.25 	paragraph (u), and close the academic achievement and opportunity gap under sections 
5.26 	124D.861 and 124D.862, voluntary state bilingual and multilingual seals are established 
5.27 	to recognize high school graduates who demonstrate level 5 functional native proficiency 
5.28 	in speaking and reading on the Foreign Services Institute language proficiency tests or on 
5.29 	equivalent valid and reliable assessments in one or more languages in addition to English. 
5.30 	American Sign Language is a language other than English for purposes of this subdivision 
5.31 	and a world language for purposes of subdivision 1a.
5.32 	(b) In addition to paragraph (a), to be eligible to receive a seal:
5.33 	(1) students must satisfactorily complete all required English language arts credits; 
5.34 	and
5.35 	(2) students whose primary language is other than English must demonstrate mastery 
5.36 	of Minnesota's English language proficiency standards.
6.1 	(c) Consistent with this subdivision, a high school graduate who demonstrates 
6.2 	functional native proficiency in one language in addition to English is eligible to receive 
6.3 	the state bilingual seal. A high school graduate who demonstrates functional native 
6.4 	proficiency in more than one language in addition to English is eligible to receive the 
6.5 	state multilingual seal.
6.6 	(d) School districts and charter schools, in consultation with regional centers 
6.7 	of excellence under section 120B.115, must give students periodic opportunities to 
6.8 	demonstrate their level of proficiency in speaking and reading in a language in addition 
6.9 	to English. Where valid and reliable assessments are unavailable, a school district or 
6.10 	charter school may rely on a licensed foreign language immersion teacher or a nonlicensed  
6.11 	community expert under section 122A.25 to assess a student's level of foreign, heritage, or 
6.12 	indigenous language proficiency under this section. School districts and charter schools 
6.13 	must maintain appropriate records to identify high school graduates eligible to receive the 
6.14 	state bilingual or multilingual seal. The school district or charter school must affix the 
6.15 	appropriate seal to the transcript of each high school graduate who meets the requirements 
6.16 	of this subdivision and may affix the seal to the student's diploma. A school district or 
6.17 	charter school must not charge the high school graduate a fee for this seal.
6.18 	(e) A school district or charter school may award elective course credits in world 
6.19 	languages to a student who demonstrates the requisite proficiency in a language other 
6.20 	than English under this section.
6.21 	(f) A school district or charter school may award community service credit to a 
6.22 	student who demonstrates level 5 functional native proficiency in speaking and reading 
6.23 	in a language other than English and who participates in community service activities 
6.24 	that are integrated into the curriculum, involve the participation of teachers, and support 
6.25 	biliteracy in the school or local community.
6.26 	(g) The commissioner must develop a Web page for the electronic delivery of these 
6.27 	seals. The commissioner must list on the Web page those assessments that are equivalent 
6.28 	to the Foreign Services Institute language proficiency tests.
6.29 	(h) The colleges and universities of the Minnesota State Colleges and Universities 
6.30 	system must award foreign language credits to a student who receives a state bilingual seal 
6.31 	or a state multilingual seal under this subdivision and may award foreign language credits to 
6.32 	a student who receives a Minnesota World Language Proficiency Certificate or a Minnesota 
6.33 	World Language Proficiency High Achievement Certificate under subdivision 1a.
6.34 		Subd. 2.Local assessments. A district must use a locally selected assessment to 
6.35 	determine if a student has achieved an elective standard.

7.1 	EFFECTIVE DATE. This section is effective for the 2014-2015 school year and 
7.2 	later, except subdivision 1b, paragraph (h) is effective for students enrolling in a MnSCU 
7.3 	system college or university in the 2015-2016 school year or later.

7.4 	Sec. 4. Minnesota Statutes 2013 Supplement, section 120B.11, subdivision 3, is 
7.5 	amended to read:
7.6 		Subd. 3.District advisory committee. Each school board shall establish an 
7.7 	advisory committee to ensure active community participation in all phases of planning and 
7.8 	improving the instruction and curriculum affecting state and district academic standards, 
7.9 	consistent with subdivision 2. A district advisory committee, to the extent possible, shall 
7.10 	reflect the diversity of the district and its school sites, and shall include teachers, parents, 
7.11 	support staff, students, and other community residents. The district may establish site 
7.12 	teams as subcommittees of the district advisory committee under subdivision 4. The 
7.13 	district advisory committee shall recommend to the school board rigorous academic 
7.14 	standards, student achievement goals and measures consistent with subdivision 1a and 
7.15 	sections 120B.022, subdivision 1, paragraphs (b) and (c) subdivisions 1a and 1b, and 
7.16 	120B.35, district assessments, and program evaluations. School sites may expand upon 
7.17 	district evaluations of instruction, curriculum, assessments, or programs. Whenever 
7.18 	possible, parents and other community residents shall comprise at least two-thirds of 
7.19 	advisory committee members.

7.20 	EFFECTIVE DATE. This section is effective for the 2014-2015 school year and 
7.21 	later.

7.22 	Sec. 5. Minnesota Statutes 2013 Supplement, section 120B.115, is amended to read:
7.23 	120B.115 REGIONAL CENTERS OF EXCELLENCE.
7.24 	(a) Regional centers of excellence are established to assist and support school 
7.25 	boards, school districts, school sites, and charter schools in implementing research-based 
7.26 	interventions and practices to increase the students' achievement within a region. 
7.27 	The centers must develop partnerships with local and regional service cooperatives, 
7.28 	postsecondary institutions, integrated school districts, the department, children's mental 
7.29 	health providers, or other local or regional entities interested in providing a cohesive 
7.30 	and consistent regional delivery system that serves all schools equitably. Centers must 
7.31 	assist school districts, school sites, and charter schools in developing similar partnerships. 
7.32 	Center support may include assisting school districts, school sites, and charter schools 
7.33 	with common principles of effective practice, including:
8.1 	(1) defining measurable education goals under section sections120B.11, subdivision 
8.2 	2, and 120B.022, subdivisions 1a and 1b;
8.3 	(2) implementing evidence-based practices;
8.4 	(3) engaging in data-driven decision-making;
8.5 	(4) providing multilayered levels of support;
8.6 	(5) supporting culturally responsive teaching and learning aligning state and local 
8.7 	academic standards and career and college readiness benchmarks; and
8.8 	(6) engaging parents, families, youth, and local community members in programs 
8.9 	and activities at the school district, school site, or charter school.
8.10 	Centers must work with school site leadership teams to build capacity to implement 
8.11 	programs that close the achievement gap, increase students' progress and growth toward 
8.12 	career and college readiness, and increase student graduation rates.
8.13 	(b) The department must assist the regional centers of excellence to meet staff, 
8.14 	facilities, and technical needs, provide the centers with programmatic support, and work 
8.15 	with the centers to establish a coherent statewide system of regional support, including 
8.16 	consulting, training, and technical support, to help school boards, school districts, school 
8.17 	sites, and charter schools effectively and efficiently implement the world's best workforce 
8.18 	goals under section 120B.11 and other state and federal education initiatives.

8.19 	EFFECTIVE DATE. This section is effective for the 2014-2015 school year and 
8.20 	later.

8.21 	Sec. 6. Minnesota Statutes 2012, section 123A.06, subdivision 4, is amended to read:
8.22 		Subd. 4.Granting a diploma. Upon successful completion of the area learning 
8.23 	center program, a pupil is entitled to receive a high school diploma. The pupil may elect 
8.24 	to receive a diploma from either the district of residence or the district in which the 
8.25 	area learning center is located or the intermediate district or educational cooperative 
8.26 	responsible for the area learning center program.

8.27 	Sec. 7. Minnesota Statutes 2012, section 124D.03, subdivision 3, is amended to read:
8.28 		Subd. 3.Pupil application procedures. In order that a pupil may attend a school or 
8.29 	program in a nonresident district, the pupil's parent or guardian must submit an application 
8.30 	to the nonresident district. Before submitting an application, the pupil and the pupil's 
8.31 	parent or guardian must explore with a school guidance counselor, or other appropriate 
8.32 	staff member employed by the district the pupil is currently attending, the pupil's academic 
8.33 	or other reason for applying to enroll in a nonresident district. The pupil's application must 
9.1 	identify the a reason for enrolling in the nonresident district. The parent or guardian of a 
9.2 	pupil must submit an a signed application by January 15 for initial enrollment beginning 
9.3 	the following school year. The application must be on a form provided by the Department 
9.4 	of Education. A particular school or program may be requested by the parent. Once 
9.5 	enrolled in a nonresident district, the pupil may remain enrolled and is not required to 
9.6 	submit annual or periodic applications. If the student moves to a new resident district, 
9.7 	the student retains the seat in the nonresident district, but must submit a new enrollment 
9.8 	options form to update the student's information. To return to the resident district or to 
9.9 	transfer to a different nonresident district, the parent or guardian of the pupil must provide 
9.10 	notice to the resident district or apply to a different nonresident district by January 15 for 
9.11 	enrollment beginning the following school year.

9.12 	Sec. 8. Minnesota Statutes 2012, section 124D.03, subdivision 4, is amended to read:
9.13 		Subd. 4.Desegregation Achievement and integration district transfers. (a) 
9.14 	This subdivision applies to a transfer into or out of a district that has a desegregation an 
9.15 	achievement and integration plan approved by the commissioner of education.
9.16 	(b) An application to transfer may be submitted at any time for enrollment beginning 
9.17 	at any time.
9.18 	(c) A pupil enrolled in a nonresident district under a desegregation an achievement 
9.19 	and integration plan approved by the commissioner of education is not required to make 
9.20 	annual or periodic application for enrollment but may remain enrolled in the same district. 
9.21 	A pupil may transfer to the resident district at any time.
9.22 	(d) Subdivision 2 applies to a transfer into or out of a district with a desegregation an 
9.23 	achievement and integration plan.

9.24 	Sec. 9. Minnesota Statutes 2012, section 124D.03, subdivision 5, is amended to read:
9.25 		Subd. 5.Nonresident district procedures. A district shall notify the parent or 
9.26 	guardian in writing by February 15 or within 90 days for applications submitted after 
9.27 	January 15 in the case of achievement and integration district transfers whether the 
9.28 	application has been accepted or rejected. If an application is rejected, the district must 
9.29 	state in the notification the reason for rejection. The parent or guardian must notify the 
9.30 	nonresident district by March 1 or within 45 days whether the pupil intends to enroll in the 
9.31 	nonresident district. Notice of intent to enroll in the nonresident district obligates the pupil 
9.32 	to attend the nonresident district during the following school year, unless the boards of 
9.33 	the resident and the nonresident districts agree in writing to allow the pupil to transfer 
9.34 	back to the resident district, or. If the pupil's parents or guardians change residence to 
10.1 	another district, the student does not lose the seat in the nonresident district but the parent 
10.2 	or guardian must complete an updated enrollment options form. If a parent or guardian 
10.3 	does not notify the nonresident district by the January 15 deadline, if it applies, the pupil 
10.4 	may not enroll in that nonresident district during the following school year, unless the 
10.5 	boards of the resident and nonresident district agree otherwise. The nonresident district 
10.6 	must notify the resident district by March 15 or 30 days later of the pupil's intent to enroll 
10.7 	in the nonresident district. The same procedures apply to a pupil who applies to transfer 
10.8 	from one participating nonresident district to another participating nonresident district.

10.9 	Sec. 10. Minnesota Statutes 2012, section 124D.03, is amended by adding a 
10.10 	subdivision to read:
10.11 		Subd. 5a.Lotteries. If a school district has more applications than available seats at 
10.12 	a specific grade level, it must hold an impartial lottery following the January 15 deadline 
10.13 	to determine which students will receive seats. Siblings of currently enrolled students and 
10.14 	applications related to an approved integration and achievement plan must receive priority 
10.15 	in the lottery. The process for the school district lottery must be established in school 
10.16 	district policy, approved by the school board, and be posted on the school district's Web site.

10.17 	Sec. 11. Minnesota Statutes 2012, section 124D.03, subdivision 6, is amended to read:
10.18 		Subd. 6.Basis for decisions. The board must adopt, by resolution, specific 
10.19 	standards for acceptance and rejection of applications. Standards may include the capacity 
10.20 	of a program, excluding special education services; class,; or school building. The 
10.21 	school board may not reject applications for enrollment in a particular grade level if the 
10.22 	nonresident enrollment at that grade level does not exceed the limit set by the board under 
10.23 	subdivision 2. Standards may not include previous academic achievement, athletic or 
10.24 	other extracurricular ability, disabling conditions, proficiency in the English language, 
10.25 	previous disciplinary proceedings, or the student's district of residence, except where the 
10.26 	district of residence is directly included in an enrollment options strategy included in an 
10.27 	approved achievement and integration program.

10.28 	Sec. 12. Minnesota Statutes 2013 Supplement, section 124D.4531, subdivision 1, 
10.29 	is amended to read:
10.30 		Subdivision 1.Career and technical revenue. (a) A district with a career and 
10.31 	technical program approved under this section for the fiscal year in which the levy is 
10.32 	certified is eligible for career and technical revenue equal to 35 percent of approved 
10.33 	expenditures in the fiscal year in which the levy is certified for the following:
11.1 	(1) salaries paid to essential, licensed personnel providing direct instructional 
11.2 	services to students in that fiscal year, including extended contracts, for services rendered 
11.3 	in the district's approved career and technical education programs, excluding salaries 
11.4 	reimbursed by another school district under clause (2);
11.5 	(2) amounts paid to another Minnesota school district for salaries of essential, 
11.6 	licensed personnel providing direct instructional services to students in that fiscal year for 
11.7 	services rendered in the district's approved career and technical education programs;
11.8 	(3) contracted services provided by a public or private agency other than a Minnesota 
11.9 	school district or cooperative center under subdivision 7 chapter 123A or 136D;
11.10 	(4) necessary travel between instructional sites by licensed career and technical 
11.11 	education personnel;
11.12 	(5) necessary travel by licensed career and technical education personnel for 
11.13 	vocational student organization activities held within the state for instructional purposes;
11.14 	(6) curriculum development activities that are part of a five-year plan for 
11.15 	improvement based on program assessment;
11.16 	(7) necessary travel by licensed career and technical education personnel for 
11.17 	noncollegiate credit-bearing professional development; and
11.18 	(8) specialized vocational instructional supplies.
11.19 	(b) Up to ten percent of a district's career and technical revenue may be spent on 
11.20 	equipment purchases. Districts using the career and technical revenue for equipment 
11.21 	purchases must report to the department on the improved learning opportunities for 
11.22 	students that result from the investment in equipment.
11.23 	(c) (b) The district must recognize the full amount of this levy as revenue for the 
11.24 	fiscal year in which it is certified.
11.25 	(d) (c) The amount of the revenue calculated under this subdivision may not exceed 
11.26 	$17,850,000 for taxes payable in 2012, $15,520,000 for taxes payable in 2013, and 
11.27 	$20,657,000 for taxes payable in 2014.
11.28 	(e) (d) If the estimated revenue exceeds the amount in paragraph (d) (c), the 
11.29 	commissioner must reduce the percentage in paragraph (a) until the estimated revenue no 
11.30 	longer exceeds the limit in paragraph (d) (c).

11.31 	Sec. 13. Minnesota Statutes 2013 Supplement, section 124D.4531, subdivision 3, 
11.32 	is amended to read:
11.33 		Subd. 3.Revenue guarantee. Notwithstanding subdivision 1, paragraph (a), the 
11.34 	career and technical education revenue for a district is not less than the lesser of:
11.35 	(1) the district's career and technical education revenue for the previous fiscal year; or
12.1 	(2) 100 percent of the approved expenditures for career and technical programs 
12.2 	included in subdivision 1, paragraph (b) (a), for the fiscal year in which the levy is certified.

12.3 	Sec. 14. Minnesota Statutes 2013 Supplement, section 124D.4531, subdivision 3a, 
12.4 	is amended to read:
12.5 		Subd. 3a.Revenue adjustments. Notwithstanding subdivisions 1, 1a, and 3, for 
12.6 	taxes payable in 2012 to 2014 only, the department must calculate the career and technical 
12.7 	revenue for each district according to Minnesota Statutes 2010, section 124D.4531, and 
12.8 	adjust the revenue for each district proportionately to meet the statewide revenue target 
12.9 	under subdivision 1, paragraph (d) (c). For purposes of calculating the revenue guarantee 
12.10 	under subdivision 3, the career and technical education revenue for the previous fiscal 
12.11 	year is the revenue according to Minnesota Statutes 2010, section 124D.4531, before 
12.12 	adjustments to meet the statewide revenue target.

12.13 	Sec. 15. Minnesota Statutes 2013 Supplement, section 124D.861, subdivision 3, 
12.14 	is amended to read:
12.15 		Subd. 3.Public engagement; progress report and budget process. (a) To 
12.16 	receive revenue under section 124D.862, the school board of an eligible district must 
12.17 	incorporate school and district plan components under section 120B.11 into the district's 
12.18 	comprehensive integration plan.
12.19 	(b) A school board must hold at least one formal annual hearing to publicly report its 
12.20 	progress in realizing the goals identified in its plan. At the hearing, the board must provide 
12.21 	the public with longitudinal data demonstrating district and school progress in reducing 
12.22 	the disparities in student academic performance among the specified categories of students 
12.23 	and in realizing racial and economic integration, consistent with the district plan and the 
12.24 	measures in paragraph (a). At least 30 days before the formal hearing under this paragraph, 
12.25 	the board must post its plan, its preliminary analysis, relevant student performance data, 
12.26 	and other longitudinal data on the district's Web site. A district must hold one hearing to 
12.27 	meet the hearing requirements of both this section and section 120B.11.
12.28 	(c) The district must submit a detailed budget to the commissioner by March 15 in 
12.29 	the year before it implements its plan. The commissioner must review, and approve or 
12.30 	disapprove the district's budget by June 1 of that year.
12.31 	(d) The longitudinal data required under paragraph (a) must be based on student 
12.32 	growth and progress in reading and mathematics, as defined under section 120B.30, 
12.33 	subdivision 1, and student performance data and achievement reports from fully adaptive 
12.34 	reading and mathematics assessments for grades 3 through 7 beginning in the 2015-2016 
13.1 	school year under section 120B.30, subdivision 1a, and either (i) school enrollment 
13.2 	choices, (ii) the number of world language proficiency or high achievement certificates 
13.3 	awarded under section 120B.022, subdivision 1, paragraphs (b) and (c) 1a, or the number 
13.4 	of state bilingual and multilingual seals issued under section 120B.022, subdivision 1b, 
13.5 	or (iii) school safety and students' engagement and connection at school under section 
13.6 	120B.35, subdivision 3, paragraph (d). Additional longitudinal data may be based on: 
13.7 	students' progress toward career and college readiness under section 120B.30, subdivision 
13.8 	1; or rigorous coursework completed under section 120B.35, subdivision 3, paragraph 
13.9 	(c), clause (2).

13.10 	EFFECTIVE DATE. This section is effective for the 2014-2015 school year and 
13.11 	later.

13.12 	Sec. 16. Minnesota Statutes 2013 Supplement, section 127A.70, subdivision 2, is 
13.13 	amended to read:
13.14 		Subd. 2.Powers and duties; report. (a) The partnership shall develop 
13.15 	recommendations to the governor and the legislature designed to maximize the achievement 
13.16 	of all P-20 students while promoting the efficient use of state resources, thereby helping 
13.17 	the state realize the maximum value for its investment. These recommendations may 
13.18 	include, but are not limited to, strategies, policies, or other actions focused on:
13.19 	(1) improving the quality of and access to education at all points from preschool 
13.20 	through graduate education;
13.21 	(2) improving preparation for, and transitions to, postsecondary education and 
13.22 	work; and
13.23 	(3) ensuring educator quality by creating rigorous standards for teacher recruitment, 
13.24 	teacher preparation, induction and mentoring of beginning teachers, and continuous 
13.25 	professional development for career teachers; and
13.26 	(4) realigning the governance and administrative structures of early education, 
13.27 	kindergarten through grade 12, and postsecondary systems in Minnesota.
13.28 	(b) Under the direction of the P-20 Education Partnership Statewide Longitudinal 
13.29 	Education Data System Governance Committee, the Office of Higher Education and the 
13.30 	Departments of Education and Employment and Economic Development shall improve 
13.31 	and expand the Statewide Longitudinal Education Data System (SLEDS) to provide 
13.32 	policymakers, education and workforce leaders, researchers, and members of the public 
13.33 	with data, research, and reports to:
13.34 	(1) expand reporting on students' educational outcomes;
13.35 	(2) evaluate the effectiveness of educational and workforce programs; and
14.1 	(3) evaluate the relationship between education and workforce outcomes.
14.2 	To the extent possible under federal and state law, research and reports should be 
14.3 	accessible to the public on the Internet, and disaggregated by demographic characteristics, 
14.4 	organization or organization characteristics, and geography.
14.5 	It is the intent of the legislature that the Statewide Longitudinal Education Data 
14.6 	System inform public policy and decision-making. The SLEDS governance committee, 
14.7 	with assistance from staff of the Office of Higher Education, the Department of Education, 
14.8 	and the Department of Employment and Economic Development, shall respond to 
14.9 	legislative committee and agency requests on topics utilizing data made available through 
14.10 	the Statewide Longitudinal Education Data System as resources permit. Any analysis of 
14.11 	or report on the data must contain only summary data.
14.12 	(c) By January 15 of each year, the partnership shall submit a report to the governor 
14.13 	and to the chairs and ranking minority members of the legislative committees and 
14.14 	divisions with jurisdiction over P-20 education policy and finance that summarizes the 
14.15 	partnership's progress in meeting its goals and identifies the need for any draft legislation 
14.16 	when necessary to further the goals of the partnership to maximize student achievement 
14.17 	while promoting efficient use of resources.

14.18 	Sec. 17. MNSCU REVIEW OF WORLD LANGUAGE COMPETENCIES.
 14.19 	The Minnesota State Colleges and Universities (MnSCU) chancellor, after 
14.20 	consulting with the world language faculty, must review the specific competencies a 
14.21 	K-12 student masters in attaining a state bilingual seal, multilingual seal, Minnesota 
14.22 	World Language Proficiency Certificate, or Minnesota World Language Proficiency High 
14.23 	Achievement Certificate under section 3, subdivisions 1a and 1b, and determine credit 
14.24 	and course equivalencies for each seal or certificate. The chancellor, or the chancellor's 
14.25 	designee, must report findings, determinations, and any recommendations to the education 
14.26 	policy and finance committees of the legislature by February 15, 2015.

14.27 	EFFECTIVE DATE. This section is effective the day following final enactment.

14.28 	Sec. 18.  REPEALER.
 14.29 	Minnesota Statutes 2012, sections 120B.35, subdivision 4; and 122A.61, subdivision 
14.30 	2, are repealed.

15.1 	ARTICLE 3
15.2 	SPECIAL PROGRAMS

15.3 	Section 1. Minnesota Statutes 2012, section 121A.582, subdivision 1, is amended to 
15.4 	read:
15.5 		Subdivision 1.Reasonable force standard. (a) A teacher or school principal, in 
15.6 	exercising the person's lawful authority, may use reasonable force when it is necessary 
15.7 	under the circumstances to correct or restrain a student or prevent bodily harm or death 
15.8 	to another.
15.9 	(b) A school employee, school bus driver, or other agent of a district, in exercising 
15.10 	the person's lawful authority, may use reasonable force when it is necessary under the 
15.11 	circumstances to restrain a student or prevent bodily harm or death to another.
15.12 	(c) Paragraphs (a) and (b) do not authorize conduct prohibited under sections 
15.13 	121A.58 and 121A.67 section 125A.0942.

15.14 	EFFECTIVE DATE. This section is effective the day following final enactment.

15.15 	Sec. 2. Minnesota Statutes 2012, section 125A.023, subdivision 3, is amended to read:
15.16 		Subd. 3.Definitions. For purposes of this section and section 125A.027, the 
15.17 	following terms have the meanings given them:
15.18 	(a) "Health plan" means:
15.19 	(1) a health plan under section 62Q.01, subdivision 3;
15.20 	(2) a county-based purchasing plan under section 256B.692;
15.21 	(3) a self-insured health plan established by a local government under section 
15.22 	471.617; or
15.23 	(4) self-insured health coverage provided by the state to its employees or retirees.
15.24 	(b) For purposes of this section, "health plan company" means an entity that issues 
15.25 	a health plan as defined in paragraph (a).
15.26 	(c) "Individual interagency intervention plan" means a standardized written plan 
15.27 	describing those programs or services and the accompanying funding sources available to 
15.28 	eligible children with disabilities.
15.29 	(d) (c) "Interagency intervention service system" means a system that coordinates 
15.30 	services and programs required in state and federal law to meet the needs of eligible 
15.31 	children with disabilities ages birth through 21, including:
15.32 	(1) services provided under the following programs or initiatives administered 
15.33 	by state or local agencies:
15.34 	(i) the maternal and child health program under title V of the Social Security Act;
16.1 	(ii) the Minnesota children with special health needs program under sections 144.05
16.2 	and 144.07;
16.3 	(iii) the Individuals with Disabilities Education Act, Part B, section 619, and Part 
16.4 	C as amended;
16.5 	(iv) medical assistance under title 42, chapter 7, of the Social Security Act;
16.6 	(v) developmental disabilities services under chapter 256B;
16.7 	(vi) the Head Start Act under title 42, chapter 105, of the Social Security Act;
16.8 	(vii) vocational rehabilitation services provided under chapters 248 and 268A and 
16.9 	the Rehabilitation Act of 1973;
16.10 	(viii) Juvenile Court Act services provided under sections 260.011 to 260.91; 
16.11 	260B.001 to 260B.446; and 260C.001 to 260C.451;
16.12 	(ix) Minnesota Comprehensive Children's Mental Health Act under section 245.487;
16.13 	(x) the community health services grants under sections 145.88 to 145.9266;
16.14 	(xi) the Local Public Health Act under chapter 145A; and
16.15 	(xii) the Vulnerable Children and Adults Act, sections 256M.60 to 256M.80;
16.16 	(2) service provision and funding that can be coordinated through:
16.17 	(i) the children's mental health collaborative under section 245.493;
16.18 	(ii) the family services collaborative under section 124D.23;
16.19 	(iii) the community transition interagency committees under section 125A.22; and
16.20 	(iv) the interagency early intervention committees under section 125A.259;
16.21 	(3) financial and other funding programs to be coordinated including medical 
16.22 	assistance under title 42, chapter 7, of the Social Security Act, the MinnesotaCare program 
16.23 	under chapter 256L, Supplemental Social Security Income, Developmental Disabilities 
16.24 	Assistance, and any other employment-related activities associated with the Social 
16.25 	Security Administration; and services provided under a health plan in conformity with an 
16.26 	individual family service plan or an individualized education program or an individual 
16.27 	interagency intervention plan; and
16.28 	(4) additional appropriate services that local agencies and counties provide on 
16.29 	an individual need basis upon determining eligibility and receiving a request from the 
16.30 	interagency early intervention committee and the child's parent.
16.31 	(e) (d) "Children with disabilities" has the meaning given in section 125A.02.
16.32 	(f) (e) A "standardized written plan" means those individual services or programs, 
16.33 	with accompanying funding sources, available through the interagency intervention 
16.34 	service system to an eligible child other than the services or programs described in the 
16.35 	child's individualized education program or the child's individual family service plan.

17.1 	Sec. 3. Minnesota Statutes 2012, section 125A.023, subdivision 4, is amended to read:
17.2 		Subd. 4.State Interagency Committee. (a) The commissioner of education, on 
17.3 	behalf of the governor, shall convene a 19-member an interagency committee to develop 
17.4 	and implement a coordinated, multidisciplinary, interagency intervention service system 
17.5 	for children ages three to 21 with disabilities. The commissioners of commerce, education, 
17.6 	health, human rights, human services, employment and economic development, and 
17.7 	corrections shall each appoint two committee members from their departments; the 
17.8 	Association of Minnesota Counties shall appoint two county representatives, one of whom 
17.9 	must be an elected official, as committee members; and the Association of Minnesota 
17.10 	Counties, Minnesota School Boards Association, the Minnesota Administrators of Special 
17.11 	Education, and the School Nurse Association of Minnesota shall each appoint one 
17.12 	committee member. The committee shall select a chair from among its members.
17.13 	(b) The committee shall:
17.14 	(1) identify and assist in removing state and federal barriers to local coordination of 
17.15 	services provided to children with disabilities;
17.16 	(2) identify adequate, equitable, and flexible funding sources to streamline these 
17.17 	services;
17.18 	(3) develop guidelines for implementing policies that ensure a comprehensive and 
17.19 	coordinated system of all state and local agency services, including multidisciplinary 
17.20 	assessment practices for children with disabilities ages three to 21;, including:
17.21 	(4) (i) develop, consistent with federal law, a standardized written plan for providing 
17.22 	services to a child with disabilities;
17.23 	(5) (ii) identify how current systems for dispute resolution can be coordinated and 
17.24 	develop guidelines for that coordination;
17.25 	(6) (iii) develop an evaluation process to measure the success of state and local 
17.26 	interagency efforts in improving the quality and coordination of services to children with 
17.27 	disabilities ages three to 21; and
17.28 	(7) (iv) develop guidelines to assist the governing boards of the interagency 
17.29 	early intervention committees in carrying out the duties assigned in section 125A.027, 
17.30 	subdivision 1, paragraph (b); and
17.31 	(8) (4) carry out other duties necessary to develop and implement within 
17.32 	communities a coordinated, multidisciplinary, interagency intervention service system for 
17.33 	children with disabilities.
17.34 	(c) The committee shall consult on an ongoing basis with the state Special Education 
17.35 	Advisory Committee for Special Education Panel and the governor's Interagency 
18.1 	Coordinating Council in carrying out its duties under this section, including assisting the 
18.2 	governing boards of the interagency early intervention committees.

18.3 	Sec. 4. Minnesota Statutes 2012, section 125A.027, subdivision 1, is amended to read:
18.4 		Subdivision 1.Additional duties. (a) The governing boards of the interagency early 
18.5 	intervention committees are responsible for developing and implementing interagency 
18.6 	policies and procedures to coordinate services at the local level for children with 
18.7 	disabilities ages three to 21 under guidelines established by the state interagency 
18.8 	committee under section 125A.023, subdivision 4. Consistent with the requirements 
18.9 	in this section and section 125A.023, the governing boards of the interagency early 
18.10 	intervention committees shall may organize as a joint powers board under section 471.59
18.11 	or enter into an interagency agreement that establishes a governance structure.
18.12 	(b) The governing board of each interagency early intervention committee as defined 
18.13 	in section 125A.30, paragraph (a), which may include a juvenile justice professional, shall:
18.14 	(1) identify and assist in removing state and federal barriers to local coordination of 
18.15 	services provided to children with disabilities;
18.16 	(2) identify adequate, equitable, and flexible use of funding by local agencies for 
18.17 	these services;
18.18 	(3) implement policies that ensure a comprehensive and coordinated system of 
18.19 	all state and local agency services, including practices on multidisciplinary assessment 
18.20 	practices, standardized written plans, dispute resolution, and system evaluation for 
18.21 	children with disabilities ages three to 21;
18.22 	(4) use a standardized written plan for providing services to a child with disabilities 
18.23 	developed under section 125A.023;
18.24 	(5) access the coordinated dispute resolution system and incorporate the guidelines 
18.25 	for coordinating services at the local level, consistent with section 125A.023;
18.26 	(6) use the evaluation process to measure the success of the local interagency effort 
18.27 	in improving the quality and coordination of services to children with disabilities ages 
18.28 	three to 21 consistent with section 125A.023;
18.29 	(7) develop a transitional plan for children moving from the interagency early 
18.30 	childhood intervention system under sections 125A.259 to 125A.48 into the interagency 
18.31 	intervention service system under this section;
18.32 	(8) (3) coordinate services and facilitate payment for services from public and 
18.33 	private institutions, agencies, and health plan companies; and
18.34 	(9) (4) share needed information consistent with state and federal data practices 
18.35 	requirements.

