1.1                          A bill for an act 
  1.2             relating to education; requiring legislative approval 
  1.3             of contracts and agreements with federal agencies, 
  1.4             including the department of education, and with 
  1.5             nongovernmental organizations; allowing 8th and 9th 
  1.6             grade students to elect to take the state's basic 
  1.7             skills test in writing; limiting curriculum and 
  1.8             instruction on career choices to 9th through 12th 
  1.9             grade students; restricting participation in 
  1.10            school-to-work and vocational education programs; 
  1.11            requiring students to receive a passing score on the 
  1.12            state's reading, writing, and mathematics basic skills 
  1.13            tests before participating in post-secondary 
  1.14            enrollment options, school-to-work and vocational 
  1.15            education programs; requiring school-to-work and 
  1.16            vocational education program curricula to include 
  1.17            vocational and academic training; repealing the 
  1.18            lifework development plan; amending Minnesota Statutes 
  1.19            1998, sections 120A.22, subdivision 9; 124D.38, 
  1.20            subdivision 5; and 124D.49, subdivision 3; Minnesota 
  1.21            Statutes 1999 Supplement, section 120B.02; proposing 
  1.22            coding for new law in Minnesota Statutes, chapters 15; 
  1.23            and 124D; repealing Minnesota Statutes 1998, sections 
  1.24            120B.04; and 124D.46, subdivision 1. 
  1.25  BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA: 
  1.26     Section 1.  [15.0547] [LEGISLATIVE APPROVAL OF TRANSITIONAL 
  1.27  OR EMPLOYMENT-RELATED CONTRACTS.] 
  1.28     Subdivision 1.  [STATE AGENCY TRANSITIONAL OR 
  1.29  EMPLOYMENT-RELATED CONTRACTS.] This section applies to all 
  1.30  contracts entered into by a state agency on the topic of 
  1.31  transitional or employment-related training or education, 
  1.32  including at least school-to-work and vocational education 
  1.33  programs. 
  1.34     Subd. 2.  [LEGISLATIVE APPROVAL REQUIRED.] A state agency 
  1.35  may not enter into or renew a contract covered by this section 
  2.1   unless specifically authorized by law. 
  2.2      Sec. 2.  Minnesota Statutes 1998, section 120A.22, 
  2.3   subdivision 9, is amended to read: 
  2.4      Subd. 9.  [CURRICULUM.] (a) Instruction must be provided in 
  2.5   at least the following subject areas:  
  2.6      (1) basic communication skills including reading and 
  2.7   writing, literature, and fine arts; 
  2.8      (2) mathematics and science; 
  2.9      (3) social studies including history, geography, and 
  2.10  government; and 
  2.11     (4) health and physical education.  
  2.12     (b) The scope and sequence of curriculum in kindergarten 
  2.13  through grade 8 must focus on core academic knowledge and not on 
  2.14  specific career options.  School districts may offer to classes 
  2.15  in kindergarten through grade 8 only general information on 
  2.16  careers through activities, including, but not limited to, 
  2.17  career days or class visits to workplaces. 
  2.18     (c) Districts may offer the choice of vocational training 
  2.19  or academic curriculum, or both, including curriculum on career 
  2.20  options, only to students in grades 9 through 12 as district 
  2.21  resources permit.  Curriculum on career options must ensure 
  2.22  academic foundational opportunities for students to pursue their 
  2.23  career choices and needs. 
  2.24     (d) Instruction, textbooks, and materials must be in the 
  2.25  English language.  Another language may be used pursuant to 
  2.26  sections 124D.59 to 124D.61. 
