1.1.................... moves to amend H.F. No. 3062 as follows:
1.2Delete everything after the enacting clause and insert:

1.3    "Section 1. Minnesota Statutes 2012, section 119A.50, subdivision 3, is amended to
1.4read:
1.5    Subd. 3. Early childhood literacy programs. (a) A research-based early childhood
1.6literacy program premised on actively involved parents, ongoing professional staff
1.7development, and high quality early literacy program standards is established to increase
1.8the literacy skills of children participating in Head Start to prepare them to be successful
1.9readers and to increase families' participation in providing early literacy experiences to
1.10their children. Program providers must:
1.11    (1) work to prepare children to be successful learners;
1.12    (2) work to close the achievement gap for at-risk children;
1.13    (3) use an a culturally relevant integrated approach to early literacy that daily offers
1.14a literacy-rich classroom learning environment composed of books, writing materials,
1.15writing centers, labels, rhyming, and other related literacy materials and opportunities;
1.16    (4) support children's home language while helping the children master English and
1.17use multiple literacy strategies to provide a cultural bridge between home and school;
1.18    (5) use literacy mentors, ongoing literacy groups, and other teachers and staff to
1.19provide appropriate, extensive professional development opportunities in early literacy
1.20and classroom strategies for preschool teachers and other preschool staff;
1.21    (6) use ongoing data-based assessments that enable preschool teachers to understand,
1.22plan, and implement literacy strategies, activities, and curriculum that meet children's
1.23literacy needs and continuously improve children's literacy; and
1.24    (7) foster participation by parents, community stakeholders, literacy advisors, and
1.25evaluation specialists; and
1.26    (8) provide parents of English learners with oral and written information to monitor
1.27the program's impact on their children's English language development, to know whether
2.1their children are progressing in developing their English proficiency and, where
2.2practicable, their native language proficiency, and to actively engage with their children in
2.3developing their English and native language proficiency.
2.4Program providers are encouraged to collaborate with qualified, community-based
2.5early childhood providers in implementing this program and to seek nonstate funds to
2.6supplement the program.
2.7    (b) Program providers under paragraph (a) interested in extending literacy programs
2.8to children in kindergarten through grade 3 may elect to form a partnership with an
2.9eligible organization under section 124D.38, subdivision 2, or 124D.42, subdivision 6,
2.10clause (3), schools enrolling children in kindergarten through grade 3, and other interested
2.11and qualified community-based entities to provide ongoing literacy programs that offer
2.12seamless literacy instruction focused on closing the literacy achievement gap. To close the
2.13literacy achievement gap by the end of third grade, partnership members must agree to use
2.14best efforts and practices and to work collaboratively to implement a seamless literacy
2.15model from age three to grade 3, consistent with paragraph (a). Literacy programs under
2.16this paragraph must collect and use literacy data to:
2.17    (1) evaluate children's literacy skills; and
2.18    (2) monitor the progress and provide reading instruction appropriate to the specific
2.19needs of English learners; and
2.20    (3) formulate specific intervention strategies to provide reading instruction to
2.21children premised on the outcomes of formative and summative assessments and
2.22research-based indicators of literacy development.
2.23    The literacy programs under this paragraph also must train teachers and other
2.24providers working with children to use the assessment outcomes under clause (2) to
2.25develop and use effective, long-term literacy coaching models that are specific to the
2.26program providers.

2.27    Sec. 2. Minnesota Statutes 2012, section 120B.022, is amended to read:
2.28120B.022 ELECTIVE STANDARDS.
2.29    Subdivision 1. Elective standards. (a) A district must establish its own standards in
2.30the following subject areas:
2.31    (1) career and technical education; and
2.32    (2) world languages.
2.33    A school district must offer courses in all elective subject areas.
2.34    Subd. 1a. Foreign language and culture; proficiency certificates. (b) (a) World
2.35languages teachers and other school staff should develop and implement world languages
3.1programs that acknowledge and reinforce the language proficiency and cultural awareness
3.2that non-English language speakers already possess, and encourage students' proficiency
3.3in multiple world languages. Programs under this paragraph section must encompass
3.4indigenous American Indian languages and cultures, among other world languages and
3.5cultures. The department shall consult with postsecondary institutions in developing
3.6related professional development opportunities for purposes of this section.
3.7(c) (b) Any Minnesota public, charter, or nonpublic school may award Minnesota
3.8World Language Proficiency Certificates or Minnesota World Language Proficiency High
3.9Achievement Certificates, consistent with this subdivision.
3.10(c) The Minnesota World Language Proficiency Certificate recognizes students who
3.11demonstrate listening, speaking, reading, and writing language skills at the American
3.12Council on the Teaching of Foreign Languages' Intermediate-Low level on a valid and
3.13reliable assessment tool. For languages listed as Category 3 by the United States Foreign
3.14Service Institute or Category 4 by the United States Defense Language Institute, the
3.15standard is Intermediate-Low for listening and speaking and Novice-High for reading
3.16and writing.
3.17(d) The Minnesota World Language Proficiency High Achievement Certificate
3.18recognizes students who demonstrate listening, speaking, reading, and writing language
3.19skills at the American Council on the Teaching of Foreign Languages' Pre-Advanced level
3.20for K-12 learners on a valid and reliable assessment tool. For languages listed as Category
3.213 by the United States Foreign Service Institute or Category 4 by the United States
3.22Defense Language Institute, the standard is Pre-Advanced for listening and speaking and
3.23Intermediate-Mid for reading and writing.
3.24    Subd. 1b. State bilingual and multilingual seals. (a) Consistent with efforts to
3.25strive for the world's best workforce under sections 120B.11 and 124D.10, subdivision 8,
3.26paragraph (u), and close the academic achievement and opportunity gap under sections
3.27124D.861 and 124D.862, voluntary state bilingual and multilingual seals are established
3.28to recognize high school graduates who demonstrate level 5 functional native proficiency
3.29in speaking and reading on either the Foreign Services Institute language proficiency tests
3.30or on equivalent valid and reliable assessments in one or more languages in addition to
3.31English. American Sign Language is a language other than English for purposes of this
3.32subdivision and a world language for purposes of subdivision 1a.
3.33(b) In addition to paragraph (a), to be eligible to receive a seal:
3.34(1) students must satisfactorily complete all required English language arts credits;
3.35and
4.1(2) students whose primary language is other than English must demonstrate mastery
4.2of Minnesota's English language proficiency standards.
4.3(c) Consistent with this subdivision, a high school graduate who demonstrates
4.4functional native proficiency in one language in addition to English is eligible to receive
4.5the state bilingual seal. A high school graduate who demonstrates functional native
4.6proficiency in more than one language in addition to English is eligible to receive the
4.7state multilingual seal.
4.8(d) School districts and charter schools, in consultation with regional centers
4.9of excellence under section 120B.115, must give students periodic opportunities to
4.10demonstrate their level of proficiency in speaking and reading in a language in addition
4.11to English. Where valid and reliable assessments are unavailable, a school district or
4.12charter school may rely on a licensed foreign language immersion teacher or a nonlicensed
4.13community expert under section 122A.25 to assess a student's level of foreign, heritage, or
4.14indigenous language proficiency under this section. School districts and charter schools
4.15must maintain appropriate records to identify high school graduates eligible to receive the
4.16state bilingual or multilingual seal. The school district or charter school must affix the
4.17appropriate seal to the transcript of each high school graduate who meets the requirements
4.18of this subdivision and may affix the seal to the student's diploma. A school district or
4.19charter school must not charge the high school graduate a fee for this seal.
4.20(e) A school district or charter school may award elective course credits in world
4.21languages to a student who demonstrates the requisite proficiency in a language other
4.22than English under this section.
4.23(f) A school district or charter school may award community service credit to a
4.24student who demonstrates level 5 functional native proficiency in speaking and reading
4.25in a language other than English and who participates in community service activities
4.26that are integrated into the curriculum, involve the participation of teachers, and support
4.27biliteracy in the school or local community.
4.28(g) The commissioner must develop a Web page for the electronic delivery of these
4.29seals. The commissioner must list on the Web page those assessments that are equivalent
4.30to the Foreign Services Institute language proficiency tests and make language proficiency
4.31tests and equivalent assessments under this section available to school districts and charter
4.32schools at no more than actual cost.
4.33(h) The colleges and universities of the Minnesota State Colleges and Universities
4.34system must award foreign language credits to a student who receives a state bilingual
4.35seal or a state multilingual seal under this subdivision and may award foreign language
5.1credits to a student who receives a Minnesota world language proficiency certificate or a
5.2Minnesota world language proficiency high achievement certificate under subdivision 1a.
5.3    Subd. 2. Local assessments. A district must use a locally selected assessment to
5.4determine if a student has achieved an elective standard.
5.5EFFECTIVE DATE.This section is effective the day following final enactment
5.6and applies to the 2014-2015 school year and later, except subdivision 1b, paragraph
5.7(h) is effective for students enrolling in a MNSCU system college or university in the
5.82015-2016 school year or later.

5.9    Sec. 3. Minnesota Statutes 2013 Supplement, section 120B.11, is amended to read:
5.10120B.11 SCHOOL DISTRICT PROCESS FOR REVIEWING CURRICULUM,
5.11INSTRUCTION, AND STUDENT ACHIEVEMENT; STRIVING FOR THE
5.12WORLD'S BEST WORKFORCE.
5.13    Subdivision 1. Definitions. For the purposes of this section and section 120B.10,
5.14the following terms have the meanings given them.
5.15    (a) "Instruction" means methods of providing learning experiences that enable a
5.16student to meet state and district academic standards and graduation requirements.
5.17    (b) "Curriculum" means district or school adopted programs and written plans for
5.18providing students with learning experiences that lead to expected knowledge and skills
5.19and career and college readiness.
5.20    (c) "World's best workforce" means striving to: meet school readiness goals; have
5.21all third grade students achieve grade-level literacy; close the academic achievement gap
5.22among all racial and ethnic groups of students and between students living in poverty and
5.23students not living in poverty; have all students attain career and college readiness before
5.24graduating from high school; and have all students graduate from high school.
5.25    Subd. 1a. Performance measures. Measures to determine school district and
5.26school site progress in striving to create the world's best workforce must include at least:
5.27(1) student performance on the National Association Assessment of Education
5.28Progress;
5.29(2) the size of the academic achievement gap, rigorous course taking under section
5.30120B.35, subdivision 3, paragraph(c), clause (2), and enrichment experiences by student
5.31subgroup;
5.32(3) student performance on the Minnesota Comprehensive Assessments;
5.33(4) high school graduation rates; and
5.34(5) career and college readiness under section 120B.30, subdivision 1.
6.1    Subd. 2. Adopting plans and budgets. A school board, at a public meeting, shall
6.2adopt a comprehensive, long-term strategic plan to support and improve teaching and
6.3learning that is aligned with creating the world's best workforce and includes:
6.4    (1) clearly defined district and school site goals and benchmarks for instruction and
6.5student achievement for all student subgroups identified in section 120B.35, subdivision 3,
6.6paragraph (b), clause (2);
6.7    (2) a process for assessing and evaluating each student's progress toward meeting state
6.8and local academic standards and identifying the strengths and weaknesses of instruction
6.9in pursuit of student and school success and curriculum affecting students' progress and
6.10growth toward career and college readiness and leading to the world's best workforce;
6.11    (3) a system to periodically review and evaluate the effectiveness of all instruction
6.12and curriculum, taking into account strategies and best practices, student outcomes, school
6.13principal evaluations under section 123B.147, subdivision 3, and teacher evaluations
6.14under section 122A.40, subdivision 8, or 122A.41, subdivision 5;
6.15    (4) strategies for improving instruction, curriculum, and student achievement,
6.16including the English and, where practicable, the native language development and the
6.17academic achievement of English learners;
6.18    (5) education effectiveness practices that integrate high-quality instruction, rigorous
6.19curriculum, technology, and a collaborative professional culture that develops and
6.20supports teacher quality, performance, and effectiveness; and
6.21    (6) an annual budget for continuing to implement the district plan.
6.22    Subd. 3. District advisory committee. Each school board shall establish an
6.23advisory committee to ensure active community participation in all phases of planning and
6.24improving the instruction and curriculum affecting state and district academic standards,
6.25consistent with subdivision 2. A district advisory committee, to the extent possible,
6.26shall reflect the diversity of the district and its school sites, and shall include teachers,
6.27parents, support staff, students, and other community residents, and provide translation
6.28to the extent appropriate and practicable. The district advisory committee shall pursue
6.29community support to accelerate the academic and native literacy and achievement of
6.30English learners with varied needs, from young children to adults, consistent with section
6.31124D.59, subdivisions 2 and 2a. The district may establish site teams as subcommittees
6.32of the district advisory committee under subdivision 4. The district advisory committee
6.33shall recommend to the school board rigorous academic standards, student achievement
6.34goals and measures consistent with subdivision 1a and sections 120B.022, subdivision
6.351 , paragraphs (b) and (c) subdivisions 1a and 1b, and 120B.35, district assessments, and
6.36program evaluations. School sites may expand upon district evaluations of instruction,
7.1curriculum, assessments, or programs. Whenever possible, parents and other community
7.2residents shall comprise at least two-thirds of advisory committee members.
7.3    Subd. 4. Site team. A school may establish a site team to develop and implement
7.4strategies and education effectiveness practices to improve instruction, curriculum,
7.5cultural competencies, including cultural awareness and cross-cultural communication,
7.6and student achievement at the school site, consistent with subdivision 2. The team advises
7.7the board and the advisory committee about developing the annual budget and revising an
7.8instruction and curriculum improvement plan that aligns curriculum, assessment of student
7.9progress, and growth in meeting state and district academic standards and instruction.
7.10    Subd. 5. Report. Consistent with requirements for school performance reports
7.11under section 120B.36, subdivision 1, the school board shall publish a report in the local
7.12newspaper with the largest circulation in the district, by mail, or by electronic means on
7.13the district Web site. The school board shall hold an annual public meeting to review,
7.14and revise where appropriate, student achievement goals, local assessment outcomes,
7.15plans, strategies, and practices for improving curriculum and instruction and cultural
7.16competency, and to review district success in realizing the previously adopted student
7.17achievement goals and related benchmarks and the improvement plans leading to the
7.18world's best workforce. The school board must transmit an electronic summary of its
7.19report to the commissioner in the form and manner the commissioner determines.
7.20    Subd. 7. Periodic report. Each school district shall periodically survey affected
7.21constituencies, in their native languages where appropriate and practicable, about their
7.22connection to and level of satisfaction with school. The district shall include the results of
7.23this evaluation in the summary report required under subdivision 5.
7.24    Subd. 9. Annual evaluation. (a) The commissioner must identify effective
7.25strategies, practices, and use of resources by districts and school sites in striving for the
7.26world's best workforce. The commissioner must assist districts and sites throughout the
7.27state in implementing these effective strategies, practices, and use of resources.
7.28(b) The commissioner must identify those districts in any consecutive three-year
7.29period not making sufficient progress toward improving teaching and learning for all
7.30students, including English learners with varied needs, consistent with section 124D.59,
7.31subdivisions 2 and 2a, and striving for the world's best workforce. The commissioner, in
7.32collaboration with the identified district, may require the district to use up to two percent
7.33of its basic general education revenue per fiscal year during the proximate three school
7.34years to implement commissioner-specified strategies and practices, consistent with
7.35paragraph (a), to improve and accelerate its progress in realizing its goals under this
8.1section. In implementing this section, the commissioner must consider districts' budget
8.2constraints and legal obligations.

