1.1.................... moves to amend S.F. No. 3567, the second engrossment, as amended, as
1.2follows:
1.3Page 9, after line 11, insert:

1.4    "Section ... Minnesota Statutes 2023 Supplement, section 120B.021, subdivision 4, is
1.5amended to read:
1.6    Subd. 4. Revisions and reviews required. (a) The commissioner of education must
1.7revise the state's academic standards and graduation requirements and implement a ten-year
1.8cycle to review and, consistent with the review, revise state academic standards and related
1.9benchmarks, consistent with this subdivision. During each ten-year review and revision
1.10cycle, the commissioner also must examine the alignment of each required academic standard
1.11and related benchmark with the knowledge and skills students need for career and college
1.12readiness and advanced work in the particular subject area. The commissioner must include
1.13the contributions of Minnesota American Indian Tribes and communities, including urban
1.14Indigenous communities, as related to the academic standards during the review and revision
1.15of the required academic standards. The commissioner must embed Indigenous education
1.16for all students consistent with recommendations from Tribal Nations and urban Indigenous
1.17communities in Minnesota regarding the contributions of American Indian Tribes and
1.18communities in Minnesota into the state's academic standards during the review and revision
1.19of the required academic standards. The recommendations to embed Indigenous education
1.20for all students includes but is not limited to American Indian experiences in Minnesota,
1.21including Tribal histories, Indigenous languages, sovereignty issues, cultures, treaty rights,
1.22governments, socioeconomic experiences, contemporary issues, and current events.
1.23    (b) The commissioner must ensure that the statewide mathematics assessments
1.24administered to students in grades 3 through 8 and 11 are aligned with the state academic
1.25standards in mathematics, consistent with section 120B.302, subdivision 3, paragraph (a).
2.1The commissioner must implement a review of the academic standards and related
2.2benchmarks in mathematics beginning in the 2021-2022 school year and every ten years
2.3thereafter.
2.4(c) The commissioner must implement a review of the academic standards and related
2.5benchmarks in arts beginning in the 2017-2018 school year and every ten years thereafter.
2.6(d) The commissioner must implement a review of the academic standards and related
2.7benchmarks in science beginning in the 2018-2019 school year and every ten years thereafter.
2.8(e) The commissioner must implement a review of the academic standards and related
2.9benchmarks in language arts beginning in the 2019-2020 school year and every ten years
2.10thereafter.
2.11(f) The commissioner must implement a review of the academic standards and related
2.12benchmarks in social studies beginning in the 2020-2021 2030-2031 school year and every
2.13ten years thereafter.
2.14(g) The commissioner must implement a review of the academic standards and related
2.15benchmarks in physical education beginning in the 2026-2027 school year and every ten
2.16years thereafter.
2.17(h) School districts and charter schools must revise and align local academic standards
2.18and high school graduation requirements in health, world languages, and career and technical
2.19education to require students to complete the revised standards beginning in a school year
2.20determined by the school district or charter school. School districts and charter schools must
2.21formally establish a periodic review cycle for the academic standards and related benchmarks
2.22in health, world languages, and career and technical education.
2.23(i) The commissioner of education must embed technology and information literacy
2.24standards consistent with recommendations from school media specialists into the state's
2.25academic standards and graduation requirements.
2.26(j) The commissioner of education must embed ethnic studies as related to the academic
2.27standards during the review and revision of the required academic standards."
2.28Page 12, after line 28, insert:

2.29    "Sec. ... Minnesota Statutes 2023 Supplement, section 120B.024, subdivision 2, is amended
2.30to read:
2.31    Subd. 2. Credit equivalencies. (a) A one-half credit of economics taught in a school's
2.32agricultural, food, and natural resources education or business education program or
3.1department may fulfill a one-half credit in social studies under subdivision 1, clause (5), if
3.2the credit is sufficient to satisfy all of the academic standards in economics.
3.3    (b) An agriculture science or career and technical education credit may fulfill the elective
3.4science credit required under subdivision 1, clause (4), if the credit meets the state physical
3.5science, life science, earth and space science, chemistry, or physics academic standards or
3.6a combination of these academic standards as approved by the district. An agriculture or
3.7career and technical education credit may fulfill the credit in chemistry or physics required
3.8under subdivision 1, clause (4), if the credit meets the state chemistry or physics academic
3.9standards as approved by the district. A student must satisfy either all of the chemistry
3.10academic standards or all of the physics academic standards prior to graduation. An
3.11agriculture science or career and technical education credit may not fulfill the required
3.12biology credit under subdivision 1, clause (4).
3.13    (c) A career and technical education credit may fulfill a mathematics or arts credit
3.14requirement under subdivision 1, clause (2) or (6).
3.15(d) An agricultural, food, and natural resources education teacher is not required to meet
3.16the requirements of Minnesota Rules, part 3505.1150, subpart 2, item B, to meet the credit
3.17equivalency requirements of paragraph (b) above.
3.18(e) A computer science credit may fulfill a mathematics credit requirement under
3.19subdivision 1, clause (2), if the credit meets state academic standards in mathematics.
3.20(f) A Project Lead the Way credit may fulfill a science or mathematics credit requirement
3.21under subdivision 1, clause (2) or (4), if the credit meets the state academic standards in
3.22science or mathematics.
3.23(g) An ethnic studies course may fulfill a social studies, language arts, arts, math, or
3.24science credit if the course meets the applicable state academic standards. An ethnic studies
3.25course may fulfill an elective credit if the course meets applicable local standards or other
3.26requirements."
3.27Page 13, strike lines 16 to 18
3.28Reletter the paragraphs
3.29Page 32, after line 28, insert:

4.1    "Sec. ... Minnesota Statutes 2023 Supplement, section 124D.861, subdivision 2, is amended
4.2to read:
4.3    Subd. 2. Plan implementation; components. (a) The school board of each eligible
4.4district must formally develop and implement a long-term plan under this section. The plan
4.5must be incorporated into the district's comprehensive strategic plan under section 120B.11.
4.6(b) The plan must contain goals for:
4.7(1) reducing the disparities in academic achievement and in equitable access to effective
4.8and more diverse teachers among all students and specific categories of students under
4.9section 120B.35, subdivision 3, paragraph (b), excluding the student categories of gender,
4.10disability, and English learners; and
4.11(2) increasing racial and economic diversity and integration in schools and districts.
4.12(c) The plan must include strategies to validate, affirm, embrace, and integrate cultural
4.13and community strengths of all students, families, and employees in the district's curriculum
4.14as well as learning and work environments. The plan must address issues of institutional
4.15racism as defined in section 120B.11, subdivision 1, in schools that create opportunity and
4.16achievement gaps for students, families, and staff who are of color or who are American
4.17Indian. Examples of institutional racism experienced by students who are of color or who
4.18are American Indian include policies and practices that intentionally or unintentionally
4.19result in disparate discipline referrals and suspension, inequitable access to advanced
4.20coursework, overrepresentation in lower-level coursework, inequitable participation in
4.21cocurricular activities, inequitable parent involvement, and lack of equitable access to
4.22racially and ethnically diverse teachers who reflect the racial or ethnic diversity of students
4.23because it has not been a priority to hire or retain such teachers.
4.24(d) School districts must use local data, to the extent practicable, to develop plan
4.25components and strategies. Plans may include:
4.26(1) innovative and integrated prekindergarten through grade 12 learning environments
4.27that offer students school enrollment choices;
4.28(2) family engagement initiatives that involve families in their students' academic life
4.29and success and improve relations between home and school;
4.30(3) opportunities for students, families, staff, and community members who are of color
4.31or American Indian to share their experiences in the school setting with school staff and
4.32administration and to inform the development of specific proposals for making school
5.1environments more validating, affirming, embracing, and integrating of their cultural and
5.2community strengths;
5.3(4) professional development opportunities for teachers and administrators focused on
5.4improving the academic achievement of all students, including knowledge, skills, and
5.5dispositions needed to be antiracist and culturally sustaining as defined in section 120B.11,
5.6subdivision 1, for serving students who are from racially and ethnically diverse backgrounds;
5.7(5) recruitment and retention of teachers, administrators, cultural and family liaisons,
5.8paraprofessionals, and other staff from racial, ethnic, and linguistic backgrounds represented
5.9in the student population to strengthen relationships with all students, families, and other
5.10members of the community;
5.11(6) collection, examination, and evaluation of academic and discipline data for
5.12institutional racism as defined in section 120B.11, subdivision 1, in structures, policies, and
5.13practices that result in the education disparities, in order to propose antiracist changes as
5.14defined in section 120B.11, subdivision 1, that increase access, meaningful participation,
5.15representation, and positive outcomes for students of color and American Indian students;
5.16(7) increased programmatic opportunities and effective and more diverse instructors
5.17focused on rigor and college and career readiness for students who are impacted by racial,
5.18gender, linguistic, and economic disparities, including students enrolled in area learning
5.19centers or alternative learning programs under section 123A.05, state-approved alternative
5.20programs under section 126C.05, subdivision 15, and contract alternative programs under
5.21section 124D.69, among other underserved students; or
5.22(8) instruction in ethnic studies, as defined in section 120B.25, to provide all students
5.23with opportunities to learn about their own and others' cultures and historical experiences;
5.24or
5.25(9) (8) examination and revision of district curricula in all subjects to be inclusive of
5.26diverse racial and ethnic groups while meeting state academic standards and being culturally
5.27sustaining as defined in section 120B.11, subdivision 1, ensuring content being studied
5.28about any group is accurate and based in knowledge from that group.
5.29(e) Among other requirements, an eligible district must implement effective,
5.30research-based interventions that include multiple measures of assessment and engagement
5.31in order to eliminate academic disparities for students impacted by racial, gender, linguistic,
5.32and economic inequities as aligned with section 120B.11.
6.1(f) Eligible districts must create efficiencies and eliminate duplicative programs and
6.2services under this section, which may include forming collaborations or a single,
6.3seven-county metropolitan areawide partnership of eligible districts for this purpose.

6.4    Sec. .... SOCIAL STUDIES STANDARDS SUSPENSION.
6.5The commissioner of education must suspend adoption and implementation of revised
6.6social studies standards and benchmarks. School districts and charter schools must continue
6.7to provide instruction in social studies aligned with the standards and benchmarks adopted
6.8in 2012 until the statewide rules implementing the social studies standards that are revised
6.9beginning in the 2030-2031 school year are effective.
6.10EFFECTIVE DATE.This section is effective the day following final enactment."
6.11Page 32, delete section 26 and insert:

6.12    "Sec. .... REPEALER.
6.13(a) Minnesota Statutes 2022, section 120B.31, subdivisions 2 and 6, are repealed.
6.14(b) Minnesota Statutes 2023 Supplement, sections 120B.25; and 120B.251, are repealed.
6.15(c) Laws 2023, chapter 55, article 2, section 60, is repealed."
6.16Renumber the sections in sequence and correct the internal references
6.17Amend the title accordingly