  2.27     Sec. 3.  Minnesota Statutes 1999 Supplement, section 
  2.28  120B.02, is amended to read: 
  2.29     120B.02 [RESULTS-ORIENTED GRADUATION RULE; BASIC SKILLS 
  2.30  REQUIREMENTS; PROFILE OF LEARNING.] 
  2.31     (a) The legislature is committed to establishing a 
  2.32  rigorous, results-oriented graduation rule for Minnesota's 
  2.33  public school students.  To that end, the commissioner shall use 
  2.34  its rulemaking authority under section 127A.05, subdivision 4, 
  2.35  to adopt a statewide, results-oriented graduation rule to be 
  2.36  implemented starting with students beginning ninth grade in the 
  3.1   1996-1997 school year.  The commissioner shall not prescribe in 
  3.2   rule or otherwise the delivery system or form of instruction 
  3.3   that local sites must use to meet the requirements contained in 
  3.4   this rule. 
  3.5      (b) To successfully accomplish paragraph (a), the 
  3.6   commissioner shall set in rule high academic standards for all 
  3.7   students.  The standards must contain the foundational skills in 
  3.8   the three core curricular areas of reading, writing, and 
  3.9   mathematics while meeting requirements for high school 
  3.10  graduation.  To meet the state's basic requirements in reading, 
  3.11  writing, and mathematics and to participate in a work-based 
  3.12  learning, service learning, career and technical, 
  3.13  apprenticeship, or transitional program under chapter 124D 
  3.14  including at least school-to-work and vocational education 
  3.15  programs, students must achieve a passing score on the state's 
  3.16  basic standards tests; 8th and 9th grade students, at a time 
  3.17  selected by the district to administer the test, may elect to 
  3.18  take and must achieve a passing score on the state's basic 
  3.19  standards test in writing in order to participate in 
  3.20  school-to-work, vocational education, or other transitional or 
  3.21  work-based learning program under chapter 124D.  The standards 
  3.22  must also provide an opportunity for students to excel by 
  3.23  meeting higher academic standards through a profile of learning 
  3.24  that uses curricular requirements to allow students to expand 
  3.25  their knowledge and skills beyond the foundational skills.  All 
  3.26  commissioner actions regarding the rule must be premised on the 
  3.27  following:  
  3.28     (1) the rule is intended to raise academic expectations for 
  3.29  students, teachers, and schools; 
  3.30     (2) any state action regarding the rule must evidence 
  3.31  consideration of school district autonomy; and 
  3.32     (3) the department of children, families, and learning, 
  3.33  with the assistance of school districts, must make available 
  3.34  information about all state initiatives related to the rule to 
  3.35  students and parents, teachers, and the general public in a 
  3.36  timely format that is appropriate, comprehensive, and readily 
  4.1   understandable. 
  4.2      (c) For purposes of adopting the rule, the commissioner, in 
  4.3   consultation with the department, recognized psychometric 
  4.4   experts in assessment, and other interested and knowledgeable 
  4.5   educators, using the most current version of professional 
  4.6   standards for educational testing, shall evaluate the 
  4.7   alternative approaches to assessment.  
  4.8      (d) The content of the graduation rule must differentiate 
  4.9   between minimum competencies reflected in the basic requirements 
  4.10  assessment and rigorous profile of learning standards.  When 
  4.11  fully implemented, the requirements for high school graduation 
  4.12  in Minnesota must include both basic requirements and the 
  4.13  required profile of learning.  The profile of learning must 
  4.14  measure student performance using performance-based assessments 
  4.15  compiled over time that integrate higher academic standards, 
  4.16  higher order thinking skills, and application of knowledge from 
  4.17  a variety of content areas.  The profile of learning shall 
  4.18  include a broad range of academic experience and accomplishment 
  4.19  necessary to achieve the goal of preparing students to function 
  4.20  effectively as purposeful thinkers, effective communicators, 
  4.21  self-directed learners, productive group participants, and 
  4.22  responsible citizens.  The commissioner shall develop and 
  4.23  disseminate to school districts a uniform method for reporting 
  4.24  student performance on the profile of learning. 
  4.25     (e) The commissioner shall periodically review and report 
  4.26  on the assessment process and student achievement with the 
  4.27  expectation of raising the standards and expanding high school 
  4.28  graduation requirements. 