8.3    Sec. 4. Minnesota Statutes 2013 Supplement, section 120B.115, is amended to read:
8.4120B.115 REGIONAL CENTERS OF EXCELLENCE.
8.5(a) Regional centers of excellence are established to assist and support school
8.6boards, school districts, school sites, and charter schools in implementing research-based
8.7interventions and practices to increase the students' achievement within a region.
8.8The centers must develop partnerships with local and regional service cooperatives,
8.9postsecondary institutions, integrated school districts, the department, children's mental
8.10health providers, or other local or regional entities interested in providing a cohesive
8.11and consistent regional delivery system that serves all schools equitably. Centers must
8.12assist school districts, school sites, and charter schools in developing similar partnerships.
8.13Center support may include assisting school districts, school sites, and charter schools
8.14with common principles of effective practice, including:
8.15(1) defining measurable education goals under section sections 120B.11, subdivision
8.162, and 120B.22, subdivisions 1a and 1b ;
8.17(2) implementing evidence-based practices;
8.18(3) engaging in data-driven decision-making;
8.19(4) providing multilayered levels of support;
8.20(5) supporting culturally responsive teaching and learning aligning the development
8.21of academic English proficiency, state and local academic standards, and career and
8.22college readiness benchmarks; and
8.23(6) engaging parents, families, youth, and local community members in programs
8.24and activities at the school district, school site, or charter school that foster collaboration
8.25and shared accountability for the achievement of all students; and
8.26(7) translating district forms and other information such as a multilingual glossary of
8.27commonly used education terms and phrases.
8.28Centers must work with school site leadership teams to build capacity the expertise and
8.29experience to implement programs that close the achievement gap, provide effective and
8.30differentiated programs and instruction for different types of English learners, including
8.31English learners with limited or interrupted formal schooling and long-term English
8.32learners under section 124D.59, subdivisions 2 and 2a,increase students' progress and
8.33growth toward career and college readiness, and increase student graduation rates.
8.34(b) The department must assist the regional centers of excellence to meet staff,
8.35facilities, and technical needs, provide the centers with programmatic support, and work
9.1with the centers to establish a coherent statewide system of regional support, including
9.2consulting, training, and technical support, to help school boards, school districts, school
9.3sites, and charter schools effectively and efficiently implement the world's best workforce
9.4goals under section 120B.11 and other state and federal education initiatives.

9.5    Sec. 5. Minnesota Statutes 2012, section 120B.12, is amended to read:
9.6120B.12 READING PROFICIENTLY NO LATER THAN THE END OF
9.7GRADE 3.
9.8    Subdivision 1. Literacy goal. The legislature seeks to have every child reading at or
9.9above grade level no later than the end of grade 3, including English learners, and that
9.10teachers provide comprehensive, scientifically based reading instruction consistent with
9.11section 122A.06, subdivision 4.
9.12    Subd. 2. Identification; report. For the 2011-2012 school year and later, each
9.13school district shall identify before the end of kindergarten, grade 1, and grade 2 students
9.14who are not reading at grade level before the end of the current school year. Reading
9.15assessments in English, and in the predominant languages of district students where
9.16practicable, must identify and evaluate students' areas of academic need related to literacy.
9.17The district also must monitor the progress and provide reading instruction appropriate
9.18to the specific needs of English learners. The district must use a locally adopted,
9.19developmentally appropriate, and culturally responsive assessment and annually report
9.20summary assessment results to the commissioner by July 1.
9.21    Subd. 2a. Parent notification and involvement. Schools, at least annually,
9.22must give the parent of each student who is not reading at or above grade level timely
9.23information about:
9.24(1) student's reading proficiency as measured by a locally adopted assessment;
9.25(2) reading-related services currently being provided to the student; and
9.26(3) strategies for parents to use at home in helping their student succeed in becoming
9.27grade-level proficient in reading in English and in their native language.
9.28    Subd. 3. Intervention. For each student identified under subdivision 2, the district
9.29shall provide reading intervention to accelerate student growth in order to and reach the
9.30goal of reading at or above grade level by the end of the current grade and school year.
9.31District intervention methods shall encourage parental involvement family engagement
9.32 and, where possible, collaboration with appropriate school and community programs.
9.33Intervention methods may include, but are not limited to, requiring attendance in summer
9.34school, intensified reading instruction that may require that the student be removed from
10.1the regular classroom for part of the school day or, extended-day programs, or programs
10.2that strengthen students' cultural connections.
10.3    Subd. 4. Staff development. Each district shall use the data under subdivision 2 to
10.4identify the staff development needs so that:
10.5(1) elementary teachers are able to implement comprehensive, scientifically based
10.6reading and oral language instruction in the five reading areas of phonemic awareness,
10.7phonics, fluency, vocabulary, and comprehension as defined in section 122A.06,
10.8subdivision 4 , and other literacy-related areas including writing until the student achieves
10.9grade-level reading proficiency;
10.10(2) elementary teachers have sufficient training to provide comprehensive,
10.11scientifically based scientifically-based reading and oral language instruction that meets
10.12students' developmental, linguistic, and literacy needs using the intervention methods or
10.13programs selected by the district for the identified students;
10.14(3) licensed teachers employed by the district have regular opportunities to improve
10.15reading and writing instruction; and
10.16(4) licensed teachers recognize students' diverse needs in cross-cultural settings
10.17and are able to serve the oral language and linguistic needs of students who are English
10.18learners by maximizing strengths in their native languages in order to cultivate students'
10.19English language development, including oral academic language development, and
10.20build academic literacy; and
10.21(5) licensed teachers are well trained in culturally responsive pedagogy that enables
10.22students to master content, develop skills to access content, and build relationships.
10.23    Subd. 4a. Local literacy plan. Consistent with this section, a school district must
10.24adopt a local literacy plan to have every child reading at or above grade level no later than
10.25the end of grade 3, including English learners. The plan must include a process to assess
10.26students' level of reading proficiency, notify and involve parents, intervene with students
10.27who are not reading at or above grade level, and identify and meet staff development
10.28needs. The district must post its literacy plan on the official school district Web site.
10.29    Subd. 5. Commissioner. The commissioner shall recommend to districts multiple
10.30assessment tools to assist districts and teachers with identifying students under subdivision
10.312. The commissioner shall also make available examples of nationally recognized and
10.32research-based instructional methods or programs to districts to provide comprehensive,
10.33scientifically based reading instruction and intervention under this section.

10.34    Sec. 6. Minnesota Statutes 2013 Supplement, section 120B.125, is amended to read:
11.1120B.125 PLANNING FOR STUDENTS' SUCCESSFUL TRANSITION
11.2TO POSTSECONDARY EDUCATION AND EMPLOYMENT; INVOLUNTARY
11.3CAREER TRACKING PROHIBITED.
11.4(a) Consistent with sections 120B.128, 120B.13, 120B.131, 120B.132, 120B.14,
11.5120B.15 , 120B.30, subdivision 1, paragraph (c), 125A.08, and other related sections,
11.6school districts, beginning in the 2013-2014 school year, must assist all students by no
11.7later than grade 9 to explore their college and career interests and aspirations and develop
11.8a plan for a smooth and successful transition to postsecondary education or employment.
11.9All students' plans must be designed to:
11.10(1) provide a comprehensive academic plan for completing a college and
11.11career-ready curriculum premised on meeting state and local academic standards
11.12and developing 21st century skills such as team work, collaboration, creativity,
11.13communication, critical thinking, and good work habits;
11.14(2) emphasize academic rigor and high expectations;
11.15(3) help students identify personal learning styles that may affect their postsecondary
11.16education and employment choices;
11.17(4) help students gain access to postsecondary education and career options;
11.18(5) integrate strong academic content into career-focused courses and integrate
11.19relevant career-focused courses into strong academic content;
11.20(6) help students and families identify and gain access to appropriate counseling
11.21and other supports and assistance that enable students to complete required coursework,
11.22prepare for postsecondary education and careers, and obtain information about
11.23postsecondary education costs and eligibility for financial aid and scholarship;
11.24(7) help students and families identify collaborative partnerships of kindergarten
11.25 prekindergarten through grade 12 schools, postsecondary institutions, economic
11.26development agencies, and employers that support students' transition to postsecondary
11.27education and employment and provide students with experiential learning opportunities;
11.28and
11.29(8) be reviewed and revised at least annually by the student, the student's parent or
11.30guardian, and the school or district to ensure that the student's course-taking schedule
11.31keeps the student making adequate progress to meet state and local high school graduation
11.32requirements and with a reasonable chance to succeed with employment or postsecondary
11.33education without the need to first complete remedial course work.
11.34(b) A school district may develop grade-level curricula or provide instruction that
11.35introduces students to various careers, but must not require any curriculum, instruction,
12.1or employment-related activity that obligates an elementary or secondary student to
12.2involuntarily select a career, career interest, employment goals, or related job training.
12.3(c) Educators must possess the knowledge and skills to effectively teach all English
12.4learners in their classrooms. School districts must provide appropriate curriculum,
12.5targeted materials, professional development opportunities for educators, and sufficient
12.6resources to enable English learners to become career- and college-ready.