19.1 	Sec. 5. Minnesota Statutes 2012, section 125A.027, subdivision 4, is amended to read:
19.2 		Subd. 4.Responsibilities of school and county boards. (a) It is the joint 
19.3 	responsibility of school and county boards to coordinate, provide, and pay for appropriate 
19.4 	services, and to facilitate payment for services from public and private sources. Appropriate 
19.5 	service for children eligible under section 125A.02 and receiving service from two or more 
19.6 	public agencies of which one is the public school must be determined in consultation with 
19.7 	parents, physicians, and other education, medical health, and human services providers. 
19.8 	The services provided must be in conformity with an Individual Interagency Intervention 
19.9 	Plan (IIIP) a standardized written plan for each eligible child ages 3 to 21.
19.10 	(b) Appropriate services include those services listed on a child's IIIP standardized 
19.11 	written plan. These services are those that are required to be documented on a plan under 
19.12 	federal and state law or rule.
19.13 	(c) School and county boards shall coordinate interagency services. Service 
19.14 	responsibilities for eligible children, ages 3 to 21, shall may be established in interagency 
19.15 	agreements or joint powers board agreements. In addition, interagency agreements or joint 
19.16 	powers board agreements shall may be developed to establish agency responsibility that 
19.17 	assures that coordinated interagency services are coordinated, provided, and paid for, and 
19.18 	that payment is facilitated from public and private sources. School boards must provide, 
19.19 	pay for, and facilitate payment for special education services as required under sections 
19.20 	125A.03 and 125A.06. County boards must provide, pay for, and facilitate payment for 
19.21 	those programs over which they have service and fiscal responsibility as referenced in 
19.22 	section 125A.023, subdivision 3, paragraph (d) (c), clause (1).

19.23 	Sec. 6. Minnesota Statutes 2012, section 125A.03, is amended to read:
19.24 	125A.03 SPECIAL INSTRUCTION FOR CHILDREN WITH A DISABILITY.
19.25 	(a) As defined in paragraph (b), every district must provide special instruction and 
19.26 	services, either within the district or in another district, for all children with a disability, 
19.27 	including providing required services under Code of Federal Regulations, title 34, section 
19.28 	300.121, paragraph (d), to those children suspended or expelled from school for more than 
19.29 	ten school days in that school year, who are residents of the district and who are disabled 
19.30 	as set forth in section 125A.02. For purposes of state and federal special education 
19.31 	laws, the phrase "special instruction and services" in the state Education Code means a 
19.32 	free and appropriate public education provided to an eligible child with disabilities and 
19.33 	includes special education and related services defined in the Individuals with Disabilities 
19.34 	Education Act, subpart A, section 300.24. "Free appropriate public education" means 
19.35 	special education and related services that:
20.1 	(1) are provided at public expense, under public supervision and direction, and 
20.2 	without charge;
20.3 	(2) meet the standards of the state, including the requirements of the Individuals 
20.4 	with Disabilities Education Act, Part B or C;
20.5 	(3) include an appropriate preschool, elementary school, or secondary school 
20.6 	education; and
20.7 	(4) are provided to children ages three through 21 in conformity with an 
20.8 	individualized education program that meets the requirements of the Individuals with 
20.9 	Disabilities Education Act, subpart A, sections 300.320 to 300.324, and provided to 
20.10 	infants and toddlers in conformity with an individualized family service plan that meets 
20.11 	the requirements of the Individuals with Disabilities Education Act, subpart A, sections 
20.12 	303.300 to 303.346.
20.13 	(b) Notwithstanding any age limits in laws to the contrary, special instruction and 
20.14 	services must be provided from birth until July 1 after the child with a disability becomes 
20.15 	21 years old but shall not extend beyond secondary school or its equivalent, except as 
20.16 	provided in section 124D.68, subdivision 2. Local health, education, and social service 
20.17 	agencies must refer children under age five who are known to need or suspected of 
20.18 	needing special instruction and services to the school district. Districts with less than the 
20.19 	minimum number of eligible children with a disability as determined by the commissioner 
20.20 	must cooperate with other districts to maintain a full range of programs for education 
20.21 	and services for children with a disability. This section does not alter the compulsory 
20.22 	attendance requirements of section 120A.22.

20.23 	Sec. 7. Minnesota Statutes 2012, section 125A.08, is amended to read:
20.24 	125A.08 INDIVIDUALIZED EDUCATION PROGRAMS.
20.25 	(a) At the beginning of each school year, each school district shall have in effect, for 
20.26 	each child with a disability, an individualized education program.
20.27 	(b) As defined in this section, every district must ensure the following:
20.28 	(1) all students with disabilities are provided the special instruction and services 
20.29 	which are appropriate to their needs. Where the individualized education program team 
20.30 	has determined appropriate goals and objectives based on the student's needs, including 
20.31 	the extent to which the student can be included in the least restrictive environment, 
20.32 	and where there are essentially equivalent and effective instruction, related services, or 
20.33 	assistive technology devices available to meet the student's needs, cost to the district may 
20.34 	be among the factors considered by the team in choosing how to provide the appropriate 
20.35 	services, instruction, or devices that are to be made part of the student's individualized 
21.1 	education program. The individualized education program team shall consider and 
21.2 	may authorize services covered by medical assistance according to section 256B.0625, 
21.3 	subdivision 26. The student's needs and the special education instruction and services to 
21.4 	be provided must be agreed upon through the development of an individualized education 
21.5 	program. The program must address the student's need to develop skills to live and work 
21.6 	as independently as possible within the community. The individualized education program 
21.7 	team must consider positive behavioral interventions, strategies, and supports that address 
21.8 	behavior for children with attention deficit disorder or attention deficit hyperactivity 
21.9 	disorder. During grade 9, the program must address the student's needs for transition from 
21.10 	secondary services to postsecondary education and training, employment, community 
21.11 	participation, recreation, and leisure and home living. In developing the program, districts 
21.12 	must inform parents of the full range of transitional goals and related services that should 
21.13 	be considered. The program must include a statement of the needed transition services, 
21.14 	including a statement of the interagency responsibilities or linkages or both before 
21.15 	secondary services are concluded;
21.16 	(2) children with a disability under age five and their families are provided special 
21.17 	instruction and services appropriate to the child's level of functioning and needs;
21.18 	(3) children with a disability and their parents or guardians are guaranteed procedural 
21.19 	safeguards and the right to participate in decisions involving identification, assessment 
21.20 	including assistive technology assessment, and educational placement of children with a 
21.21 	disability;
21.22 	(4) eligibility and needs of children with a disability are determined by an initial 
21.23 	assessment or reassessment evaluation or reevaluation, which may be completed using 
21.24 	existing data under United States Code, title 20, section 33, et seq.;
21.25 	(5) to the maximum extent appropriate, children with a disability, including those 
21.26 	in public or private institutions or other care facilities, are educated with children who 
21.27 	are not disabled, and that special classes, separate schooling, or other removal of children 
21.28 	with a disability from the regular educational environment occurs only when and to the 
21.29 	extent that the nature or severity of the disability is such that education in regular classes 
21.30 	with the use of supplementary services cannot be achieved satisfactorily;
21.31 	(6) in accordance with recognized professional standards, testing and evaluation 
21.32 	materials, and procedures used for the purposes of classification and placement of children 
21.33 	with a disability are selected and administered so as not to be racially or culturally 
21.34 	discriminatory; and
21.35 	(7) the rights of the child are protected when the parents or guardians are not known 
21.36 	or not available, or the child is a ward of the state.
22.1 	(c) For paraprofessionals employed to work in programs for students with 
22.2 	disabilities, the school board in each district shall ensure that:
22.3 	(1) before or immediately upon employment, each paraprofessional develops 
22.4 	sufficient knowledge and skills in emergency procedures, building orientation, roles and 
22.5 	responsibilities, confidentiality, vulnerability, and reportability, among other things, to 
22.6 	begin meeting the needs of the students with whom the paraprofessional works;
22.7 	(2) annual training opportunities are available to enable the paraprofessional to 
22.8 	continue to further develop the knowledge and skills that are specific to the students with 
22.9 	whom the paraprofessional works, including understanding disabilities, following lesson 
22.10 	plans, and implementing follow-up instructional procedures and activities; and
22.11 	(3) a districtwide process obligates each paraprofessional to work under the ongoing 
22.12 	direction of a licensed teacher and, where appropriate and possible, the supervision of a 
22.13 	school nurse.

22.14 	EFFECTIVE DATE. This section is effective the day following final enactment.

22.15 	Sec. 8. Minnesota Statutes 2013 Supplement, section 125A.0942, subdivision 2, 
22.16 	is amended to read:
22.17 		Subd. 2.Restrictive procedures. (a) Restrictive procedures may be used only 
22.18 	by a licensed special education teacher, school social worker, school psychologist, 
22.19 	behavior analyst certified by the National Behavior Analyst Certification Board, a person 
22.20 	with a master's degree in behavior analysis, other licensed education professional, 
22.21 	paraprofessional under section 120B.363, or mental health professional under section 
22.22 	245.4871, subdivision 27, who has completed the training program under subdivision 5.
22.23 	(b) A school shall make reasonable efforts to notify the parent on the same day a 
22.24 	restrictive procedure is used on the child, or if the school is unable to provide same-day 
22.25 	notice, notice is sent within two days by written or electronic means or as otherwise 
22.26 	indicated by the child's parent under paragraph (d) (f).
22.27 	(c) The district must hold a meeting of the individualized education program team, 
22.28 	conduct or review a functional behavioral analysis, review data, consider developing 
22.29 	additional or revised positive behavioral interventions and supports, consider actions to 
22.30 	reduce the use of restrictive procedures, and modify the individualized education program 
22.31 	or behavior intervention plan as appropriate. The district must hold the meeting: within 
22.32 	ten calendar days after district staff use restrictive procedures on two separate school 
22.33 	days within 30 calendar days or a pattern of use emerges and the child's individualized 
22.34 	education program or behavior intervention plan does not provide for using restrictive 
22.35 	procedures in an emergency; or at the request of a parent or the district after restrictive 
23.1 	procedures are used. The district must review use of restrictive procedures at a child's 
23.2 	annual individualized education program meeting when the child's individualized 
23.3 	education program provides for using restrictive procedures in an emergency.
23.4 	(d) If the individualized education program team under paragraph (c) determines 
23.5 	that existing interventions and supports are ineffective in reducing the use of restrictive 
23.6 	procedures or the district uses restrictive procedures on a child on ten or more school days 
23.7 	during the same school year, the team, as appropriate, either must consult with other 
23.8 	professionals working with the child; consult with experts in behavior analysis, mental 
23.9 	health, communication, or autism; consult with culturally competent professionals; 
23.10 	review existing evaluations, resources, and successful strategies; or consider whether to 
23.11 	reevaluate the child.
23.12 	(e) At the individualized education program meeting under paragraph (c), the team 
23.13 	must review any known medical or psychological limitations, including any medical 
23.14 	information the parent provides voluntarily, that contraindicate the use of a restrictive 
23.15 	procedure, consider whether to prohibit that restrictive procedure, and document any 
23.16 	prohibition in the individualized education program or behavior intervention plan.
23.17 	(f) An individualized education program team may plan for using restrictive 
23.18 	procedures and may include these procedures in a child's individualized education 
23.19 	program or behavior intervention plan; however, the restrictive procedures may be used 
23.20 	only in response to behavior that constitutes an emergency, consistent with this section. 
23.21 	The individualized education program or behavior intervention plan shall indicate how the 
23.22 	parent wants to be notified when a restrictive procedure is used.

23.23 	EFFECTIVE DATE. This section is effective the day following final enactment.

23.24 	Sec. 9. Minnesota Statutes 2012, section 125A.22, is amended to read:
23.25 	125A.22 COMMUNITY TRANSITION INTERAGENCY COMMITTEE.
23.26 	A district, group of districts, or special education cooperative, in cooperation with 
23.27 	the county or counties in which the district or cooperative is located, must may establish 
23.28 	a community transition interagency committee for youth with disabilities, beginning at 
23.29 	grade 9 or age equivalent, and their families. Members of the committee must consist of
23.30 	 may include representatives from special education, vocational and regular education, 
23.31 	community education, postsecondary education and training institutions, mental health, 
23.32 	adults with disabilities who have received transition services if such persons are available, 
23.33 	parents of youth with disabilities, local business or industry, rehabilitation services, county 
23.34 	social services, health agencies, and additional public or private adult service providers as 
24.1 	appropriate. The committee must elect a chair and must meet regularly. The committee 
24.2 	must may:
24.3 	(1) identify current services, programs, and funding sources provided within 
24.4 	the community for secondary and postsecondary aged youth with disabilities and their 
24.5 	families that prepare them for further education; employment, including integrated 
24.6 	competitive employment; and independent living;
24.7 	(2) facilitate the development of multiagency teams to address present and future 
24.8 	transition needs of individual students on their individualized education programs;
24.9 	(3) develop a community plan to include mission, goals, and objectives, and an 
24.10 	implementation plan to assure that transition needs of individuals with disabilities are met;
24.11 	(4) recommend changes or improvements in the community system of transition 
24.12 	services; and
24.13 	(5) exchange agency information such as appropriate data, effectiveness studies, 
24.14 	special projects, exemplary programs, and creative funding of programs; and.
24.15 	(6) following procedures determined by the commissioner, prepare a yearly summary 
24.16 	assessing the progress of transition services in the community including follow-up of 
24.17 	individuals with disabilities who were provided transition services to determine postschool 
24.18 	outcomes. The summary must be disseminated to all adult services agencies involved in 
24.19 	the planning and to the commissioner by October 1 of each year.

24.20 	Sec. 10. Minnesota Statutes 2013 Supplement, section 125A.30, is amended to read:
24.21 	125A.30 INTERAGENCY EARLY INTERVENTION COMMITTEES.
24.22 	(a) A school district, group of school districts, or special education cooperative
24.23 	 cooperatives, in cooperation with the health and human service agencies located in 
24.24 	the county or counties in which the district districts or cooperative is cooperatives are
24.25 	 located, must establish an Interagency Early Intervention Committee for children with 
24.26 	disabilities under age five and their families under this section, and for children with 
24.27 	disabilities ages three to 22 consistent with the requirements under sections 125A.023
24.28 	and 125A.027. Committees must include representatives of local health, education, and 
24.29 	county human service agencies, county boards, school boards, early childhood family 
24.30 	education programs, Head Start, parents of young children with disabilities under age 12, 
24.31 	child care resource and referral agencies, school readiness programs, current service 
24.32 	providers, and agencies that serve families experiencing homelessness, and may also 
24.33 	include representatives from other private or public agencies and school nurses. The 
24.34 	committee must elect a chair from among its members and must meet at least quarterly.
25.1 	(b) The committee must develop and implement interagency policies and procedures 
25.2 	concerning the following ongoing duties:
25.3 	(1) develop public awareness systems designed to inform potential recipient families, 
25.4 	especially parents with premature infants, or infants with other physical risk factors 
25.5 	associated with learning or development complications, of available programs and services;
25.6 	(2) to reduce families' need for future services, and especially parents with premature 
25.7 	infants, or infants with other physical risk factors associated with learning or development 
25.8 	complications, implement interagency child find systems designed to actively seek out, 
25.9 	identify, and refer infants and young children with, or at risk of, disabilities, including 
25.10 	a child under the age of three who: (i) is the subject of a substantiated case of abuse or 
25.11 	neglect or (ii) is identified as directly affected by illegal substance abuse, or withdrawal 
25.12 	symptoms resulting from prenatal drug exposure;
25.13 	(3) establish and evaluate the identification, referral, screening, evaluation, child- 
25.14 	and family-directed assessment systems, procedural safeguard process, and community 
25.15 	learning systems to recommend, where necessary, alterations and improvements;
25.16 	(4) assure the development of individualized family service plans for all eligible 
25.17 	infants and toddlers with disabilities from birth through age two, and their families, 
25.18 	and individualized education programs and individual service plans when necessary to 
25.19 	appropriately serve children with disabilities, age three and older, and their families and 
25.20 	recommend assignment of financial responsibilities to the appropriate agencies;
25.21 	(5) (3) implement a process for assuring that services involve cooperating agencies 
25.22 	at all steps leading to individualized programs;
25.23 	(6) facilitate the development of a transition plan in the individual family service 
25.24 	plan by the time a child is two years and nine months old;
25.25 	(7) (4) identify the current services and funding being provided within the 
25.26 	community for children with disabilities under age five and their families; and
25.27 	(8) (5) develop a plan for the allocation and expenditure of federal early intervention 
25.28 	funds under United States Code, title 20, section 1471 et seq. (Part C, Public Law 108-446) 
25.29 	and United States Code, title 20, section 631, et seq. (Chapter I, Public Law 89-313); and.
25.30 	(9) develop a policy that is consistent with section 13.05, subdivision 9, and federal 
25.31 	law to enable a member of an interagency early intervention committee to allow another 
25.32 	member access to data classified as not public.
25.33 	(c) The local committee shall also participate in needs assessments and program 
25.34 	planning activities conducted by local social service, health and education agencies for 
25.35 	young children with disabilities and their families.

26.1 	Sec. 11. Minnesota Statutes 2012, section 127A.065, is amended to read:
26.2 	127A.065 CROSS-SUBSIDY REPORT.
26.3 	By January 10 March 30, the commissioner of education shall submit an annual 
26.4 	report to the legislative committees having jurisdiction over kindergarten through grade 
26.5 	12 education on the amount each district is cross-subsidizing special education costs 
26.6 	with general education revenue.

26.7 	Sec. 12. Minnesota Statutes 2012, section 260D.06, subdivision 2, is amended to read:
26.8 		Subd. 2.Agency report to court; court review. The agency shall obtain judicial 
26.9 	review by reporting to the court according to the following procedures:
26.10 	(a) A written report shall be forwarded to the court within 165 days of the date of the 
26.11 	voluntary placement agreement. The written report shall contain or have attached:
26.12 	(1) a statement of facts that necessitate the child's foster care placement;
26.13 	(2) the child's name, date of birth, race, gender, and current address;
26.14 	(3) the names, race, date of birth, residence, and post office addresses of the child's 
26.15 	parents or legal custodian;
26.16 	(4) a statement regarding the child's eligibility for membership or enrollment in an 
26.17 	Indian tribe and the agency's compliance with applicable provisions of sections 260.751 to 
26.18 	260.835;
26.19 	(5) the names and addresses of the foster parents or chief administrator of the facility 
26.20 	in which the child is placed, if the child is not in a family foster home or group home;
26.21 	(6) a copy of the out-of-home placement plan required under section 260C.212, 
26.22 	subdivision 1;
26.23 	(7) a written summary of the proceedings of any administrative review required 
26.24 	under section 260C.203; and
26.25 	(8) any other information the agency, parent or legal custodian, the child or the foster 
26.26 	parent, or other residential facility wants the court to consider.
26.27 	(b) In the case of a child in placement due to emotional disturbance, the written 
26.28 	report shall include as an attachment, the child's individual treatment plan developed by 
26.29 	the child's treatment professional, as provided in section 245.4871, subdivision 21, or the 
26.30 	child's individual interagency intervention standard written plan, as provided in section 
26.31 	125A.023, subdivision 3, paragraph (c) (e).
26.32 	(c) In the case of a child in placement due to developmental disability or a related 
26.33 	condition, the written report shall include as an attachment, the child's individual service 
26.34 	plan, as provided in section 256B.092, subdivision 1b; the child's individual program plan, 
26.35 	as provided in Minnesota Rules, part 9525.0004, subpart 11; the child's waiver care plan; 
27.1 	or the child's individual interagency intervention standard written plan, as provided in 
27.2 	section 125A.023, subdivision 3, paragraph (c) (e).
27.3 	(d) The agency must inform the child, age 12 or older, the child's parent, and the 
27.4 	foster parent or foster care facility of the reporting and court review requirements of this 
27.5 	section and of their right to submit information to the court:
27.6 	(1) if the child or the child's parent or the foster care provider wants to send 
27.7 	information to the court, the agency shall advise those persons of the reporting date and the 
27.8 	date by which the agency must receive the information they want forwarded to the court so 
27.9 	the agency is timely able submit it with the agency's report required under this subdivision;
27.10 	(2) the agency must also inform the child, age 12 or older, the child's parent, and 
27.11 	the foster care facility that they have the right to be heard in person by the court and 
27.12 	how to exercise that right;
27.13 	(3) the agency must also inform the child, age 12 or older, the child's parent, and 
27.14 	the foster care provider that an in-court hearing will be held if requested by the child, 
27.15 	the parent, or the foster care provider; and
27.16 	(4) if, at the time required for the report under this section, a child, age 12 or 
27.17 	older, disagrees about the foster care facility or services provided under the out-of-home 
27.18 	placement plan required under section 260C.212, subdivision 1, the agency shall include 
27.19 	information regarding the child's disagreement, and to the extent possible, the basis for the 
27.20 	child's disagreement in the report required under this section.
27.21 	(e) After receiving the required report, the court has jurisdiction to make the 
27.22 	following determinations and must do so within ten days of receiving the forwarded 
27.23 	report, whether a hearing is requested:
27.24 	(1) whether the voluntary foster care arrangement is in the child's best interests;
27.25 	(2) whether the parent and agency are appropriately planning for the child; and
27.26 	(3) in the case of a child age 12 or older, who disagrees with the foster care facility 
27.27 	or services provided under the out-of-home placement plan, whether it is appropriate to 
27.28 	appoint counsel and a guardian ad litem for the child using standards and procedures 
27.29 	under section 260C.163.
27.30 	(f) Unless requested by a parent, representative of the foster care facility, or the 
27.31 	child, no in-court hearing is required in order for the court to make findings and issue an 
27.32 	order as required in paragraph (e).
27.33 	(g) If the court finds the voluntary foster care arrangement is in the child's best 
27.34 	interests and that the agency and parent are appropriately planning for the child, the 
27.35 	court shall issue an order containing explicit, individualized findings to support its 
27.36 	determination. The individualized findings shall be based on the agency's written report 
28.1 	and other materials submitted to the court. The court may make this determination 
28.2 	notwithstanding the child's disagreement, if any, reported under paragraph (d).
28.3 	(h) The court shall send a copy of the order to the county attorney, the agency, 
28.4 	parent, child, age 12 or older, and the foster parent or foster care facility.
28.5 	(i) The court shall also send the parent, the child, age 12 or older, the foster parent, or 
28.6 	representative of the foster care facility notice of the permanency review hearing required 
28.7 	under section 260D.07, paragraph (e).
28.8 	(j) If the court finds continuing the voluntary foster care arrangement is not in the 
28.9 	child's best interests or that the agency or the parent are not appropriately planning for the 
28.10 	child, the court shall notify the agency, the parent, the foster parent or foster care facility, 
28.11 	the child, age 12 or older, and the county attorney of the court's determinations and the 
28.12 	basis for the court's determinations. In this case, the court shall set the matter for hearing 
28.13 	and appoint a guardian ad litem for the child under section 260C.163, subdivision 5.

28.14 	Sec. 13. Minnesota Statutes 2013 Supplement, section 626.556, subdivision 2, is 
28.15 	amended to read:
28.16 		Subd. 2.Definitions. As used in this section, the following terms have the meanings 
28.17 	given them unless the specific content indicates otherwise:
28.18 	(a) "Family assessment" means a comprehensive assessment of child safety, risk 
28.19 	of subsequent child maltreatment, and family strengths and needs that is applied to a 
28.20 	child maltreatment report that does not allege substantial child endangerment. Family 
28.21 	assessment does not include a determination as to whether child maltreatment occurred 
28.22 	but does determine the need for services to address the safety of family members and the 
28.23 	risk of subsequent maltreatment.
28.24 	(b) "Investigation" means fact gathering related to the current safety of a child 
28.25 	and the risk of subsequent maltreatment that determines whether child maltreatment 
28.26 	occurred and whether child protective services are needed. An investigation must be used 
28.27 	when reports involve substantial child endangerment, and for reports of maltreatment in 
28.28 	facilities required to be licensed under chapter 245A or 245B; under sections 144.50 to 
28.29 	144.58 and 241.021; in a school as defined in sections 120A.05, subdivisions 9, 11, and 
28.30 	13, and 124D.10; or in a nonlicensed personal care provider association as defined in 
28.31 	sections 256B.04, subdivision 16, and 256B.0625, subdivision 19a.
28.32 	(c) "Substantial child endangerment" means a person responsible for a child's care, 
28.33 	and in the case of sexual abuse includes a person who has a significant relationship to the 
28.34 	child as defined in section 609.341, or a person in a position of authority as defined in 
29.1 	section 609.341, who by act or omission commits or attempts to commit an act against a 
29.2 	child under their care that constitutes any of the following:
29.3 	(1) egregious harm as defined in section 260C.007, subdivision 14;
29.4 	(2) sexual abuse as defined in paragraph (d);
29.5 	(3) abandonment under section 260C.301, subdivision 2;
29.6 	(4) neglect as defined in paragraph (f), clause (2), that substantially endangers the 
29.7 	child's physical or mental health, including a growth delay, which may be referred to as 
29.8 	failure to thrive, that has been diagnosed by a physician and is due to parental neglect;
29.9 	(5) murder in the first, second, or third degree under section 609.185, 609.19, or 
29.10 	609.195;
29.11 	(6) manslaughter in the first or second degree under section 609.20 or 609.205;
29.12 	(7) assault in the first, second, or third degree under section 609.221, 609.222, or 
29.13 	609.223;
29.14 	(8) solicitation, inducement, and promotion of prostitution under section 609.322;
29.15 	(9) criminal sexual conduct under sections 609.342 to 609.3451;
29.16 	(10) solicitation of children to engage in sexual conduct under section 609.352;
29.17 	(11) malicious punishment or neglect or endangerment of a child under section 
29.18 	609.377 or 609.378;
29.19 	(12) use of a minor in sexual performance under section 617.246; or
29.20 	(13) parental behavior, status, or condition which mandates that the county attorney 
29.21 	file a termination of parental rights petition under section 260C.503, subdivision 2.
29.22 	(d) "Sexual abuse" means the subjection of a child by a person responsible for the 
29.23 	child's care, by a person who has a significant relationship to the child, as defined in 
29.24 	section 609.341, or by a person in a position of authority, as defined in section 609.341, 
29.25 	subdivision 10, to any act which constitutes a violation of section 609.342 (criminal sexual 
29.26 	conduct in the first degree), 609.343 (criminal sexual conduct in the second degree), 
29.27 	609.344 (criminal sexual conduct in the third degree), 609.345 (criminal sexual conduct 
29.28 	in the fourth degree), or 609.3451 (criminal sexual conduct in the fifth degree). Sexual 
29.29 	abuse also includes any act which involves a minor which constitutes a violation of 
29.30 	prostitution offenses under sections 609.321 to 609.324 or 617.246. Sexual abuse includes 
29.31 	threatened sexual abuse which includes the status of a parent or household member 
29.32 	who has committed a violation which requires registration as an offender under section 
29.33 	243.166, subdivision 1b, paragraph (a) or (b), or required registration under section 
29.34 	243.166, subdivision 1b, paragraph (a) or (b).
29.35 	(e) "Person responsible for the child's care" means (1) an individual functioning 
29.36 	within the family unit and having responsibilities for the care of the child such as a 
30.1 	parent, guardian, or other person having similar care responsibilities, or (2) an individual 
30.2 	functioning outside the family unit and having responsibilities for the care of the child 
30.3 	such as a teacher, school administrator, other school employees or agents, or other lawful 
30.4 	custodian of a child having either full-time or short-term care responsibilities including, 
30.5 	but not limited to, day care, babysitting whether paid or unpaid, counseling, teaching, 
30.6 	and coaching.
30.7 	(f) "Neglect" means the commission or omission of any of the acts specified under 
30.8 	clauses (1) to (9), other than by accidental means:
30.9 	(1) failure by a person responsible for a child's care to supply a child with necessary 
30.10 	food, clothing, shelter, health, medical, or other care required for the child's physical or 
30.11 	mental health when reasonably able to do so;
30.12 	(2) failure to protect a child from conditions or actions that seriously endanger the 
30.13 	child's physical or mental health when reasonably able to do so, including a growth delay, 
30.14 	which may be referred to as a failure to thrive, that has been diagnosed by a physician and 
30.15 	is due to parental neglect;
30.16 	(3) failure to provide for necessary supervision or child care arrangements 
30.17 	appropriate for a child after considering factors as the child's age, mental ability, physical 
30.18 	condition, length of absence, or environment, when the child is unable to care for the 
30.19 	child's own basic needs or safety, or the basic needs or safety of another child in their care;
30.20 	(4) failure to ensure that the child is educated as defined in sections 120A.22 and 
30.21 	260C.163, subdivision 11, which does not include a parent's refusal to provide the parent's 
30.22 	child with sympathomimetic medications, consistent with section 125A.091, subdivision 5;
30.23 	(5) nothing in this section shall be construed to mean that a child is neglected solely 
30.24 	because the child's parent, guardian, or other person responsible for the child's care in 
30.25 	good faith selects and depends upon spiritual means or prayer for treatment or care of 
30.26 	disease or remedial care of the child in lieu of medical care; except that a parent, guardian, 
30.27 	or caretaker, or a person mandated to report pursuant to subdivision 3, has a duty to report 
30.28 	if a lack of medical care may cause serious danger to the child's health. This section does 
30.29 	not impose upon persons, not otherwise legally responsible for providing a child with 
30.30 	necessary food, clothing, shelter, education, or medical care, a duty to provide that care;
30.31 	(6) prenatal exposure to a controlled substance, as defined in section 253B.02, 
30.32 	subdivision 2, used by the mother for a nonmedical purpose, as evidenced by withdrawal 
30.33 	symptoms in the child at birth, results of a toxicology test performed on the mother at 
30.34 	delivery or the child at birth, medical effects or developmental delays during the child's 
30.35 	first year of life that medically indicate prenatal exposure to a controlled substance, or the 
30.36 	presence of a fetal alcohol spectrum disorder;
31.1 	(7) "medical neglect" as defined in section 260C.007, subdivision 6, clause (5);
31.2 	(8) chronic and severe use of alcohol or a controlled substance by a parent or 
31.3 	person responsible for the care of the child that adversely affects the child's basic needs 
31.4 	and safety; or
31.5 	(9) emotional harm from a pattern of behavior which contributes to impaired 
31.6 	emotional functioning of the child which may be demonstrated by a substantial and 
31.7 	observable effect in the child's behavior, emotional response, or cognition that is not 
31.8 	within the normal range for the child's age and stage of development, with due regard to 
31.9 	the child's culture.
31.10 	(g) "Physical abuse" means any physical injury, mental injury, or threatened injury, 
31.11 	inflicted by a person responsible for the child's care on a child other than by accidental 
31.12 	means, or any physical or mental injury that cannot reasonably be explained by the child's 
31.13 	history of injuries, or any aversive or deprivation procedures, or regulated interventions, 
31.14 	that have not been authorized under section 121A.67125A.0942 or 245.825.
31.15 	Abuse does not include reasonable and moderate physical discipline of a child 
31.16 	administered by a parent or legal guardian which does not result in an injury. Abuse does 
31.17 	not include the use of reasonable force by a teacher, principal, or school employee as 
31.18 	allowed by section 121A.582. Actions which are not reasonable and moderate include, 
31.19 	but are not limited to, any of the following that are done in anger or without regard to the 
31.20 	safety of the child:
31.21 	(1) throwing, kicking, burning, biting, or cutting a child;
31.22 	(2) striking a child with a closed fist;
31.23 	(3) shaking a child under age three;
31.24 	(4) striking or other actions which result in any nonaccidental injury to a child 
31.25 	under 18 months of age;
31.26 	(5) unreasonable interference with a child's breathing;
31.27 	(6) threatening a child with a weapon, as defined in section 609.02, subdivision 6;
31.28 	(7) striking a child under age one on the face or head;
31.29 	(8) purposely giving a child poison, alcohol, or dangerous, harmful, or controlled 
31.30 	substances which were not prescribed for the child by a practitioner, in order to control or 
31.31 	punish the child; or other substances that substantially affect the child's behavior, motor 
31.32 	coordination, or judgment or that results in sickness or internal injury, or subjects the 
31.33 	child to medical procedures that would be unnecessary if the child were not exposed 
31.34 	to the substances;
31.35 	(9) unreasonable physical confinement or restraint not permitted under section 
31.36 	609.379, including but not limited to tying, caging, or chaining; or
32.1 	(10) in a school facility or school zone, an act by a person responsible for the child's 
32.2 	care that is a violation under section 121A.58.
32.3 	(h) "Report" means any report received by the local welfare agency, police 
32.4 	department, county sheriff, or agency responsible for assessing or investigating 
32.5 	maltreatment pursuant to this section.
32.6 	(i) "Facility" means:
32.7 	(1) a licensed or unlicensed day care facility, residential facility, agency, hospital, 
32.8 	sanitarium, or other facility or institution required to be licensed under sections 144.50 to 
32.9 	144.58, 241.021, or 245A.01 to 245A.16, or chapter 245D;
32.10 	(2) a school as defined in sections 120A.05, subdivisions 9, 11, and 13; and 
32.11 	124D.10; or
32.12 	(3) a nonlicensed personal care provider organization as defined in sections 256B.04, 
32.13 	subdivision 16, and 256B.0625, subdivision 19a.
32.14 	(j) "Operator" means an operator or agency as defined in section 245A.02.
32.15 	(k) "Commissioner" means the commissioner of human services.
32.16 	(l) "Practice of social services," for the purposes of subdivision 3, includes but is 
32.17 	not limited to employee assistance counseling and the provision of guardian ad litem and 
32.18 	parenting time expeditor services.
32.19 	(m) "Mental injury" means an injury to the psychological capacity or emotional 
32.20 	stability of a child as evidenced by an observable or substantial impairment in the child's 
32.21 	ability to function within a normal range of performance and behavior with due regard to 
32.22 	the child's culture.
32.23 	(n) "Threatened injury" means a statement, overt act, condition, or status that 
32.24 	represents a substantial risk of physical or sexual abuse or mental injury. Threatened 
32.25 	injury includes, but is not limited to, exposing a child to a person responsible for the 
32.26 	child's care, as defined in paragraph (e), clause (1), who has:
32.27 	(1) subjected a child to, or failed to protect a child from, an overt act or condition 
32.28 	that constitutes egregious harm, as defined in section 260C.007, subdivision 14, or a 
32.29 	similar law of another jurisdiction;
32.30 	(2) been found to be palpably unfit under section 260C.301, subdivision 1, paragraph 
32.31 	(b), clause (4), or a similar law of another jurisdiction;
32.32 	(3) committed an act that has resulted in an involuntary termination of parental rights 
32.33 	under section 260C.301, or a similar law of another jurisdiction; or
32.34 	(4) committed an act that has resulted in the involuntary transfer of permanent 
32.35 	legal and physical custody of a child to a relative under Minnesota Statutes 2010, section 
33.1 	260C.201, subdivision 11, paragraph (d), clause (1), section 260C.515, subdivision 4, or a 
33.2 	similar law of another jurisdiction.
33.3 	A child is the subject of a report of threatened injury when the responsible social 
33.4 	services agency receives birth match data under paragraph (o) from the Department of 
33.5 	Human Services.
33.6 	(o) Upon receiving data under section 144.225, subdivision 2b, contained in a 
33.7 	birth record or recognition of parentage identifying a child who is subject to threatened 
33.8 	injury under paragraph (n), the Department of Human Services shall send the data to the 
33.9 	responsible social services agency. The data is known as "birth match" data. Unless the 
33.10 	responsible social services agency has already begun an investigation or assessment of the 
33.11 	report due to the birth of the child or execution of the recognition of parentage and the 
33.12 	parent's previous history with child protection, the agency shall accept the birth match 
33.13 	data as a report under this section. The agency may use either a family assessment or 
33.14 	investigation to determine whether the child is safe. All of the provisions of this section 
33.15 	apply. If the child is determined to be safe, the agency shall consult with the county 
33.16 	attorney to determine the appropriateness of filing a petition alleging the child is in need 
33.17 	of protection or services under section 260C.007, subdivision 6, clause (16), in order to 
33.18 	deliver needed services. If the child is determined not to be safe, the agency and the county 
33.19 	attorney shall take appropriate action as required under section 260C.503, subdivision 2.
33.20 	(p) Persons who conduct assessments or investigations under this section shall take 
33.21 	into account accepted child-rearing practices of the culture in which a child participates 
33.22 	and accepted teacher discipline practices, which are not injurious to the child's health, 
33.23 	welfare, and safety.
33.24 	(q) "Accidental" means a sudden, not reasonably foreseeable, and unexpected 
33.25 	occurrence or event which:
33.26 	(1) is not likely to occur and could not have been prevented by exercise of due 
33.27 	care; and
33.28 	(2) if occurring while a child is receiving services from a facility, happens when the 
33.29 	facility and the employee or person providing services in the facility are in compliance 
33.30 	with the laws and rules relevant to the occurrence or event.
33.31 	(r) "Nonmaltreatment mistake" means:
33.32 	(1) at the time of the incident, the individual was performing duties identified in the 
33.33 	center's child care program plan required under Minnesota Rules, part 9503.0045;
33.34 	(2) the individual has not been determined responsible for a similar incident that 
33.35 	resulted in a finding of maltreatment for at least seven years;
34.1 	(3) the individual has not been determined to have committed a similar 
34.2 	nonmaltreatment mistake under this paragraph for at least four years;
34.3 	(4) any injury to a child resulting from the incident, if treated, is treated only with 
34.4 	remedies that are available over the counter, whether ordered by a medical professional or 
34.5 	not; and
34.6 	(5) except for the period when the incident occurred, the facility and the individual 
34.7 	providing services were both in compliance with all licensing requirements relevant to the 
34.8 	incident.
34.9 	This definition only applies to child care centers licensed under Minnesota 
34.10 	Rules, chapter 9503. If clauses (1) to (5) apply, rather than making a determination of 
34.11 	substantiated maltreatment by the individual, the commissioner of human services shall 
34.12 	determine that a nonmaltreatment mistake was made by the individual.