  4.29     (f) The commissioner shall report in writing to the 
  4.30  legislature annually by January 15 on its progress in developing 
  4.31  and implementing the graduation requirements according to the 
  4.32  requirements of this subdivision and section 120B.10 until such 
  4.33  time as all the graduation requirements are implemented. 
  4.34     Sec. 4.  Minnesota Statutes 1998, section 124D.38, 
  4.35  subdivision 5, is amended to read: 
  4.36     Subd. 5.  [PARTICIPANT.] (a) "Participant" means an 
  5.1   individual enrolled in a program that receives assistance under 
  5.2   sections 124D.37 to 124D.45.  
  5.3      (b) A secondary student is eligible to participate in a 
  5.4   program under sections 124D.37 to 124D.45 only if the student is 
  5.5   enrolled in 9th through 12th grade and has received passing 
  5.6   scores on the state's basic skills tests in reading, writing, 
  5.7   and mathematics.  Program curriculum related to student career 
  5.8   choices may be offered to students in grades 9 through 12 only 
  5.9   and must allow 11th and 12th grade students to emphasize either 
  5.10  vocational training or academic curriculum, or both.  
  5.11     (c) A student may transport himself or herself or another 
  5.12  student to the vocational training site only if the school or 
  5.13  district at the beginning of the course gives the parent notice 
  5.14  and information on applicable state and federal employment and 
  5.15  safety-related laws. 
  5.16     Sec. 5.  Minnesota Statutes 1998, section 124D.49, 
  5.17  subdivision 3, is amended to read: 
  5.18     Subd. 3.  [LOCAL EDUCATION AND EMPLOYMENT TRANSITIONS 
  5.19  SYSTEMS.] (a) A local education and employment transitions 
  5.20  partnership must assess the needs of employers, employees, and 
  5.21  learners individual students, and develop a plan for 
  5.22  implementing and achieving the objectives of a local or regional 
  5.23  an education and employment transitions system.  The plan must 
  5.24  provide for a comprehensive local system for assisting learners 
  5.25  students and workers in making the transition from school to 
  5.26  work or for retraining in a new vocational area.  The objectives 
  5.27  of a local education and employment transitions system include:  
  5.28     (1) increasing the effectiveness of the educational 
  5.29  programs and curriculum of elementary, secondary, and 
  5.30  post-secondary schools and the work site in preparing students 
  5.31  in the skills and knowledge needed to be successful in the 
  5.32  workplace; 
  5.33     (2) implementing learner outcomes for students in grades 
  5.34  kindergarten through 12 designed to introduce the world of work 
  5.35  and to explore career opportunities, including nontraditional 
  5.36  career opportunities; 
  6.1      (3) eliminating barriers to providing effective integrated 
  6.2   applied learning, service-learning, or work-based curriculum; 
  6.3      (4) increasing opportunities to apply academic knowledge 
  6.4   and skills, including skills needed in the workplace, in local 
  6.5   settings which include the school, school-based enterprises, 
  6.6   post-secondary institutions, the workplace, and the community; 
  6.7      (5) increasing applied instruction in the attitudes and 
  6.8   skills essential for success in the workplace, including 
  6.9   cooperative working, leadership, problem-solving, and respect 
  6.10  for diversity; 
  6.11     (6) providing staff training for vocational guidance 
  6.12  counselors, teachers, and other appropriate staff in the 
  6.13  importance of preparing learners for the transition to work, and 
  6.14  in methods of providing instruction that incorporate applied 
  6.15  learning, work-based learning, and service-learning experiences; 
  6.16     (7) identifying and enlisting local and regional employers 
  6.17  who can effectively provide work-based or service-learning 
  6.18  opportunities, including, but not limited to, apprenticeships, 
  6.19  internships, and mentorships; 
  6.20     (8) recruiting community and workplace mentors including 
  6.21  peers, parents, employers and employed individuals from the 
  6.22  community, and employers of high school students; 
  6.23     (9) identifying current and emerging educational, training, 