12.7    Sec. 7. Minnesota Statutes 2013 Supplement, section 120B.30, subdivision 1, is
12.8amended to read:
12.9    Subdivision 1. Statewide testing. (a) The commissioner, with advice from experts
12.10with appropriate technical qualifications and experience and stakeholders, consistent
12.11with subdivision 1a, shall include in the comprehensive assessment system, for each
12.12grade level to be tested, state-constructed tests developed as computer-adaptive reading
12.13and mathematics assessments for students that are aligned with the state's required
12.14academic standards under section 120B.021, include multiple choice questions, and are
12.15administered annually to all students in grades 3 through 7. Reading and mathematics
12.16assessments for all students in grade 8 must be aligned with the state's required reading and
12.17mathematics standards, be administered annually, and include multiple choice questions.
12.18State-developed high school tests aligned with the state's required academic standards
12.19under section 120B.021 and administered to all high school students in a subject other than
12.20writing must include multiple choice questions. The commissioner shall establish one or
12.21more months during which schools shall administer the tests to students each school year.
12.22(1) Students enrolled in grade 8 through the 2009-2010 school year are eligible
12.23to be assessed under (i) the graduation-required assessment for diploma in reading,
12.24mathematics, or writing under Minnesota Statutes 2012, section 120B.30, subdivision 1,
12.25paragraphs (c), clauses (1) and (2), and (d), (ii) the WorkKeys job skills assessment, (iii)
12.26the Compass college placement test, (iv) the ACT assessment for college admission, or (v)
12.27a nationally recognized armed services vocational aptitude test.
12.28(2) Students enrolled in grade 8 in the 2010-2011 or 2011-2012 school year are
12.29eligible to be assessed under (i) the graduation-required assessment for diploma in reading,
12.30mathematics, or writing under Minnesota Statutes 2012, section 120B.30, subdivision
12.311, paragraph (c), clauses (1) and (2), (ii) the WorkKeys job skills assessment, (iii) the
12.32Compass college placement test, (iv) the ACT assessment for college admission, or (v) a
12.33nationally recognized armed services vocational aptitude test.
12.34(3) For students under clause (1) or (2), a school district may substitute a score from
12.35an alternative, equivalent assessment to satisfy the requirements of this paragraph.
13.1(b) The state assessment system must be aligned to the most recent revision of
13.2academic standards as described in section 120B.023 in the following manner:
13.3(1) mathematics;
13.4(i) grades 3 through 8 beginning in the 2010-2011 school year; and
13.5(ii) high school level beginning in the 2013-2014 school year;
13.6(2) science; grades 5 and 8 and at the high school level beginning in the 2011-2012
13.7school year; and
13.8(3) language arts and reading; grades 3 through 8 and high school level beginning in
13.9the 2012-2013 school year.
13.10    (c) For students enrolled in grade 8 in the 2012-2013 school year and later, students'
13.11state graduation requirements, based on a longitudinal, systematic approach to student
13.12education and career planning, assessment, instructional support, and evaluation, include
13.13the following:
13.14    (1) demonstrate understanding of required academic standards on a nationally
13.15normed college entrance exam;
13.16    (2) achievement and career and college readiness tests in mathematics, reading, and
13.17writing, consistent with paragraph (e) and to the extent available, to monitor students'
13.18continuous development of and growth in requisite knowledge and skills; analyze
13.19students' progress and performance levels, identifying students' academic strengths and
13.20diagnosing areas where students require curriculum or instructional adjustments, targeted
13.21interventions, or remediation; and, based on analysis of students' progress and performance
13.22data, determine students' learning and instructional needs and the instructional tools and
13.23best practices that support academic rigor for the student; and
13.24    (3) consistent with this paragraph and section 120B.125, age-appropriate exploration
13.25and planning activities and career assessments to encourage students to identify personally
13.26relevant career interests and aptitudes and help students and their families develop a
13.27regularly reexamined transition plan for postsecondary education or employment without
13.28need for postsecondary remediation.
13.29Based on appropriate state guidelines, students with an individualized education program
13.30may satisfy state graduation requirements by achieving an individual score on the
13.31state-identified alternative assessments.
13.32Expectations of schools, districts, and the state for career or college readiness under
13.33this subdivision must be comparable in rigor, clarity of purpose, and rates of student
13.34completion. A student under clause (2) must receive targeted, relevant, academically
13.35rigorous, and resourced instruction, which may include a targeted instruction and
13.36intervention plan focused on improving the student's knowledge and skills in core subjects
14.1so that the student has a reasonable chance to succeed in a career or college without need
14.2for postsecondary remediation. Consistent with sections 120B.13, 124D.09, 124D.091,
14.3124D.49 , and related sections, an enrolling school or district must actively encourage a
14.4student in grade 11 or 12 who is identified as academically ready for a career or college
14.5to participate in courses and programs awarding college credit to high school students.
14.6Students are not required to achieve a specified score or level of proficiency on an
14.7assessment under this subdivision to graduate from high school.
14.8    (d) To improve the secondary and postsecondary outcomes of all students, the
14.9alignment between secondary and postsecondary education programs and Minnesota's
14.10workforce needs, and the efficiency and cost-effectiveness of secondary and postsecondary
14.11programs, the commissioner, after consulting with the chancellor of the Minnesota State
14.12Colleges and Universities and using a request for proposal process, shall contract for
14.13a series of assessments that are consistent with this subdivision, aligned with state
14.14academic standards, and include career and college readiness benchmarks. Mathematics,
14.15reading, and writing assessments for students in grades 8 and 10 must be predictive of a
14.16nationally normed assessment for career and college readiness. This nationally recognized
14.17assessment must be a college entrance exam and given to students in grade 11. This
14.18series of assessments must include a college placement diagnostic exam and contain
14.19career exploration elements. The commissioner and the chancellor of the Minnesota
14.20State Colleges and Universities must collaborate in aligning instruction and assessments
14.21for adult basic education students and English learners to provide the students with
14.22diagnostic information about any targeted interventions, accommodations, modifications,
14.23and supports they need so that assessments and other performance measures are accessible
14.24to them and they may seek postsecondary education or employment without need for
14.25postsecondary remediation.
14.26    (1) Districts and schools, on an annual basis, must use the career exploration
14.27elements in these assessments to help students, beginning no later than grade 9, and their
14.28families explore and plan for postsecondary education or careers based on the students'
14.29interests, aptitudes, and aspirations. Districts and schools must use timely regional labor
14.30market information and partnerships, among other resources, to help students and their
14.31families successfully develop, pursue, review, and revise an individualized plan for
14.32postsecondary education or a career. This process must help increase students' engagement
14.33in and connection to school, improve students' knowledge and skills, and deepen students'
14.34understanding of career pathways as a sequence of academic and career courses that lead
14.35to an industry-recognized credential, an associate's degree, or a bachelor's degree and are
14.36available to all students, whatever their interests and career goals.
15.1(2) Students in grade 10 or 11 not yet academically ready for a career or college based
15.2on their growth in academic achievement between grades 8 and 10 must take the college
15.3placement diagnostic exam before taking the college entrance exam under clause (3).
15.4Students, their families, the school, and the district can then use the results of the college
15.5placement diagnostic exam for targeted instruction, intervention, or remediation and
15.6improve students' knowledge and skills in core subjects sufficient for a student to graduate
15.7and have a reasonable chance to succeed in a career or college without remediation.
15.8(3) All students except those eligible for alternative assessments must be given the
15.9college entrance part of these assessments in grade 11. A student under this clause who
15.10demonstrates attainment of required state academic standards, which include career and
15.11college readiness benchmarks, on these assessments is academically ready for a career or
15.12college and is encouraged to participate in courses awarding college credit to high school
15.13students. Such courses and programs may include sequential courses of study within
15.14broad career areas and technical skill assessments that extend beyond course grades.
15.15(4) As appropriate, students through grade 12 must continue to participate in targeted
15.16instruction, intervention, or remediation and be encouraged to participate in courses
15.17awarding college credit to high school students.
15.18    (5) A study to determine the alignment between these assessments and state
15.19academic standards under this chapter must be conducted. Where alignment exists, the
15.20commissioner must seek federal approval to, and immediately upon receiving approval,
15.21replace the federally required assessments referenced under subdivision 1a and section
15.22120B.35, subdivision 2 , with assessments under this paragraph.
15.23    (e) In developing, supporting, and improving students' academic readiness for a
15.24career or college, schools, districts, and the state must have a continuum of empirically
15.25derived, clearly defined benchmarks focused on students' attainment of knowledge and
15.26skills so that students, their parents, and teachers know how well students must perform to
15.27have a reasonable chance to succeed in a career or college without need for postsecondary
15.28remediation. The commissioner, in consultation with local school officials and educators,
15.29and Minnesota's public postsecondary institutions must ensure that the foundational
15.30knowledge and skills for students' successful performance in postsecondary employment
15.31or education and an articulated series of possible targeted interventions are clearly
15.32identified and satisfy Minnesota's postsecondary admissions requirements.
15.33    (f) For students in grade 8 in the 2012-2013 school year and later, a school, district,
15.34or charter school must record on the high school transcript a student's progress toward
15.35career and college readiness, and for other students as soon as practicable.
16.1    (g) The school board granting students their diplomas may formally decide to
16.2include a notation of high achievement on the high school diplomas of those graduating
16.3seniors who, according to established school board criteria, demonstrate exemplary
16.4academic achievement during high school.
16.5(h) The 3rd through 7th grade computer-adaptive assessment results and grade 8
16.6and high school test results shall be available to districts for diagnostic purposes affecting
16.7student learning and district instruction and curriculum, and for establishing educational
16.8accountability. The commissioner must establish empirically derived benchmarks on
16.9adaptive assessments in grades 3 through 7 that reveal a trajectory toward career and
16.10college readiness. The commissioner must disseminate to the public the computer-adaptive
16.11assessments, grade 8, and high school test results upon receiving those results.
16.12    (i) The grades 3 through 7 computer-adaptive assessments and grade 8 and high
16.13school tests must be aligned with state academic standards. The commissioner shall
16.14determine the testing process and the order of administration. The statewide results shall
16.15be aggregated at the site and district level, consistent with subdivision 1a.
16.16    (j) The commissioner shall include the following components in the statewide
16.17public reporting system:
16.18    (1) uniform statewide computer-adaptive assessments of all students in grades 3
16.19through 7 and testing at the grade 8 and high school levels that provides appropriate,
16.20technically sound accommodations or alternate assessments;
16.21    (2) educational indicators that can be aggregated and compared across school
16.22districts and across time on a statewide basis, including average daily attendance, high
16.23school graduation rates, and high school drop-out rates by age and grade level;
16.24    (3) state results on the American College Test; and
16.25    (4) state results from participation in the National Assessment of Educational
16.26Progress so that the state can benchmark its performance against the nation and other
16.27states, and, where possible, against other countries, and contribute to the national effort
16.28to monitor achievement.
16.29    (k) For purposes of statewide accountability, "cultural competence," "cultural
16.30competency," or "culturally competent" means the ability and will to interact effectively
16.31with people of different cultures, native languages, and socioeconomic backgrounds.

16.32    Sec. 8. Minnesota Statutes 2013 Supplement, section 120B.35, subdivision 3, is
16.33amended to read:
16.34    Subd. 3. State growth target; other state measures. (a) The state's educational
16.35assessment system measuring individual students' educational growth is based on
17.1indicators of achievement growth that show an individual student's prior achievement.
17.2Indicators of achievement and prior achievement must be based on highly reliable
17.3statewide or districtwide assessments.
17.4(b) The commissioner, in consultation with a stakeholder group that includes
17.5assessment and evaluation directors and, district staff, experts in culturally responsive
17.6teaching, and researchers, must implement a model that uses a value-added growth
17.7indicator and includes criteria for identifying schools and school districts that demonstrate
17.8medium and high growth under section 120B.299, subdivisions 8 and 9, and may
17.9recommend other value-added measures under section 120B.299, subdivision 3. The model
17.10may be used to advance educators' professional development and replicate programs that
17.11succeed in meeting students' diverse learning needs. Data on individual teachers generated
17.12under the model are personnel data under section 13.43. The model must allow users to:
17.13(1) report student growth consistent with this paragraph; and
17.14(2) for all student categories, report and compare aggregated and disaggregated state
17.15growth data using the nine student categories identified under the federal 2001 No Child
17.16Left Behind Act and two student gender categories of male and female, respectively,
17.17following appropriate reporting practices to protect nonpublic student data.
17.18The commissioner must report measures of student growth, consistent with this
17.19paragraph, including the English language development, academic progress, and oral
17.20academic development of English learners and their native language development if the
17.21native language is used as a language of instruction.
17.22(c) When reporting student performance under section 120B.36, subdivision 1, the
17.23commissioner annually, beginning July 1, 2011, must report two core measures indicating
17.24the extent to which current high school graduates are being prepared for postsecondary
17.25academic and career opportunities:
17.26(1) a preparation measure indicating the number and percentage of high school
17.27graduates in the most recent school year who completed course work important to
17.28preparing them for postsecondary academic and career opportunities, consistent with
17.29the core academic subjects required for admission to Minnesota's public colleges and
17.30universities as determined by the Office of Higher Education under chapter 136A; and
17.31(2) a rigorous coursework measure indicating the number and percentage of high
17.32school graduates in the most recent school year who successfully completed one or more
17.33college-level advanced placement, international baccalaureate, postsecondary enrollment
17.34options including concurrent enrollment, other rigorous courses of study under section
17.35120B.021, subdivision 1a , or industry certification courses or programs.
18.1When reporting the core measures under clauses (1) and (2), the commissioner must also
18.2analyze and report separate categories of information using the nine student categories
18.3identified under the federal 2001 No Child Left Behind Act and two student gender
18.4categories of male and female, respectively, following appropriate reporting practices to
18.5protect nonpublic student data.
18.6(d) When reporting student performance under section 120B.36, subdivision 1, the
18.7commissioner annually, beginning July 1, 2014, must report summary data on school
18.8safety and students' engagement and connection at school. The summary data under this
18.9paragraph are separate from and must not be used for any purpose related to measuring
18.10or evaluating the performance of classroom teachers. The commissioner, in consultation
18.11with qualified experts on student engagement and connection and classroom teachers,
18.12must identify highly reliable variables that generate summary data under this paragraph.
18.13The summary data may be used at school, district, and state levels only. Any data on
18.14individuals received, collected, or created that are used to generate the summary data
18.15under this paragraph are nonpublic data under section 13.02, subdivision 9.
18.16(e) For purposes of statewide educational accountability, the commissioner must
18.17identify and report measures that demonstrate the success of learning year program
18.18providers under sections 123A.05 and 124D.68, among other such providers, in improving
18.19students' graduation outcomes. The commissioner, beginning July 1, 2015, must annually
18.20report summary data on:
18.21(1) the four- and six-year graduation rates of students under this paragraph;
18.22(2) the percent of students under this paragraph whose progress and performance
18.23levels are meeting career and college readiness benchmarks under section 120B.30,
18.24subdivision 1; and
18.25(3) the success that learning year program providers experience in:
18.26(i) identifying at-risk and off-track student populations by grade;
18.27(ii) providing successful prevention and intervention strategies for at-risk students;
18.28(iii) providing successful recuperative and recovery or reenrollment strategies for
18.29off-track students; and
18.30(iv) improving the graduation outcomes of at-risk and off-track students.
18.31The commissioner may include in the annual report summary data on other education
18.32providers serving a majority of students eligible to participate in a learning year program.
18.33(f) The commissioner, in consultation with recognized experts with knowledge and
18.34experience in assessing the language proficiency and academic performance of English
18.35learners, must identify and report appropriate and effective measures to improve current
18.36categories of language difficulty and assessments, and monitor and report data on students'
19.1English proficiency levels, program placement, and academic language development,
19.2including oral academic language.