34.13 	EFFECTIVE DATE. This section is effective the day following final enactment.

34.14 	Sec. 14. RULEMAKING AUTHORITY; SPECIAL EDUCATION TASK FORCE 
34.15 	RECOMMENDATIONS.
 34.16 	The commissioner of education must use the expedited rulemaking process under 
34.17 	Minnesota Statutes, section 14.389, to make the rule changes recommended by the 
34.18 	Special Education Case Load and Rule Alignment Task Force in its 2014 report entitled 
34.19 	"Recommendations for Special Education Case Load and Rule Alignment" submitted 
34.20 	to the legislature on February 15, 2014.

34.21 	EFFECTIVE DATE. This section is effective the day following final enactment.

34.22 	Sec. 15.  REPEALER.
 34.23 	Minnesota Statutes 2012, section 125A.027, subdivision 3, is repealed.

34.24 	ARTICLE 4
34.25 	NUTRITION

34.26 	Section 1. Minnesota Statutes 2012, section 124D.111, subdivision 3, is amended to 
34.27 	read:
34.28 		Subd. 3.School food service fund. (a) The expenses described in this subdivision 
34.29 	must be recorded as provided in this subdivision.
34.30 	(b) In each district, the expenses for a school food service program for pupils must 
34.31 	be attributed to a school food service fund. Under a food service program, the school 
35.1 	food service may prepare or serve milk, meals, or snacks in connection with school or 
35.2 	community service activities.
35.3 	(c) Revenues and expenditures for food service activities must be recorded in the 
35.4 	food service fund. The costs of processing applications, accounting for meals, preparing 
35.5 	and serving food, providing kitchen custodial services, and other expenses involving the 
35.6 	preparing of meals or the kitchen section of the lunchroom may be charged to the food 
35.7 	service fund or to the general fund of the district. The costs of lunchroom supervision, 
35.8 	lunchroom custodial services, lunchroom utilities, and other administrative costs of the 
35.9 	food service program must be charged to the general fund.
35.10 	That portion of superintendent and fiscal manager costs that can be documented as 
35.11 	attributable to the food service program may be charged to the food service fund provided 
35.12 	that the school district does not employ or contract with a food service director or other 
35.13 	individual who manages the food service program, or food service management company. 
35.14 	If the cost of the superintendent or fiscal manager is charged to the food service fund, 
35.15 	the charge must be at a wage rate not to exceed the statewide average for food service 
35.16 	directors as determined by the department.
35.17 	(d) Capital expenditures for the purchase of food service equipment must be made 
35.18 	from the general fund and not the food service fund, unless the unreserved restricted
35.19 	 balance in the food service fund at the end of the last fiscal year is greater than the cost of 
35.20 	the equipment to be purchased.
35.21 	(e) If the condition set out in paragraph (d) applies, the equipment may be purchased 
35.22 	from the food service fund.
35.23 	(f) If a deficit in the food service fund exists at the end of a fiscal year, and the deficit 
35.24 	is not eliminated by revenues from food service operations in the next fiscal year, then the 
35.25 	deficit must be eliminated by a permanent fund transfer from the general fund at the end of 
35.26 	that second fiscal year. However, if a district contracts with a food service management 
35.27 	company during the period in which the deficit has accrued, the deficit must be eliminated 
35.28 	by a payment from the food service management company.
35.29 	(g) Notwithstanding paragraph (f), a district may incur a deficit in the food service 
35.30 	fund for up to three years without making the permanent transfer if the district submits 
35.31 	to the commissioner by January 1 of the second fiscal year a plan for eliminating that 
35.32 	deficit at the end of the third fiscal year.
35.33 	(h) If a surplus in the food service fund exists at the end of a fiscal year for three 
35.34 	successive years, a district may recode for that fiscal year the costs of lunchroom 
35.35 	supervision, lunchroom custodial services, lunchroom utilities, and other administrative 
35.36 	costs of the food service program charged to the general fund according to paragraph (c) 
36.1 	and charge those costs to the food service fund in a total amount not to exceed the amount 
36.2 	of surplus in the food service fund.

36.3 	Sec. 2. [124D.1191] DONATIONS TO FOOD SHELF PROGRAMS.
36.4 	Schools and community organizations participating in any federal child nutrition 
36.5 	meal program may donate unused food to food shelf programs, provided that the food shelf:
36.6 	(1) is a nonprofit corporation or is affiliated with a nonprofit corporation, as defined 
36.7 	in section 501(c)(3) of the Internal Revenue Code of 1986;
36.8 	(2) distributes food without charge to needy individuals;
36.9 	(3) does not limit food distributions to individuals of a particular religious affiliation, 
36.10 	race, or other criteria unrelated to need; and
36.11 	(4) has a stable address and directly serves individuals.

36.12 	ARTICLE 5
36.13 	EARLY CHILDHOOD EDUCATION, SELF-SUFFICIENCY, AND 
36.14 	LIFELONG LEARNING

36.15 	Section 1. Minnesota Statutes 2012, section 123A.06, subdivision 2, is amended to read:
36.16 		Subd. 2.People to be served. A state-approved alternative program shall provide 
36.17 	programs for secondary pupils and adults. A center may also provide programs and 
36.18 	services for elementary and secondary pupils who are not attending the state-approved 
36.19 	alternative program to assist them in being successful in school. A center shall use 
36.20 	research-based best practices for serving English learners and their parents. An 
36.21 	individualized education program team may identify a state-approved alternative program 
36.22 	as an appropriate placement to the extent a state-approved alternative program can provide 
36.23 	the student with the appropriate special education services described in the student's plan. 
36.24 	Pupils eligible to be served are those who qualify under the graduation incentives program 
36.25 	in section 124D.68, subdivision 2, those enrolled under section 124D.02, subdivision 
36.26 	2, or those pupils who are eligible to receive special education services under sections 
36.27 	125A.03 to 125A.24, and 125A.65.

36.28 	Sec. 2. Minnesota Statutes 2013 Supplement, section 124D.165, subdivision 2, is 
36.29 	amended to read:
36.30 		Subd. 2.Family eligibility. (a) For a family to receive an early childhood education
36.31 	 learning scholarship, parents or guardians must meet the following eligibility requirements:
36.32 	(1) have a child three or four years of age on September 1 of the current school year, 
36.33 	who has not yet started kindergarten; and
37.1 	(2) have income equal to or less than 185 percent of federal poverty level income 
37.2 	in the current calendar year, or be able to document their child's current participation in 
37.3 	the free and reduced-price lunch program or child and adult care food program, National 
37.4 	School Lunch Act, United States Code, title 42, sections 1751 and 1766; the Food 
37.5 	Distribution Program on Indian Reservations, Food and Nutrition Act, United States 
37.6 	Code, title 7, sections 2011-2036; Head Start under the federal Improving Head Start for 
37.7 	School Readiness Act of 2007; Minnesota family investment program under chapter 256J; 
37.8 	child care assistance programs under chapter 119B; the supplemental nutrition assistance 
37.9 	program; or placement in foster care under section 260C.212.
37.10 	(b) Notwithstanding the other provisions of this section, a parent under age 21 who 
37.11 	is pursuing a high school or general education equivalency diploma is eligible for an early 
37.12 	learning scholarship if the parent has a child age zero to five years old and meets the 
37.13 	income eligibility guidelines in this subdivision.
37.14 	(c) Any siblings between the ages zero to five years old of a child who has been 
37.15 	awarded a scholarship under this section must be awarded a scholarship upon request, 
37.16 	provided the sibling attends the same program as long as funds are available.
37.17 	(d) A child who has received a scholarship under this section must continue to 
37.18 	receive a scholarship each year until that child is eligible for kindergarten under section 
37.19 	120A.20 and as long as funds are available.
37.20 	(e) Early learning scholarships may not be counted as earned income for the 
37.21 	purposes of medical assistance under chapter 256B, MinnesotaCare under chapter 256L, 
37.22 	Minnesota family investment program under chapter 256J, child care assistance programs 
37.23 	under chapter 119B, or Head Start under the federal Improving Head Start for School 
37.24 	Readiness Act of 2007.

37.25 	Sec. 3. Minnesota Statutes 2013 Supplement, section 124D.165, subdivision 4, is 
37.26 	amended to read:
37.27 		Subd. 4.Early childhood program eligibility. (a) In order to be eligible to accept 
37.28 	an early childhood education learning scholarship, a program must:
37.29 	(1) participate in the quality rating and improvement system under section 
37.30 	124D.142; and
37.31 	(2) beginning July 1, 2016, have a three- or four-star rating in the quality rating 
37.32 	and improvement system.
37.33 	(b) Any program accepting scholarships must use the revenue to supplement and not 
37.34 	supplant federal funding.

38.1 	Sec. 4. Minnesota Statutes 2013 Supplement, section 124D.165, subdivision 5, is 
38.2 	amended to read:
38.3 		Subd. 5.Report required. The commissioner shall contract with an independent 
38.4 	contractor to evaluate the early learning scholarship program. The evaluation must 
38.5 	include recommendations regarding the appropriate scholarship amount, efficiency, and 
38.6 	effectiveness of the administration, and impact on kindergarten readiness and student 
38.7 	outcomes by program setting, including Head Start programs, school-based prekindergarten 
38.8 	and preschool programs, and other early education and child care programs. The report 
38.9 	must also include the number of scholarship recipients in school-based, home-based, 
38.10 	and center-based programs as well as a geographic summary of scholarship recipients 
38.11 	by county. By January 15, 2016, the commissioner shall submit a written copy of the 
38.12 	evaluation to the chairs and ranking minority members of the legislative committees and 
38.13 	divisions with primary jurisdiction over kindergarten through grade 12 education.

38.14 	ARTICLE 6
38.15 	LIBRARIES

38.16 	Section 1. Minnesota Statutes 2012, section 134.355, subdivision 8, is amended to read:
38.17 		Subd. 8.Eligibility. A regional public library system may apply for regional library 
38.18 	telecommunications aid. The aid must be used for data and video access maintenance, 
38.19 	equipment, or installation of telecommunication lines. To be eligible, a regional public 
38.20 	library system must be officially designated by the commissioner of education as a 
38.21 	regional public library system as defined in section 134.34, subdivision 3, and each of its 
38.22 	participating cities and counties must meet local support levels defined in section 134.34, 
38.23 	subdivision 1. A public library building that receives aid under this section must be open a 
38.24 	minimum of 20 hours per week. Exceptions to the minimum open hours requirement may 
38.25 	be granted by the Department of Education on request of the regional public library system 
38.26 	for the following circumstances: short-term closing for emergency maintenance and 
38.27 	repairs following a natural disaster; in response to exceptional economic circumstances; 
38.28 	building repair or maintenance that requires public services areas to be closed; or to adjust 
38.29 	hours of public service to respond to documented seasonal use patterns.

38.30 	ARTICLE 7
38.31 	ENGLISH LEARNERS

38.32 	Section 1. Minnesota Statutes 2012, section 119A.50, subdivision 3, is amended to read:
39.1 		Subd. 3.Early childhood literacy programs. (a) A research-based early childhood 
39.2 	literacy program premised on actively involved parents, ongoing professional staff 
39.3 	development, and high quality early literacy program standards is established to increase 
39.4 	the literacy skills of children participating in Head Start to prepare them to be successful 
39.5 	readers and to increase families' participation in providing early literacy experiences to 
39.6 	their children. Program providers must:
39.7 	(1) work to prepare children to be successful learners;
39.8 	(2) work to close the achievement gap for at-risk children;
39.9 	(3) use an a culturally relevant integrated approach to early literacy that daily offers 
39.10 	a literacy-rich classroom learning environment composed of books, writing materials, 
39.11 	writing centers, labels, rhyming, and other related literacy materials and opportunities;
39.12 	(4) support children's home language while helping the children master English and 
39.13 	use multiple literacy strategies to provide a cultural bridge between home and school;
39.14 	(5) use literacy mentors, ongoing literacy groups, and other teachers and staff to 
39.15 	provide appropriate, extensive professional development opportunities in early literacy 
39.16 	and classroom strategies for preschool teachers and other preschool staff;
39.17 	(6) use ongoing data-based assessments that enable preschool teachers to understand, 
39.18 	plan, and implement literacy strategies, activities, and curriculum that meet children's 
39.19 	literacy needs and continuously improve children's literacy; and
39.20 	(7) foster participation by parents, community stakeholders, literacy advisors, and 
39.21 	evaluation specialists; and
39.22 	(8) provide parents of English learners with oral and written information to monitor 
39.23 	the program's impact on their children's English language development, to know whether 
39.24 	their children are progressing in developing their English proficiency and, where 
39.25 	practicable, their native language proficiency, and to actively engage with their children in 
39.26 	developing their English and native language proficiency.
39.27 	Program providers are encouraged to collaborate with qualified, community-based 
39.28 	early childhood providers in implementing this program and to seek nonstate funds to 
39.29 	supplement the program.
39.30 	(b) Program providers under paragraph (a) interested in extending literacy programs 
39.31 	to children in kindergarten through grade 3 may elect to form a partnership with an 
39.32 	eligible organization under section 124D.38, subdivision 2, or 124D.42, subdivision 6, 
39.33 	clause (3), schools enrolling children in kindergarten through grade 3, and other interested 
39.34 	and qualified community-based entities to provide ongoing literacy programs that offer 
39.35 	seamless literacy instruction focused on closing the literacy achievement gap. To close the 
39.36 	literacy achievement gap by the end of third grade, partnership members must agree to use 
40.1 	best efforts and practices and to work collaboratively to implement a seamless literacy 
40.2 	model from age three to grade 3, consistent with paragraph (a). Literacy programs under 
40.3 	this paragraph must collect and use literacy data to:
40.4 	(1) evaluate children's literacy skills; and
40.5 	(2) monitor the progress and provide reading instruction appropriate to the specific 
40.6 	needs of English learners; and
40.7 	(3) formulate specific intervention strategies to provide reading instruction to 
40.8 	children premised on the outcomes of formative and summative assessments and 
40.9 	research-based indicators of literacy development.
40.10 	The literacy programs under this paragraph also must train teachers and other 
40.11 	providers working with children to use the assessment outcomes under clause (2) to 
40.12 	develop and use effective, long-term literacy coaching models that are specific to the 
40.13 	program providers.

40.14 	Sec. 2. Minnesota Statutes 2013 Supplement, section 120B.11, is amended to read:
40.15 	120B.11 SCHOOL DISTRICT PROCESS FOR REVIEWING CURRICULUM, 
40.16 	INSTRUCTION, AND STUDENT ACHIEVEMENT; STRIVING FOR THE 
40.17 	WORLD'S BEST WORKFORCE.
40.18 		Subdivision 1.Definitions. For the purposes of this section and section 120B.10, 
40.19 	the following terms have the meanings given them.
40.20 	(a) "Instruction" means methods of providing learning experiences that enable a 
40.21 	student students to meet state and district academic standards and graduation requirements, 
40.22 	including providing English learners with appropriate, full, effective, and meaningful 
40.23 	access to regular classroom instruction in core curriculum.
40.24 	(b) "Curriculum" means district or school adopted programs and written plans for 
40.25 	providing students with learning experiences that lead to expected knowledge and skills 
40.26 	and career and college readiness.
40.27 	(c) "World's best workforce" means striving to: meet school readiness goals; have 
40.28 	all third grade students achieve grade-level literacy; close the academic achievement gap 
40.29 	among all racial and ethnic groups of students and between students living in poverty and 
40.30 	students not living in poverty; ensure all English learners have the appropriate English 
40.31 	learner instruction and content area support to achieve academic language proficiency, 
40.32 	including oral academic language proficiency, in English and are taught the same state 
40.33 	and local academic standards as native English-speaking students; have all students attain 
40.34 	career and college readiness before graduating from high school; and have all students 
40.35 	graduate from high school.
41.1 	(d) "Cultural competence," "cultural competency," or "culturally competent" 
41.2 	means the ability and will to interact effectively with people of different cultures, native 
41.3 	languages, and socioeconomic backgrounds.
41.4 		Subd. 1a.Performance measures. (a) Measures to determine school district and 
41.5 	school site progress in striving to create the world's best workforce must include at least:
41.6 	(1) student performance on the National Association Assessment of Education 
41.7 	Progress;
41.8 	(2) the size of the academic achievement gap and rigorous course taking and 
41.9 	enrichment experiences by student subgroup;
41.10 	(3) student performance on the Minnesota Comprehensive Assessments;
41.11 	(4) high school graduation rates; and
41.12 	(5) career and college readiness under section 120B.30, subdivision 1; and
41.13 	(6) the English language development and academic progress, including the oral 
41.14 	academic development, of English learners and their native language development if the 
41.15 	native language is used as a language of instruction.
41.16 	(b) When administering formative or summative assessments used to measure 
41.17 	the academic progress, including the oral academic development, of English learners 
41.18 	and inform their instruction, schools must ensure that the assessments are accessible to 
41.19 	the students and students have the modifications and supports they need to sufficiently 
41.20 	understand the assessments.
41.21 		Subd. 2.Adopting plans and budgets.  A school board, at a public meeting, shall 
41.22 	adopt a comprehensive, long-term strategic plan to support and improve teaching and 
41.23 	learning that is aligned with creating the world's best workforce and includes:
41.24 	(1) clearly defined district and school site goals and benchmarks for instruction and 
41.25 	student achievement for all student subgroups identified in section 120B.35, subdivision 3, 
41.26 	paragraph (b), clause (2);
41.27 	(2) a process for assessing and evaluating each student's progress toward meeting state 
41.28 	and local academic standards and identifying the strengths and weaknesses of instruction 
41.29 	in pursuit of student and school success and curriculum affecting students' progress and 
41.30 	growth toward career and college readiness and leading to the world's best workforce;
41.31 	(3) a system to periodically review and evaluate the effectiveness of all instruction 
41.32 	and curriculum, taking into account strategies and best practices, student outcomes, school 
41.33 	principal evaluations under section 123B.147, subdivision 3, and teacher evaluations 
41.34 	under section 122A.40, subdivision 8, or 122A.41, subdivision 5;
42.1 	(4) strategies for improving instruction, curriculum, and student achievement, 
42.2 	including the English and, where practicable, the native language development and the 
42.3 	academic achievement of English learners;
42.4 	(5) education effectiveness practices that integrate high-quality instruction, rigorous 
42.5 	curriculum, technology, and a collaborative professional culture that develops and 
42.6 	supports teacher quality, performance, and effectiveness; and
42.7 	(6) an annual budget for continuing to implement the district plan.
42.8 		Subd. 3.District advisory committee. Each school board shall establish an 
42.9 	advisory committee to ensure active community participation in all phases of planning and 
42.10 	improving the instruction and curriculum affecting state and district academic standards, 
42.11 	consistent with subdivision 2. A district advisory committee, to the extent possible, 
42.12 	shall reflect the diversity of the district and its school sites, and shall include teachers, 
42.13 	parents, support staff, students, and other community residents, and provide translation 
42.14 	to the extent appropriate and practicable. The district advisory committee shall pursue 
42.15 	community support to accelerate the academic and native literacy and achievement of 
42.16 	English learners with varied needs, from young children to adults, consistent with section 
42.17 	124D.59, subdivisions 2 and 2a. The district may establish site teams as subcommittees 
42.18 	of the district advisory committee under subdivision 4. The district advisory committee 
42.19 	shall recommend to the school board rigorous academic standards, student achievement 
42.20 	goals and measures consistent with subdivision 1a and sections 120B.022, subdivision 
42.21 	1, paragraphs (b) and (c), and 120B.35, district assessments, and program evaluations. 
42.22 	School sites may expand upon district evaluations of instruction, curriculum, assessments, 
42.23 	or programs. Whenever possible, parents and other community residents shall comprise at 
42.24 	least two-thirds of advisory committee members.
42.25 		Subd. 4.Site team. A school may establish a site team to develop and implement 
42.26 	strategies and education effectiveness practices to improve instruction, curriculum, 
42.27 	cultural competencies, including cultural awareness and cross-cultural communication, 
42.28 	and student achievement at the school site, consistent with subdivision 2. The team advises 
42.29 	the board and the advisory committee about developing the annual budget and revising an 
42.30 	instruction and curriculum improvement plan that aligns curriculum, assessment of student 
42.31 	progress, and growth in meeting state and district academic standards and instruction.
42.32 		Subd. 5.Report. Consistent with requirements for school performance reports 
42.33 	under section 120B.36, subdivision 1, the school board shall publish a report in the local 
42.34 	newspaper with the largest circulation in the district, by mail, or by electronic means on 
42.35 	the district Web site. The school board shall hold an annual public meeting to review, 
42.36 	and revise where appropriate, student achievement goals, local assessment outcomes, 
43.1 	plans, strategies, and practices for improving curriculum and instruction and cultural 
43.2 	responsiveness, including cultural awareness and cross-cultural communication, and to 
43.3 	review district success in realizing the previously adopted student achievement goals and 
43.4 	related benchmarks and the improvement plans leading to the world's best workforce. The 
43.5 	school board must transmit an electronic summary of its report to the commissioner in the 
43.6 	form and manner the commissioner determines.
43.7 		Subd. 7.Periodic report. Each school district shall periodically survey affected 
43.8 	constituencies, in their native languages where appropriate, about their connection to and 
43.9 	level of satisfaction with school. The district shall include the results of this evaluation in 
43.10 	the summary report required under subdivision 5.
43.11 		Subd. 9.Annual evaluation. (a) The commissioner must identify effective 
43.12 	strategies, practices, and use of resources by districts and school sites in striving for the 
43.13 	world's best workforce. The commissioner must assist districts and sites throughout the 
43.14 	state in implementing these effective strategies, practices, and use of resources.
43.15 	(b) The commissioner must identify those districts in any consecutive three-year 
43.16 	period not making sufficient progress toward improving teaching and learning for all 
43.17 	students, including English learners with varied needs, consistent with section 124D.59, 
43.18 	subdivisions 2 and 2a, and striving for the world's best workforce. The commissioner, in 
43.19 	collaboration with the identified district, may require the district to use up to two percent 
43.20 	of its basic general education revenue per fiscal year during the proximate three school 
43.21 	years to implement commissioner-specified strategies and practices, consistent with 
43.22 	paragraph (a), to improve and accelerate its progress in realizing its goals under this 
43.23 	section. In implementing this section, the commissioner must consider districts' budget 
43.24 	constraints and legal obligations.

43.25 	Sec. 3. Minnesota Statutes 2013 Supplement, section 120B.115, is amended to read:
43.26 	120B.115 REGIONAL CENTERS OF EXCELLENCE.
43.27 	(a) Regional centers of excellence are established to assist and support school 
43.28 	boards, school districts, school sites, and charter schools in implementing research-based 
43.29 	interventions and practices to increase the students' achievement within a region. 
43.30 	The centers must develop partnerships with local and regional service cooperatives, 
43.31 	postsecondary institutions, integrated school districts, the department, children's mental 
43.32 	health providers, or other local or regional entities interested in providing a cohesive 
43.33 	and consistent regional delivery system that serves all schools equitably. Centers must 
43.34 	assist school districts, school sites, and charter schools in developing similar partnerships. 
44.1 	Center support may include assisting school districts, school sites, and charter schools 
44.2 	with common principles of effective practice, including:
44.3 	(1) defining measurable education goals under section 120B.11, subdivision 2;
44.4 	(2) implementing evidence-based practices;
44.5 	(3) engaging in data-driven decision-making;
44.6 	(4) providing multilayered levels of support;
44.7 	(5) supporting culturally responsive teaching and learning aligning the development 
44.8 	of academic English proficiency, state and local academic standards, and career and 
44.9 	college readiness benchmarks; and
44.10 	(6) engaging parents, families, youth, and local community members in programs 
44.11 	and activities at the school district, school site, or charter school that foster collaboration 
44.12 	and shared accountability for the achievement of all students; and
44.13 	(7) translating district forms and other information such as a multilingual glossary of 
44.14 	commonly used education terms and phrases.
44.15 	Centers must work with school site leadership teams to build capacity the expertise and 
44.16 	experience to implement programs that close the achievement gap, provide effective and 
44.17 	differentiated programs and instruction for different types of English learners, including 
44.18 	English learners with limited or interrupted formal schooling and long-term English 
44.19 	learners under section 124D.59, subdivisions 2 and 2a, increase students' progress and 
44.20 	growth toward career and college readiness, and increase student graduation rates.
44.21 	(b) The department must assist the regional centers of excellence to meet staff, 
44.22 	facilities, and technical needs, provide the centers with programmatic support, and work 
44.23 	with the centers to establish a coherent statewide system of regional support, including 
44.24 	consulting, training, and technical support, to help school boards, school districts, school 
44.25 	sites, and charter schools effectively and efficiently implement the world's best workforce 
44.26 	goals under section 120B.11 and other state and federal education initiatives.