  6.24  and employment needs of the area or region, especially within 
  6.25  industries with potential for job growth; 
  6.26     (10) improving the coordination and effectiveness of local 
  6.27  vocational and job training programs, including vocational 
  6.28  education, adult basic education, tech prep, apprenticeship, 
  6.29  service-learning, youth entrepreneur, youth training and 
  6.30  employment programs administered by the commissioner of economic 
  6.31  security, and local job training programs under the Job Training 
  6.32  Partnership Act, United States Code, title 29, section 1501, et 
  6.33  seq.; 
  6.34     (11) identifying and applying for federal, state, local, 
  6.35  and private sources of funding for vocational or applied 
  6.36  learning programs; 
  7.1      (12) providing students with current information and 
  7.2   counseling about career opportunities, potential employment, 
  7.3   educational opportunities in post-secondary institutions, 
  7.4   workplaces, and the community, and the skills and knowledge 
  7.5   necessary to succeed; 
  7.6      (13) providing educational technology, including 
  7.7   interactive television networks and other distance learning 
  7.8   methods, to ensure access to a broad variety of work-based 
  7.9   learning opportunities; 
  7.10     (14) including students with disabilities in a district's 
  7.11  vocational or applied learning program and ways to serve at-risk 
  7.12  learners through collaboration with area learning centers under 
  7.13  sections 123A.05 to 123A.09, or other alternative programs; and 
  7.14     (15) providing a warranty to employers, post-secondary 
  7.15  education programs, and other post-secondary training programs, 
  7.16  that learners successfully completing a high school work-based 
  7.17  or applied learning program will be able to apply the knowledge 
  7.18  and work skills included in the program outcomes or graduation 
  7.19  requirements.  The warranty shall require education and training 
  7.20  programs to continue to work with those learners that need 
  7.21  additional skill development until they can demonstrate 
  7.22  achievement of the program outcomes or graduation requirements. 
  7.23     (b) Only those secondary students enrolled in the 9th 
  7.24  through 12th grade who have received passing scores on the 
  7.25  state's basic skills tests in reading, writing, and mathematics 
  7.26  may participate in programs under this section.  School 
  7.27  districts may offer curriculum related to student career choices 
  7.28  to students in grades 9 through 12 only, and must offer all 11th 
  7.29  and 12th grade students a choice of vocational training or 
  7.30  academic curriculum, or both.  
  7.31     (c) No school district shall be required to participate in 
  7.32  a local education and employment transitions system and may only 
  7.33  participate pursuant to adoption of a resolution by the school 
  7.34  board.  Participating school districts shall not decrease 
  7.35  opportunities for student acquisition of academic knowledge. 
  7.36     (d) No student shall be required to participate in a local 
  8.1   education and employment transition system. 
  8.2      (e) A student may transport himself or herself or another 
  8.3   student to a vocational training site only if the parent of each 
  8.4   affected student at the beginning of the course gives the school 
  8.5   or district written approval of such transportation to each site 
  8.6   where the student obtains training. 
  8.7      Sec. 6.  [124D.495] [INFORMED CONSENT FOR STUDENT 
  8.8   PARTICIPATION IN EMPLOYMENT-RELATED PROGRAMS.] 
  8.9      No student may participate in work-based learning, service 
  8.10  learning, career and technical, transitional, or apprenticeship 
  8.11  programs without the informed written consent of the parent or 
  8.12  guardian.  Informed consent shall include information on 
  8.13  applicable state and federal employment and safety-related laws. 
  8.14     Sec. 7.  [REPEALER.] 
  8.15     Minnesota Statutes 1998, sections 120B.04 and 124D.46, 
  8.16  subdivision 1, are repealed. 
  8.17     Sec. 8.  [EFFECTIVE DATE.] 
  8.18     Sections 1 to 7 are effective for the 2000-2001 school year 
  8.19  and later.