19.3    Sec. 9. Minnesota Statutes 2013 Supplement, section 120B.36, subdivision 1, is
19.4amended to read:
19.5    Subdivision 1. School performance reports. (a) The commissioner shall report
19.6student academic performance under section 120B.35, subdivision 2; the percentages of
19.7students showing low, medium, and high growth under section 120B.35, subdivision
19.83 , paragraph (b); school safety and student engagement and connection under section
19.9120B.35 , subdivision 3, paragraph (d); rigorous coursework under section 120B.35,
19.10subdivision 3 , paragraph (c); the percentage of students under section 120B.35,
19.11subdivision 3 , paragraph (b), clause (2), whose progress and performance levels are
19.12meeting career and college readiness benchmarks under sections 120B.30, subdivision 1,
19.13and 120B.35, subdivision 3, paragraph (e); longitudinal data on the progress of eligible
19.14districts in reducing disparities in students' academic achievement and realizing racial and
19.15economic integration under section 124D.861; the acquisition of English, and where
19.16practicable, native language academic literacy, including oral academic language, and
19.17the academic progress of English learners under section 124D.59, subdivisions 2 and
19.182a; two separate student-to-teacher ratios that clearly indicate the definition of teacher
19.19consistent with sections 122A.06 and 122A.15 for purposes of determining these ratios;
19.20staff characteristics excluding salaries; student enrollment demographics; district mobility;
19.21and extracurricular activities. The report also must indicate a school's adequate yearly
19.22progress status under applicable federal law, and must not set any designations applicable
19.23to high- and low-performing schools due solely to adequate yearly progress status.
19.24    (b) The commissioner shall develop, annually update, and post on the department
19.25Web site school performance reports.
19.26    (c) The commissioner must make available performance reports by the beginning
19.27of each school year.
19.28    (d) A school or district may appeal its adequate yearly progress status in writing to
19.29the commissioner within 30 days of receiving the notice of its status. The commissioner's
19.30decision to uphold or deny an appeal is final.
19.31    (e) School performance data are nonpublic data under section 13.02, subdivision 9,
19.32until the commissioner publicly releases the data. The commissioner shall annually post
19.33school performance reports to the department's public Web site no later than September 1,
19.34except that in years when the reports reflect new performance standards, the commissioner
19.35shall post the school performance reports no later than October 1.

20.1    Sec. 10. Minnesota Statutes 2012, section 122A.06, subdivision 4, is amended to read:
20.2    Subd. 4. Comprehensive, scientifically based reading instruction. (a)
20.3"Comprehensive, scientifically based reading instruction" includes a program or collection
20.4of instructional practices that is based on valid, replicable evidence showing that when
20.5these programs or practices are used, students can be expected to achieve, at a minimum,
20.6satisfactory reading progress. The program or collection of practices must include, at a
20.7minimum, effective, balanced instruction in all five areas of reading: phonemic awareness,
20.8phonics, fluency, vocabulary development, and reading comprehension.
20.9Comprehensive, scientifically based reading instruction also includes and integrates
20.10instructional strategies for continuously assessing, evaluating, and communicating
20.11the student's reading progress and needs in order to design and implement ongoing
20.12interventions so that students of all ages and proficiency levels can read and comprehend
20.13text, write, and apply higher level thinking skills. For English learners developing literacy
20.14skills, districts are encouraged to use strategies that teach reading and writing in the
20.15students' native language and English at the same time.
20.16    (b) "Fluency" is the ability of students to read text with speed, accuracy, and proper
20.17expression.
20.18    (c) "Phonemic awareness" is the ability of students to notice, think about, and
20.19manipulate individual sounds in spoken syllables and words.
20.20    (d) "Phonics" is the understanding that there are systematic and predictable
20.21relationships between written letters and spoken words. Phonics instruction is a way
20.22of teaching reading that stresses learning how letters correspond to sounds and how to
20.23apply this knowledge in reading and spelling.
20.24    (e) "Reading comprehension" is an active process that requires intentional thinking
20.25during which meaning is constructed through interactions between text and reader.
20.26Comprehension skills are taught explicitly by demonstrating, explaining, modeling, and
20.27implementing specific cognitive strategies to help beginning readers derive meaning
20.28through intentional, problem-solving thinking processes.
20.29    (f) "Vocabulary development" is the process of teaching vocabulary both directly
20.30and indirectly, with repetition and multiple exposures to vocabulary items. Learning in
20.31rich contexts, incidental learning, and use of computer technology enhance the acquiring
20.32of vocabulary.
20.33(g) Nothing in this subdivision limits the authority of a school district to select a
20.34school's reading program or curriculum.

21.1    Sec. 11. Minnesota Statutes 2013 Supplement, section 122A.09, subdivision 4, is
21.2amended to read:
21.3    Subd. 4. License and rules. (a) The board must adopt rules to license public school
21.4teachers and interns subject to chapter 14.
21.5(b) The board must adopt rules requiring a person to pass a skills examination in
21.6reading, writing, and mathematics as a requirement for initial teacher licensure, except
21.7that the board may issue up to two additional temporary, one-year teaching licenses to an
21.8otherwise qualified candidate who has not yet passed the skills exam. Such rules must
21.9require college and universities offering a board-approved teacher preparation program to
21.10provide remedial assistance to persons who did not achieve a qualifying score on the skills
21.11examination, including those for whom English is a second language.
21.12(c) The board must adopt rules to approve teacher preparation programs. The board,
21.13upon the request of a postsecondary student preparing for teacher licensure or a licensed
21.14graduate of a teacher preparation program, shall assist in resolving a dispute between the
21.15person and a postsecondary institution providing a teacher preparation program when the
21.16dispute involves an institution's recommendation for licensure affecting the person or the
21.17person's credentials. At the board's discretion, assistance may include the application
21.18of chapter 14.
21.19(d) The board must provide the leadership and adopt rules for the redesign of teacher
21.20education programs to implement a research based, results-oriented curriculum that
21.21focuses on the skills teachers need in order to be effective. The board shall implement new
21.22systems of teacher preparation program evaluation to assure program effectiveness based
21.23on proficiency of graduates in demonstrating attainment of program outcomes. Teacher
21.24preparation programs including alternative teacher preparation programs under section
21.25122A.245 , among other programs, must include a content-specific, board-approved,
21.26performance-based assessment that measures teacher candidates in three areas: planning
21.27for instruction and assessment; engaging students and supporting learning; and assessing
21.28student learning.
21.29(e) The board must adopt rules requiring candidates for initial licenses to pass an
21.30examination of general pedagogical knowledge and examinations of licensure-specific
21.31teaching skills. The rules shall be effective by September 1, 2001. The rules under this
21.32paragraph also must require candidates for initial licenses to teach prekindergarten or
21.33elementary students to pass, as part of the examination of licensure-specific teaching
21.34skills, test items assessing the candidates' knowledge, skill, and ability in comprehensive,
21.35scientifically based reading instruction under section 122A.06, subdivision 4, and their
21.36knowledge and understanding of the foundations of reading development, the development
22.1of reading comprehension, and reading assessment and instruction, and their ability to
22.2integrate that knowledge and understanding.
22.3(f) The board must adopt rules requiring teacher educators to work directly with
22.4elementary or secondary school teachers in elementary or secondary schools to obtain
22.5periodic exposure to the elementary or secondary teaching environment.
22.6(g) The board must grant licenses to interns and to candidates for initial licenses
22.7based on appropriate professional competencies that are aligned with the board's licensing
22.8system and students' diverse learning needs. All teacher candidates must have preparation
22.9in English language development and content instruction for English learners in order to be
22.10able to effectively instruct the English learners in their classrooms. The board must include
22.11these licenses in a statewide differentiated licensing system that creates new leadership
22.12roles for successful experienced teachers premised on a collaborative professional culture
22.13dedicated to meeting students' diverse learning needs in the 21st century, recognizes the
22.14importance of cultural and linguistic competencies, including the ability to teach and
22.15communicate in culturally competent and aware ways, and formalizes mentoring and
22.16induction for newly licensed teachers that is provided through a teacher support framework.
22.17(h) The board must design and implement an assessment system which requires a
22.18candidate for an initial license and first continuing license to demonstrate the abilities
22.19necessary to perform selected, representative teaching tasks at appropriate levels.
22.20(i) The board must receive recommendations from local committees as established
22.21by the board for the renewal of teaching licenses. The board must require licensed teachers
22.22who are renewing a continuing license to include in the renewal requirements further
22.23preparation in English language development and specially designed content instruction
22.24in English for English learners.
22.25(j) The board must grant life licenses to those who qualify according to requirements
22.26established by the board, and suspend or revoke licenses pursuant to sections 122A.20 and
22.27214.10 . The board must not establish any expiration date for application for life licenses.
22.28(k) The board must adopt rules that require all licensed teachers who are renewing
22.29their continuing license to include in their renewal requirements further preparation in
22.30the areas of using positive behavior interventions and in accommodating, modifying, and
22.31adapting curricula, materials, and strategies to appropriately meet the needs of individual
22.32students and ensure adequate progress toward the state's graduation rule.
22.33(l) In adopting rules to license public school teachers who provide health-related
22.34services for disabled children, the board shall adopt rules consistent with license or
22.35registration requirements of the commissioner of health and the health-related boards who
22.36license personnel who perform similar services outside of the school.
23.1(m) The board must adopt rules that require all licensed teachers who are renewing
23.2their continuing license to include in their renewal requirements further reading
23.3preparation, consistent with section 122A.06, subdivision 4. The rules do not take effect
23.4until they are approved by law. Teachers who do not provide direct instruction including, at
23.5least, counselors, school psychologists, school nurses, school social workers, audiovisual
23.6directors and coordinators, and recreation personnel are exempt from this section.
23.7(n) The board must adopt rules that require all licensed teachers who are renewing
23.8their continuing license to include in their renewal requirements further preparation,
23.9first, in understanding the key warning signs of early-onset mental illness in children
23.10and adolescents and then, during subsequent licensure renewal periods, preparation may
23.11include providing a more in-depth understanding of students' mental illness trauma,
23.12accommodations for students' mental illness, parents' role in addressing students' mental
23.13illness, Fetal Alcohol Spectrum Disorders, autism, the requirements of section 125A.0942
23.14governing restrictive procedures, and de-escalation methods, among other similar topics.
23.15EFFECTIVE DATE.This section is effective August 1, 2015, and applies to
23.16individuals entering a teacher preparation program after that date.

23.17    Sec. 12. Minnesota Statutes 2012, section 122A.14, subdivision 2, is amended to read:
23.18    Subd. 2. Preparation programs. The board shall review and approve or
23.19disapprove preparation programs for school administrators and alternative preparation
23.20programs for administrators under section 122A.27, and must consider other alternative
23.21competency-based preparation programs leading to licensure. Among other requirements,
23.22preparation programs must include instruction on meeting the varied needs of English
23.23learners, from young children to adults, in English and, where practicable, in students'
23.24native language.
23.25EFFECTIVE DATE.This section is effective August 1, 2015, and applies to
23.26individuals entering a school administrator preparation program after that date.