44.27 	Sec. 4. Minnesota Statutes 2012, section 120B.12, is amended to read:
44.28 	120B.12 READING PROFICIENTLY NO LATER THAN THE END OF 
44.29 	GRADE 3.
44.30 		Subdivision 1.Literacy goal. The legislature seeks to have every child reading at or 
44.31 	above grade level no later than the end of grade 3, including English learners, and that 
44.32 	teachers provide comprehensive, scientifically based reading instruction consistent with 
44.33 	section 122A.06, subdivision 4.
44.34 		Subd. 2.Identification; report. For the 2011-2012 school year and later, each 
44.35 	school district shall identify before the end of kindergarten, grade 1, and grade 2 students 
45.1 	who are not reading at grade level before the end of the current school year. Reading 
45.2 	assessments in English, and in the predominant languages of district students where 
45.3 	practicable, must identify and evaluate students' areas of academic need related to literacy. 
45.4 	The district also must monitor the progress and provide reading instruction appropriate 
45.5 	to the specific needs of English learners. The district must use a locally adopted, 
45.6 	developmentally appropriate, and culturally responsive assessment and annually report 
45.7 	summary assessment results to the commissioner by July 1.
45.8 		Subd. 2a.Parent notification and involvement. Schools, at least annually, 
45.9 	must give the parent of each student who is not reading at or above grade level timely 
45.10 	information about:
45.11 	(1) student's reading proficiency as measured by a locally adopted assessment;
45.12 	(2) reading-related services currently being provided to the student; and
45.13 	(3) strategies for parents to use at home in helping their student succeed in becoming 
45.14 	grade-level proficient in reading in English and in their native language.
45.15 		Subd. 3.Intervention. For each student identified under subdivision 2, the district 
45.16 	shall provide reading intervention to accelerate student growth in order to and reach the 
45.17 	goal of reading at or above grade level by the end of the current grade and school year. 
45.18 	District intervention methods shall encourage parental involvement family engagement
45.19 	 and, where possible, collaboration with appropriate school and community programs. 
45.20 	Intervention methods may include, but are not limited to, requiring attendance in summer 
45.21 	school, intensified reading instruction that may require that the student be removed from 
45.22 	the regular classroom for part of the school day or, extended-day programs, or programs 
45.23 	that strengthen students' cultural connections.
45.24 		Subd. 4.Staff development. Each district shall use the data under subdivision 2 to 
45.25 	identify the staff development needs so that:
45.26 	(1) elementary teachers are able to implement comprehensive, scientifically based 
45.27 	reading and oral language instruction in the five reading areas of phonemic awareness, 
45.28 	phonics, fluency, vocabulary, and comprehension as defined in section 122A.06, 
45.29 	subdivision 4, and other literacy-related areas including writing until the student achieves 
45.30 	grade-level reading proficiency;
45.31 	(2) elementary teachers have sufficient training to provide comprehensive, 
45.32 	scientifically based reading and oral language instruction that meets students' 
45.33 	developmental, linguistic, and literacy needs using the intervention methods or programs 
45.34 	selected by the district for the identified students;
45.35 	(3) licensed teachers employed by the district have regular opportunities to improve 
45.36 	reading and writing instruction; and
46.1 	(4) licensed teachers recognize students' diverse needs in cross-cultural settings 
46.2 	and are able to serve the oral language and linguistic needs of students who are English 
46.3 	learners by maximizing strengths in their native languages in order to cultivate students' 
46.4 	English language development, including oral academic language development, and 
46.5 	build academic literacy; and
46.6 	(5) licensed teachers are well trained in culturally responsive pedagogy that enables 
46.7 	students to master content, develop skills to access content, and build relationships.
46.8 		Subd. 4a.Local literacy plan. Consistent with this section, a school district must 
46.9 	adopt a local literacy plan to have every child reading at or above grade level no later than 
46.10 	the end of grade 3, including English learners. The plan must include a process to assess 
46.11 	students' level of reading proficiency, notify and involve parents, intervene with students 
46.12 	who are not reading at or above grade level, and identify and meet staff development 
46.13 	needs. The district must post its literacy plan on the official school district Web site.
46.14 		Subd. 5.Commissioner. The commissioner shall recommend to districts multiple 
46.15 	assessment tools to assist districts and teachers with identifying students under subdivision 
46.16 	2. The commissioner shall also make available examples of nationally recognized and 
46.17 	research-based instructional methods or programs to districts to provide comprehensive, 
46.18 	scientifically based reading instruction and intervention under this section.

46.19 	Sec. 5. Minnesota Statutes 2013 Supplement, section 120B.125, is amended to read:
46.20 	120B.125 PLANNING FOR STUDENTS' SUCCESSFUL TRANSITION 
46.21 	TO POSTSECONDARY EDUCATION AND EMPLOYMENT; INVOLUNTARY 
46.22 	CAREER TRACKING PROHIBITED.
46.23 	(a) Consistent with sections 120B.128, 120B.13, 120B.131, 120B.132, 120B.14, 
46.24 	120B.15, 120B.30, subdivision 1, paragraph (c), 125A.08, and other related sections, 
46.25 	school districts, beginning in the 2013-2014 school year, must assist all students by no 
46.26 	later than grade 9 to explore their college and career interests and aspirations and develop 
46.27 	a plan for a smooth and successful transition to postsecondary education or employment. 
46.28 	All students' plans must be designed to:
46.29 	(1) provide a comprehensive academic plan for completing a college and 
46.30 	career-ready curriculum premised on meeting state and local academic standards 
46.31 	and developing 21st century skills such as team work, collaboration, creativity, 
46.32 	communication, critical thinking, and good work habits;
46.33 	(2) emphasize academic rigor and high expectations;
46.34 	(3) help students identify personal learning styles that may affect their postsecondary 
46.35 	education and employment choices;
47.1 	(4) help students gain access to postsecondary education and career options;
47.2 	(5) integrate strong academic content into career-focused courses and integrate 
47.3 	relevant career-focused courses into strong academic content;
47.4 	(6) help students and families identify and gain access to appropriate counseling 
47.5 	and other supports and assistance that enable students to complete required coursework, 
47.6 	prepare for postsecondary education and careers, and obtain information about 
47.7 	postsecondary education costs and eligibility for financial aid and scholarship;
47.8 	(7) help students and families identify collaborative partnerships of kindergarten
47.9 	 prekindergarten through grade 12 schools, postsecondary institutions, economic 
47.10 	development agencies, and employers that support students' transition to postsecondary 
47.11 	education and employment and provide students with experiential learning opportunities; 
47.12 	and
47.13 	(8) be reviewed and revised at least annually by the student, the student's parent or 
47.14 	guardian, and the school or district to ensure that the student's course-taking schedule 
47.15 	keeps the student making adequate progress to meet state and local high school graduation 
47.16 	requirements and with a reasonable chance to succeed with employment or postsecondary 
47.17 	education without the need to first complete remedial course work.
47.18 	(b) A school district may develop grade-level curricula or provide instruction that 
47.19 	introduces students to various careers, but must not require any curriculum, instruction, 
47.20 	or employment-related activity that obligates an elementary or secondary student to 
47.21 	involuntarily select a career, career interest, employment goals, or related job training.
47.22 	(c) Educators must possess the knowledge and skills to effectively teach all English 
47.23 	learners in their classrooms. School districts must provide appropriate curriculum, 
47.24 	targeted materials, professional development opportunities for educators, and sufficient 
47.25 	resources to enable English learners to become career- and college-ready.

47.26 	Sec. 6. Minnesota Statutes 2013 Supplement, section 120B.35, subdivision 3, is 
47.27 	amended to read:
47.28 		Subd. 3.State growth target; other state measures. (a) The state's educational 
47.29 	assessment system measuring individual students' educational growth is based on 
47.30 	indicators of achievement growth that show an individual student's prior achievement. 
47.31 	Indicators of achievement and prior achievement must be based on highly reliable 
47.32 	statewide or districtwide assessments.
47.33 	(b) The commissioner, in consultation with a stakeholder group that includes 
47.34 	assessment and evaluation directors and, district staff, experts in culturally responsive 
47.35 	teaching, and researchers, must implement a model that uses a value-added growth 
48.1 	indicator and includes criteria for identifying schools and school districts that demonstrate 
48.2 	medium and high growth under section 120B.299, subdivisions 8 and 9, and may 
48.3 	recommend other value-added measures under section 120B.299, subdivision 3. The model 
48.4 	may be used to advance educators' professional development and replicate programs that 
48.5 	succeed in meeting students' diverse learning needs. Data on individual teachers generated 
48.6 	under the model are personnel data under section 13.43. The model must allow users to:
48.7 	(1) report student growth consistent with this paragraph; and
48.8 	(2) for all student categories, report and compare aggregated and disaggregated state 
48.9 	growth data using the nine student categories identified under the federal 2001 No Child 
48.10 	Left Behind Act and two student gender categories of male and female, respectively, 
48.11 	following appropriate reporting practices to protect nonpublic student data.
48.12 	The commissioner must report measures of student growth, consistent with this 
48.13 	paragraph.
48.14 	(c) When reporting student performance under section 120B.36, subdivision 1, the 
48.15 	commissioner annually, beginning July 1, 2011, must report two core measures indicating 
48.16 	the extent to which current high school graduates are being prepared for postsecondary 
48.17 	academic and career opportunities:
48.18 	(1) a preparation measure indicating the number and percentage of high school 
48.19 	graduates in the most recent school year who completed course work important to 
48.20 	preparing them for postsecondary academic and career opportunities, consistent with 
48.21 	the core academic subjects required for admission to Minnesota's public colleges and 
48.22 	universities as determined by the Office of Higher Education under chapter 136A; and
48.23 	(2) a rigorous coursework measure indicating the number and percentage of high 
48.24 	school graduates in the most recent school year who successfully completed one or more 
48.25 	college-level advanced placement, international baccalaureate, postsecondary enrollment 
48.26 	options including concurrent enrollment, other rigorous courses of study under section 
48.27 	120B.021, subdivision 1a, or industry certification courses or programs.
48.28 	When reporting the core measures under clauses (1) and (2), the commissioner must also 
48.29 	analyze and report separate categories of information using the nine student categories 
48.30 	identified under the federal 2001 No Child Left Behind Act and two student gender 
48.31 	categories of male and female, respectively, following appropriate reporting practices to 
48.32 	protect nonpublic student data.
48.33 	(d) When reporting student performance under section 120B.36, subdivision 1, the 
48.34 	commissioner annually, beginning July 1, 2014, must report summary data on school 
48.35 	safety and students' engagement and connection at school. The summary data under this 
48.36 	paragraph are separate from and must not be used for any purpose related to measuring 
49.1 	or evaluating the performance of classroom teachers. The commissioner, in consultation 
49.2 	with qualified experts on student engagement and connection and classroom teachers, 
49.3 	must identify highly reliable variables that generate summary data under this paragraph. 
49.4 	The summary data may be used at school, district, and state levels only. Any data on 
49.5 	individuals received, collected, or created that are used to generate the summary data 
49.6 	under this paragraph are nonpublic data under section 13.02, subdivision 9.
49.7 	(e) For purposes of statewide educational accountability, the commissioner must 
49.8 	identify and report measures that demonstrate the success of learning year program 
49.9 	providers under sections 123A.05 and 124D.68, among other such providers, in improving 
49.10 	students' graduation outcomes. The commissioner, beginning July 1, 2015, must annually 
49.11 	report summary data on:
49.12 	(1) the four- and six-year graduation rates of students under this paragraph;
49.13 	(2) the percent of students under this paragraph whose progress and performance 
49.14 	levels are meeting career and college readiness benchmarks under section 120B.30, 
49.15 	subdivision 1; and
49.16 	(3) the success that learning year program providers experience in:
49.17 	(i) identifying at-risk and off-track student populations by grade;
49.18 	(ii) providing successful prevention and intervention strategies for at-risk students;
49.19 	(iii) providing successful recuperative and recovery or reenrollment strategies for 
49.20 	off-track students; and
49.21 	(iv) improving the graduation outcomes of at-risk and off-track students.
49.22 	The commissioner may include in the annual report summary data on other education 
49.23 	providers serving a majority of students eligible to participate in a learning year program.
49.24 	(f) The commissioner, in consultation with recognized experts with knowledge and 
49.25 	experience in assessing the language proficiency and academic performance of English 
49.26 	learners, must identify and report appropriate and effective measures to improve current 
49.27 	categories of language difficulty and assessments, and monitor and report data on students' 
49.28 	English proficiency levels, program placement, and academic language development, 
49.29 	including oral academic language.

49.30 	Sec. 7. Minnesota Statutes 2013 Supplement, section 120B.36, subdivision 1, is 
49.31 	amended to read:
49.32 		Subdivision 1.School performance reports. (a) The commissioner shall report 
49.33 	student academic performance under section 120B.35, subdivision 2; the percentages of 
49.34 	students showing low, medium, and high growth under section 120B.35, subdivision 
49.35 	3, paragraph (b); school safety and student engagement and connection under section 
50.1 	120B.35, subdivision 3, paragraph (d); rigorous coursework under section 120B.35, 
50.2 	subdivision 3, paragraph (c); the percentage of students under section 120B.35, 
50.3 	subdivision 3, paragraph (b), clause (2), whose progress and performance levels are 
50.4 	meeting career and college readiness benchmarks under sections 120B.30, subdivision 1, 
50.5 	and 120B.35, subdivision 3, paragraph (e); longitudinal data on the progress of eligible 
50.6 	districts in reducing disparities in students' academic achievement and realizing racial and 
50.7 	economic integration under section 124D.861; the acquisition of English, and where 
50.8 	practicable, native language academic literacy, including oral academic language, and 
50.9 	the academic progress of English learners under section 124D.59, subdivisions 2 and 
50.10 	2a; two separate student-to-teacher ratios that clearly indicate the definition of teacher 
50.11 	consistent with sections 122A.06 and 122A.15 for purposes of determining these ratios; 
50.12 	staff characteristics excluding salaries; student enrollment demographics; district mobility; 
50.13 	and extracurricular activities. The report also must indicate a school's adequate yearly 
50.14 	progress status under applicable federal law, and must not set any designations applicable 
50.15 	to high- and low-performing schools due solely to adequate yearly progress status.
50.16 	(b) The commissioner shall develop, annually update, and post on the department 
50.17 	Web site school performance reports.
50.18 	(c) The commissioner must make available performance reports by the beginning 
50.19 	of each school year.
50.20 	(d) A school or district may appeal its adequate yearly progress status in writing to 
50.21 	the commissioner within 30 days of receiving the notice of its status. The commissioner's 
50.22 	decision to uphold or deny an appeal is final.
50.23 	(e) School performance data are nonpublic data under section 13.02, subdivision 9, 
50.24 	until the commissioner publicly releases the data. The commissioner shall annually post 
50.25 	school performance reports to the department's public Web site no later than September 1, 
50.26 	except that in years when the reports reflect new performance standards, the commissioner 
50.27 	shall post the school performance reports no later than October 1.

50.28 	Sec. 8. Minnesota Statutes 2012, section 122A.06, subdivision 4, is amended to read:
50.29 		Subd. 4.Comprehensive, scientifically based reading instruction. (a) 
50.30 	"Comprehensive, scientifically based reading instruction" includes a program or collection 
50.31 	of instructional practices that is based on valid, replicable evidence showing that when 
50.32 	these programs or practices are used, students can be expected to achieve, at a minimum, 
50.33 	satisfactory reading progress. The program or collection of practices must include, at a 
50.34 	minimum, effective, balanced instruction in all five areas of reading: phonemic awareness, 
50.35 	phonics, fluency, vocabulary development, and reading comprehension.
51.1 	Comprehensive, scientifically based reading instruction also includes and integrates 
51.2 	instructional strategies for continuously assessing, evaluating, and communicating 
51.3 	the student's reading progress and needs in order to design and implement ongoing 
51.4 	interventions so that students of all ages and proficiency levels can read and comprehend 
51.5 	text, write, and apply higher level thinking skills. For English learners developing literacy 
51.6 	skills, districts are encouraged to use strategies that teach reading and writing in the 
51.7 	students' native language and English at the same time.
51.8 	(b) "Fluency" is the ability of students to read text with speed, accuracy, and proper 
51.9 	expression.
51.10 	(c) "Phonemic awareness" is the ability of students to notice, think about, and 
51.11 	manipulate individual sounds in spoken syllables and words.
51.12 	(d) "Phonics" is the understanding that there are systematic and predictable 
51.13 	relationships between written letters and spoken words. Phonics instruction is a way 
51.14 	of teaching reading that stresses learning how letters correspond to sounds and how to 
51.15 	apply this knowledge in reading and spelling.
51.16 	(e) "Reading comprehension" is an active process that requires intentional thinking 
51.17 	during which meaning is constructed through interactions between text and reader. 
51.18 	Comprehension skills are taught explicitly by demonstrating, explaining, modeling, and 
51.19 	implementing specific cognitive strategies to help beginning readers derive meaning 
51.20 	through intentional, problem-solving thinking processes.
51.21 	(f) "Vocabulary development" is the process of teaching vocabulary both directly 
51.22 	and indirectly, with repetition and multiple exposures to vocabulary items. Learning in 
51.23 	rich contexts, incidental learning, and use of computer technology enhance the acquiring 
51.24 	of vocabulary.
51.25 	(g) Nothing in this subdivision limits the authority of a school district to select a 
51.26 	school's reading program or curriculum.

51.27 	Sec. 9. Minnesota Statutes 2013 Supplement, section 122A.09, subdivision 4, is 
51.28 	amended to read:
51.29 		Subd. 4.License and rules. (a) The board must adopt rules to license public school 
51.30 	teachers and interns subject to chapter 14.
51.31 	(b) The board must adopt rules requiring a person to pass a skills examination in 
51.32 	reading, writing, and mathematics as a requirement for initial teacher licensure, except 
51.33 	that the board may issue up to two additional temporary, one-year teaching licenses to an 
51.34 	otherwise qualified candidate who has not yet passed the skills exam. Such rules must 
51.35 	require college and universities offering a board-approved teacher preparation program to 
52.1 	provide remedial assistance to persons who did not achieve a qualifying score on the skills 
52.2 	examination, including those for whom English is a second language.
52.3 	(c) The board must adopt rules to approve teacher preparation programs. The board, 
52.4 	upon the request of a postsecondary student preparing for teacher licensure or a licensed 
52.5 	graduate of a teacher preparation program, shall assist in resolving a dispute between the 
52.6 	person and a postsecondary institution providing a teacher preparation program when the 
52.7 	dispute involves an institution's recommendation for licensure affecting the person or the 
52.8 	person's credentials. At the board's discretion, assistance may include the application 
52.9 	of chapter 14.
52.10 	(d) The board must provide the leadership and adopt rules for the redesign of teacher 
52.11 	education programs to implement a research based, results-oriented curriculum that 
52.12 	focuses on the skills teachers need in order to be effective. The board shall implement new 
52.13 	systems of teacher preparation program evaluation to assure program effectiveness based 
52.14 	on proficiency of graduates in demonstrating attainment of program outcomes. Teacher 
52.15 	preparation programs including alternative teacher preparation programs under section 
52.16 	122A.245, among other programs, must include a content-specific, board-approved, 
52.17 	performance-based assessment that measures teacher candidates in three areas: planning 
52.18 	for instruction and assessment; engaging students and supporting learning; and assessing 
52.19 	student learning.
52.20 	(e) The board must adopt rules requiring candidates for initial licenses to pass an 
52.21 	examination of general pedagogical knowledge and examinations of licensure-specific 
52.22 	teaching skills. The rules shall be effective by September 1, 2001. The rules under this 
52.23 	paragraph also must require candidates for initial licenses to teach prekindergarten or 
52.24 	elementary students to pass, as part of the examination of licensure-specific teaching 
52.25 	skills, test items assessing the candidates' knowledge, skill, and ability in comprehensive, 
52.26 	scientifically based reading instruction under section 122A.06, subdivision 4, and their 
52.27 	knowledge and understanding of the foundations of reading development, the development 
52.28 	of reading comprehension, and reading assessment and instruction, and their ability to 
52.29 	integrate that knowledge and understanding.
52.30 	(f) The board must adopt rules requiring teacher educators to work directly with 
52.31 	elementary or secondary school teachers in elementary or secondary schools to obtain 
52.32 	periodic exposure to the elementary or secondary teaching environment.
52.33 	(g) The board must grant licenses to interns and to candidates for initial licenses 
52.34 	based on appropriate professional competencies that are aligned with the board's licensing 
52.35 	system and students' diverse learning needs. All teacher candidates must have preparation 
52.36 	in English language development and content instruction for English learners in order to be 
53.1 	able to effectively instruct the English learners in their classrooms. The board must include 
53.2 	these licenses in a statewide differentiated licensing system that creates new leadership 
53.3 	roles for successful experienced teachers premised on a collaborative professional culture 
53.4 	dedicated to meeting students' diverse learning needs in the 21st century, recognizes the 
53.5 	importance of cultural and linguistic competencies, including the ability to teach and 
53.6 	communicate in culturally competent and aware ways, and formalizes mentoring and 
53.7 	induction for newly licensed teachers that is provided through a teacher support framework.
53.8 	(h) The board must design and implement an assessment system which requires a 
53.9 	candidate for an initial license and first continuing license to demonstrate the abilities 
53.10 	necessary to perform selected, representative teaching tasks at appropriate levels.
53.11 	(i) The board must receive recommendations from local committees as established 
53.12 	by the board for the renewal of teaching licenses. The board must require licensed teachers 
53.13 	who are renewing a continuing license to include in the renewal requirements further 
53.14 	preparation in English language development and specially designed content instruction 
53.15 	in English for English learners.
53.16 	(j) The board must grant life licenses to those who qualify according to requirements 
53.17 	established by the board, and suspend or revoke licenses pursuant to sections 122A.20 and 
53.18 	214.10. The board must not establish any expiration date for application for life licenses.
53.19 	(k) The board must adopt rules that require all licensed teachers who are renewing 
53.20 	their continuing license to include in their renewal requirements further preparation in 
53.21 	the areas of using positive behavior interventions and in accommodating, modifying, and 
53.22 	adapting curricula, materials, and strategies to appropriately meet the needs of individual 
53.23 	students and ensure adequate progress toward the state's graduation rule.
53.24 	(l) In adopting rules to license public school teachers who provide health-related 
53.25 	services for disabled children, the board shall adopt rules consistent with license or 
53.26 	registration requirements of the commissioner of health and the health-related boards who 
53.27 	license personnel who perform similar services outside of the school.
53.28 	(m) The board must adopt rules that require all licensed teachers who are renewing 
53.29 	their continuing license to include in their renewal requirements further reading 
53.30 	preparation, consistent with section 122A.06, subdivision 4. The rules do not take effect 
53.31 	until they are approved by law. Teachers who do not provide direct instruction including, at 
53.32 	least, counselors, school psychologists, school nurses, school social workers, audiovisual 
53.33 	directors and coordinators, and recreation personnel are exempt from this section.
53.34 	(n) The board must adopt rules that require all licensed teachers who are renewing 
53.35 	their continuing license to include in their renewal requirements further preparation, 
53.36 	first, in understanding the key warning signs of early-onset mental illness in children 
54.1 	and adolescents and then, during subsequent licensure renewal periods, preparation may 
54.2 	include providing a more in-depth understanding of students' mental illness trauma, 
54.3 	accommodations for students' mental illness, parents' role in addressing students' mental 
54.4 	illness, Fetal Alcohol Spectrum Disorders, autism, the requirements of section 125A.0942 
54.5 	governing restrictive procedures, and de-escalation methods, among other similar topics.

54.6 	EFFECTIVE DATE. This section is effective August 1, 2015, and applies to 
54.7 	individuals entering a teacher preparation program after that date.

54.8 	Sec. 10. Minnesota Statutes 2012, section 122A.14, subdivision 2, is amended to read:
54.9 		Subd. 2.Preparation programs. The board shall review and approve or 
54.10 	disapprove preparation programs for school administrators and alternative preparation 
54.11 	programs for administrators under section 122A.27, and must consider other alternative 
54.12 	competency-based preparation programs leading to licensure. Among other requirements, 
54.13 	preparation programs must include instruction on meeting the varied needs of English 
54.14 	learners, from young children to adults, in English and, where practicable, in students' 
54.15 	native language.

54.16 	EFFECTIVE DATE. This section is effective August 1, 2015, and applies to 
54.17 	individuals entering a school administrator preparation program after that date.

54.18 	Sec. 11. Minnesota Statutes 2012, section 122A.14, subdivision 3, is amended to read:
54.19 		Subd. 3.Rules for continuing education requirements. The board shall 
54.20 	adopt rules establishing continuing education requirements that promote continuous 
54.21 	improvement and acquisition of new and relevant skills by school administrators. 
54.22 	Continuing education programs, among other things, must provide school administrators 
54.23 	with information and training about building coherent and effective English learner 
54.24 	strategies that include relevant professional development, accountability for student 
54.25 	progress, students' access to the general curriculum, and sufficient staff capacity to effect 
54.26 	these strategies. A retired school principal who serves as a substitute principal or assistant 
54.27 	principal for the same person on a day-to-day basis for no more than 15 consecutive 
54.28 	school days is not subject to continuing education requirements as a condition of serving 
54.29 	as a substitute principal or assistant principal.

54.30 	EFFECTIVE DATE. This section is effective August 1, 2015, and applies to school 
54.31 	administrators renewing an administrator's license after that date.

55.1 	Sec. 12. Minnesota Statutes 2013 Supplement, section 122A.18, subdivision 2, is 
55.2 	amended to read:
55.3 		Subd. 2.Teacher and support personnel qualifications. (a) The Board of 
55.4 	Teaching must issue licenses under its jurisdiction to persons the board finds to be 
55.5 	qualified and competent for their respective positions.
55.6 	(b) The board must require a person to pass an examination of skills in reading, 
55.7 	writing, and mathematics before being granted an initial teaching license to provide direct 
55.8 	instruction to pupils in prekindergarten, elementary, secondary, or special education 
55.9 	programs, except that the board may issue up to two additional temporary, one-year 
55.10 	teaching licenses to an otherwise qualified candidate who has not yet passed the skills 
55.11 	exam. The board must require colleges and universities offering a board approved teacher 
55.12 	preparation program to make available upon request remedial assistance that includes a 
55.13 	formal diagnostic component to persons enrolled in their institution who did not achieve a 
55.14 	qualifying score on the skills examination, including those for whom English is a second 
55.15 	language. The colleges and universities must make available assistance in the specific 
55.16 	academic areas of deficiency in which the person did not achieve a qualifying score. 
55.17 	School districts may make available upon request similar, appropriate, and timely remedial 
55.18 	assistance that includes a formal diagnostic component to those persons employed by the 
55.19 	district who completed their teacher education program, who did not achieve a qualifying 
55.20 	score on the skills examination, including those persons for whom English is a second 
55.21 	language and persons under section 122A.23, subdivision 2, paragraph (h), who completed 
55.22 	their teacher's education program outside the state of Minnesota, and who received a 
55.23 	temporary license to teach in Minnesota. The Board of Teaching shall report annually 
55.24 	to the education committees of the legislature on the total number of teacher candidates 
55.25 	during the most recent school year taking the skills examination, the number who achieve 
55.26 	a qualifying score on the examination, the number who do not achieve a qualifying score 
55.27 	on the examination, the distribution of all candidates' scores, the number of candidates 
55.28 	who have taken the examination at least once before, and the number of candidates who 
55.29 	have taken the examination at least once before and achieve a qualifying score.
55.30 	(c) The Board of Teaching must grant continuing licenses only to those persons who 
55.31 	have met board criteria for granting a continuing license, which includes passing the 
55.32 	skills examination in reading, writing, and mathematics consistent with paragraph (b) and 
55.33 	section 122A.09, subdivision 4, paragraph (b).
55.34 	(d) All colleges and universities approved by the board of teaching to prepare persons 
55.35 	for teacher licensure must include in their teacher preparation programs a common core 
55.36 	of teaching knowledge and skills to be acquired by all persons recommended for teacher 
56.1 	licensure. Among other requirements, teacher candidates must demonstrate the knowledge 
56.2 	and skills needed to provide appropriate instruction to English learners to support and 
56.3 	accelerate their academic literacy, including oral academic language, and achievement in 
56.4 	content areas in a regular classroom setting. This common core shall meet the standards 
56.5 	developed by the interstate new teacher assessment and support consortium in its 1992 
56.6 	"model standards for beginning teacher licensing and development." Amendments to 
56.7 	standards adopted under this paragraph are covered by chapter 14. The board of teaching 
56.8 	shall report annually to the education committees of the legislature on the performance 
56.9 	of teacher candidates on common core assessments of knowledge and skills under this 
56.10 	paragraph during the most recent school year.

56.11 	EFFECTIVE DATE. This section is effective August 1, 2015, and applies to 
56.12 	individuals entering a teacher preparation program after that date.

56.13 	Sec. 13. Minnesota Statutes 2012, section 122A.18, subdivision 2a, is amended to read:
56.14 		Subd. 2a.Reading strategies. (a) All colleges and universities approved by the 
56.15 	Board of Teaching to prepare persons for classroom teacher licensure must include in 
56.16 	their teacher preparation programs research-based best practices in reading, consistent 
56.17 	with section 122A.06, subdivision 4, that enable the licensure candidate to know how to 
56.18 	teach reading in the candidate's content areas. Teacher candidates must be instructed 
56.19 	in using students' native languages as a resource in creating effective differentiated 
56.20 	instructional strategies for English learners developing literacy skills. These colleges and 
56.21 	universities also must prepare candidates for initial licenses to teach prekindergarten or 
56.22 	elementary students for the assessment of reading instruction portion of the examination 
56.23 	of licensure-specific teaching skills under section 122A.09, subdivision 4, paragraph (e).
56.24 	(b) Board-approved teacher preparation programs for teachers of elementary 
56.25 	education must require instruction in the application of comprehensive, scientifically 
56.26 	based, and balanced reading instruction programs that:
56.27 	(1) teach students to read using foundational knowledge, practices, and strategies 
56.28 	consistent with section 122A.06, subdivision 4, so that all students will achieve continuous 
56.29 	progress in reading; and
56.30 	(2) teach specialized instruction in reading strategies, interventions, and remediations 
56.31 	that enable students of all ages and proficiency levels to become proficient readers.
56.32 	(c) Nothing in this section limits the authority of a school district to select a school's 
56.33 	reading program or curriculum.

57.1 	EFFECTIVE DATE. This section is effective August 1, 2015, and applies to 
57.2 	individuals entering a teacher preparation program after that date.

57.3 	Sec. 14. Minnesota Statutes 2012, section 122A.18, subdivision 4, is amended to read:
57.4 		Subd. 4.Expiration and renewal. (a) Each license the Department of Education 
57.5 	issues through its licensing section must bear the date of issue. Licenses must expire 
57.6 	and be renewed according to the respective rules the Board of Teaching, the Board 
57.7 	of School Administrators, or the commissioner of education adopts. Requirements for 
57.8 	renewing a license must include showing satisfactory evidence of successful teaching or 
57.9 	administrative experience for at least one school year during the period covered by the 
57.10 	license in grades or subjects for which the license is valid or completing such additional 
57.11 	preparation as the Board of Teaching prescribes. The Board of School Administrators 
57.12 	shall establish requirements for renewing the licenses of supervisory personnel except 
57.13 	athletic coaches. The State Board of Teaching shall establish requirements for renewing 
57.14 	the licenses of athletic coaches.
57.15 	(b) Relicensure applicants who have been employed as a teacher during the renewal 
57.16 	period of their expiring license, as a condition of relicensure, must present to their local 
57.17 	continuing education and relicensure committee or other local relicensure committee 
57.18 	evidence of work that demonstrates professional reflection and growth in best teaching 
57.19 	practices, including among other things, practices in meeting the varied needs of English 
57.20 	learners, from young children to adults under section 124D.59, subdivisions 2 and 2a. The 
57.21 	applicant must include a reflective statement of professional accomplishment and the 
57.22 	applicant's own assessment of professional growth showing evidence of:
57.23 	(1) support for student learning;
57.24 	(2) use of best practices techniques and their applications to student learning;
57.25 	(3) collaborative work with colleagues that includes examples of collegiality such as 
57.26 	attested-to committee work, collaborative staff development programs, and professional 
57.27 	learning community work; or
57.28 	(4) continual professional development that may include (i) job-embedded or other 
57.29 	ongoing formal professional learning or (ii) for teachers employed for only part of the 
57.30 	renewal period of their expiring license, other similar professional development efforts 
57.31 	made during the relicensure period.
57.32 	The Board of Teaching must ensure that its teacher relicensing requirements also include 
57.33 	this paragraph.
57.34 	(c) The Board of Teaching shall offer alternative continuing relicensure options for 
57.35 	teachers who are accepted into and complete the National Board for Professional Teaching 
58.1 	Standards certification process, and offer additional continuing relicensure options for 
58.2 	teachers who earn National Board for Professional Teaching Standards certification. 
58.3 	Continuing relicensure requirements for teachers who do not maintain National Board for 
58.4 	Professional Teaching Standards certification are those the board prescribes, consistent 
58.5 	with this section.

58.6 	EFFECTIVE DATE. This section is effective August 1, 2015, and applies to 
58.7 	licensed teachers renewing a teaching license after that date.

58.8 	Sec. 15. Minnesota Statutes 2012, section 122A.19, is amended to read:
58.9 	122A.19 BILINGUAL AND ENGLISH AS A SECOND LANGUAGE 
58.10 	TEACHERS; LICENSES.
58.11 		Subdivision 1.Bilingual and English as a second language licenses. The Board of 
58.12 	Teaching, hereinafter the board, must grant teaching licenses in bilingual education and 
58.13 	English as a second language to persons who present satisfactory evidence that they:
58.14 	(a) Possess competence and communicative skills in English and in another language;
58.15 	(b) Possess a bachelor's degree or other academic degree approved by the board, 
58.16 	and meet such requirements as to course of study and training as the board may prescribe, 
58.17 	consistent with subdivision 4.
58.18 		Subd. 2.Persons holding general teaching licenses. The board may license a 
58.19 	person holding who holds a general teaching license and who presents the board with 
58.20 	satisfactory evidence of competence and communicative skills in a language other than 
58.21 	English may be licensed under this section.
58.22 		Subd. 3.Employment of teachers. Teachers employed in a bilingual education 
58.23 	or English as a second language program established pursuant to sections 124D.58 to 
58.24 	124D.64 shall not be employed to replace any presently employed teacher who otherwise 
58.25 	would not be replaced.
58.26 		Subd. 4.Teacher preparation programs. For the purpose of licensing bilingual 
58.27 	and English as a second language teachers, the board may approve programs at colleges 
58.28 	or universities designed for their training. These programs must provide instruction in 
58.29 	implementing research-based practices designed specifically for English learners. The 
58.30 	programs must focus on developing English learners' academic language proficiency in 
58.31 	English, including oral academic language, giving English learners meaningful access to 
58.32 	the full school curriculum, developing culturally relevant teaching practices appropriate 
58.33 	for immigrant students, and providing more intensive instruction and resources to English 
59.1 	learners with lower levels of academic English proficiency and varied needs, consistent 
59.2 	with section 124D.59, subdivisions 2 and 2a.
59.3 		Subd. 5.Persons eligible for employment. Any person licensed under this section 
59.4 	shall be is eligible for employment by a school board as a teacher in a bilingual education 
59.5 	or English as a second language program in which the language for which the person is 
59.6 	licensed is taught or used as a medium of instruction. A board may prescribe only those 
59.7 	additional qualifications for teachers licensed under this section as that are approved 
59.8 	by the board of teaching.
59.9 		Subd. 6.Affirmative efforts in hiring. In hiring for all positions in bilingual 
59.10 	education programs program positions, districts must give preference to and make 
59.11 	affirmative efforts to seek, recruit, and employ persons who (1) are (a) native speakers of 
59.12 	the language which is the medium of instruction in the bilingual education program or share 
59.13 	a native language with the majority of their students, and (b)(2)who share the culture of the 
59.14 	English learners who are enrolled in the program. The district shall provide procedures for 
59.15 	the involvement of involving the parent advisory committees in designing the procedures 
59.16 	for the recruitment recruiting, screening, and selection of selecting applicants. This section 
59.17 	must not be construed to limit the school board's authority to hire and discharge personnel.

59.18 	EFFECTIVE DATE. Subdivisions 1, 2, 5, and 6 are effective August 1, 2015. 
59.19 	Subdivision 3 is effective the day following final enactment. Subdivision 4 is effective 
59.20 	August 1, 2015, and applies to an individual entering a teacher preparation program after 
59.21 	that date.

59.22 	Sec. 16. Minnesota Statutes 2013 Supplement, section 122A.40, subdivision 8, is 
59.23 	amended to read:
59.24 		Subd. 8.Development, evaluation, and peer coaching for continuing contract 
59.25 	teachers. (a) To improve student learning and success, a school board and an exclusive 
59.26 	representative of the teachers in the district, consistent with paragraph (b), may develop 
59.27 	a teacher evaluation and peer review process for probationary and continuing contract 
59.28 	teachers through joint agreement. If a school board and the exclusive representative of the 
59.29 	teachers do not agree to an annual teacher evaluation and peer review process, then the 
59.30 	school board and the exclusive representative of the teachers must implement the plan 
59.31 	for evaluation and review under paragraph (c). The process must include having trained 
59.32 	observers serve as peer coaches or having teachers participate in professional learning 
59.33 	communities, consistent with paragraph (b).
60.1 	(b) To develop, improve, and support qualified teachers and effective teaching 
60.2 	practices and improve student learning and success, the annual evaluation process for 
60.3 	teachers:
60.4 	(1) must, for probationary teachers, provide for all evaluations required under 
60.5 	subdivision 5;
60.6 	(2) must establish a three-year professional review cycle for each teacher that 
60.7 	includes an individual growth and development plan, a peer review process, the 
60.8 	opportunity to participate in a professional learning community under paragraph (a), and 
60.9 	at least one summative evaluation performed by a qualified and trained evaluator such as a 
60.10 	school administrator. For the years when a tenured teacher is not evaluated by a qualified 
60.11 	and trained evaluator, the teacher must be evaluated by a peer review;
60.12 	(3) must be based on professional teaching standards established in rule;
60.13 	(4) must coordinate staff development activities under sections 122A.60 and 
60.14 	122A.61 with this evaluation process and teachers' evaluation outcomes;
60.15 	(5) may provide time during the school day and school year for peer coaching and 
60.16 	teacher collaboration;
60.17 	(6) may include mentoring and induction programs;
60.18 	(7) must include an option for teachers to develop and present a portfolio 
60.19 	demonstrating evidence of reflection and professional growth, consistent with section 
60.20 	122A.18, subdivision 4, paragraph (b), and include teachers' own performance assessment 
60.21 	based on student work samples and examples of teachers' work, which may include video 
60.22 	among other activities for the summative evaluation;
60.23 	(8) must use data from valid and reliable assessments aligned to state and local 
60.24 	academic standards and must use state and local measures of student growth and literacy 
60.25 	that may include value-added models or student learning goals to determine 35 percent of 
60.26 	teacher evaluation results;
60.27 	(9) must use longitudinal data on student engagement and connection, the academic 
60.28 	literacy, including oral academic language, and achievement of content areas of English 
60.29 	learners, and other student outcome measures explicitly aligned with the elements of 
60.30 	curriculum for which teachers are responsible;
60.31 	(10) must require qualified and trained evaluators such as school administrators to 
60.32 	perform summative evaluations;
60.33 	(11) must give teachers not meeting professional teaching standards under clauses 
60.34 	(3) through (10) support to improve through a teacher improvement process that includes 
60.35 	established goals and timelines; and
61.1 	(12) must discipline a teacher for not making adequate progress in the teacher 
61.2 	improvement process under clause (11) that may include a last chance warning, 
61.3 	termination, discharge, nonrenewal, transfer to a different position, a leave of absence, or 
61.4 	other discipline a school administrator determines is appropriate.
61.5 	Data on individual teachers generated under this subdivision are personnel data 
61.6 	under section 13.43.
61.7 	(c) The department, in consultation with parents who may represent parent 
61.8 	organizations and teacher and administrator representatives appointed by their respective 
61.9 	organizations, representing the Board of Teaching, the Minnesota Association of School 
61.10 	Administrators, the Minnesota School Boards Association, the Minnesota Elementary 
61.11 	and Secondary Principals Associations, Education Minnesota, and representatives of 
61.12 	the Minnesota Assessment Group, the Minnesota Business Partnership, the Minnesota 
61.13 	Chamber of Commerce, and Minnesota postsecondary institutions with research expertise 
61.14 	in teacher evaluation, must create and publish a teacher evaluation process that complies 
61.15 	with the requirements in paragraph (b) and applies to all teachers under this section and 
61.16 	section 122A.41 for whom no agreement exists under paragraph (a) for an annual teacher 
61.17 	evaluation and peer review process. The teacher evaluation process created under this 
61.18 	subdivision does not create additional due process rights for probationary teachers under 
61.19 	subdivision 5.

61.20 	Sec. 17. Minnesota Statutes 2013 Supplement, section 122A.41, subdivision 5, is 
61.21 	amended to read:
61.22 		Subd. 5.Development, evaluation, and peer coaching for continuing contract 
61.23 	teachers. (a) To improve student learning and success, a school board and an exclusive 
61.24 	representative of the teachers in the district, consistent with paragraph (b), may develop an 
61.25 	annual teacher evaluation and peer review process for probationary and nonprobationary 
61.26 	teachers through joint agreement. If a school board and the exclusive representative of 
61.27 	the teachers in the district do not agree to an annual teacher evaluation and peer review 
61.28 	process, then the school board and the exclusive representative of the teachers must 
61.29 	implement the plan for evaluation and review developed under paragraph (c). The process 
61.30 	must include having trained observers serve as peer coaches or having teachers participate 
61.31 	in professional learning communities, consistent with paragraph (b).
61.32 	(b) To develop, improve, and support qualified teachers and effective teaching 
61.33 	practices and improve student learning and success, the annual evaluation process for 
61.34 	teachers:
62.1 	(1) must, for probationary teachers, provide for all evaluations required under 
62.2 	subdivision 2;
62.3 	(2) must establish a three-year professional review cycle for each teacher that 
62.4 	includes an individual growth and development plan, a peer review process, the 
62.5 	opportunity to participate in a professional learning community under paragraph (a), and 
62.6 	at least one summative evaluation performed by a qualified and trained evaluator such 
62.7 	as a school administrator;
62.8 	(3) must be based on professional teaching standards established in rule;
62.9 	(4) must coordinate staff development activities under sections 122A.60 and 
62.10 	122A.61 with this evaluation process and teachers' evaluation outcomes;
62.11 	(5) may provide time during the school day and school year for peer coaching and 
62.12 	teacher collaboration;
62.13 	(6) may include mentoring and induction programs;
62.14 	(7) must include an option for teachers to develop and present a portfolio 
62.15 	demonstrating evidence of reflection and professional growth, consistent with section 
62.16 	122A.18, subdivision 4, paragraph (b), and include teachers' own performance assessment 
62.17 	based on student work samples and examples of teachers' work, which may include video 
62.18 	among other activities for the summative evaluation;
62.19 	(8) must use data from valid and reliable assessments aligned to state and local 
62.20 	academic standards and must use state and local measures of student growth and literacy 
62.21 	that may include value-added models or student learning goals to determine 35 percent of 
62.22 	teacher evaluation results;
62.23 	(9) must use longitudinal data on student engagement and connection, the academic 
62.24 	literacy, including oral academic language, and achievement of English learners, and 
62.25 	other student outcome measures explicitly aligned with the elements of curriculum for 
62.26 	which teachers are responsible;
62.27 	(10) must require qualified and trained evaluators such as school administrators to 
62.28 	perform summative evaluations;
62.29 	(11) must give teachers not meeting professional teaching standards under clauses 
62.30 	(3) through (10) support to improve through a teacher improvement process that includes 
62.31 	established goals and timelines; and
62.32 	(12) must discipline a teacher for not making adequate progress in the teacher 
62.33 	improvement process under clause (11) that may include a last chance warning, 
62.34 	termination, discharge, nonrenewal, transfer to a different position, a leave of absence, or 
62.35 	other discipline a school administrator determines is appropriate.
63.1 	Data on individual teachers generated under this subdivision are personnel data 
63.2 	under section 13.43.
63.3 	(c) The department, in consultation with parents who may represent parent 
63.4 	organizations and teacher and administrator representatives appointed by their respective 
63.5 	organizations, representing the Board of Teaching, the Minnesota Association of School 
63.6 	Administrators, the Minnesota School Boards Association, the Minnesota Elementary 
63.7 	and Secondary Principals Associations, Education Minnesota, and representatives of 
63.8 	the Minnesota Assessment Group, the Minnesota Business Partnership, the Minnesota 
63.9 	Chamber of Commerce, and Minnesota postsecondary institutions with research expertise 
63.10 	in teacher evaluation, must create and publish a teacher evaluation process that complies 
63.11 	with the requirements in paragraph (b) and applies to all teachers under this section and 
63.12 	section 122A.40 for whom no agreement exists under paragraph (a) for an annual teacher 
63.13 	evaluation and peer review process. The teacher evaluation process created under this 
63.14 	subdivision does not create additional due process rights for probationary teachers under 
63.15 	subdivision 2.

63.16 	Sec. 18. Minnesota Statutes 2012, section 122A.413, subdivision 2, is amended to read:
63.17 		Subd. 2.Plan components. The educational improvement plan must be approved 
63.18 	by the school board and have at least these elements:
63.19 	(1) assessment and evaluation tools to measure student performance and progress, 
63.20 	including the academic literacy, oral academic language, and achievement of English 
63.21 	learners, among other measures;
63.22 	(2) performance goals and benchmarks for improvement;
63.23 	(3) measures of student attendance and completion rates;
63.24 	(4) a rigorous research and practice-based professional development system, based 
63.25 	on national and state standards of effective teaching practice applicable to all students 
63.26 	including English learners with varied needs under section 124D.59, subdivisions 2 and 
63.27 	2a, and consistent with section 122A.60, that is aligned with educational improvement and 
63.28 	designed to achieve ongoing and schoolwide progress and growth in teaching practice;
63.29 	(5) measures of student, family, and community involvement and satisfaction;
63.30 	(6) a data system about students and their academic progress that provides parents 
63.31 	and the public with understandable information;
63.32 	(7) a teacher induction and mentoring program for probationary teachers that 
63.33 	provides continuous learning and sustained teacher support; and
63.34 	(8) substantial participation by the exclusive representative of the teachers in 
63.35 	developing the plan.

64.1 	EFFECTIVE DATE. This section is effective August 1, 2014, and applies to plans 
64.2 	approved after that date.

64.3 	Sec. 19. Minnesota Statutes 2012, section 122A.414, subdivision 2, is amended to read:
64.4 		Subd. 2.Alternative teacher professional pay system. (a) To participate in this 
64.5 	program, a school district, intermediate school district, school site, or charter school must 
64.6 	have an educational improvement plan under section 122A.413 and an alternative teacher 
64.7 	professional pay system agreement under paragraph (b). A charter school participant also 
64.8 	must comply with subdivision 2a.
64.9 	(b) The alternative teacher professional pay system agreement must:
64.10 	(1) describe how teachers can achieve career advancement and additional 
64.11 	compensation;
64.12 	(2) describe how the school district, intermediate school district, school site, or 
64.13 	charter school will provide teachers with career advancement options that allow teachers 
64.14 	to retain primary roles in student instruction and facilitate site-focused professional 
64.15 	development that helps other teachers improve their skills;
64.16 	(3) reform the "steps and lanes" salary schedule, prevent any teacher's compensation 
64.17 	paid before implementing the pay system from being reduced as a result of participating 
64.18 	in this system, and base at least 60 percent of any compensation increase on teacher 
64.19 	performance using:
64.20 	(i) schoolwide student achievement gains under section 120B.35 or locally selected 
64.21 	standardized assessment outcomes, or both;
64.22 	(ii) measures of student achievement, including the academic literacy, oral academic 
64.23 	language, and achievement of English learners, among other measures; and
64.24 	(iii) an objective evaluation program that includes:
64.25 	(A) individual teacher evaluations aligned with the educational improvement plan 
64.26 	under section 122A.413 and the staff development plan under section 122A.60; and
64.27 	(B) objective evaluations using multiple criteria conducted by a locally selected and 
64.28 	periodically trained evaluation team that understands teaching and learning;
64.29 	(4) provide integrated ongoing site-based professional development activities to 
64.30 	improve instructional skills and learning that are aligned with student needs under section 
64.31 	122A.413, consistent with the staff development plan under section 122A.60 and led 
64.32 	during the school day by trained teacher leaders such as master or mentor teachers;
64.33 	(5) allow any teacher in a participating school district, intermediate school district, 
64.34 	school site, or charter school that implements an alternative pay system to participate in 
64.35 	that system without any quota or other limit; and
65.1 	(6) encourage collaboration rather than competition among teachers.

65.2 	EFFECTIVE DATE. This section is effective August 1, 2014, and applies to 
65.3 	agreements approved after that date.

65.4 	Sec. 20. Minnesota Statutes 2012, section 122A.60, subdivision 1a, is amended to read:
65.5 		Subd. 1a.Effective staff development activities. (a) Staff development activities 
65.6 	must:
65.7 	(1) focus on the school classroom and research-based strategies that improve student 
65.8 	learning;
65.9 	(2) provide opportunities for teachers to practice and improve their instructional 
65.10 	skills over time;
65.11 	(3) provide opportunities for teachers to use student data as part of their daily work 
65.12 	to increase student achievement;
65.13 	(4) enhance teacher content knowledge and instructional skills, including to 
65.14 	accommodate the delivery of digital and blended learning and curriculum and engage 
65.15 	students with technology;
65.16 	(5) align with state and local academic standards;
65.17 	(6) provide opportunities to build professional relationships, foster collaboration 
65.18 	among principals and staff who provide instruction, and provide opportunities for 
65.19 	teacher-to-teacher mentoring; and
65.20 	(7) align with the plan of the district or site for an alternative teacher professional 
65.21 	pay system; and
65.22 	(8) provide teachers of English learners, including English as a second language and 
65.23 	content teachers, with differentiated instructional strategies critical for ensuring students' 
65.24 	long-term academic success; the means to effectively use assessment data on the academic 
65.25 	literacy, oral academic language, and English language development of English learners; 
65.26 	and skills to support native and English language development across the curriculum.
65.27 	Staff development activities may include curriculum development and curriculum training 
65.28 	programs, and activities that provide teachers and other members of site-based teams 
65.29 	training to enhance team performance. The school district also may implement other 
65.30 	staff development activities required by law and activities associated with professional 
65.31 	teacher compensation models.
65.32 	(b) Release time provided for teachers to supervise students on field trips and school 
65.33 	activities, or independent tasks not associated with enhancing the teacher's knowledge 
65.34 	and instructional skills, such as preparing report cards, calculating grades, or organizing 
66.1 	classroom materials, may not be counted as staff development time that is financed with 
66.2 	staff development reserved revenue under section 122A.61.

66.3 	Sec. 21. Minnesota Statutes 2012, section 122A.60, subdivision 2, is amended to read:
66.4 		Subd. 2.Contents of plan. The plan must include the staff development outcomes 
66.5 	under subdivision 3, the means to achieve the outcomes, and procedures for evaluating 
66.6 	progress at each school site toward meeting education outcomes, consistent with 
66.7 	relicensure requirements under section 122A.18, subdivision 4. The plan also must:
66.8 	(1) support stable and productive professional communities achieved through 
66.9 	ongoing and schoolwide progress and growth in teaching practice;
66.10 	(2) emphasize coaching, professional learning communities, classroom action 
66.11 	research, and other job-embedded models;
66.12 	(3) maintain a strong subject matter focus premised on students' learning goals;
66.13 	(4) ensure specialized preparation and learning about issues related to teaching 
66.14 	English learners and students with special needs by focusing on long-term systemic efforts 
66.15 	to improve educational services and opportunities and raise student achievement; and
66.16 	(5) reinforce national and state standards of effective teaching practice.

66.17 	Sec. 22. Minnesota Statutes 2012, section 122A.60, subdivision 3, is amended to read:
66.18 		Subd. 3.Staff development outcomes. The advisory staff development committee 
66.19 	must adopt a staff development plan for improving student achievement. The plan must 
66.20 	be consistent with education outcomes that the school board determines. The plan 
66.21 	must include ongoing staff development activities that contribute toward continuous 
66.22 	improvement in achievement of the following goals:
66.23 	(1) improve student achievement of state and local education standards in all areas 
66.24 	of the curriculum by using research-based best practices methods;
66.25 	(2) effectively meet the needs of a diverse student population, including at-risk 
66.26 	children, children with disabilities, English learners, and gifted children, within the 
66.27 	regular classroom and other settings;
66.28 	(3) provide an inclusive curriculum for a racially, ethnically, linguistically, and 
66.29 	culturally diverse student population that is consistent with the state education diversity 
66.30 	rule and the district's education diversity plan;
66.31 	(4) improve staff collaboration and develop mentoring and peer coaching programs 
66.32 	for teachers new to the school or district;
67.1 	(5) effectively teach and model violence prevention policy and curriculum that 
67.2 	address early intervention alternatives, issues of harassment, and teach nonviolent 
67.3 	alternatives for conflict resolution;
67.4 	(6) effectively deliver digital and blended learning and curriculum and engage 
67.5 	students with technology; and
67.6 	(7) provide teachers and other members of site-based management teams with 
67.7 	appropriate management and financial management skills.

67.8 	Sec. 23. Minnesota Statutes 2012, section 122A.68, subdivision 3, is amended to read:
67.9 		Subd. 3.Program components. In order to be approved by the Board of Teaching, 
67.10 	a school district's residency program must at minimum include:
67.11 	(1) training to prepare teachers to serve as mentors to teaching residents;
67.12 	(2) a team mentorship approach to expose teaching residents to a variety of 
67.13 	teaching methods, philosophies, and classroom environments that includes differentiated 
67.14 	instructional strategies, effective use of student achievement data, and support for native 
67.15 	and English language development across the curriculum and grade levels, among other 
67.16 	things;
67.17 	(3) ongoing peer coaching and assessment;
67.18 	(4) assistance to the teaching resident in preparing an individual professional 
67.19 	development plan that includes goals, activities, and assessment methodologies; and
67.20 	(5) collaboration with one or more teacher education institutions, career teachers, 
67.21 	and other community experts to provide local or regional professional development 
67.22 	seminars or other structured learning experiences for teaching residents.
67.23 	A teaching resident's direct classroom supervision responsibilities shall not exceed 
67.24 	80 percent of the instructional time required of a full-time equivalent teacher in the 
67.25 	district. During the time a resident does not supervise a class, the resident shall participate 
67.26 	in professional development activities according to the individual plan developed by the 
67.27 	resident in conjunction with the school's mentoring team. Examples of development 
67.28 	activities include observing other teachers, sharing experiences with other teaching 
67.29 	residents, and professional meetings and workshops.

67.30 	Sec. 24. Minnesota Statutes 2012, section 122A.74, is amended to read:
67.31 	122A.74 PRINCIPALS' LEADERSHIP INSTITUTE.
67.32 		Subdivision 1.Establishment. (a) The commissioner of education may contract 
67.33 	with the regents of the University of Minnesota to establish a Principals' Leadership 
67.34 	Institute to provide professional development to school principals by:
68.1 	(1) creating a network of leaders in the educational and business communities to 
68.2 	communicate current and future trends in leadership techniques;
68.3 	(2) helping to create a vision for the school that is aligned with the community 
68.4 	and district priorities; and
68.5 	(3) developing strategies to retain highly qualified teachers and ensure that diverse 
68.6 	student populations, including at-risk students, children with disabilities, English learners, 
68.7 	and gifted students, among others, have equal access to these highly qualified teachers; and
68.8 	(4) providing training to analyze data using culturally competent tools.
68.9 	(b) The University of Minnesota must cooperate with participating members of the 
68.10 	business community to provide funding and content for the institute.
68.11 	(c) Participants must agree to attend the Principals' Leadership Institute for four 
68.12 	weeks during the academic summer.
68.13 	(d) The Principals' Leadership Institute must incorporate program elements offered 
68.14 	by leadership programs at the University of Minnesota and program elements used by 
68.15 	the participating members of the business community to enhance leadership within their 
68.16 	businesses.
68.17 		Subd. 2.Method of selection and requirements. (a) The board of each school 
68.18 	district in the state may select a principal, upon the recommendation of the district's 
68.19 	superintendent and based on the principal's leadership potential, to attend the institute.
68.20 	(b) The school board annually shall forward its list of recommended participants to 
68.21 	the commissioner of education by February 1 each year. In addition, a principal may submit 
68.22 	an application directly to the commissioner by February 1. The commissioner of education
68.23 	 shall notify the school board, the principal candidates, and the University of Minnesota of 
68.24 	the principals selected to participate in the Principals' Leadership Institute each year.

68.25 	Sec. 25. Minnesota Statutes 2012, section 123A.06, subdivision 2, is amended to read:
68.26 		Subd. 2.People to be served. A state-approved alternative program shall provide 
68.27 	programs for secondary pupils and adults. A center may also provide programs and 
68.28 	services for elementary and secondary pupils who are not attending the state-approved 
68.29 	alternative program to assist them in being successful in school. A center shall use 
68.30 	research-based best practices for serving English learners and their parents, taking into 
68.31 	account the variations in students' backgrounds and needs and the amount of time and the 
68.32 	staff resources necessary for students to overcome gaps in their education and to develop 
68.33 	English proficiency and work-related skills. An individualized education program team 
68.34 	may identify a state-approved alternative program as an appropriate placement to the 
68.35 	extent a state-approved alternative program can provide the student with the appropriate 
69.1 	special education services described in the student's plan. Pupils eligible to be served are 
69.2 	those who qualify under the graduation incentives program in section 124D.68, subdivision 
69.3 	2, those enrolled under section 124D.02, subdivision 2, or those pupils who are eligible to 
69.4 	receive special education services under sections 125A.03 to 125A.24, and 125A.65.

69.5 	Sec. 26. Minnesota Statutes 2012, section 123B.04, subdivision 4, is amended to read:
69.6 		Subd. 4.Achievement contract. A school board may enter a written education site 
69.7 	achievement contract with each site decision-making team for: (1) setting individualized 
69.8 	learning and achievement measures and short- and long-term educational goals for each 
69.9 	student at that site that may include site-based strategies for English language instruction 
69.10 	targeting the teachers of English learners and all teachers and school administrators; 
69.11 	(2) recognizing each student's educational needs and aptitudes and levels of academic 
69.12 	attainment, whether on grade level or above or below grade level, so as to improve student 
69.13 	performance through such means as a cost-effective, research-based formative assessment 
69.14 	system designed to promote individualized learning and assessment; (3) using student 
69.15 	performance data to diagnose a student's academic strengths and weaknesses and indicate 
69.16 	to the student's teachers the specific skills and concepts that need to be introduced to 
69.17 	the student and developed through academic instruction or applied learning, organized 
69.18 	by strands within subject areas and linked to state and local academic standards during 
69.19 	the next year, consistent with the student's short- and long-term educational goals; and 
69.20 	(4) assisting the education site if progress in achieving student or contract goals or other 
69.21 	performance expectations or measures agreed to by the board and the site decision-making 
69.22 	team are not realized or implemented.

69.23 	Sec. 27. Minnesota Statutes 2012, section 123B.147, subdivision 3, is amended to read:
69.24 		Subd. 3.Duties; evaluation. (a) The principal shall provide administrative, 
69.25 	supervisory, and instructional leadership services, under the supervision of the 
69.26 	superintendent of schools of the district and according to the policies, rules, and 
69.27 	regulations of the school board, for the planning, management, operation, and evaluation 
69.28 	of the education program of the building or buildings to which the principal is assigned.
69.29 	(b) To enhance a principal's leadership skills and support and improve teaching 
69.30 	practices, school performance, and student achievement for diverse student populations, 
69.31 	including at-risk students, children with disabilities, English learners, and gifted students, 
69.32 	among others, a district must develop and implement a performance-based system for 
69.33 	annually evaluating school principals assigned to supervise a school building within the 
69.34 	district. The evaluation must be designed to improve teaching and learning by supporting 
70.1 	the principal in shaping the school's professional environment and developing teacher 
70.2 	quality, performance, and effectiveness. The annual evaluation must:
70.3 	(1) support and improve a principal's instructional leadership, organizational 
70.4 	management, and professional development, and strengthen the principal's capacity in the 
70.5 	areas of instruction, supervision, evaluation, and teacher development;
70.6 	(2) include formative and summative evaluations based on multiple measures of 
70.7 	student progress toward career and college readiness;
70.8 	(3) be consistent with a principal's job description, a district's long-term plans and 
70.9 	goals, and the principal's own professional multiyear growth plans and goals, all of which 
70.10 	must support the principal's leadership behaviors and practices, rigorous curriculum, 
70.11 	school performance, and high-quality instruction;
70.12 	(4) include on-the-job observations and previous evaluations;
70.13 	(5) allow surveys to help identify a principal's effectiveness, leadership skills and 
70.14 	processes, and strengths and weaknesses in exercising leadership in pursuit of school 
70.15 	success;
70.16 	(6) use longitudinal data on student academic growth as 35 percent of the evaluation 
70.17 	and incorporate district achievement goals and targets;
70.18 	(7) be linked to professional development that emphasizes improved teaching and 
70.19 	learning, curriculum and instruction, student learning, and a collaborative professional 
70.20 	culture; and
70.21 	(8) for principals not meeting standards of professional practice or other criteria 
70.22 	under this subdivision, implement a plan to improve the principal's performance and 
70.23 	specify the procedure and consequence if the principal's performance is not improved.
70.24 	The provisions of this paragraph are intended to provide districts with sufficient 
70.25 	flexibility to accommodate district needs and goals related to developing, supporting, 
70.26 	and evaluating principals.