23.27    Sec. 13. Minnesota Statutes 2012, section 122A.14, subdivision 3, is amended to read:
23.28    Subd. 3. Rules for continuing education requirements. The board shall
23.29adopt rules establishing continuing education requirements that promote continuous
23.30improvement and acquisition of new and relevant skills by school administrators.
23.31Continuing education programs, among other things, must provide school administrators
23.32with information and training about building coherent and effective English learner
23.33strategies that include relevant professional development, accountability for student
24.1progress, students' access to the general curriculum, and sufficient staff capacity to effect
24.2these strategies. A retired school principal who serves as a substitute principal or assistant
24.3principal for the same person on a day-to-day basis for no more than 15 consecutive
24.4school days is not subject to continuing education requirements as a condition of serving
24.5as a substitute principal or assistant principal.
24.6EFFECTIVE DATE.This section is effective August 1, 2015, and applies to school
24.7administrators renewing an administrator's license after that date.

24.8    Sec. 14. Minnesota Statutes 2013 Supplement, section 122A.18, subdivision 2, is
24.9amended to read:
24.10    Subd. 2. Teacher and support personnel qualifications. (a) The Board of
24.11Teaching must issue licenses under its jurisdiction to persons the board finds to be
24.12qualified and competent for their respective positions.
24.13(b) The board must require a person to pass an examination of skills in reading,
24.14writing, and mathematics before being granted an initial teaching license to provide direct
24.15instruction to pupils in prekindergarten, elementary, secondary, or special education
24.16programs, except that the board may issue up to two additional temporary, one-year
24.17teaching licenses to an otherwise qualified candidate who has not yet passed the skills
24.18exam. The board must require colleges and universities offering a board approved teacher
24.19preparation program to make available upon request remedial assistance that includes a
24.20formal diagnostic component to persons enrolled in their institution who did not achieve a
24.21qualifying score on the skills examination, including those for whom English is a second
24.22language. The colleges and universities must make available assistance in the specific
24.23academic areas of deficiency in which the person did not achieve a qualifying score.
24.24School districts may make available upon request similar, appropriate, and timely remedial
24.25assistance that includes a formal diagnostic component to those persons employed by the
24.26district who completed their teacher education program, who did not achieve a qualifying
24.27score on the skills examination, including those persons for whom English is a second
24.28language and persons under section 122A.23, subdivision 2, paragraph (h), who completed
24.29their teacher's education program outside the state of Minnesota, and who received a
24.30temporary license to teach in Minnesota. The Board of Teaching shall report annually
24.31to the education committees of the legislature on the total number of teacher candidates
24.32during the most recent school year taking the skills examination, the number who achieve
24.33a qualifying score on the examination, the number who do not achieve a qualifying score
24.34on the examination, the distribution of all candidates' scores, the number of candidates
25.1who have taken the examination at least once before, and the number of candidates who
25.2have taken the examination at least once before and achieve a qualifying score.
25.3(c) The Board of Teaching must grant continuing licenses only to those persons who
25.4have met board criteria for granting a continuing license, which includes passing the
25.5skills examination in reading, writing, and mathematics consistent with paragraph (b) and
25.6section 122A.09, subdivision 4, paragraph (b).
25.7(d) All colleges and universities approved by the board of teaching to prepare persons
25.8for teacher licensure must include in their teacher preparation programs a common core
25.9of teaching knowledge and skills to be acquired by all persons recommended for teacher
25.10licensure. Among other requirements, teacher candidates must demonstrate the knowledge
25.11and skills needed to provide appropriate instruction to English learners to support and
25.12accelerate their academic literacy, including oral academic language, and achievement in
25.13content areas in a regular classroom setting. This common core shall meet the standards
25.14developed by the interstate new teacher assessment and support consortium in its 1992
25.15"model standards for beginning teacher licensing and development." Amendments to
25.16standards adopted under this paragraph are covered by chapter 14. The board of teaching
25.17shall report annually to the education committees of the legislature on the performance
25.18of teacher candidates on common core assessments of knowledge and skills under this
25.19paragraph during the most recent school year.
25.20EFFECTIVE DATE.This section is effective August 1, 2015, and applies to
25.21individuals entering a teacher preparation program after that date.

25.22    Sec. 15. Minnesota Statutes 2012, section 122A.18, subdivision 2a, is amended to read:
25.23    Subd. 2a. Reading strategies. (a) All colleges and universities approved by the
25.24Board of Teaching to prepare persons for classroom teacher licensure must include in
25.25their teacher preparation programs research-based best practices in reading, consistent
25.26with section 122A.06, subdivision 4, that enable the licensure candidate to know how to
25.27teach reading in the candidate's content areas. Teacher candidates must be instructed
25.28in using students' native languages as a resource in creating effective differentiated
25.29instructional strategies for English learners developing literacy skills. These colleges and
25.30universities also must prepare candidates for initial licenses to teach prekindergarten or
25.31elementary students for the assessment of reading instruction portion of the examination
25.32of licensure-specific teaching skills under section 122A.09, subdivision 4, paragraph (e).
25.33(b) Board-approved teacher preparation programs for teachers of elementary
25.34education must require instruction in the application of comprehensive, scientifically
25.35based, and balanced reading instruction programs that:
26.1(1) teach students to read using foundational knowledge, practices, and strategies
26.2consistent with section 122A.06, subdivision 4, so that all students will achieve continuous
26.3progress in reading; and
26.4(2) teach specialized instruction in reading strategies, interventions, and remediations
26.5that enable students of all ages and proficiency levels to become proficient readers.
26.6(c) Nothing in this section limits the authority of a school district to select a school's
26.7reading program or curriculum.
26.8EFFECTIVE DATE.This section is effective August 1, 2015, and applies to
26.9individuals entering a teacher preparation program after that date.

26.10    Sec. 16. Minnesota Statutes 2012, section 122A.18, subdivision 4, is amended to read:
26.11    Subd. 4. Expiration and renewal. (a) Each license the Department of Education
26.12issues through its licensing section must bear the date of issue. Licenses must expire
26.13and be renewed according to the respective rules the Board of Teaching, the Board
26.14of School Administrators, or the commissioner of education adopts. Requirements for
26.15renewing a license must include showing satisfactory evidence of successful teaching or
26.16administrative experience for at least one school year during the period covered by the
26.17license in grades or subjects for which the license is valid or completing such additional
26.18preparation as the Board of Teaching prescribes. The Board of School Administrators
26.19shall establish requirements for renewing the licenses of supervisory personnel except
26.20athletic coaches. The State Board of Teaching shall establish requirements for renewing
26.21the licenses of athletic coaches.
26.22(b) Relicensure applicants who have been employed as a teacher during the renewal
26.23period of their expiring license, as a condition of relicensure, must present to their local
26.24continuing education and relicensure committee or other local relicensure committee
26.25evidence of work that demonstrates professional reflection and growth in best teaching
26.26practices, including among other things, practices in meeting the varied needs of English
26.27learners, from young children to adults under section 124D.59, subdivisions 2 and 2a. The
26.28applicant must include a reflective statement of professional accomplishment and the
26.29applicant's own assessment of professional growth showing evidence of:
26.30(1) support for student learning;
26.31(2) use of best practices techniques and their applications to student learning;
26.32(3) collaborative work with colleagues that includes examples of collegiality such as
26.33attested-to committee work, collaborative staff development programs, and professional
26.34learning community work; or
27.1(4) continual professional development that may include (i) job-embedded or other
27.2ongoing formal professional learning or (ii) for teachers employed for only part of the
27.3renewal period of their expiring license, other similar professional development efforts
27.4made during the relicensure period.
27.5The Board of Teaching must ensure that its teacher relicensing requirements also include
27.6this paragraph.
27.7(c) The Board of Teaching shall offer alternative continuing relicensure options for
27.8teachers who are accepted into and complete the National Board for Professional Teaching
27.9Standards certification process, and offer additional continuing relicensure options for
27.10teachers who earn National Board for Professional Teaching Standards certification.
27.11Continuing relicensure requirements for teachers who do not maintain National Board for
27.12Professional Teaching Standards certification are those the board prescribes, consistent
27.13with this section.
27.14EFFECTIVE DATE.This section is effective August 1, 2015, and applies to
27.15licensed teachers renewing a teaching license after that date.

27.16    Sec. 17. Minnesota Statutes 2012, section 122A.19, is amended to read:
27.17122A.19 BILINGUAL AND ENGLISH AS A SECOND LANGUAGE
27.18TEACHERS; LICENSES.
27.19    Subdivision 1. Bilingual and English as a second language licenses. The Board of
27.20Teaching, hereinafter the board, must grant teaching licenses in bilingual education and
27.21English as a second language to persons who present satisfactory evidence that they:
27.22(a) Possess competence and communicative skills in English and in another language;
27.23(b) Possess a bachelor's degree or other academic degree approved by the board,
27.24and meet such requirements as to course of study and training as the board may prescribe,
27.25consistent with subdivision 4.
27.26    Subd. 2. Persons holding general teaching licenses. The board may license a
27.27person holding who holds a general teaching license and who presents the board with
27.28satisfactory evidence of competence and communicative skills in a language other than
27.29English may be licensed under this section.
27.30    Subd. 3. Employment of teachers. Teachers employed in a bilingual education
27.31or English as a second language program established pursuant to sections 124D.58 to
27.32124D.64 shall not be employed to replace any presently employed teacher who otherwise
27.33would not be replaced.
28.1    Subd. 4. Teacher preparation programs. For the purpose of licensing bilingual
28.2and English as a second language teachers, the board may approve programs at colleges
28.3or universities designed for their training. These programs must provide instruction in
28.4implementing research-based practices designed specifically for English learners. The
28.5programs must focus on developing English learners' academic language proficiency in
28.6English, including oral academic language, giving English learners meaningful access to
28.7the full school curriculum, developing culturally relevant teaching practices appropriate
28.8for immigrant students, and providing more intensive instruction and resources to English
28.9learners with lower levels of academic English proficiency and varied needs, consistent
28.10with section 124D.59, subdivisions 2 and 2a.
28.11    Subd. 5. Persons eligible for employment. Any person licensed under this section
28.12shall be is eligible for employment by a school board as a teacher in a bilingual education
28.13or English as a second language program in which the language for which the person is
28.14licensed is taught or used as a medium of instruction. A board may prescribe only those
28.15additional qualifications for teachers licensed under this section as that are approved
28.16by the board of teaching.
28.17    Subd. 6. Affirmative efforts in hiring. In hiring for all positions in bilingual
28.18education programs program positions, districts must give preference to and make
28.19affirmative efforts to seek, recruit, and employ persons who (1) are (a) native speakers of
28.20the language which is the medium of instruction in the bilingual education program or share
28.21a native language with the majority of their students, and (b)(2) who share the culture of the
28.22English learners who are enrolled in the program. The district shall provide procedures for
28.23the involvement of involving the parent advisory committees in designing the procedures
28.24for the recruitment recruiting, screening, and selection of selecting applicants. This section
28.25must not be construed to limit the school board's authority to hire and discharge personnel.
28.26EFFECTIVE DATE.Subdivisions 1, 2, 5, and 6 are effective August 1, 2015.
28.27Subdivision 3 is effective the day following final enactment. Subdivision 4 is effective
28.28August 1, 2015, and applies to an individual entering a teacher preparation program after
28.29that date.