70.27 	Sec. 28. Minnesota Statutes 2012, section 124D.13, subdivision 2, is amended to read:
70.28 		Subd. 2.Program requirements. (a) Early childhood family education programs 
70.29 	are programs for children in the period of life from birth to kindergarten, for the parents 
70.30 	and other relatives of these children, and for expectant parents. To the extent that funds 
70.31 	are insufficient to provide programs for all children, early childhood family education 
70.32 	programs should emphasize programming for a child from birth to age three and 
70.33 	encourage parents and other relatives to involve four- and five-year-old children in school 
70.34 	readiness programs, and other public and nonpublic early learning programs. A district 
71.1 	may not limit participation to school district residents. Early childhood family education 
71.2 	programs must provide:
71.3 	(1) programs to educate parents and other relatives about the physical, mental, and 
71.4 	emotional development of children and to enhance the skills of parents and other relatives 
71.5 	in providing for their children's learning and development;
71.6 	(2) structured learning activities requiring interaction between children and their 
71.7 	parents or relatives;
71.8 	(3) structured learning activities for children that promote children's development 
71.9 	and positive interaction with peers, which are held while parents or relatives attend parent 
71.10 	education classes;
71.11 	(4) information on related community resources;
71.12 	(5) information, materials, and activities that support the safety of children, including 
71.13 	prevention of child abuse and neglect; and
71.14 	(6) a community outreach plan to ensure participation by families who reflect the 
71.15 	racial, cultural, linguistic, and economic diversity of the school district.
71.16 	Early childhood family education programs are encouraged to provide parents of 
71.17 	English learners with translated oral and written information to monitor the program's 
71.18 	impact on their children's English language development, to know whether their children 
71.19 	are progressing in developing their English and native language proficiency, and to 
71.20 	actively engage with and support their children in developing their English and native 
71.21 	language proficiency.
71.22 	The programs must include learning experiences for children, parents, and other 
71.23 	relatives that promote children's early literacy and, where practicable, their native 
71.24 	language skills. The program must not include and activities for children that do not
71.25 	 require substantial involvement of the children's parents or other relatives. Providers must 
71.26 	review the program must be reviewed periodically to assure the instruction and materials 
71.27 	are not racially, culturally, or sexually biased. The programs must encourage parents to be 
71.28 	aware of practices that may affect equitable development of children.
71.29 	(b) For the purposes of this section, "relative" or "relatives" means noncustodial 
71.30 	grandparents or other persons related to a child by blood, marriage, adoption, or foster 
71.31 	placement, excluding parents.

71.32 	Sec. 29. Minnesota Statutes 2012, section 124D.15, subdivision 3, is amended to read:
71.33 		Subd. 3.Program requirements. A school readiness program provider must:
71.34 	(1) assess each child's cognitive and language skills with a comprehensive child 
71.35 	assessment instrument when the child enters and again before the child leaves the program 
72.1 	to inform improve program planning and implementation, communicate with parents, and 
72.2 	promote kindergarten readiness;
72.3 	(2) provide comprehensive program content and intentional instructional practice 
72.4 	aligned with the state early childhood learning guidelines and kindergarten standards and 
72.5 	based on early childhood research and professional practice that is focused on children's 
72.6 	cognitive, social, emotional, and physical skills and development and prepares children 
72.7 	for the transition to kindergarten, including early literacy and language skills;
72.8 	(3) coordinate appropriate kindergarten transition with parents and kindergarten 
72.9 	teachers;
72.10 	(4) involve parents in program planning and decision making;
72.11 	(5) coordinate with relevant community-based services;
72.12 	(6) cooperate with adult basic education programs and other adult literacy programs;
72.13 	(7) ensure staff-child ratios of one-to-ten and maximum group size of 20 children 
72.14 	with the first staff required to be a teacher; and
72.15 	(8) have teachers knowledgeable in early childhood curriculum content, assessment, 
72.16 	native and English language development programs, and instruction.

72.17 	Sec. 30. Minnesota Statutes 2012, section 124D.49, subdivision 3, is amended to read:
72.18 		Subd. 3.Local education and employment transitions systems. A local education 
72.19 	and employment transitions partnership must assess the needs of employers, employees, 
72.20 	and learners, and develop a plan for implementing and achieving the objectives of a local 
72.21 	or regional education and employment transitions system. The plan must provide for a 
72.22 	comprehensive local system for assisting learners and workers in making the transition 
72.23 	from school to work or for retraining in a new vocational area. The objectives of a local 
72.24 	education and employment transitions system include:
72.25 	(1) increasing the effectiveness of the educational programs and curriculum of 
72.26 	elementary, secondary, and postsecondary schools and the work site in preparing students 
72.27 	in the skills and knowledge needed to be successful in the workplace;
72.28 	(2) implementing learner outcomes for students in grades kindergarten through 12 
72.29 	designed to introduce the world of work and to explore career opportunities, including 
72.30 	nontraditional career opportunities;
72.31 	(3) eliminating barriers to providing effective integrated applied learning, 
72.32 	service-learning, or work-based curriculum;
72.33 	(4) increasing opportunities to apply academic knowledge and skills, including 
72.34 	skills needed in the workplace, in local settings which include the school, school-based 
72.35 	enterprises, postsecondary institutions, the workplace, and the community;
73.1 	(5) increasing applied instruction in the attitudes and skills essential for success in 
73.2 	the workplace, including cooperative working, leadership, problem-solving, English 
73.3 	language proficiency, and respect for diversity;
73.4 	(6) providing staff training for vocational guidance counselors, teachers, and other 
73.5 	appropriate staff in the importance of preparing learners for the transition to work, and in 
73.6 	methods of providing instruction that incorporate applied learning, work-based learning, 
73.7 	English language proficiency, and service-learning experiences;
73.8 	(7) identifying and enlisting local and regional employers who can effectively 
73.9 	provide work-based or service-learning opportunities, including, but not limited to, 
73.10 	apprenticeships, internships, and mentorships;
73.11 	(8) recruiting community and workplace mentors including peers, parents, employers 
73.12 	and employed individuals from the community, and employers of high school students;
73.13 	(9) identifying current and emerging educational, training, native and English 
73.14 	language development, and employment needs of the area or region, especially within 
73.15 	industries with potential for job growth;
73.16 	(10) improving the coordination and effectiveness of local vocational and job training 
73.17 	programs, including vocational education, adult basic education, tech prep, apprenticeship, 
73.18 	service-learning, youth entrepreneur, youth training and employment programs 
73.19 	administered by the commissioner of employment and economic development, and local 
73.20 	job training programs under the Workforce Investment Act of 1998, Public Law 105-220;
73.21 	(11) identifying and applying for federal, state, local, and private sources of funding 
73.22 	for vocational or applied learning programs;
73.23 	(12) providing students with current information and counseling about career 
73.24 	opportunities, potential employment, educational opportunities in postsecondary 
73.25 	institutions, workplaces, and the community, and the skills and knowledge necessary to 
73.26 	succeed;
73.27 	(13) providing educational technology, including interactive television networks 
73.28 	and other distance learning methods, to ensure access to a broad variety of work-based 
73.29 	learning opportunities;
73.30 	(14) including students with disabilities in a district's vocational or applied learning 
73.31 	program and ways to serve at-risk learners through collaboration with area learning 
73.32 	centers under sections 123A.05 to 123A.09, or other alternative programs; and
73.33 	(15) providing a warranty to employers, postsecondary education programs, and 
73.34 	other postsecondary training programs, that learners successfully completing a high school 
73.35 	work-based or applied learning program will be able to apply the knowledge and work 
73.36 	skills included in the program outcomes or graduation requirements. The warranty shall 
74.1 	require education and training programs to continue to work with those learners that need 
74.2 	additional skill or English language development until they can demonstrate achievement 
74.3 	of the program outcomes or graduation requirements.

74.4 	Sec. 31. Minnesota Statutes 2012, section 124D.52, as amended by Laws 2013, chapter 
74.5 	116, article 2, section 7, is amended to read:
74.6 	124D.52 ADULT BASIC EDUCATION.
74.7 		Subdivision 1.Program requirements. (a) An adult basic education program is a 
74.8 	day or evening program offered by a district that is for people over 16 years of age who do 
74.9 	not attend an elementary or secondary school. The program offers academic and English 
74.10 	language instruction necessary to earn a high school diploma or equivalency certificate.
74.11 	(b) Notwithstanding any law to the contrary, a school board or the governing body of 
74.12 	a consortium offering an adult basic education program may adopt a sliding fee schedule 
74.13 	based on a family's income, but must waive the fee for participants who are under the age 
74.14 	of 21 or unable to pay. The fees charged must be designed to enable individuals of all 
74.15 	socioeconomic levels to participate in the program. A program may charge a security 
74.16 	deposit to assure return of materials, supplies, and equipment.
74.17 	(c) Each approved adult basic education program must develop a memorandum of 
74.18 	understanding with the local workforce development centers located in the approved 
74.19 	program's service delivery area. The memorandum of understanding must describe how 
74.20 	the adult basic education program and the workforce development centers will cooperate 
74.21 	and coordinate services to provide unduplicated, efficient, and effective services to clients.
74.22 	(d) Adult basic education aid must be spent for adult basic education purposes as 
74.23 	specified in sections 124D.518 to 124D.531.
74.24 	(e) A state-approved adult basic education program must count and submit student 
74.25 	contact hours for a program that offers high school credit toward an adult high school 
74.26 	diploma according to student eligibility requirements and measures of student progress 
74.27 	toward work-based competency demonstration requirements and, where appropriate, 
74.28 	English language proficiency requirements established by the commissioner and posted on 
74.29 	the department Web site in a readily accessible location and format.
74.30 		Subd. 2.Program approval. (a) To receive aid under this section, a district, a 
74.31 	consortium of districts, the Department of Corrections, or a private nonprofit organization 
74.32 	must submit an application by June 1 describing the program, on a form provided by 
74.33 	the department. The program must be approved by the commissioner according to the 
74.34 	following criteria:
75.1 	(1) how the needs of different levels of learning and English language proficiency 
75.2 	will be met;
75.3 	(2) for continuing programs, an evaluation of results;
75.4 	(3) anticipated number and education level of participants;
75.5 	(4) coordination with other resources and services;
75.6 	(5) participation in a consortium, if any, and money available from other participants;
75.7 	(6) management and program design;
75.8 	(7) volunteer training and use of volunteers;
75.9 	(8) staff development services;
75.10 	(9) program sites and schedules;
75.11 	(10) program expenditures that qualify for aid;
75.12 	(11) program ability to provide data related to learner outcomes as required by 
75.13 	law; and
75.14 	(12) a copy of the memorandum of understanding described in subdivision 1 
75.15 	submitted to the commissioner.
75.16 	(b) Adult basic education programs may be approved under this subdivision for 
75.17 	up to five years. Five-year program approval must be granted to an applicant who has 
75.18 	demonstrated the capacity to:
75.19 	(1) offer comprehensive learning opportunities and support service choices 
75.20 	appropriate for and accessible to adults at all basic skill need and English language levels
75.21 	 of need;
75.22 	(2) provide a participatory and experiential learning approach based on the strengths, 
75.23 	interests, and needs of each adult, that enables adults with basic skill needs to:
75.24 	(i) identify, plan for, and evaluate their own progress toward achieving their defined 
75.25 	educational and occupational goals;
75.26 	(ii) master the basic academic reading, writing, and computational skills, as well 
75.27 	as the problem-solving, decision making, interpersonal effectiveness, and other life and 
75.28 	learning skills they need to function effectively in a changing society;
75.29 	(iii) locate and be able to use the health, governmental, and social services and 
75.30 	resources they need to improve their own and their families' lives; and
75.31 	(iv) continue their education, if they desire, to at least the level of secondary school 
75.32 	completion, with the ability to secure and benefit from continuing education that will 
75.33 	enable them to become more employable, productive, and responsible citizens;
75.34 	(3) plan, coordinate, and develop cooperative agreements with community resources 
75.35 	to address the needs that the adults have for support services, such as transportation, English 
75.36 	language learning, flexible course scheduling, convenient class locations, and child care;
76.1 	(4) collaborate with business, industry, labor unions, and employment-training 
76.2 	agencies, as well as with family and occupational education providers, to arrange for 
76.3 	resources and services through which adults can attain economic self-sufficiency;
76.4 	(5) provide sensitive and well trained adult education personnel who participate in 
76.5 	local, regional, and statewide adult basic education staff development events to master 
76.6 	effective adult learning and teaching techniques;
76.7 	(6) participate in regional adult basic education peer program reviews and evaluations;
76.8 	(7) submit accurate and timely performance and fiscal reports;
76.9 	(8) submit accurate and timely reports related to program outcomes and learner 
76.10 	follow-up information; and
76.11 	(9) spend adult basic education aid on adult basic education purposes only, which 
76.12 	are specified in sections 124D.518 to 124D.531.
76.13 	(c) The commissioner shall require each district to provide notification by February 
76.14 	1, 2001, of its intent to apply for funds under this section as a single district or as part of 
76.15 	an identified consortium of districts. A district receiving funds under this section must 
76.16 	notify the commissioner by February 1 of its intent to change its application status for 
76.17 	applications due the following June 1.
76.18 		Subd. 3.Accounts; revenue; aid. (a) Each district, group of districts, or private 
76.19 	nonprofit organization providing adult basic education programs must establish and 
76.20 	maintain a reserve account within the community service fund for the receipt receiving
76.21 	 and disbursement of disbursing all funds related to these programs. All revenue received 
76.22 	pursuant to under this section must be utilized used solely for the purposes of adult basic 
76.23 	education programs. State aid must not equal more than 100 percent of the unreimbursed 
76.24 	expenses of providing these programs, excluding in-kind costs.
76.25 	(b) For purposes of paragraph (a), an adult basic education program may include as 
76.26 	valid expenditures for the previous fiscal year program spending that occurs from July 
76.27 	1 to September 30 of the following year. A program may carry over a maximum of 20 
76.28 	percent of its adult basic education aid revenue into the next fiscal year. Program spending 
76.29 	may only be counted for one fiscal year.
76.30 	(c) Notwithstanding section 123A.26 or any other law to the contrary, an adult basic 
76.31 	education consortium providing an approved adult basic education program may be its own 
76.32 	fiscal agent and is eligible to receive state-aid payments directly from the commissioner.
76.33 		Subd. 4.English as a second language programs. Persons may teach English 
76.34 	as a second language classes conducted at a worksite, if they meet the requirements 
76.35 	of section 122A.19, subdivision 1, clause (a), regardless of whether they are licensed 
76.36 	teachers. Persons teaching English as a second language for an approved adult basic 
77.1 	education program must possess a bachelor's or master's degree in English as a second 
77.2 	language, applied linguistics, or bilingual education, or a related degree as approved by 
77.3 	the commissioner.
77.4 		Subd. 5.Basic service level. A district, or a consortium of districts, with a program 
77.5 	approved by the commissioner under subdivision 2 must establish, in consultation with the 
77.6 	commissioner, a basic level of service for every adult basic education site in the district 
77.7 	or consortium. The basic service level must describe minimum levels of academic and 
77.8 	English language instruction and support services to be provided at each site. The program 
77.9 	must set a basic service level that promotes effective learning and student achievement 
77.10 	with measurable results. Each district or consortium of districts must submit its basic 
77.11 	service level to the commissioner for approval.
77.12 		Subd. 6.Cooperative English as a second language and adult basic education 
77.13 	programs. (a) A school district, or adult basic education consortium that receives revenue 
77.14 	under section 124D.531, may deliver English as a second language, citizenship, or other 
77.15 	adult education programming in collaboration with community-based and nonprofit 
77.16 	organizations located within its district or region, and with correctional institutions. The 
77.17 	organization or correctional institution must have the demonstrated capacity to offer 
77.18 	education programs for adults. Community-based or nonprofit organizations must meet 
77.19 	the criteria in paragraph (b), or have prior experience. A community-based or nonprofit 
77.20 	organization or a correctional institution may be reimbursed for unreimbursed expenses 
77.21 	as defined in section 124D.518, subdivision 5, for the administration of administering
77.22 	 English as a second language or adult basic education programs, not to exceed eight 
77.23 	percent of the total funds provided by a school district or adult basic education consortium. 
77.24 	The administrative reimbursement for a school district or adult basic education consortium 
77.25 	that delivers services cooperatively with a community-based or nonprofit organization 
77.26 	or correctional institution is limited to five percent of the program aid, not to exceed the 
77.27 	unreimbursed expenses of administering programs delivered by community-based or 
77.28 	nonprofit organizations or correctional institutions.
77.29 	(b) A community-based organization or nonprofit organization that delivers education 
77.30 	services under this section must demonstrate that it has met the following criteria:
77.31 	(1) be legally established as a nonprofit organization;
77.32 	(2) have an established system for fiscal accounting and reporting that is consistent 
77.33 	with the Department of Education's department's adult basic education completion report 
77.34 	and reporting requirements under section 124D.531;
77.35 	(3) require all instructional staff to complete a training course in teaching adult 
77.36 	learners; and
78.1 	(4) develop a learning plan for each student that identifies defined educational and 
78.2 	occupational goals with measures to evaluate progress.
78.3 		Subd. 7.Performance tracking system. (a) By July 1, 2000, each approved adult 
78.4 	basic education program must develop and implement a performance tracking system to 
78.5 	provide information necessary to comply with federal law and serve as one means of 
78.6 	assessing the effectiveness of adult basic education programs. For required reporting, 
78.7 	longitudinal studies, and program improvement, the tracking system must be designed to 
78.8 	collect data on the following core outcomes for learners, including English learners, who 
78.9 	have completed participating in the adult basic education program:
78.10 	(1) demonstrated improvements in literacy skill levels in reading, writing, speaking 
78.11 	the English language, numeracy, problem solving, English language acquisition, and 
78.12 	other literacy skills;
78.13 	(2) placement in, retention in, or completion of postsecondary education, training, 
78.14 	unsubsidized employment, or career advancement;
78.15 	(3) receipt of a secondary school diploma or its recognized equivalent; and
78.16 	(4) reduction in participation in the diversionary work program, Minnesota family 
78.17 	investment program, and food support education and training program.
78.18 	(b) A district, group of districts, state agency, or private nonprofit organization 
78.19 	providing an adult basic education program may meet this requirement by developing a 
78.20 	tracking system based on either or both of the following methodologies:
78.21 	(1) conducting a reliable follow-up survey; or
78.22 	(2) submitting student information, including Social Security numbers for data 
78.23 	matching.
78.24 	Data related to obtaining employment must be collected in the first quarter following 
78.25 	program completion or can be collected while the student is enrolled, if known. Data 
78.26 	related to employment retention must be collected in the third quarter following program 
78.27 	exit. Data related to any other specified outcome may be collected at any time during a 
78.28 	program year.
78.29 	(c) When a student in a program is requested to provide the student's Social Security 
78.30 	number, the student must be notified in a written form easily understandable to the student 
78.31 	that:
78.32 	(1) providing the Social Security number is optional and no adverse action may be 
78.33 	taken against the student if the student chooses not to provide the Social Security number;
78.34 	(2) the request is made under section 124D.52, subdivision 7;
78.35 	(3) if the student provides the Social Security number, it will be used to assess the 
78.36 	effectiveness of the program by tracking the student's subsequent career; and
79.1 	(4) the Social Security number will be shared with the Department of Education; 
79.2 	Minnesota State Colleges and Universities; Office of Higher Education; Department of 
79.3 	Human Services; and Department of Employment and Economic Development in order 
79.4 	to accomplish the purposes described in paragraph (a) and will not be used for any other 
79.5 	purpose or reported to any other governmental entities.
79.6 	(d) Annually a district, group of districts, state agency, or private nonprofit 
79.7 	organization providing programs under this section must forward the tracking data 
79.8 	collected to the Department of Education. For the purposes of longitudinal studies on the 
79.9 	employment status of former students under this section, the Department of Education 
79.10 	must forward the Social Security numbers to the Department of Employment and 
79.11 	Economic Development to electronically match the Social Security numbers of former 
79.12 	students with wage detail reports filed under section 268.044. The results of data matches 
79.13 	must, for purposes of this section and consistent with the requirements of the United 
79.14 	States Code, title 29, section 2871, of the Workforce Investment Act of 1998, be compiled 
79.15 	in a longitudinal form by the Department of Employment and Economic Development 
79.16 	and released to the Department of Education in the form of summary data that does not 
79.17 	identify the individual students. The Department of Education may release this summary 
79.18 	data. State funding for adult basic education programs must not be based on the number or 
79.19 	percentage of students who decline to provide their Social Security numbers or on whether 
79.20 	the program is evaluated by means of a follow-up survey instead of data matching.
79.21 		Subd. 8.Standard high school diploma for adults. (a) The commissioner shall 
79.22 	adopt rules for providing a standard adult high school diploma to persons who:
79.23 	(1) are not eligible for kindergarten through grade 12 services;
79.24 	(2) do not have a high school diploma; and
79.25 	(3) successfully complete an adult basic education program of instruction approved 
79.26 	by the commissioner of education necessary to earn an adult high school diploma.
79.27 	(b) Persons participating in an approved adult basic education program of instruction 
79.28 	must demonstrate the competencies, knowledge, and skills and, where appropriate, 
79.29 	English language proficiency, sufficient to ensure that postsecondary programs and 
79.30 	institutions and potential employers regard persons with a standard high school diploma 
79.31 	and persons with a standard adult high school diploma as equally well prepared and 
79.32 	qualified graduates. Approved adult basic education programs of instruction under this 
79.33 	subdivision must issue a standard adult high school diploma to persons who successfully 
79.34 	demonstrate the competencies, knowledge, and skills required by the program.

80.1 	Sec. 32. Minnesota Statutes 2012, section 124D.522, is amended to read:
80.2 	124D.522 ADULT BASIC EDUCATION SUPPLEMENTAL SERVICE 
80.3 	GRANTS.
80.4 	(a) The commissioner, in consultation with the policy review task force under 
80.5 	section 124D.521, may make grants to nonprofit organizations to provide services that are 
80.6 	not offered by a district adult basic education program or that are supplemental to either 
80.7 	the statewide adult basic education program, or a district's adult basic education program. 
80.8 	The commissioner may make grants for: staff development for adult basic education 
80.9 	teachers and administrators; training for volunteer tutors; training, services, and materials 
80.10 	for serving disabled students through adult basic education programs; statewide promotion 
80.11 	of adult basic education services and programs; development and dissemination of 
80.12 	instructional and administrative technology for adult basic education programs; programs 
80.13 	which primarily serve communities of color; adult basic education distance learning 
80.14 	projects, including television instruction programs; initiatives to accelerate English 
80.15 	language acquisition and the achievement of career- and college-ready skills among 
80.16 	English learners; and other supplemental services to support the mission of adult basic 
80.17 	education and innovative delivery of adult basic education services.
80.18 	(b) The commissioner must establish eligibility criteria and grant application 
80.19 	procedures. Grants under this section must support services throughout the state, focus 
80.20 	on educational results for adult learners, and promote outcome-based achievement 
80.21 	through adult basic education programs. Beginning in fiscal year 2002, the commissioner 
80.22 	may make grants under this section from the state total adult basic education aid set 
80.23 	aside for supplemental service grants under section 124D.531. Up to one-fourth of the 
80.24 	appropriation for supplemental service grants must be used for grants for adult basic 
80.25 	education programs to encourage and support innovations in adult basic education 
80.26 	instruction and service delivery. A grant to a single organization cannot exceed 20 percent 
80.27 	of the total supplemental services aid. Nothing in this section prevents an approved adult 
80.28 	basic education program from using state or federal aid to purchase supplemental services.

80.29 	Sec. 33. Minnesota Statutes 2012, section 124D.59, subdivision 2, is amended to read:
80.30 		Subd. 2.English learner. (a) "English learner" means a pupil in kindergarten through 
80.31 	grade 12 who meets the requirements under subdivision 2a or the  following requirements:
80.32 	(1) the pupil, as declared by a parent or guardian first learned a language other than 
80.33 	English, comes from a home where the language usually spoken is other than English, or 
80.34 	usually speaks a language other than English; and
81.1 	(2) the pupil is determined by a valid assessment measuring the pupil's English 
81.2 	language proficiency and by developmentally appropriate measures, which might include 
81.3 	observations, teacher judgment, parent recommendations, or developmentally appropriate 
81.4 	assessment instruments, to lack the necessary English skills to participate fully in 
81.5 	academic classes taught in English.
81.6 	(b) Notwithstanding paragraph (a), A pupil enrolled in a Minnesota public school 
81.7 	in grades any grade 4 through 12 who was enrolled in a Minnesota public school on 
81.8 	the dates during in the previous school year when a commissioner provided took a 
81.9 	commissioner-provided assessment that measures measuring the pupil's emerging 
81.10 	academic English was administered, shall not be counted as an English learner in 
81.11 	calculating English learner pupil units under section 126C.05, subdivision 17, and shall not
81.12 	 generate state English learner aid under section 124D.65, subdivision 5, unless if the pupil 
81.13 	scored below the state cutoff score or is otherwise counted as a nonproficient participant 
81.14 	on an the assessment measuring the pupil's emerging academic English provided by the 
81.15 	commissioner during the previous school year and in the judgment of the pupil's classroom 
81.16 	teachers, consistent with section 124D.61, clause (1), the pupil is unable to demonstrate 
81.17 	academic language proficiency in English, including oral academic language, sufficient to 
81.18 	successfully and fully participate in the general core curriculum in the regular classroom.
81.19 	(c) Notwithstanding paragraphs (a) and (b), a pupil in kindergarten through grade 
81.20 	12 shall not be counted as an English learner in calculating English learner pupil units 
81.21 	under section 126C.05, subdivision 17, and shall not generate state English learner aid 
81.22 	under section 124D.65, subdivision 5, if:
81.23 	(1) the pupil is not enrolled during the current fiscal year in an educational program 
81.24 	for English learners in accordance with under sections 124D.58 to 124D.64; or
81.25 	(2) the pupil has generated five or more years of average daily membership in 
81.26 	Minnesota public schools since July 1, 1996.

81.27 	Sec. 34. Minnesota Statutes 2012, section 124D.59, is amended by adding a 
81.28 	subdivision to read:
81.29 		Subd. 2a.English learner; interrupted formal education. Consistent with 
81.30 	subdivision 2, an English learner includes an English learner with an interrupted formal 
81.31 	education who:
81.32 	(1) comes from a home where the language usually spoken is other than English, or 
81.33 	usually speaks a language other than English;
81.34 	(2) enters school in the United States after grade 6;
81.35 	(3) has at least two years less schooling than the English learner's peers;
82.1 	(4) functions at least two years below expected grade level in reading and 
82.2 	mathematics; and
82.3 	(5) may be preliterate in the English learner's native language.

82.4 	Sec. 35. Minnesota Statutes 2012, section 124D.895, is amended to read:
82.5 	124D.895 PARENTAL INVOLVEMENT PROGRAMS.
82.6 		Subdivision 1.Program goals. The department, in consultation with the state 
82.7 	curriculum advisory committee, must develop guidelines and model plans for parental 
82.8 	involvement programs that will:
82.9 	(1) engage the interests and talents of parents or guardians in recognizing and 
82.10 	meeting the emotional, intellectual, native and English language development, and 
82.11 	physical needs of their school-age children;
82.12 	(2) promote healthy self-concepts among parents or guardians and other family 
82.13 	members;
82.14 	(3) offer parents or guardians a chance to share and learn about educational skills, 
82.15 	techniques, and ideas;
82.16 	(4) provide creative learning experiences for parents or guardians and their 
82.17 	school-age children, including involvement from parents or guardians of color;
82.18 	(5) encourage parents to actively participate in their district's curriculum advisory 
82.19 	committee under section 120B.11 in order to assist the school board in improving 
82.20 	children's education programs; and
82.21 	(6) encourage parents to help in promoting school desegregation/integration under 
82.22 	sections 124D.861 and 124D.862.
82.23 		Subd. 2.Plan contents. Model plans for a parental involvement program must 
82.24 	include at least the following:
82.25 	(1) program goals;
82.26 	(2) means for achieving program goals;
82.27 	(3) methods for informing parents or guardians, in a timely way, about the program;
82.28 	(4) strategies for ensuring the full participation of parents or guardians, including 
82.29 	those parents or guardians who lack literacy skills or whose native language is not English, 
82.30 	including the involvement from of parents or guardians of color;
82.31 	(5) procedures for coordinating the program with kindergarten through grade 12 
82.32 	curriculum, with parental involvement programs currently available in the community, 
82.33 	with the process under sections 120B.10 to world's best workforce under section120B.11, 
82.34 	and with other education facilities located in the community;
83.1 	(6) strategies for training teachers and other school staff to work effectively with 
83.2 	parents and guardians;
83.3 	(7) procedures for parents or guardians and educators to evaluate and report progress 
83.4 	toward program goals; and
83.5 	(8) a mechanism for convening a local community advisory committee composed 
83.6 	primarily of parents or guardians to advise a district on implementing a parental 
83.7 	involvement program.
83.8 		Subd. 3.Plan activities. Activities contained in the model plans must include:
83.9 	(1) educational opportunities for families that enhance children's learning and native 
83.10 	and English language development;
83.11 	(2) educational programs for parents or guardians on families' educational 
83.12 	responsibilities and resources;
83.13 	(3) the hiring, training, and use of parental involvement liaison workers to 
83.14 	coordinate family involvement activities and to foster linguistic and culturally competent 
83.15 	communication among families, educators, and students, consistent with the definition of 
83.16 	culturally competent under section 120B.11, subdivision 1, paragraph (d);
83.17 	(4) curriculum materials and assistance in implementing home and community-based 
83.18 	learning activities that reinforce and extend classroom instruction and student motivation;
83.19 	(5) technical assistance, including training to design and carry out family 
83.20 	involvement programs;
83.21 	(6) parent resource centers;
83.22 	(7) parent training programs and reasonable and necessary expenditures associated 
83.23 	with parents' attendance at training sessions;
83.24 	(8) reports to parents on children's progress;
83.25 	(9) use of parents as classroom volunteers, or as volunteers in before and after 
83.26 	school programs for school-age children, tutors, and aides;
83.27 	(10) soliciting parents' suggestions in planning, developing, and implementing 
83.28 	school programs;
83.29 	(11) educational programs and opportunities for parents or guardians that are 
83.30 	multicultural, multilingual, gender fair, and disability sensitive;
83.31 	(12) involvement in a district's curriculum advisory committee or a school building 
83.32 	team under section 120B.11; and
83.33 	(13) opportunities for parent involvement in developing, implementing, or evaluating 
83.34 	school and district desegregation/integration plans under sections 124D.861 and 124D.862.