28.30    Sec. 18. Minnesota Statutes 2013 Supplement, section 122A.40, subdivision 8, is
28.31amended to read:
28.32    Subd. 8. Development, evaluation, and peer coaching for continuing contract
28.33teachers. (a) To improve student learning and success, a school board and an exclusive
28.34representative of the teachers in the district, consistent with paragraph (b), may develop
28.35a teacher evaluation and peer review process for probationary and continuing contract
29.1teachers through joint agreement. If a school board and the exclusive representative of the
29.2teachers do not agree to an annual teacher evaluation and peer review process, then the
29.3school board and the exclusive representative of the teachers must implement the plan
29.4for evaluation and review under paragraph (c). The process must include having trained
29.5observers serve as peer coaches or having teachers participate in professional learning
29.6communities, consistent with paragraph (b).
29.7(b) To develop, improve, and support qualified teachers and effective teaching
29.8practices and improve student learning and success, the annual evaluation process for
29.9teachers:
29.10(1) must, for probationary teachers, provide for all evaluations required under
29.11subdivision 5;
29.12(2) must establish a three-year professional review cycle for each teacher that
29.13includes an individual growth and development plan, a peer review process, the
29.14opportunity to participate in a professional learning community under paragraph (a), and
29.15at least one summative evaluation performed by a qualified and trained evaluator such as a
29.16school administrator. For the years when a tenured teacher is not evaluated by a qualified
29.17and trained evaluator, the teacher must be evaluated by a peer review;
29.18(3) must be based on professional teaching standards established in rule;
29.19(4) must coordinate staff development activities under sections 122A.60 and
29.20122A.61 with this evaluation process and teachers' evaluation outcomes;
29.21(5) may provide time during the school day and school year for peer coaching and
29.22teacher collaboration;
29.23(6) may include mentoring and induction programs;
29.24(7) must include an option for teachers to develop and present a portfolio
29.25demonstrating evidence of reflection and professional growth, consistent with section
29.26122A.18, subdivision 4 , paragraph (b), and include teachers' own performance assessment
29.27based on student work samples and examples of teachers' work, which may include video
29.28among other activities for the summative evaluation;
29.29(8) must use data from valid and reliable assessments aligned to state and local
29.30academic standards and must use state and local measures of student growth and literacy
29.31that may include value-added models or student learning goals to determine 35 percent of
29.32teacher evaluation results;
29.33(9) must use longitudinal data on student engagement and connection, the academic
29.34literacy, including oral academic language, and achievement of content areas of English
29.35learners, and other student outcome measures explicitly aligned with the elements of
29.36curriculum for which teachers are responsible;
30.1(10) must require qualified and trained evaluators such as school administrators to
30.2perform summative evaluations;
30.3(11) must give teachers not meeting professional teaching standards under clauses
30.4(3) through (10) support to improve through a teacher improvement process that includes
30.5established goals and timelines; and
30.6(12) must discipline a teacher for not making adequate progress in the teacher
30.7improvement process under clause (11) that may include a last chance warning,
30.8termination, discharge, nonrenewal, transfer to a different position, a leave of absence, or
30.9other discipline a school administrator determines is appropriate.
30.10Data on individual teachers generated under this subdivision are personnel data
30.11under section 13.43.
30.12(c) The department, in consultation with parents who may represent parent
30.13organizations and teacher and administrator representatives appointed by their respective
30.14organizations, representing the Board of Teaching, the Minnesota Association of School
30.15Administrators, the Minnesota School Boards Association, the Minnesota Elementary
30.16and Secondary Principals Associations, Education Minnesota, and representatives of
30.17the Minnesota Assessment Group, the Minnesota Business Partnership, the Minnesota
30.18Chamber of Commerce, and Minnesota postsecondary institutions with research expertise
30.19in teacher evaluation, must create and publish a teacher evaluation process that complies
30.20with the requirements in paragraph (b) and applies to all teachers under this section and
30.21section 122A.41 for whom no agreement exists under paragraph (a) for an annual teacher
30.22evaluation and peer review process. The teacher evaluation process created under this
30.23subdivision does not create additional due process rights for probationary teachers under
30.24subdivision 5.

30.25    Sec. 19. Minnesota Statutes 2013 Supplement, section 122A.41, subdivision 5, is
30.26amended to read:
30.27    Subd. 5. Development, evaluation, and peer coaching for continuing contract
30.28teachers. (a) To improve student learning and success, a school board and an exclusive
30.29representative of the teachers in the district, consistent with paragraph (b), may develop an
30.30annual teacher evaluation and peer review process for probationary and nonprobationary
30.31teachers through joint agreement. If a school board and the exclusive representative of
30.32the teachers in the district do not agree to an annual teacher evaluation and peer review
30.33process, then the school board and the exclusive representative of the teachers must
30.34implement the plan for evaluation and review developed under paragraph (c). The process
31.1must include having trained observers serve as peer coaches or having teachers participate
31.2in professional learning communities, consistent with paragraph (b).
31.3(b) To develop, improve, and support qualified teachers and effective teaching
31.4practices and improve student learning and success, the annual evaluation process for
31.5teachers:
31.6(1) must, for probationary teachers, provide for all evaluations required under
31.7subdivision 2;
31.8(2) must establish a three-year professional review cycle for each teacher that
31.9includes an individual growth and development plan, a peer review process, the
31.10opportunity to participate in a professional learning community under paragraph (a), and
31.11at least one summative evaluation performed by a qualified and trained evaluator such
31.12as a school administrator;
31.13(3) must be based on professional teaching standards established in rule;
31.14(4) must coordinate staff development activities under sections 122A.60 and
31.15122A.61 with this evaluation process and teachers' evaluation outcomes;
31.16(5) may provide time during the school day and school year for peer coaching and
31.17teacher collaboration;
31.18(6) may include mentoring and induction programs;
31.19(7) must include an option for teachers to develop and present a portfolio
31.20demonstrating evidence of reflection and professional growth, consistent with section
31.21122A.18, subdivision 4 , paragraph (b), and include teachers' own performance assessment
31.22based on student work samples and examples of teachers' work, which may include video
31.23among other activities for the summative evaluation;
31.24(8) must use data from valid and reliable assessments aligned to state and local
31.25academic standards and must use state and local measures of student growth and literacy
31.26that may include value-added models or student learning goals to determine 35 percent of
31.27teacher evaluation results;
31.28(9) must use longitudinal data on student engagement and connection, the academic
31.29literacy, including oral academic language, and achievement of English learners, and
31.30other student outcome measures explicitly aligned with the elements of curriculum for
31.31which teachers are responsible;
31.32(10) must require qualified and trained evaluators such as school administrators to
31.33perform summative evaluations;
31.34(11) must give teachers not meeting professional teaching standards under clauses
31.35(3) through (10) support to improve through a teacher improvement process that includes
31.36established goals and timelines; and
32.1(12) must discipline a teacher for not making adequate progress in the teacher
32.2improvement process under clause (11) that may include a last chance warning,
32.3termination, discharge, nonrenewal, transfer to a different position, a leave of absence, or
32.4other discipline a school administrator determines is appropriate.
32.5Data on individual teachers generated under this subdivision are personnel data
32.6under section 13.43.
32.7(c) The department, in consultation with parents who may represent parent
32.8organizations and teacher and administrator representatives appointed by their respective
32.9organizations, representing the Board of Teaching, the Minnesota Association of School
32.10Administrators, the Minnesota School Boards Association, the Minnesota Elementary
32.11and Secondary Principals Associations, Education Minnesota, and representatives of
32.12the Minnesota Assessment Group, the Minnesota Business Partnership, the Minnesota
32.13Chamber of Commerce, and Minnesota postsecondary institutions with research expertise
32.14in teacher evaluation, must create and publish a teacher evaluation process that complies
32.15with the requirements in paragraph (b) and applies to all teachers under this section and
32.16section 122A.40 for whom no agreement exists under paragraph (a) for an annual teacher
32.17evaluation and peer review process. The teacher evaluation process created under this
32.18subdivision does not create additional due process rights for probationary teachers under
32.19subdivision 2.

32.20    Sec. 20. Minnesota Statutes 2012, section 122A.413, subdivision 2, is amended to read:
32.21    Subd. 2. Plan components. The educational improvement plan must be approved
32.22by the school board and have at least these elements:
32.23(1) assessment and evaluation tools to measure student performance and progress,
32.24including the academic literacy, oral academic language, and achievement of English
32.25learners, among other measures;
32.26(2) performance goals and benchmarks for improvement;
32.27(3) measures of student attendance and completion rates;
32.28(4) a rigorous research and practice-based professional development system, based
32.29on national and state standards of effective teaching practice applicable to all students
32.30including English learners with varied needs, and consistent with section 122A.60, that is
32.31aligned with educational improvement and designed to achieve ongoing and schoolwide
32.32progress and growth in teaching practice;
32.33(5) measures of student, family, and community involvement and satisfaction;
32.34(6) a data system about students and their academic progress that provides parents
32.35and the public with understandable information;
33.1(7) a teacher induction and mentoring program for probationary teachers that
33.2provides continuous learning and sustained teacher support; and
33.3(8) substantial participation by the exclusive representative of the teachers in
33.4developing the plan.
33.5EFFECTIVE DATE.This section is effective August 1, 2014, and applies to plans
33.6approved after that date.

33.7    Sec. 21. Minnesota Statutes 2012, section 122A.414, subdivision 2, is amended to read:
33.8    Subd. 2. Alternative teacher professional pay system. (a) To participate in this
33.9program, a school district, intermediate school district, school site, or charter school must
33.10have an educational improvement plan under section 122A.413 and an alternative teacher
33.11professional pay system agreement under paragraph (b). A charter school participant also
33.12must comply with subdivision 2a.
33.13(b) The alternative teacher professional pay system agreement must:
33.14(1) describe how teachers can achieve career advancement and additional
33.15compensation;
33.16(2) describe how the school district, intermediate school district, school site, or
33.17charter school will provide teachers with career advancement options that allow teachers
33.18to retain primary roles in student instruction and facilitate site-focused professional
33.19development that helps other teachers improve their skills;
33.20(3) reform the "steps and lanes" salary schedule, prevent any teacher's compensation
33.21paid before implementing the pay system from being reduced as a result of participating
33.22in this system, and base at least 60 percent of any compensation increase on teacher
33.23performance using:
33.24(i) schoolwide student achievement gains under section 120B.35 or locally selected
33.25standardized assessment outcomes, or both;
33.26(ii) measures of student achievement including the academic literacy, oral academic
33.27language, and achievement of English learners, among other measures; and
33.28(iii) an objective evaluation program that includes:
33.29(A) individual teacher evaluations aligned with the educational improvement plan
33.30under section 122A.413 and the staff development plan under section 122A.60; and
33.31(B) objective evaluations using multiple criteria conducted by a locally selected and
33.32periodically trained evaluation team that understands teaching and learning;
33.33(4) provide integrated ongoing site-based professional development activities to
33.34improve instructional skills and learning that are aligned with student needs under section
34.1122A.413 , consistent with the staff development plan under section 122A.60 and led
34.2during the school day by trained teacher leaders such as master or mentor teachers;
34.3(5) allow any teacher in a participating school district, intermediate school district,
34.4school site, or charter school that implements an alternative pay system to participate in
34.5that system without any quota or other limit; and
34.6(6) encourage collaboration rather than competition among teachers.
34.7EFFECTIVE DATE.This section is effective August 1, 2014, and applies to
34.8agreements approved after that date.

34.9    Sec. 22. Minnesota Statutes 2012, section 122A.60, subdivision 1a, is amended to read:
34.10    Subd. 1a. Effective staff development activities. (a) Staff development activities
34.11must:
34.12(1) focus on the school classroom and research-based strategies that improve student
34.13learning;
34.14(2) provide opportunities for teachers to practice and improve their instructional
34.15skills over time;
34.16(3) provide opportunities for teachers to use student data as part of their daily work
34.17to increase student achievement;
34.18(4) enhance teacher content knowledge and instructional skills, including to
34.19accommodate the delivery of digital and blended learning and curriculum and engage
34.20students with technology;
34.21(5) align with state and local academic standards;
34.22(6) provide opportunities to build professional relationships, foster collaboration
34.23among principals and staff who provide instruction, and provide opportunities for
34.24teacher-to-teacher mentoring; and
34.25(7) align with the plan of the district or site for an alternative teacher professional
34.26pay system; and
34.27(8) provide teachers of English learners, including English as a second language and
34.28content teachers, with differentiated instructional strategies critical for ensuring students'
34.29long-term academic success; the means to effectively use assessment data on the academic
34.30literacy, oral academic language, and English language development of English learners;
34.31and skills to support native and English language development across the curriculum.
34.32Staff development activities may include curriculum development and curriculum training
34.33programs, and activities that provide teachers and other members of site-based teams
34.34training to enhance team performance. The school district also may implement other
35.1staff development activities required by law and activities associated with professional
35.2teacher compensation models.
35.3(b) Release time provided for teachers to supervise students on field trips and school
35.4activities, or independent tasks not associated with enhancing the teacher's knowledge
35.5and instructional skills, such as preparing report cards, calculating grades, or organizing
35.6classroom materials, may not be counted as staff development time that is financed with
35.7staff development reserved revenue under section 122A.61.

35.8    Sec. 23. Minnesota Statutes 2012, section 122A.60, subdivision 2, is amended to read:
35.9    Subd. 2. Contents of plan. The plan must include the staff development outcomes
35.10under subdivision 3, the means to achieve the outcomes, and procedures for evaluating
35.11progress at each school site toward meeting education outcomes, consistent with
35.12relicensure requirements under section 122A.18, subdivision 4. The plan also must:
35.13(1) support stable and productive professional communities achieved through
35.14ongoing and schoolwide progress and growth in teaching practice;
35.15(2) emphasize coaching, professional learning communities, classroom action
35.16research, and other job-embedded models;
35.17(3) maintain a strong subject matter focus premised on students' learning goals;
35.18(4) ensure specialized preparation and learning about issues related to teaching
35.19English learners and students with special needs by focusing on long-term systemic efforts
35.20to improve educational services and opportunities and raise student achievement; and
35.21(5) reinforce national and state standards of effective teaching practice.