84.1 	Sec. 36. Minnesota Statutes 2012, section 124D.8955, is amended to read:
84.2 	124D.8955 PARENT AND FAMILY INVOLVEMENT POLICY.
84.3 	(a) In order to promote and support student achievement, a local school board is 
84.4 	encouraged to formally adopt and implement a parent and family involvement policy that 
84.5 	promotes and supports:
84.6 	(1) oral and written communication between home and school that is regular, 
84.7 	two-way, and meaningful, and in families' native language;
84.8 	(2) parenting skills;
84.9 	(3) parents and caregivers who play an integral role in assisting student learning and 
84.10 	learn about fostering students' academic success and learning at home and school;
84.11 	(4) welcoming parents in the school and using networks that support families' 
84.12 	cultural connections, seeking their support and assistance;
84.13 	(5) partnerships with parents in the decisions that affect children and families 
84.14 	in the schools; and
84.15 	(6) providing community resources to strengthen schools, families, and student 
84.16 	learning.
84.17 	(b) A school board that implements a parent and family involvement policy under 
84.18 	paragraph (a) must convene an advisory committee composed of an equal number of 
84.19 	resident parents who are not district employees and school staff to make recommendations 
84.20 	to the board on developing and evaluating the board's parent and family involvement 
84.21 	policy. If possible, the advisory committee must represent the diversity of the district. The 
84.22 	advisory committee must consider the district's demographic diversity and barriers to 
84.23 	parent involvement when developing its recommendations. The advisory committee must 
84.24 	present its recommendations to the board for board consideration.
84.25 	(c) The board must consider research-based best practices when implementing 
84.26 	this policy.
84.27 	(d) The board periodically must review this policy to determine whether it is aligned 
84.28 	with the most current research findings on parent involvement policies and practices and 
84.29 	how effective the policy is in supporting increased student achievement.
84.30 	(e) Nothing in this section obligates a school district to exceed any parent or family 
84.31 	involvement requirement under federal law.

84.32 	Sec. 37. Minnesota Statutes 2013 Supplement, section 127A.70, subdivision 2, is 
84.33 	amended to read:
84.34 		Subd. 2.Powers and duties; report. (a) The partnership shall develop 
84.35 	recommendations to the governor and the legislature designed to maximize the achievement 
85.1 	of all P-20 students while promoting the efficient use of state resources, thereby helping 
85.2 	the state realize the maximum value for its investment. These recommendations may 
85.3 	include, but are not limited to, strategies, policies, or other actions focused on:
85.4 	(1) improving the quality of and access to education at all points from preschool 
85.5 	through graduate education;
85.6 	(2) improving preparation for, and transitions to, postsecondary education and 
85.7 	work; and
85.8 	(3) ensuring educator quality by creating rigorous standards for teacher recruitment, 
85.9 	teacher preparation, induction and mentoring of beginning teachers, and continuous 
85.10 	professional development for career teachers.
85.11 	(b) Under the direction of the P-20 Education Partnership Statewide Longitudinal 
85.12 	Education Data System Governance Committee, the Office of Higher Education and the 
85.13 	Departments of Education and Employment and Economic Development shall improve 
85.14 	and expand the Statewide Longitudinal Education Data System (SLEDS) to provide 
85.15 	policymakers, education and workforce leaders, researchers, and members of the public 
85.16 	with data, research, and reports to:
85.17 	(1) expand reporting on students' educational outcomes for diverse student 
85.18 	populations including at-risk students, children with disabilities, English learners, and 
85.19 	gifted students, among others, and include formative and summative evaluations based on 
85.20 	multiple measures of student progress toward career and college readiness;
85.21 	(2) evaluate the effectiveness of educational and workforce programs; and
85.22 	(3) evaluate the relationship between education and workforce outcomes, consistent 
85.23 	with section 124D.49.
85.24 	To the extent possible under federal and state law, research and reports should be 
85.25 	accessible to the public on the Internet, and disaggregated by demographic characteristics, 
85.26 	organization or organization characteristics, and geography.
85.27 	It is the intent of the legislature that the Statewide Longitudinal Education Data 
85.28 	System inform public policy and decision-making. The SLEDS governance committee, 
85.29 	with assistance from staff of the Office of Higher Education, the Department of Education, 
85.30 	and the Department of Employment and Economic Development, shall respond to 
85.31 	legislative committee and agency requests on topics utilizing data made available through 
85.32 	the Statewide Longitudinal Education Data System as resources permit. Any analysis of 
85.33 	or report on the data must contain only summary data.
85.34 	(c) By January 15 of each year, the partnership shall submit a report to the governor 
85.35 	and to the chairs and ranking minority members of the legislative committees and 
85.36 	divisions with jurisdiction over P-20 education policy and finance that summarizes the 
86.1 	partnership's progress in meeting its goals and identifies the need for any draft legislation 
86.2 	when necessary to further the goals of the partnership to maximize student achievement 
86.3 	while promoting efficient use of resources.

86.4 	Sec. 38.  REPEALER.
 86.5 	Minnesota Statutes 2012, section 122A.19, subdivision 3, is repealed effective the 
86.6 	day following final enactment.

86.7 	ARTICLE 8
86.8 	INTERSTATE COMPACT ON EDUCATIONAL OPPORTUNITY 
86.9 	FOR MILITARY CHILDREN

86.10 	Section 1. Minnesota Statutes 2012, section 127A.70, subdivision 1, is amended to read:
86.11 		Subdivision 1.Establishment; membership. (a) A P-20 education partnership is 
86.12 	established to create a seamless system of education that maximizes achievements of 
86.13 	all students, from early childhood through elementary, secondary, and postsecondary 
86.14 	education, while promoting the efficient use of financial and human resources. The 
86.15 	partnership shall consist of major statewide educational groups or constituencies or 
86.16 	noneducational statewide organizations with a stated interest in P-20 education. The initial 
86.17 	membership of the partnership includes the members serving on the Minnesota P-16 
86.18 	Education Partnership and four legislators appointed as follows:
86.19 	(1) one senator from the majority party and one senator from the minority party, 
86.20 	appointed by the Subcommittee on Committees of the Committee on Rules and 
86.21 	Administration; and
86.22 	(2) one member of the house of representatives appointed by the speaker of the 
86.23 	house and one member appointed by the minority leader of the house of representatives.
86.24 	(b) The chair of the P-16 education partnership must convene the first meeting 
86.25 	of the P-20 partnership. Prospective members may be nominated by any partnership 
86.26 	member and new members will be added with the approval of a two-thirds majority of the 
86.27 	partnership. The partnership will also seek input from nonmember organizations whose 
86.28 	expertise can help inform the partnership's work.
86.29 	(c) Partnership members shall be represented by the chief executives, presidents, or 
86.30 	other formally designated leaders of their respective organizations, or their designees. The 
86.31 	partnership shall meet at least three times during each calendar year.
86.32 	(d) The P-20 education partnership shall be the state council for the Interstate 
86.33 	Compact on Educational Opportunity for Military Children under section 127A.85 with 
86.34 	the chair serving as the compact commissioner responsible for the administration and 
87.1 	management of the state's participation in the compact. When conducting business 
87.2 	required under section 127A.85, the P-20 partnership shall include a representative from a 
87.3 	military installation appointed by the adjutant general of the Minnesota National Guard.

87.4 	Sec. 2. [127A.85] INTERSTATE COMPACT ON EDUCATIONAL 
87.5 	OPPORTUNITY FOR MILITARY CHILDREN.
87.6 	ARTICLE I
87.7 	PURPOSE
87.8 	It is the purpose of this compact to remove barriers to educational success imposed on 
87.9 	children of military families because of frequent moves and deployment of their parents by:
87.10 	A. facilitating the timely enrollment of children of military families and ensuring 
87.11 	that they are not placed at a disadvantage due to difficulty in the transfer of education 
87.12 	records from the previous school district(s) or variations in entrance/age requirements.
87.13 	B. Facilitating the student placement process through which children of military 
87.14 	families are not disadvantaged by variations in attendance requirements, scheduling, 
87.15 	sequencing, grading, course content, or assessment.
87.16 	C. Facilitating the qualification and eligibility for enrollment, educational programs, 
87.17 	and participation in extracurricular academic, athletic, and social activities.
87.18 	D. Facilitating the on-time graduation of children of military families.
87.19 	E. Providing for the promulgation and enforcement of administrative rules 
87.20 	implementing the provisions of this compact.
87.21 	F. Providing for the uniform collection and sharing of information between and 
87.22 	among member states, schools, and military families under this compact.
87.23 	G. Promoting coordination between this compact and other compacts affecting 
87.24 	military children.
87.25 	H. Promoting flexibility and cooperation between the educational system, parents, 
87.26 	and the student in order to achieve educational success for the student.
87.27 	ARTICLE II
87.28 	DEFINITIONS
87.29 	As used in this compact, unless the context clearly requires a different construction:
87.30 	A. "Active duty" means: full-time duty status in the active uniformed service of the 
87.31 	United States, including members of the National Guard and Reserve on active duty orders 
87.32 	pursuant to United States code, title 10, sections 1209 and 1211.
87.33 	B. "Children of military families" means: a school-aged child(ren), enrolled in 
87.34 	kindergarten through grade 12, in the household of an active duty member.
88.1 	C. "Compact commissioner" means: the voting representative of each compacting 
88.2 	state appointed pursuant to Article VIII of this compact.
88.3 	D. "Deployment" means: the period one month prior to the service members' 
88.4 	departure from their home station on military orders through six months after return to 
88.5 	their home station.
88.6 	E. "Education(al) records" means: those official records, files, and data directly 
88.7 	related to a student and maintained by the school or local education agency, including but 
88.8 	not limited to records encompassing all the material kept in the student's cumulative 
88.9 	folder, such as general identifying data, records of attendance and of academic work 
88.10 	completed, records of achievement and results of evaluative tests, health data, disciplinary 
88.11 	status, test protocols, and individualized education programs.
88.12 	F. "Extracurricular activities" means: a voluntary activity sponsored by the school 
88.13 	or local education agency or an organization sanctioned by the local education agency. 
88.14 	Extracurricular activities include, but are not limited to, preparation for and involvement 
88.15 	in public performances, contests, athletic competitions, demonstrations, displays, and 
88.16 	club activities.
88.17 	G. "Interstate Commission on Educational Opportunity for Military Children" 
88.18 	means: the commission that is created under Article IX of this compact, which is generally 
88.19 	referred to as Interstate Commission.
88.20 	H. "Local education agency" means: a public authority legally constituted by the 
88.21 	state as an administrative agency to provide control of and direction for kindergarten 
88.22 	through grade 12 public educational institutions.
88.23 	I. "Member state" means: a state that has enacted this compact.
88.24 	J. "Military installation" means: a base, camp, post, station, yard, center, homeport 
88.25 	facility for any ship, or other activity under the jurisdiction of the Department of Defence, 
88.26 	including any leased facility, which is located within any of the several states, the District 
88.27 	of Columbia, the Commonwealth of Puerto Rico, the United States Virgin Islands, Guam, 
88.28 	American Samoa, the Northern Mariana Islands, and any other United States territory.
88.29 	 Such term does not include any facility used primarily for civil works, rivers and harbors 
88.30 	projects, or flood control projects.
88.31 	K. "Nonmember state" means: a state that has not enacted this compact.
88.32 	L. "Receiving state" means: the state to which a child of a military family is sent, 
88.33 	brought, or caused to be sent or brought.
88.34 	M. "Rule" means: a written statement by the Interstate Commission promulgated 
88.35 	pursuant to Article XII of this compact that is of general applicability, implements, 
88.36 	interprets, or prescribes a policy or provision of the Compact, or an organizational, 
89.1 	procedural, or practice requirement of the Interstate Commission, and has the force 
89.2 	and effect of statutory law in a member state, and includes the amendment, repeal, or 
89.3 	suspension of an existing rule.
89.4 	N. "Sending state" means: the state from which a child of a military family is sent, 
89.5 	brought, or caused to be sent or brought.
89.6 	O. "State" means: a state of the United States, the District of Columbia, the 
89.7 	Commonwealth of Puerto Rico, the United States Virgin Islands, Guam, American Samoa, 
89.8 	the Northern Mariana Islands, and any other United States territory.
89.9 	P. "Student" means: the child of a military family for whom the local education 
89.10 	agency receives public funding and who is formally enrolled in kindergarten through 
89.11 	grade 12.
89.12 	Q. "Transition" means: (1) the formal and physical process of transferring from 
89.13 	school to school or (2) the period of time in which a student moves from one school in 
89.14 	the sending state to another school in the receiving state.
89.15 	R. "Uniformed service(s)" means: the Army, Navy, Air Force, Marine Corps, Coast 
89.16 	Guard as well as the commissioned Corps of the National Oceanic and Atmospheric 
89.17 	Administration, and Public Health Services.
89.18 	S. "Veteran" means: a person who served in the uniformed services and who was 
89.19 	discharged or released there from under conditions other than dishonorable.
89.20 	ARTICLE III
89.21 	APPLICABILITY
89.22 	A. Except as otherwise provided in Section B, this compact shall apply to the 
89.23 	children of:
89.24 	1. active duty members of the uniformed services as defined in this compact, 
89.25 	including members of the National Guard and Reserve on active duty orders pursuant to 
89.26 	United States Code, title 10, sections 1209 and 1211;
89.27 	2. members or veterans of the uniformed services who are severely injured and 
89.28 	medically discharged or retired for a period of one year after medical discharge or 
89.29 	retirement; and
89.30 	3. members of the uniformed services who die on active duty or as a result of 
89.31 	injuries sustained on active duty for a period of one year after death.
89.32 	B. The provisions of this interstate compact shall only apply to local education 
89.33 	agencies as defined in this compact.
89.34 	C. The provisions of this compact shall not apply to the children of:
89.35 	1. inactive members of the national guard and military reserves;
89.36 	2. members of the uniformed services now retired, except as provided in Section A;
90.1 	3. veterans of the uniformed services, except as provided in Section A; and
90.2 	4. other United States Department of Defense personnel and other federal agency 
90.3 	civilian and contract employees not defined as active duty members of the uniformed 
90.4 	services.
90.5 	ARTICLE IV
90.6 	EDUCATIONAL RECORDS AND ENROLLMENT
90.7 	A. Unofficial or "hand-carried" education records - In the event that official 
90.8 	education records cannot be released to the parents for the purpose of transfer, the 
90.9 	custodian of the records in the sending state shall prepare and furnish to the parent 
90.10 	a complete set of unofficial educational records containing uniform information as 
90.11 	determined by the Interstate Commission. Upon receipt of the unofficial education records 
90.12 	by a school in the receiving state, the school shall enroll and appropriately place the 
90.13 	student based on the information provided in the unofficial records pending validation by 
90.14 	the official records, as quickly as possible.
90.15 	B. Official education records/transcripts - Simultaneous with the enrollment and 
90.16 	conditional placement of the student, the school in the receiving state shall request the 
90.17 	student's official education record from the school in the sending state. Upon receipt of 
90.18 	this request, the school in the sending state will process and furnish the official education 
90.19 	records to the school in the receiving state within ten days or within such time as 
90.20 	reasonably determined under rules promulgated by the Interstate Commission.
90.21 	C. Immunizations - Compacting states shall give 30 days from the date of enrollment 
90.22 	or within such time as is reasonably determined under the rules promulgated by the 
90.23 	Interstate Commission, for students to obtain any immunization(s) required by the 
90.24 	receiving state. For a series of immunizations, initial vaccinations must be obtained within 
90.25 	30 days or within such time as is reasonably determined under the rules promulgated by 
90.26 	the Interstate Commission.
90.27 	D. Kindergarten and first grade entrance age - Students shall be allowed to continue 
90.28 	their enrollment at grade level in the receiving state commensurate with their grade level 
90.29 	(including kindergarten) from a local education agency in the sending state at the time of 
90.30 	transition, regardless of age. A student that has satisfactorily completed the prerequisite 
90.31 	grade level in the local education agency in the sending state shall be eligible for enrollment 
90.32 	in the next highest grade level in the receiving state, regardless of age. A student 
90.33 	transferring after the start of the school year in the receiving state shall enter the school in 
90.34 	the receiving state on their validated level from an accredited school in the sending state.
90.35 	ARTICLE V
90.36 	PLACEMENT AND ATTENDANCE
91.1 	A. Course placement - When the student transfers before or during the school year, 
91.2 	the receiving state school shall initially honor placement of the student in educational 
91.3 	courses based on the student's enrollment in the sending state school and/or educational 
91.4 	assessments conducted at the school in the sending state if the courses are offered. Course 
91.5 	placement includes but is not limited to Honors, International Baccalaureate, Advanced 
91.6 	Placement, vocational, technical, and career pathways courses. Continuing the student's 
91.7 	academic program from the previous school and promoting placement in academically and 
91.8 	career challenging courses should be paramount when considering placement. This does 
91.9 	not preclude the school in the receiving state from performing subsequent evaluations to 
91.10 	ensure appropriate placement and continued enrollment of the student in the course(s).
91.11 	B. Educational program placement - The receiving state school shall initially honor 
91.12 	placement of the student in educational programs based on the current educational 
91.13 	assessments conducted at the school in the sending state or participation/placement in 
91.14 	like programs in the sending state. Such programs include, but are not limited to: (1) 
91.15 	gifted and talented programs; and (2) English as a second language (ESL). This does not 
91.16 	preclude the school in the receiving state from performing subsequent evaluations to 
91.17 	ensure appropriate placement of the student.
91.18 	C. Special education services - (1) in compliance with the federal requirements of the 
91.19 	Individuals with Disabilities Education Act (IDEA), United States Code Annotated, Title 
91.20 	20, section 1400 et seq., the receiving state shall initially provide comparable services to a 
91.21 	student with disabilities based on his/her current Individualized Education Program (IEP); 
91.22 	and (2) in compliance with the requirements of Section 504 of the Rehabilitation Act, 
91.23 	United States Code Annotated, title 29, section 794, and with Title II of the Americans 
91.24 	with Disabilities Act, United States Code Annotated, title 42, sections 12131 to12165, 
91.25 	the receiving state shall make reasonable accommodations and modifications to address 
91.26 	the needs of incoming students with disabilities, subject to an existing 504 or Title II 
91.27 	Plan, to provide the student with equal access to education. This does not preclude the 
91.28 	school in the receiving state from performing subsequent evaluations to ensure appropriate 
91.29 	placement of the student.
91.30 	D. Placement flexibility - Local education agency administrative officials shall have 
91.31 	flexibility in waiving course/program prerequisites, or other preconditions for placement 
91.32 	in courses/programs offered under the jurisdiction of the local education agency.
91.33 	E. Absence as related to deployment activities - A student whose parent or legal 
91.34 	guardian is an active duty member of the uniformed services, as defined by the compact, 
91.35 	and has been called to duty for, is on leave from, or immediately returned from deployment 
91.36 	to a combat zone or combat support posting, shall be granted additional excused absences 
92.1 	at the discretion of the local education agency superintendent to visit with his or her parent 
92.2 	or legal guardian relative to such leave or deployment of the parent or guardian.
92.3 	ARTICLE VI
92.4 	ELIGIBILITY
92.5 	A. Eligibility for enrollment
92.6 	1. Special power of attorney, relative to the guardianship of a child of a military 
92.7 	family and executed under applicable law shall be sufficient for the purposes of enrollment 
92.8 	and all other actions requiring parental participation and consent.
92.9 	2. A local education agency shall be prohibited from charging local tuition to a 
92.10 	transitioning military child placed in the care of a noncustodial parent or other person 
92.11 	standing in loco parentis who lives in a jurisdiction other than that of the custodial parent.
92.12 	3. A transitioning military child, placed in the care of a noncustodial parent or 
92.13 	other person standing in loco parentis who lives in a jurisdiction other than that of the 
92.14 	custodial parent, may continue to attend the school in which he/she was enrolled while 
92.15 	residing with the custodial parent.
92.16 	B. Eligibility for extracurricular participation - State and local education 
92.17 	agencies shall facilitate the opportunity for transitioning military children's inclusion 
92.18 	in extracurricular activities, regardless of application deadlines, to the extent they are 
92.19 	otherwise qualified.
92.20 	ARTICLE VII
92.21 	GRADUATION
92.22 	In order to facilitate the on-time graduation of children of military families, states 
92.23 	and local education agencies shall incorporate the following procedures:
92.24 	A. Waiver requirements - Local education agency administrative officials shall waive 
92.25 	specific courses required for graduation if similar coursework has been satisfactorily 
92.26 	completed in another local education agency or shall provide reasonable justification for 
92.27 	denial. Should a waiver not be granted to a student who would qualify to graduate from 
92.28 	the sending school, the local education agency shall provide an alternative means of 
92.29 	acquiring required coursework so that graduation may occur on time.
92.30 	B. Exit exams - States shall accept: (1) exit or end-of-course exams required for 
92.31 	graduation from the sending state, (2) national norm-referenced achievement tests, or (3) 
92.32 	alternative testing, in lieu of testing requirements for graduation in the receiving state. 
92.33 	In the event the above alternatives cannot be accommodated by the receiving state for a 
92.34 	student transferring in his or her senior year, then the provisions of Article VII, Section 
92.35 	C shall apply.
93.1 	C. Transfers during senior year - Should a military student transferring at the 
93.2 	beginning or during his or her senior year be ineligible to graduate from the receiving local 
93.3 	education agency after all alternatives have been considered, the sending and receiving 
93.4 	local education agencies shall ensure the receipt of a diploma from the sending local 
93.5 	education agency, if the student meets the graduation requirements of the sending local 
93.6 	education agency. In the event that one of the states in question is not a member of this 
93.7 	compact, the member state shall use best efforts to facilitate the on-time graduation of the 
93.8 	student in accordance with Sections A and B of this Article.
93.9 	ARTICLE VIII
93.10 	STATE COORDINATION
93.11 	A. Each member state shall, through the creation of a State Council or use of an 
93.12 	existing body or board, provide for the coordination among its agencies of government, 
93.13 	local education agencies, and military installations concerning the state's participation in, 
93.14 	and compliance with, this compact and Interstate Commission activities. While each 
93.15 	member state may determine the membership of its own State Council, its membership 
93.16 	must include at least: the state superintendent of education, superintendent of a school 
93.17 	district with a high concentration of military children, representative from a military 
93.18 	installation, one representative each from the legislative and executive branches of 
93.19 	government, and other offices and stakeholder groups the State Council deems appropriate. 
93.20 	A member state that does not have a school district deemed to contain a high concentration 
93.21 	of military children may appoint a superintendent from another school district to represent 
93.22 	local education agencies on the State Council.
93.23 	B. The State Council of each member state shall appoint or designate a military 
93.24 	family education liaison to assist military families and the state in facilitating the 
93.25 	implementation of this compact.
93.26 	C. The compact commissioner responsible for the administration and management 
93.27 	of the state's participation in the compact shall be appointed by the governor or as 
93.28 	otherwise determined by each member state.
93.29 	D. The compact commissioner and the military family education liaison designated 
93.30 	herein shall be ex-officio members of the State Council, unless either is already a full 
93.31 	voting member of the State council.
93.32 	ARTICLE IX
93.33 	INTERSTATE COMMISSION ON EDUCATIONAL OPPORTUNITY 
93.34 	FOR MILITARY CHILDREN
93.35 	The member states hereby create the "Interstate Commission on Educational 
93.36 	Opportunity for Military Children." The activities of the Interstate Commission are 
94.1 	the formation of public policy and are a discretionary state function. The Interstate 
94.2 	Commission shall:
94.3 	A. Be a body corporate and joint agency of the member states and shall have all the 
94.4 	responsibilities, powers, and duties set forth herein, and such additional powers as may be 
94.5 	conferred upon it by a subsequent concurrent action of the respective legislatures of the 
94.6 	member states in accordance with the terms of this compact.
94.7 	B. Consist of one Interstate Commission voting representative from each member 
94.8 	state who shall be that state's compact commissioner.
94.9 	1. Each member state represented at a meeting of the Interstate Commission is 
94.10 	entitled to one vote.
94.11 	2. A majority of the total member states shall constitute a quorum for the transaction 
94.12 	of business, unless a larger quorum is required by the bylaws of the Interstate Commission.
94.13 	3. A representative shall not delegate a vote to another member state. In the event 
94.14 	the compact commissioner is unable to attend a meeting of the Interstate Commission, 
94.15 	the Governor or State Council may delegate voting authority to another person from 
94.16 	their state for a specified meeting.
94.17 	4. The bylaws may provide for meetings of the Interstate Commission to be 
94.18 	conducted by telecommunication or electronic communication.
94.19 	C. Consist of ex-officio, nonvoting representatives who are members of interested 
94.20 	organizations. Such ex-officio members, as defined in the bylaws, may include, but not 
94.21 	be limited to, members of the representative organizations of military family advocates, 
94.22 	local education agency officials, parent and teacher groups, the United States Department 
94.23 	of Defense, the Education Commission of the States, the Interstate Agreement on the 
94.24 	Qualification of Educational Personnel, and other interstate compacts affecting the 
94.25 	education of children of military members.
94.26 	D. Meet at least once each calendar year. The chairperson may call additional 
94.27 	meetings and, upon the request of a simple majority of the member states, shall call 
94.28 	additional meetings.
94.29 	E. Establish an executive committee, whose members shall include the officers of the 
94.30 	Interstate Commission and such other members of the Interstate Commission as determined 
94.31 	by the bylaws. Members of the executive committee shall serve a one-year term. Members 
94.32 	of the executive committee shall be entitled to one vote each. The executive committee 
94.33 	shall have the power to act on behalf of the Interstate Commission, with the exception 
94.34 	of rulemaking, during periods when the Interstate Commission is not in session. The 
94.35 	executive committee shall oversee the day-to-day activities of the administration of the 
94.36 	compact, including enforcement and compliance with the provisions of the compact, its 
95.1 	bylaws and rules, and other such duties as deemed necessary. The U.S. Department of 
95.2 	Defense, shall serve as an ex-officio, nonvoting member of the executive committee.
95.3 	F. Establish bylaws and rules that provide for conditions and procedures under which 
95.4 	the Interstate Commission shall make its information and official records available to the 
95.5 	public for inspection or copying. The Interstate Commission may exempt from disclosure 
95.6 	information or official records to the extent they would adversely affect personal privacy 
95.7 	rights or proprietary interests.
95.8 	G. Public notice shall be given by the Interstate Commission of all meetings and 
95.9 	all meetings shall be open to the public, except as set forth in the rules or as otherwise 
95.10 	provided in the compact. The Interstate Commission and its committees may close a 
95.11 	meeting, or portion thereof, where it determines by two-thirds vote that an open meeting 
95.12 	would be likely to:
95.13 	1. Relate solely to the Interstate Commission's internal personnel practices and 
95.14 	procedures;
95.15 	2. Disclose matters specifically exempted from disclosure by federal and state statute;
95.16 	3. Disclose trade secrets or commercial or financial information which is privileged 
95.17 	or confidential;
95.18 	4. Involve accusing a person of a crime, or formally censuring a person;
95.19 	5. Disclose information of a personal nature where disclosure would constitute a 
95.20 	clearly unwarranted invasion of personal privacy;
95.21 	6. Disclose investigative records compiled for law enforcement purposes; or
95.22 	7. Specifically relate to the Interstate Commission's participation in a civil action 
95.23 	or other legal proceeding.
95.24 	H. For a meeting, or a portion of a meeting, closed pursuant to this provision, the 
95.25 	Interstate Commission's legal counsel or designee shall certify that the meeting may be 
95.26 	closed and shall reference each relevant exemptible provision. the Interstate Commission 
95.27 	shall keep minutes which shall fully and clearly describe all matters discussed in a meeting 
95.28 	and shall provide a full and accurate summary of actions taken, and the reasons therefore, 
95.29 	including a description of the views expressed and the record of a roll call vote. All 
95.30 	documents considered in connection with an action shall be identified in such minutes. All 
95.31 	minutes and documents of a closed meeting shall remain under seal, subject to release by a 
95.32 	majority vote of the Interstate Commission.
95.33 	I. The Interstate Commission shall collect standardized data concerning the 
95.34 	educational transition of the children of military families under this compact as directed 
95.35 	through its rules which shall specify the data to be collected, the means of collection, and 
95.36 	data exchange and reporting requirements. Such methods of data collection, exchange, 
96.1 	and reporting shall, insofar as is reasonably possible, conform to current technology and 
96.2 	coordinate its information functions with the appropriate custodian of records as identified 
96.3 	in the bylaws and rules.
96.4 	J. The Interstate Commission shall create a process that permits military officials, 
96.5 	education officials, and parents to inform the Interstate Commission if and when there 
96.6 	are alleged violations of the compact or its rules or when issues subject to the jurisdiction 
96.7 	of the compact or its rules are not addressed by the state or local education agency. This 
96.8 	section shall not be construed to create a private right of action against the Interstate 
96.9 	Commission or any member state.
96.10 	ARTICLE X
96.11 	POWERS AND DUTIES OF THE INTERSTATE COMMISSION
96.12 	The Interstate commission shall have the following powers:
96.13 	A. To provide for dispute resolution among member states.
96.14 	B. To promulgate rules and take all necessary actions to effect the goals, purposes, 
96.15 	and obligations as enumerated in this compact. The rules shall have the force and effect of 
96.16 	statutory law and shall be binding in the compact states to the extent and in the manner 
96.17 	provided in this compact.
96.18 	C. To issue, upon request of a member state, advisory opinions concerning the 
96.19 	meaning or interpretation of the interstate compact, its bylaws, rules, and actions.
96.20 	D. To enforce compliance with the compact provisions, the rules promulgated by the 
96.21 	Interstate Commission, and the bylaws, using all necessary and proper means, including 
96.22 	but not limited to the use of judicial process.
96.23 	E. To establish and maintain offices which shall be located within one or more of 
96.24 	the member states.
96.25 	F. To purchase and maintain insurance and bonds.
96.26 	G. To borrow, accept, hire, or contract for services of personnel.
96.27 	H. To establish and appoint committees including, but not limited to, an executive 
96.28 	committee as required by Article IX, Section E, which shall have the power to act on 
96.29 	behalf of the Interstate Commission in carrying out its powers and duties hereunder.
96.30 	I. To elect or appoint such officers, attorneys, employees, agents, or consultants, and 
96.31 	to fix their compensation, define their duties, and determine their qualifications; and to 
96.32 	establish the Interstate Commission's personnel policies and programs relating to conflicts 
96.33 	of interest, rates of compensation, and qualifications of personnel.
96.34 	J. To accept any and all donations and grants of money, equipment, supplies, 
96.35 	materials, and services, and to receive, utilize, and dispose of it.
97.1 	K. To lease, purchase, accept contributions or donations of, or otherwise to own, 
97.2 	hold, improve, or use any property, real, personal, or mixed.
97.3 	L. To sell, convey, mortgage, pledge, lease, exchange, abandon, or otherwise dispose 
97.4 	of any property, real, personal, or mixed.
97.5 	M. To establish a budget and make expenditures.
97.6 	N. To adopt a seal and bylaws governing the management and operation of the 
97.7 	Interstate Commission.
97.8 	O. To report annually to the legislatures, governors, judiciary, and State Councils 
97.9 	of the member states concerning the activities of the Interstate Commission during the 
97.10 	preceding year. Such reports shall also include any recommendations that may have 
97.11 	been adopted by the Interstate Commission.
97.12 	P. To coordinate education, training, and public awareness regarding the compact, its 
97.13 	implementation and operation for officials and parents involved in such activity.
97.14 	Q. To establish uniform standards for the reporting, collecting, and exchanging of 
97.15 	data.
97.16 	R. To maintain corporate books and records in accordance with the bylaws.
97.17 	S. To perform such functions as may be necessary or appropriate to achieve the 
97.18 	purposes of this compact.
97.19 	T. To provide for the uniform collection and sharing of information between and 
97.20 	among member states, schools, and military families under this compact.
97.21 	ARTICLE XI
97.22 	ORGANIZATION AND OPERATION OF THE INTERSTATE COMMISSION
97.23 	A. The Interstate Commission shall, by a majority of the members present and 
97.24 	voting, within 12 months after the first interstate Commission meeting, adopt bylaws to 
97.25 	govern its conduct as may be necessary or appropriate to carry out the purposes of the 
97.26 	compact, including, but not limited to:
97.27 	1. Establishing the fiscal year of the Interstate Commission;
97.28 	2. Establishing an executive committee, and such other committees as may be 
97.29 	necessary;
97.30 	3. Providing for the establishment of committees and for governing any general or 
97.31 	specific delegation of authority or function of the Interstate Commission;
97.32 	4. Providing reasonable procedures for calling and conducting meetings of the 
97.33 	Interstate Commission, and ensuring reasonable notice of each such meeting;
97.34 	5. Establishing the titles and responsibilities of the officers and staff of the Interstate 
97.35 	Commission;
98.1 	6. Providing a mechanism for concluding the operations of the Interstate 
98.2 	Commission and the return of surplus funds that may exist upon the termination of the 
98.3 	compact after the payment and reserving of all of its debts and obligations.
98.4 	7. Providing "start up" rules for initial administration of the compact.
98.5 	B. The Interstate Commission shall, by a majority of the members, elect annually 
98.6 	from among its members a chairperson, a vice-chairperson, and a treasurer, each of whom 
98.7 	shall have such authority and duties as may be specified in the bylaws. The chairperson or, 
98.8 	in the chairperson's absence or disability, the vice-chairperson, shall preside at all meetings 
98.9 	of the Interstate Commission. The officers so elected shall serve without compensation or 
98.10 	remuneration from the Interstate Commission; provided that, subject to the availability 
98.11 	of budgeted funds, the officers shall be reimbursed for ordinary and necessary costs and 
98.12 	expenses incurred by them in the performance of their responsibilities as officers of the 
98.13 	Interstate Commission.
98.14 	C. Executive Committee, Officers and Personnel
98.15 	1. The executive committee shall have such authority and duties as may be set forth 
98.16 	in the bylaws, including but not limited to:
98.17 	a. Managing the affairs of the Interstate Commission in a manner consistent with the 
98.18 	bylaws and purposes of the Interstate Commission;
98.19 	b. Overseeing an organizational structure within, and appropriate procedures for, 
98.20 	the Interstate Commission to provide for the creation of rules, operating procedures, and 
98.21 	administrative and technical support functions; and
98.22 	c. Planning, implementing, and coordinating communications and activities with 
98.23 	other state, federal, and local government organizations in order to advance the goals of 
98.24 	the Interstate Commission.
98.25 	2. The executive committee may, subject to the approval of the Interstate 
98.26 	Commission, appoint or retain an executive director for such period, upon such terms and 
98.27 	conditions and for compensation, as the Interstate Commission may deem appropriate. 
98.28 	The executive director shall serve as secretary to the Interstate Commission, but shall not 
98.29 	be a member of the Interstate Commission. The executive director shall hire and supervise 
98.30 	such other persons as may be authorized by the Interstate Commission.
98.31 	D. The Interstate Commission's executive director and its employees shall be 
98.32 	immune from suit and liability, either personally or in their official capacity, for a claim 
98.33 	for damage to or loss of property or personal injury or other civil liability caused or arising 
98.34 	out of or relating to an actual or alleged act, error, or omission that occurred, or that 
98.35 	such person had a reasonable basis for believing occurred, within the scope of Interstate 
98.36 	Commission employment, duties, or responsibilities; provided that such person shall 
99.1 	not be protected from suit or liability for damage, loss, injury, or liability caused by the 
99.2 	intentional or willful and wanton misconduct of such person.
99.3 	1. The liability of the Interstate Commission's executive director and employees 
99.4 	or Interstate Commission representatives, acting within the scope of such person's 
99.5 	employment or duties for acts, errors, or omissions occurring within such person's state 
99.6 	may not exceed the limits of liability set forth under the Constitution and laws of that state 
99.7 	for state officials, employees, and agents. The Interstate Commission is considered to be an 
99.8 	instrumentality of the states for the purposes of any such action. Nothing in this subsection 
99.9 	shall be construed to protect such person from suit or liability for damage, loss, injury, or 
99.10 	liability caused by the intentional or willful and wanton misconduct of such person.
99.11 	2. The Interstate Commission shall defend the executive director and its employees 
99.12 	and, subject to the approval of the attorney general or other appropriate legal counsel of the 
99.13 	member state represented by an Interstate Commission representative, shall defend such 
99.14 	Interstate Commission representative in any civil action seeking to impose liability arising 
99.15 	out of an actual or alleged act, error, or omission that occurred within the scope of Interstate 
99.16 	Commission employment, duties or responsibilities, or that the defendant had a reasonable 
99.17 	basis for believing occurred within the scope of the Interstate Commission employment, 
99.18 	duties, or responsibilities, provided that the actual or alleged act, error, or omission did not 
99.19 	result from intentional or willful and wanton misconduct on the part of such person.
99.20 	3. To the extent not covered by the state involved, member state, or the Interstate 
99.21 	Commission, the representatives or employees of the Interstate Commission shall be held 
99.22 	harmless in the amount of a settlement or judgment, including attorney fees and costs, 
99.23 	obtained against such persons arising out of an actual or alleged act, error, or omission 
99.24 	that occurred within the scope of the Interstate Commission employment, duties, or 
99.25 	responsibilities, or that such persons had a reasonable basis for believing occurred within 
99.26 	the scope of Interstate Commission employment, duties, or responsibilities, provided that 
99.27 	the actual or alleged act, error, or omission did not result from intentional or willful and 
99.28 	wanton misconduct on the part of such persons.
99.29 	ARTICLE XII
99.30 	RULEMAKING FUNCTIONS OF THE INTERSTATE COMMISSION
99.31 	A. Rulemaking Authority - The Interstate Commission shall promulgate reasonable 
99.32 	rules in order to effectively and efficiently achieve the purposes of this Compact. 
99.33 	Notwithstanding the foregoing, in the event the Interstate Commission exercises its 
99.34 	rulemaking authority in a manner that is beyond the scope of the purposes of this Act, or 
99.35 	the powers granted hereunder, then such an action by the Interstate Commission shall be 
99.36 	invalid and have no force or effect.
100.1 	B. Rulemaking Procedure - Rules shall be made pursuant to a rulemaking process 
100.2 	that substantially conforms to the "Model State Administrative Procedure Act," of 1981 
100.3 	Act, Uniform Laws Annotated, Vol. 15, p.1 (2000) as amended, as may be appropriate to 
100.4 	the operations of the Interstate Commission.
100.5 	C. Not later than 30 days after a rule is promulgated, any person may file a petition 
100.6 	for judicial review of the rule; provided that the filing of such a petition shall not stay 
100.7 	or otherwise prevent the rule from becoming effective unless the court finds that the 
100.8 	petitioner has a substantial likelihood of success. The court shall give deference to 
100.9 	the actions of the Interstate Commission consistent with applicable law and shall not 
100.10 	find the rule to be unlawful if the rule represents a reasonable exercise of the Interstate 
100.11 	Commission's authority.
100.12 	D. If a majority of the legislatures of the compacting states reject a Rule by 
100.13 	enactment of a statute or resolution in the same manner used to adopt the compact, then 
100.14 	such rule shall have no further force and effect in any compacting state.
100.15 	ARTICLE XIII
100.16 	OVERSIGHT, ENFORCEMENT, AND DISPUTE RESOLUTION
100.17 	A. Oversight
100.18 	1. The executive, legislative, and judicial branches of state government in each 
100.19 	member state shall enforce this compact and shall take all actions necessary and 
100.20 	appropriate to effectuate the compact's purposes and intent. The provisions of this compact 
100.21 	and the rules promulgated hereunder shall have standing as statutory law.
100.22 	2. All courts shall take judicial notice of the compact and the rules in any judicial or 
100.23 	administrative proceeding in a member state pertaining to the subject matter of this compact 
100.24 	which may affect the powers, responsibilities, or actions of the Interstate Commission.
100.25 	3. The Interstate Commission shall be entitled to receive all service of process in any 
100.26 	such proceeding, and shall have standing to intervene in the proceeding for all purposes. 
100.27 	Failure to provide service of process to the Interstate Commission shall render a judgment 
100.28 	or order void as to the Interstate Commission, this compact, or promulgated rules.
100.29 	B. Default, Technical Assistance, Suspension, and Termination - If the Interstate 
100.30 	Commission determines that a member state has defaulted in the performance of its 
100.31 	obligations or responsibilities under this compact, or the bylaws or promulgated rules, 
100.32 	the Interstate Commission shall:
100.33 	1. Provide written notice to the defaulting state and other member states of the 
100.34 	nature of the default, the means of curing the default, and any action taken by the Interstate 
100.35 	Commission. The Interstate Commission shall specify the conditions by which the 
100.36 	defaulting state must cure its default.
101.1 	2. Provide remedial training and specific technical assistance regarding the default.
101.2 	3. If the defaulting state fails to cure the default, the defaulting state shall be 
101.3 	terminated from the compact upon an affirmative vote of a majority of the member states 
101.4 	and all rights, privileges, and benefits conferred by this compact shall be terminated from 
101.5 	the effective date of termination. A cure of the default does not relieve the offending state 
101.6 	of obligations or liabilities incurred during the period of the default.
101.7 	4. Suspension or termination of membership in the compact shall be imposed only 
101.8 	after all other means of securing compliance have been exhausted. Notice of intent 
101.9 	to suspend or terminate shall be given by the Interstate Commission to the governor, 
101.10 	the majority and minority leaders of the defaulting state's legislature, and each of the 
101.11 	member states.
101.12 	5. The state which has been suspended or terminated is responsible for all 
101.13 	assessments, obligations, and liabilities incurred through the effective date of suspension 
101.14 	or termination, including obligations, the performance of which extends beyond the 
101.15 	effective date of suspension or termination.
101.16 	6. The Interstate Commission shall not bear any costs relating to any state that has 
101.17 	been found to be in default or which has been suspended or terminated from the compact, 
101.18 	unless otherwise mutually agreed upon in writing between the Interstate Commission 
101.19 	and the defaulting state.
101.20 	7. The defaulting state may appeal the action of the Interstate Commission by 
101.21 	petitioning the United States District Court for the District of Columbia or the federal 
101.22 	district where the Interstate Commission has its principle offices. The prevailing party 
101.23 	shall be awarded all costs of such litigation including reasonable attorney fees.
101.24 	C. Dispute Resolution
101.25 	1. The Interstate Commission shall attempt, upon the request of a member state, to 
101.26 	resolve disputes which are subject to the compact and which may arise among member 
101.27 	states and between member and nonmember states.
101.28 	2. The Interstate Commission shall promulgate a rule providing for both mediation 
101.29 	and binding dispute resolution for disputes as appropriate.
101.30 	D. Enforcement
101.31 	1. The Interstate Commission, in the reasonable exercise of its discretion, shall 
101.32 	enforce the provisions and rules of this compact.
101.33 	2. The Interstate Commission may, by majority vote of the members, initiate legal 
101.34 	action in the United States District Court for the District of Columbia or, at the discretion 
101.35 	of the Interstate Commission, in the federal district where the Interstate Commission has its 
101.36 	principal offices, to enforce compliance with the provisions of the compact, its promulgated 
102.1 	rules and bylaws, against a member state in default. The relief sought may include both 
102.2 	injunctive relief and damages. In the event judicial enforcement is necessary the prevailing 
102.3 	party shall be awarded all costs of such litigation including reasonable attorney fees.
102.4 	3. The remedies herein shall not be the exclusive remedies of the Interstate 
102.5 	Commission. The Interstate Commission may avail itself of any other remedies available 
102.6 	under state law or the regulation of a profession.
102.7 	ARTICLE XIV
102.8 	FINANCING OF THE INTERSTATE COMMISSION
102.9 	A. The Interstate Commission shall pay, or provide for the payment of the reasonable 
102.10 	expenses of its establishment, organization, and ongoing activities.
102.11 	B. The Interstate Commission may levy on and collect an annual assessment from 
102.12 	each member state to cover the cost of the operations and activities of the Interstate 
102.13 	Commission and its staff which must be in a total amount sufficient to cover the Interstate 
102.14 	Commission's annual budget as approved each year. The aggregate annual assessment 
102.15 	amount shall be allocated based upon a formula to be determined by the Interstate 
102.16 	Commission, which shall promulgate a rule binding upon all member states.
102.17 	C. The Interstate Commission shall not incur obligations of any kind prior to securing 
102.18 	the funds adequate to meet the same; nor shall the Interstate Commission pledge the credit 
102.19 	of any of the member states, except by and with the authority of the member state.
102.20 	D. The Interstate Commission shall keep accurate accounts of all receipts and 
102.21 	disbursements. The receipts and disbursements of the Interstate Commission shall be 
102.22 	subject to the audit and accounting procedures established under its bylaws. However, 
102.23 	all receipts and disbursements of funds handled by the Interstate Commission shall be 
102.24 	audited yearly by a certified or licensed public accountant and the report of the audit shall 
102.25 	be included in and become part of the annual report of the Interstate Commission.
102.26 	ARTICLE XV
102.27 	MEMBER STATES, EFFECTIVE DATE, AND AMENDMENT
102.28 	A. Any state is eligible to become a member state.
102.29 	B. The compact shall become effective and binding upon legislative enactment of the 
102.30 	compact into law by no less than ten of the states. The effective date shall be no earlier than 
102.31 	December 1, 2007. Thereafter, it shall become effective and binding as to any other member 
102.32 	state upon enactment of the compact into law by that state. The governors of nonmember 
102.33 	states or their designees shall be invited to participate in the activities of the Interstate 
102.34 	Commission on a nonvoting basis prior to the adoption of the compact by all states.
102.35 	C. The Interstate Commission may propose amendments to the compact for 
102.36 	enactment by the member states. No amendment shall become effective and binding upon 
103.1 	the Interstate Commission and the member states unless and until it is enacted into law by 
103.2 	unanimous consent of the member states.
103.3 	ARTICLE XVI
103.4 	WITHDRAWAL AND DISSOLUTION
103.5 	A. Withdrawal
103.6 	1. Once effective, the compact shall continue in force and remain binding upon each 
103.7 	and every member state; provided that a member state may withdraw from the compact 
103.8 	specifically repealing the statute, which enacted the compact into law.
103.9 	2. Withdrawal from this compact shall be by the enactment of a statute repealing 
103.10 	the same, but shall not take effect until one year after the effective date of such statute 
103.11 	and until written notice of the withdrawal has been given by the withdrawing state to the 
103.12 	governor of each other member jurisdiction.
103.13 	3. The withdrawing state shall immediately notify the chairperson of the Interstate 
103.14 	Commission in writing upon the introduction of legislation repealing this compact in the 
103.15 	withdrawing state. The Interstate Commission shall notify the other member states of the 
103.16 	withdrawing state's intent to withdraw within 60 days of its receipt thereof.
103.17 	4. The withdrawing state is responsible for all assessments, obligations and liabilities 
103.18 	incurred through the effective date of withdrawal, including obligations, the performance 
103.19 	of which extend beyond the effective date of withdrawal.
103.20 	5. Reinstatement following withdrawal of a member state shall occur upon the 
103.21 	withdrawing state reenacting the compact or upon such later date as determined by the 
103.22 	Interstate Commission.
103.23 	B. Dissolution of Compact
103.24 	1. This compact shall dissolve effective upon the date of the withdrawal or default 
103.25 	of the member state which reduces the membership in the compact to one member state.
103.26 	2. Upon he dissolution of this compact, the compact becomes null and void and shall 
103.27 	be of no further force or effect, and the business and affairs of the Interstate Commission 
103.28 	shall be concluded and surplus funds shall be distributed in accordance with the bylaws.
103.29 	ARTICLE XVII
103.30 	SEVERABILITY AND CONSTRUCTION
103.31 	A. The provisions of this compact shall be severable, and if any phrase, clause, 
103.32 	sentence, or provision is deemed unenforceable, the remaining provisions of the compact 
103.33 	shall be enforceable.
103.34 	B. The provisions of this compact shall be liberally construed to effectuate its 
103.35 	purposes.
104.1 	C. Nothing in this compact shall be construed to prohibit the applicability of other 
104.2 	interstate compacts to which the states are members.
104.3 	ARTICLE XVIII
104.4 	BINDING EFFECT OF COMPACT AND OTHER LAWS
104.5 	A. Other Laws
104.6 	1. Nothing herein prevents the enforcement of any other law of a member state 
104.7 	that is not inconsistent with this compact.
104.8 	2. All member states' laws conflicting with this compact are superseded to the 
104.9 	extent of the conflict.
104.10 	B. Binding Effect of the Compact
104.11 	1. All lawful actions of the Interstate Commission, including all rules and bylaws 
104.12 	promulgated by the Interstate Commission, are binding upon the member states.
104.13 	2. All agreements between the Interstate Commission and the member states are 
104.14 	binding in accordance with their terms.
104.15 	3. In the event any provision of this compact exceeds the constitutional limits 
104.16 	imposed on the legislature of any member state, such provision shall be ineffective to the 
104.17 	extent of the conflict with the constitutional provision in question in that member state.

104.18 	Sec. 3. MILITARY-CONNECTED YOUTH IDENTIFIER.
 104.19 	(a) When a school district updates its enrollment forms in the ordinary course 
104.20 	of business, the district must include a box on the enrollment form to allow students 
104.21 	to self-identify as a military-connected youth. For purposes of this section, a 
104.22 	"military-connected youth" means having an immediate family member, including a 
104.23 	parent or sibling, who is currently in the armed forces either as a reservist or on active 
104.24 	duty or has recently retired from the armed forces.
104.25 	(b) Data collected under this section is private data, but summary data may be 
104.26 	published by the Department of Education.

104.27 	ARTICLE 9
104.28 	UNSESSION CHANGES

104.29 	Section 1. Minnesota Statutes 2012, section 121A.36, is amended to read:
104.30 	121A.36 MOTORCYCLE SAFETY EDUCATION PROGRAM.
104.31 		Subdivision 1.Established; administration; rules. A motorcycle safety education 
104.32 	program is established. The program shall be administered by the commissioners
104.33 	 commissioner of public safety and education. The program shall include but is not limited 
105.1 	to training and coordination of motorcycle safety instructors, motorcycle safety promotion 
105.2 	and public information, and reimbursement for the cost of approved courses offered by 
105.3 	schools and organizations.
105.4 		Subd. 2.Reimbursements. The commissioner of education public safety, to the 
105.5 	extent that funds are available, may reimburse schools and other approved organizations 
105.6 	offering approved motorcycle safety education courses for up to 50 percent of the actual 
105.7 	cost of the courses. If sufficient funds are not available, reimbursements shall be prorated. 
105.8 	The commissioner may conduct audits and otherwise examine the records and accounts of 
105.9 	schools and approved organizations offering the courses to insure the accuracy of the costs.
105.10 		Subd. 3.Appropriation. (a) All funds in the motorcycle safety fund created by 
105.11 	section 171.06, subdivision 2a, are hereby annually appropriated to the commissioner of 
105.12 	public safety to carry out the purposes of subdivisions 1 and 2. The commissioner of 
105.13 	public safety may make grants from the fund to the commissioner of education at such 
105.14 	times and in such amounts as the commissioner deems necessary to carry out the purposes 
105.15 	of subdivisions 1 and 2.
105.16 	(b) Of the money appropriated under paragraph (a):
105.17 	(1) not more than five percent shall be expended to defray the administrative costs 
105.18 	of carrying out the purposes of subdivisions 1 and 2; and
105.19 	(2) not more than 65 percent shall be expended for the combined purpose of 
105.20 	training and coordinating the activities of motorcycle safety instructors and making 
105.21 	reimbursements to schools and other approved organizations.

105.22 	Sec. 2. Minnesota Statutes 2012, section 124D.141, subdivision 2, is amended to read:
105.23 		Subd. 2.Additional duties. The following duties are added to those assigned 
105.24 	to the council under federal law:
105.25 	(1) make recommendations on the most efficient and effective way to leverage state 
105.26 	and federal funding streams for early childhood and child care programs;
105.27 	(2) make recommendations on how to coordinate or colocate early childhood and 
105.28 	child care programs in one state Office of Early Learning. The council shall establish a task 
105.29 	force to develop these recommendations. The task force shall include two nonexecutive 
105.30 	branch or nonlegislative branch representatives from the council; six representatives from 
105.31 	the early childhood caucus; two representatives each from the Departments of Education, 
105.32 	Human Services, and Health; one representative each from a local public health agency, a 
105.33 	local county human services agency, and a school district; and two representatives from 
105.34 	the private nonprofit organizations that support early childhood programs in Minnesota. 
106.1 	In developing recommendations in coordination with existing efforts of the council, the 
106.2 	task force shall consider how to:
106.3 	(i) consolidate and coordinate resources and public funding streams for early 
106.4 	childhood education and child care, and ensure the accountability and coordinated 
106.5 	development of all early childhood education and child care services to children from birth 
106.6 	to kindergarten entrance;
106.7 	(ii) create a seamless transition from early childhood programs to kindergarten;
106.8 	(iii) encourage family choice by ensuring a mixed system of high-quality public and 
106.9 	private programs, with local points of entry, staffed by well-qualified professionals;
106.10 	(iv) ensure parents a decisive role in the planning, operation, and evaluation of 
106.11 	programs that aid families in the care of children;
106.12 	(v) provide consumer education and accessibility to early childhood education 
106.13 	and child care resources;
106.14 	(vi) advance the quality of early childhood education and child care programs in order 
106.15 	to support the healthy development of children and preparation for their success in school;
106.16 	(vii) develop a seamless service delivery system with local points of entry for early 
106.17 	childhood education and child care programs administered by local, state, and federal 
106.18 	agencies;
106.19 	(viii) ensure effective collaboration between state and local child welfare programs 
106.20 	and early childhood mental health programs and the Office of Early Learning;
106.21 	(ix) develop and manage an effective data collection system to support the necessary 
106.22 	functions of a coordinated system of early childhood education and child care in order to 
106.23 	enable accurate evaluation of its impact;
106.24 	(x) respect and be sensitive to family values and cultural heritage; and
106.25 	(xi) establish the administrative framework for and promote the development of 
106.26 	early childhood education and child care services in order to provide that these services, 
106.27 	staffed by well-qualified professionals, are available in every community for all families 
106.28 	that express a need for them.
106.29 	In addition, the task force must consider the following responsibilities for transfer 
106.30 	to the Office of Early Learning:
106.31 	(A) responsibilities of the commissioner of education for early childhood education 
106.32 	programs and financing under sections 119A.50 to 119A.535, 121A.16 to 121A.19, and 
106.33 	124D.129 to 124D.2211;
106.34 	(B) responsibilities of the commissioner of human services for child care assistance, 
106.35 	child care development, and early childhood learning and child protection facilities 
106.36 	programs and financing under chapter 119B and section 256E.37; and
107.1 	(C) responsibilities of the commissioner of health for family home visiting programs 
107.2 	and financing under section 145A.17.
107.3 	Any costs incurred by the council in making these recommendations must be paid 
107.4 	from private funds. If no private funds are received, the council must not proceed in 
107.5 	making these recommendations. The council must report its recommendations to the 
107.6 	governor and the legislature by January 15, 2011;
107.7 	(3) (2) review program evaluations regarding high-quality early childhood programs;
107.8 	 and
107.9 	(4) (3) make recommendations to the governor and legislature, including proposed 
107.10 	legislation on how to most effectively create a high-quality early childhood system in 
107.11 	Minnesota in order to improve the educational outcomes of children so that all children 
107.12 	are school-ready by 2020;.
107.13 	(5) make recommendations to the governor and the legislature by March 1, 2011, on 
107.14 	the creation and implementation of a statewide school readiness report card to monitor 
107.15 	progress toward the goal of having all children ready for kindergarten by the year 2020. 
107.16 	The recommendations shall include what should be measured including both children and 
107.17 	system indicators, what benchmarks should be established to measure state progress 
107.18 	toward the goal, and how frequently the report card should be published. In making their 
107.19 	recommendations, the council shall consider the indicators and strategies for Minnesota's 
107.20 	early childhood system report, the Minnesota school readiness study, developmental 
107.21 	assessment at kindergarten entrance, and the work of the council's accountability 
107.22 	committee. Any costs incurred by the council in making these recommendations must be 
107.23 	paid from private funds. If no private funds are received, the council must not proceed in 
107.24 	making these recommendations; and
107.25 	(6) make recommendations to the governor and the legislature on how to screen 
107.26 	earlier and comprehensively assess children for school readiness in order to provide 
107.27 	increased early interventions and increase the number of children ready for kindergarten. 
107.28 	In formulating their recommendations, the council shall consider (i) ways to interface 
107.29 	with parents of children who are not participating in early childhood education or care 
107.30 	programs, (ii) ways to interface with family child care providers, child care centers, and 
107.31 	school-based early childhood and Head Start programs, (iii) if there are age-appropriate 
107.32 	and culturally sensitive screening and assessment tools for three-, four-, and five-year-olds, 
107.33 	(iv) the role of the medical community in screening, (v) incentives for parents to have 
107.34 	children screened at an earlier age, (vi) incentives for early education and care providers 
107.35 	to comprehensively assess children in order to improve instructional practice, (vii) how to 
107.36 	phase in increases in screening and assessment over time, (viii) how the screening and 
108.1 	assessment data will be collected and used and who will have access to the data, (ix) 
108.2 	how to monitor progress toward the goal of having 50 percent of three-year-old children 
108.3 	screened and 50 percent of entering kindergarteners assessed for school readiness by 2015 
108.4 	and 100 percent of three-year-old children screened and entering kindergarteners assessed 
108.5 	for school readiness by 2020, and (x) costs to meet these benchmarks. The council shall 
108.6 	consider the screening instruments and comprehensive assessment tools used in Minnesota 
108.7 	early childhood education and care programs and kindergarten. The council may survey 
108.8 	early childhood education and care programs in the state to determine the screening and 
108.9 	assessment tools being used or rely on previously collected survey data, if available. For 
108.10 	purposes of this subdivision, "school readiness" is defined as the child's skills, knowledge, 
108.11 	and behaviors at kindergarten entrance in these areas of child development: social; 
108.12 	self-regulation; cognitive, including language, literacy, and mathematical thinking; and 
108.13 	physical. For purposes of this subdivision, "screening" is defined as the activities used to 
108.14 	identify a child who may need further evaluation to determine delay in development or 
108.15 	disability. For purposes of this subdivision, "assessment" is defined as the activities used 
108.16 	to determine a child's level of performance in order to promote the child's learning and 
108.17 	development. Work on this duty will begin in fiscal year 2012. Any costs incurred by the 
108.18 	council in making these recommendations must be paid from private funds. If no private 
108.19 	funds are received, the council must not proceed in making these recommendations. The 
108.20 	council must report its recommendations to the governor and legislature by January 15, 
108.21 	2013, with an interim report on February 15, 2011.

108.22 	Sec. 3. Minnesota Statutes 2012, section 124D.141, subdivision 3, is amended to read:
108.23 		Subd. 3.Administration. An amount up to $12,500 from federal child care and 
108.24 	development fund administrative funds and up to $12,500 from prekindergarten exploratory 
108.25 	project funds appropriated under Laws 2007, chapter 147, article 19, section 3, may be 
108.26 	used to reimburse the parents on the council and for technical assistance and administrative 
108.27 	support of the State Advisory Council on Early Childhood Education and Care. This 
108.28 	funding stream is for fiscal year 2009. The council may pursue additional funds from state, 
108.29 	federal, and private sources. If additional operational funds are received, the council must 
108.30 	reduce the amount of prekindergarten exploratory project funds used in an equal amount.

108.31 	Sec. 4. REVISOR'S INSTRUCTION.
 108.32 	The revisor of statutes shall renumber Minnesota Statutes, section 121A.36, as 
108.33 	section 171.335. The revisor of statutes shall also make cross-reference changes in 
108.34 	Minnesota Statutes and Minnesota Rules consistent with the renumbering.

109.1 	Sec. 5.  REPEALER.
 109.2 	Minnesota Statutes 2012, sections 119A.04, subdivision 3; 120A.30; 120B.19; 
109.3 	120B.24; 121A.17, subdivision 9; 122A.52; 122A.53; 122A.61, subdivision 2; 122A.71; 
109.4 	124D.24; 124D.25; 124D.26; 124D.27; 124D.28; 124D.29; 124D.30; and 124D.31, are 
109.5 	repealed.

109.6 	ARTICLE 10
109.7 	UNSESSION CONFORMING CHANGES

109.8 	Section 1. Minnesota Statutes 2012, section 120A.22, subdivision 2, is amended to read:
109.9 		Subd. 2.Applicability. This section and sections 120A.24; 120A.26; 120A.30; 
109.10 	120A.32; and 120A.34 apply only to a child required to receive instruction according to 
109.11 	subdivision 5 and to instruction that is intended to fulfill that requirement.

109.12 	Sec. 2. Minnesota Statutes 2012, section 120A.32, is amended to read:
109.13 	120A.32 OFFICERS, TEACHERS; NEGLECT OF DUTY; PENALTY.
109.14 	Any school officer, truant officer, public or nonpublic school teacher, principal, 
109.15 	district superintendent, or person providing instruction other than a parent refusing, 
109.16 	willfully failing, or neglecting to perform any duty imposed by sections 120A.22 to
109.17 	 120A.30 120A.26, 120A.35, 120A.41, and 123B.03 is guilty of a misdemeanor. All 
109.18 	persons found guilty shall be punished for each offense by a fine of not more than $10 or 
109.19 	by imprisonment for not more than ten days. All fines, when collected, shall be paid into 
109.20 	the county treasury for the benefit of the school district in which the offense is committed.

109.21 	Sec. 3. Minnesota Statutes 2012, section 122A.09, subdivision 7, is amended to read:
109.22 		Subd. 7.Commissioner's assistance; board money. The commissioner shall 
109.23 	provide all necessary materials and assistance for the transaction of the business of the 
109.24 	Board of Teaching and all moneys received by the Board of Teaching shall be paid into 
109.25 	the state treasury as provided by law. The expenses of administering sections 122A.01, 
109.26 	122A.05 to 122A.09, 122A.15, 122A.16, 122A.17, 122A.18, 122A.20, 122A.21, 122A.22, 
109.27 	122A.23, 122A.26, 122A.30, 122A.40, 122A.41, 122A.42, 122A.45, 122A.49, 122A.52, 
109.28 	122A.53,122A.54, 122A.55, 122A.56, 122A.57, and 122A.58 which are incurred by the 
109.29 	Board of Teaching shall be paid for from appropriations made to the Board of Teaching.

109.30 	Sec. 4. Minnesota Statutes 2012, section 127A.41, subdivision 7, is amended to read:
110.1 		Subd. 7.Schedule adjustments. (a) It is the intention of the legislature to encourage 
110.2 	efficient and effective use of staff and facilities by districts. Districts are encouraged to 
110.3 	consider both cost and energy saving measures.
110.4 	(b) Any district operating a program pursuant to sections 124D.12 to 124D.127, or
110.5 	124D.128, or 124D.25 to 124D.29, or operating a commissioner-designated area learning 
110.6 	center program under section 123A.09, or that otherwise receives the approval of the 
110.7 	commissioner to operate its instructional program to avoid an aid reduction in any year, 
110.8 	may adjust the annual school schedule for that program throughout the calendar year.