35.22    Sec. 24. Minnesota Statutes 2012, section 122A.60, subdivision 3, is amended to read:
35.23    Subd. 3. Staff development outcomes. The advisory staff development committee
35.24must adopt a staff development plan for improving student achievement. The plan must
35.25be consistent with education outcomes that the school board determines. The plan
35.26must include ongoing staff development activities that contribute toward continuous
35.27improvement in achievement of the following goals:
35.28(1) improve student achievement of state and local education standards in all areas
35.29of the curriculum by using research-based best practices methods;
35.30(2) effectively meet the needs of a diverse student population, including at-risk
35.31children, children with disabilities, English learners, and gifted children, within the
35.32regular classroom and other settings;
36.1(3) provide an inclusive curriculum for a racially, ethnically, linguistically, and
36.2culturally diverse student population that is consistent with the state education diversity
36.3rule and the district's education diversity plan;
36.4(4) improve staff collaboration and develop mentoring and peer coaching programs
36.5for teachers new to the school or district;
36.6(5) effectively teach and model violence prevention policy and curriculum that
36.7address early intervention alternatives, issues of harassment, and teach nonviolent
36.8alternatives for conflict resolution;
36.9(6) effectively deliver digital and blended learning and curriculum and engage
36.10students with technology; and
36.11(7) provide teachers and other members of site-based management teams with
36.12appropriate management and financial management skills.

36.13    Sec. 25. Minnesota Statutes 2012, section 122A.68, subdivision 3, is amended to read:
36.14    Subd. 3. Program components. In order to be approved by the Board of Teaching,
36.15a school district's residency program must at minimum include:
36.16(1) training to prepare teachers to serve as mentors to teaching residents;
36.17(2) a team mentorship approach to expose teaching residents to a variety of
36.18teaching methods, philosophies, and classroom environments that includes differentiated
36.19instructional strategies, effective use of student achievement data, and support for native
36.20and English language development across the curriculum and grade levels, among other
36.21things;
36.22(3) ongoing peer coaching and assessment;
36.23(4) assistance to the teaching resident in preparing an individual professional
36.24development plan that includes goals, activities, and assessment methodologies; and
36.25(5) collaboration with one or more teacher education institutions, career teachers,
36.26and other community experts to provide local or regional professional development
36.27seminars or other structured learning experiences for teaching residents.
36.28A teaching resident's direct classroom supervision responsibilities shall not exceed
36.2980 percent of the instructional time required of a full-time equivalent teacher in the
36.30district. During the time a resident does not supervise a class, the resident shall participate
36.31in professional development activities according to the individual plan developed by the
36.32resident in conjunction with the school's mentoring team. Examples of development
36.33activities include observing other teachers, sharing experiences with other teaching
36.34residents, and professional meetings and workshops.

37.1    Sec. 26. Minnesota Statutes 2012, section 122A.74, is amended to read:
37.2122A.74 PRINCIPALS' LEADERSHIP INSTITUTE.
37.3    Subdivision 1. Establishment. (a) The commissioner of education may contract
37.4with the regents of the University of Minnesota to establish a Principals' Leadership
37.5Institute to provide professional development to school principals by:
37.6(1) creating a network of leaders in the educational and business communities to
37.7communicate current and future trends in leadership techniques;
37.8(2) helping to create a vision for the school that is aligned with the community
37.9and district priorities; and
37.10(3) developing strategies to retain highly qualified teachers and ensure that diverse
37.11student populations, including at-risk students, children with disabilities, English learners,
37.12and gifted students, among others, have equal access to these highly qualified teachers; and
37.13(4) providing training to analyze data using culturally competent tools.
37.14(b) The University of Minnesota must cooperate with participating members of the
37.15business community to provide funding and content for the institute.
37.16(c) Participants must agree to attend the Principals' Leadership Institute for four
37.17weeks during the academic summer.
37.18(d) The Principals' Leadership Institute must incorporate program elements offered
37.19by leadership programs at the University of Minnesota and program elements used by
37.20the participating members of the business community to enhance leadership within their
37.21businesses.
37.22    Subd. 2. Method of selection and requirements. (a) The board of each school
37.23district in the state may select a principal, upon the recommendation of the district's
37.24superintendent and based on the principal's leadership potential, to attend the institute.
37.25(b) The school board annually shall forward its list of recommended participants to
37.26the commissioner of education by February 1 each year. In addition, a principal may submit
37.27an application directly to the commissioner by February 1. The commissioner of education
37.28 shall notify the school board, the principal candidates, and the University of Minnesota of
37.29the principals selected to participate in the Principals' Leadership Institute each year.

37.30    Sec. 27. Minnesota Statutes 2012, section 123A.06, subdivision 2, is amended to read:
37.31    Subd. 2. People to be served. A state-approved alternative program shall provide
37.32programs for secondary pupils and adults. A center may also provide programs and
37.33services for elementary and secondary pupils who are not attending the state-approved
37.34alternative program to assist them in being successful in school. A center shall use
37.35research-based best practices for serving English learners and their parents, taking into
38.1account the variations in students' backgrounds and needs and the amount of time and the
38.2staff resources necessary for students to overcome gaps in their education and to develop
38.3English proficiency and work-related skills. An individualized education program team
38.4may identify a state-approved alternative program as an appropriate placement to the
38.5extent a state-approved alternative program can provide the student with the appropriate
38.6special education services described in the student's plan. Pupils eligible to be served are
38.7those who qualify under the graduation incentives program in section 124D.68, subdivision
38.82 , those enrolled under section 124D.02, subdivision 2, or those pupils who are eligible to
38.9receive special education services under sections 125A.03 to 125A.24, and 125A.65.

38.10    Sec. 28. Minnesota Statutes 2012, section 123B.04, subdivision 4, is amended to read:
38.11    Subd. 4. Achievement contract. A school board may enter a written education site
38.12achievement contract with each site decision-making team for: (1) setting individualized
38.13learning and achievement measures and short- and long-term educational goals for each
38.14student at that site that may include site-based strategies for English language instruction
38.15targeting the teachers of English learners and all teachers and school administrators;
38.16(2) recognizing each student's educational needs and aptitudes and levels of academic
38.17attainment, whether on grade level or above or below grade level, so as to improve student
38.18performance through such means as a cost-effective, research-based formative assessment
38.19system designed to promote individualized learning and assessment; (3) using student
38.20performance data to diagnose a student's academic strengths and weaknesses and indicate
38.21to the student's teachers the specific skills and concepts that need to be introduced to
38.22the student and developed through academic instruction or applied learning, organized
38.23by strands within subject areas and linked to state and local academic standards during
38.24the next year, consistent with the student's short- and long-term educational goals; and
38.25(4) assisting the education site if progress in achieving student or contract goals or other
38.26performance expectations or measures agreed to by the board and the site decision-making
38.27team are not realized or implemented.

38.28    Sec. 29. Minnesota Statutes 2012, section 123B.147, subdivision 3, is amended to read:
38.29    Subd. 3. Duties; evaluation. (a) The principal shall provide administrative,
38.30supervisory, and instructional leadership services, under the supervision of the
38.31superintendent of schools of the district and according to the policies, rules, and
38.32regulations of the school board, for the planning, management, operation, and evaluation
38.33of the education program of the building or buildings to which the principal is assigned.
39.1(b) To enhance a principal's leadership skills and support and improve teaching
39.2practices, school performance, and student achievement for diverse student populations,
39.3including at-risk students, children with disabilities, English learners, and gifted students,
39.4among others, a district must develop and implement a performance-based system for
39.5annually evaluating school principals assigned to supervise a school building within the
39.6district. The evaluation must be designed to improve teaching and learning by supporting
39.7the principal in shaping the school's professional environment and developing teacher
39.8quality, performance, and effectiveness. The annual evaluation must:
39.9(1) support and improve a principal's instructional leadership, organizational
39.10management, and professional development, and strengthen the principal's capacity in the
39.11areas of instruction, supervision, evaluation, and teacher development;
39.12(2) include formative and summative evaluations based on multiple measures of
39.13student progress toward career and college readiness;
39.14(3) be consistent with a principal's job description, a district's long-term plans and
39.15goals, and the principal's own professional multiyear growth plans and goals, all of which
39.16must support the principal's leadership behaviors and practices, rigorous curriculum,
39.17school performance, and high-quality instruction;
39.18(4) include on-the-job observations and previous evaluations;
39.19(5) allow surveys to help identify a principal's effectiveness, leadership skills and
39.20processes, and strengths and weaknesses in exercising leadership in pursuit of school
39.21success;
39.22(6) use longitudinal data on student academic growth as 35 percent of the evaluation
39.23and incorporate district achievement goals and targets;
39.24(7) be linked to professional development that emphasizes improved teaching and
39.25learning, curriculum and instruction, student learning, and a collaborative professional
39.26culture; and
39.27(8) for principals not meeting standards of professional practice or other criteria
39.28under this subdivision, implement a plan to improve the principal's performance and
39.29specify the procedure and consequence if the principal's performance is not improved.
39.30The provisions of this paragraph are intended to provide districts with sufficient
39.31flexibility to accommodate district needs and goals related to developing, supporting,
39.32and evaluating principals.

39.33    Sec. 30. Minnesota Statutes 2012, section 124D.13, subdivision 2, is amended to read:
39.34    Subd. 2. Program requirements. (a) Early childhood family education programs
39.35are programs for children in the period of life from birth to kindergarten, for the parents
40.1and other relatives of these children, and for expectant parents. To the extent that funds
40.2are insufficient to provide programs for all children, early childhood family education
40.3programs should emphasize programming for a child from birth to age three and
40.4encourage parents and other relatives to involve four- and five-year-old children in school
40.5readiness programs, and other public and nonpublic early learning programs. A district
40.6may not limit participation to school district residents. Early childhood family education
40.7programs must provide:
40.8    (1) programs to educate parents and other relatives about the physical, mental, and
40.9emotional development of children and to enhance the skills of parents and other relatives
40.10in providing for their children's learning and development;
40.11    (2) structured learning activities requiring interaction between children and their
40.12parents or relatives;
40.13    (3) structured learning activities for children that promote children's development
40.14and positive interaction with peers, which are held while parents or relatives attend parent
40.15education classes;
40.16    (4) information on related community resources;
40.17    (5) information, materials, and activities that support the safety of children, including
40.18prevention of child abuse and neglect; and
40.19    (6) a community outreach plan to ensure participation by families who reflect the
40.20racial, cultural, linguistic, and economic diversity of the school district.
40.21Early childhood family education programs are encouraged to provide parents of
40.22English learners with translated oral and written information to monitor the program's
40.23impact on their children's English language development, to know whether their children
40.24are progressing in developing their English and native language proficiency, and to
40.25actively engage with and support their children in developing their English and native
40.26language proficiency.
40.27    The programs must include learning experiences for children, parents, and other
40.28relatives that promote children's early literacy and, where practicable, their native
40.29language skills. The program must not include and activities for children that do not
40.30 require substantial involvement of the children's parents or other relatives. Providers must
40.31review the program must be reviewed periodically to assure the instruction and materials
40.32are not racially, culturally, or sexually biased. The programs must encourage parents to be
40.33aware of practices that may affect equitable development of children.
40.34    (b) For the purposes of this section, "relative" or "relatives" means noncustodial
40.35grandparents or other persons related to a child by blood, marriage, adoption, or foster
40.36placement, excluding parents.

41.1    Sec. 31. Minnesota Statutes 2012, section 124D.15, subdivision 3, is amended to read:
41.2    Subd. 3. Program requirements. A school readiness program provider must:
41.3    (1) assess each child's cognitive and language skills with a comprehensive child
41.4assessment instrument when the child enters and again before the child leaves the program
41.5to inform improve program planning and implementation, communicate with parents, and
41.6promote kindergarten readiness;
41.7    (2) provide comprehensive program content and intentional instructional practice
41.8aligned with the state early childhood learning guidelines and kindergarten standards and
41.9based on early childhood research and professional practice that is focused on children's
41.10cognitive, social, emotional, and physical skills and development and prepares children
41.11for the transition to kindergarten, including early literacy and language skills;
41.12(3) coordinate appropriate kindergarten transition with parents and kindergarten
41.13teachers;
41.14    (4) involve parents in program planning and decision making;
41.15    (5) coordinate with relevant community-based services;
41.16    (6) cooperate with adult basic education programs and other adult literacy programs;
41.17(7) ensure staff-child ratios of one-to-ten and maximum group size of 20 children
41.18with the first staff required to be a teacher; and
41.19(8) have teachers knowledgeable in early childhood curriculum content, assessment,
41.20native and English language development programs, and instruction.

41.21    Sec. 32. Minnesota Statutes 2012, section 124D.49, subdivision 3, is amended to read:
41.22    Subd. 3. Local education and employment transitions systems. A local education
41.23and employment transitions partnership must assess the needs of employers, employees,
41.24and learners, and develop a plan for implementing and achieving the objectives of a local
41.25or regional education and employment transitions system. The plan must provide for a
41.26comprehensive local system for assisting learners and workers in making the transition
41.27from school to work or for retraining in a new vocational area. The objectives of a local
41.28education and employment transitions system include:
41.29(1) increasing the effectiveness of the educational programs and curriculum of
41.30elementary, secondary, and postsecondary schools and the work site in preparing students
41.31in the skills and knowledge needed to be successful in the workplace;
41.32(2) implementing learner outcomes for students in grades kindergarten through 12
41.33designed to introduce the world of work and to explore career opportunities, including
41.34nontraditional career opportunities;
42.1(3) eliminating barriers to providing effective integrated applied learning,
42.2service-learning, or work-based curriculum;
42.3(4) increasing opportunities to apply academic knowledge and skills, including
42.4skills needed in the workplace, in local settings which include the school, school-based
42.5enterprises, postsecondary institutions, the workplace, and the community;
42.6(5) increasing applied instruction in the attitudes and skills essential for success in
42.7the workplace, including cooperative working, leadership, problem-solving, English
42.8language proficiency, and respect for diversity;
42.9(6) providing staff training for vocational guidance counselors, teachers, and other
42.10appropriate staff in the importance of preparing learners for the transition to work, and in
42.11methods of providing instruction that incorporate applied learning, work-based learning,
42.12English language proficiency, and service-learning experiences;
42.13(7) identifying and enlisting local and regional employers who can effectively
42.14provide work-based or service-learning opportunities, including, but not limited to,
42.15apprenticeships, internships, and mentorships;
42.16(8) recruiting community and workplace mentors including peers, parents, employers
42.17and employed individuals from the community, and employers of high school students;
42.18(9) identifying current and emerging educational, training, native and English
42.19language development, and employment needs of the area or region, especially within
42.20industries with potential for job growth;
42.21(10) improving the coordination and effectiveness of local vocational and job training
42.22programs, including vocational education, adult basic education, tech prep, apprenticeship,
42.23service-learning, youth entrepreneur, youth training and employment programs
42.24administered by the commissioner of employment and economic development, and local
42.25job training programs under the Workforce Investment Act of 1998, Public Law 105-220;
42.26(11) identifying and applying for federal, state, local, and private sources of funding
42.27for vocational or applied learning programs;
42.28(12) providing students with current information and counseling about career
42.29opportunities, potential employment, educational opportunities in postsecondary
42.30institutions, workplaces, and the community, and the skills and knowledge necessary to
42.31succeed;
42.32(13) providing educational technology, including interactive television networks
42.33and other distance learning methods, to ensure access to a broad variety of work-based
42.34learning opportunities;
43.1(14) including students with disabilities in a district's vocational or applied learning
43.2program and ways to serve at-risk learners through collaboration with area learning
43.3centers under sections 123A.05 to 123A.09, or other alternative programs; and
43.4(15) providing a warranty to employers, postsecondary education programs, and
43.5other postsecondary training programs, that learners successfully completing a high school
43.6work-based or applied learning program will be able to apply the knowledge and work
43.7skills included in the program outcomes or graduation requirements. The warranty shall
43.8require education and training programs to continue to work with those learners that need
43.9additional skill or English language development until they can demonstrate achievement
43.10of the program outcomes or graduation requirements.

43.11    Sec. 33. Minnesota Statutes 2012, section 124D.52, as amended by Laws 2013, chapter
43.12116, article 2, section 7, is amended to read:
43.13124D.52 ADULT BASIC EDUCATION.
43.14    Subdivision 1. Program requirements. (a) An adult basic education program is a
43.15day or evening program offered by a district that is for people over 16 years of age who do
43.16not attend an elementary or secondary school. The program offers academic and English
43.17language instruction necessary to earn a high school diploma or equivalency certificate.
43.18(b) Notwithstanding any law to the contrary, a school board or the governing body of
43.19a consortium offering an adult basic education program may adopt a sliding fee schedule
43.20based on a family's income, but must waive the fee for participants who are under the age
43.21of 21 or unable to pay. The fees charged must be designed to enable individuals of all
43.22socioeconomic levels to participate in the program. A program may charge a security
43.23deposit to assure return of materials, supplies, and equipment.
43.24(c) Each approved adult basic education program must develop a memorandum of
43.25understanding with the local workforce development centers located in the approved
43.26program's service delivery area. The memorandum of understanding must describe how
43.27the adult basic education program and the workforce development centers will cooperate
43.28and coordinate services to provide unduplicated, efficient, and effective services to clients.
43.29(d) Adult basic education aid must be spent for adult basic education purposes as
43.30specified in sections 124D.518 to 124D.531.
43.31(e) A state-approved adult basic education program must count and submit student
43.32contact hours for a program that offers high school credit toward an adult high school
43.33diploma according to student eligibility requirements and measures of student progress
43.34toward work-based competency demonstration requirements and, where appropriate,
44.1English language proficiency requirements established by the commissioner and posted on
44.2the department Web site in a readily accessible location and format.
44.3    Subd. 2. Program approval. (a) To receive aid under this section, a district, a
44.4consortium of districts, the Department of Corrections, or a private nonprofit organization
44.5must submit an application by June 1 describing the program, on a form provided by
44.6the department. The program must be approved by the commissioner according to the
44.7following criteria:
44.8(1) how the needs of different levels of learning and English language proficiency
44.9will be met;
44.10(2) for continuing programs, an evaluation of results;
44.11(3) anticipated number and education level of participants;
44.12(4) coordination with other resources and services;
44.13(5) participation in a consortium, if any, and money available from other participants;
44.14(6) management and program design;
44.15(7) volunteer training and use of volunteers;
44.16(8) staff development services;
44.17(9) program sites and schedules;
44.18(10) program expenditures that qualify for aid;
44.19(11) program ability to provide data related to learner outcomes as required by
44.20law; and
44.21(12) a copy of the memorandum of understanding described in subdivision 1
44.22submitted to the commissioner.
44.23(b) Adult basic education programs may be approved under this subdivision for
44.24up to five years. Five-year program approval must be granted to an applicant who has
44.25demonstrated the capacity to:
44.26(1) offer comprehensive learning opportunities and support service choices
44.27appropriate for and accessible to adults at all basic skill need and English language levels
44.28 of need;
44.29(2) provide a participatory and experiential learning approach based on the strengths,
44.30interests, and needs of each adult, that enables adults with basic skill needs to:
44.31(i) identify, plan for, and evaluate their own progress toward achieving their defined
44.32educational and occupational goals;
44.33(ii) master the basic academic reading, writing, and computational skills, as well
44.34as the problem-solving, decision making, interpersonal effectiveness, and other life and
44.35learning skills they need to function effectively in a changing society;
45.1(iii) locate and be able to use the health, governmental, and social services and
45.2resources they need to improve their own and their families' lives; and
45.3(iv) continue their education, if they desire, to at least the level of secondary school
45.4completion, with the ability to secure and benefit from continuing education that will
45.5enable them to become more employable, productive, and responsible citizens;
45.6(3) plan, coordinate, and develop cooperative agreements with community resources
45.7to address the needs that the adults have for support services, such as transportation, English
45.8language learning, flexible course scheduling, convenient class locations, and child care;
45.9(4) collaborate with business, industry, labor unions, and employment-training
45.10agencies, as well as with family and occupational education providers, to arrange for
45.11resources and services through which adults can attain economic self-sufficiency;
45.12(5) provide sensitive and well trained adult education personnel who participate in
45.13local, regional, and statewide adult basic education staff development events to master
45.14effective adult learning and teaching techniques;
45.15(6) participate in regional adult basic education peer program reviews and evaluations;
45.16(7) submit accurate and timely performance and fiscal reports;
45.17(8) submit accurate and timely reports related to program outcomes and learner
45.18follow-up information; and
45.19(9) spend adult basic education aid on adult basic education purposes only, which
45.20are specified in sections 124D.518 to 124D.531.
45.21(c) The commissioner shall require each district to provide notification by February
45.221, 2001, of its intent to apply for funds under this section as a single district or as part of
45.23an identified consortium of districts. A district receiving funds under this section must
45.24notify the commissioner by February 1 of its intent to change its application status for
45.25applications due the following June 1.
45.26    Subd. 3. Accounts; revenue; aid. (a) Each district, group of districts, or private
45.27nonprofit organization providing adult basic education programs must establish and
45.28maintain a reserve account within the community service fund for the receipt receiving
45.29 and disbursement of disbursing all funds related to these programs. All revenue received
45.30pursuant to under this section must be utilized used solely for the purposes of adult basic
45.31education programs. State aid must not equal more than 100 percent of the unreimbursed
45.32expenses of providing these programs, excluding in-kind costs.
45.33(b) For purposes of paragraph (a), an adult basic education program may include as
45.34valid expenditures for the previous fiscal year program spending that occurs from July
45.351 to September 30 of the following year. A program may carry over a maximum of 20
46.1percent of its adult basic education aid revenue into the next fiscal year. Program spending
46.2may only be counted for one fiscal year.
46.3(c) Notwithstanding section 123A.26 or any other law to the contrary, an adult basic
46.4education consortium providing an approved adult basic education program may be its own
46.5fiscal agent and is eligible to receive state-aid payments directly from the commissioner.
46.6    Subd. 4. English as a second language programs. Persons may teach English
46.7as a second language classes conducted at a worksite, if they meet the requirements
46.8of section 122A.19, subdivision 1, clause (a), regardless of whether they are licensed
46.9teachers. Persons teaching English as a second language for an approved adult basic
46.10education program must possess a bachelor's or master's degree in English as a second
46.11language, applied linguistics, or bilingual education, or a related degree as approved by
46.12the commissioner.
46.13    Subd. 5. Basic service level. A district, or a consortium of districts, with a program
46.14approved by the commissioner under subdivision 2 must establish, in consultation with the
46.15commissioner, a basic level of service for every adult basic education site in the district
46.16or consortium. The basic service level must describe minimum levels of academic and
46.17English language instruction and support services to be provided at each site. The program
46.18must set a basic service level that promotes effective learning and student achievement
46.19with measurable results. Each district or consortium of districts must submit its basic
46.20service level to the commissioner for approval.
46.21    Subd. 6. Cooperative English as a second language and adult basic education
46.22programs. (a) A school district, or adult basic education consortium that receives revenue
46.23under section 124D.531, may deliver English as a second language, citizenship, or other
46.24adult education programming in collaboration with community-based and nonprofit
46.25organizations located within its district or region, and with correctional institutions. The
46.26organization or correctional institution must have the demonstrated capacity to offer
46.27education programs for adults. Community-based or nonprofit organizations must meet
46.28the criteria in paragraph (b), or have prior experience. A community-based or nonprofit
46.29organization or a correctional institution may be reimbursed for unreimbursed expenses
46.30as defined in section 124D.518, subdivision 5, for the administration of administering
46.31 English as a second language or adult basic education programs, not to exceed eight
46.32percent of the total funds provided by a school district or adult basic education consortium.
46.33The administrative reimbursement for a school district or adult basic education consortium
46.34that delivers services cooperatively with a community-based or nonprofit organization
46.35or correctional institution is limited to five percent of the program aid, not to exceed the
47.1unreimbursed expenses of administering programs delivered by community-based or
47.2nonprofit organizations or correctional institutions.
47.3(b) A community-based organization or nonprofit organization that delivers education
47.4services under this section must demonstrate that it has met the following criteria:
47.5(1) be legally established as a nonprofit organization;
47.6(2) have an established system for fiscal accounting and reporting that is consistent
47.7with the Department of Education's department's adult basic education completion report
47.8and reporting requirements under section 124D.531;
47.9(3) require all instructional staff to complete a training course in teaching adult
47.10learners; and
47.11(4) develop a learning plan for each student that identifies defined educational and
47.12occupational goals with measures to evaluate progress.
47.13    Subd. 7. Performance tracking system. (a) By July 1, 2000, each approved adult
47.14basic education program must develop and implement a performance tracking system to
47.15provide information necessary to comply with federal law and serve as one means of
47.16assessing the effectiveness of adult basic education programs. For required reporting,
47.17longitudinal studies, and program improvement, the tracking system must be designed to
47.18collect data on the following core outcomes for learners, including English learners, who
47.19have completed participating in the adult basic education program:
47.20(1) demonstrated improvements in literacy skill levels in reading, writing, speaking
47.21the English language, numeracy, problem solving, English language acquisition, and
47.22other literacy skills;
47.23(2) placement in, retention in, or completion of postsecondary education, training,
47.24unsubsidized employment, or career advancement;
47.25(3) receipt of a secondary school diploma or its recognized equivalent; and
47.26(4) reduction in participation in the diversionary work program, Minnesota family
47.27investment program, and food support education and training program.
47.28(b) A district, group of districts, state agency, or private nonprofit organization
47.29providing an adult basic education program may meet this requirement by developing a
47.30tracking system based on either or both of the following methodologies:
47.31(1) conducting a reliable follow-up survey; or
47.32(2) submitting student information, including Social Security numbers for data
47.33matching.
47.34Data related to obtaining employment must be collected in the first quarter following
47.35program completion or can be collected while the student is enrolled, if known. Data
47.36related to employment retention must be collected in the third quarter following program
48.1exit. Data related to any other specified outcome may be collected at any time during a
48.2program year.
48.3(c) When a student in a program is requested to provide the student's Social Security
48.4number, the student must be notified in a written form easily understandable to the student
48.5that:
48.6(1) providing the Social Security number is optional and no adverse action may be
48.7taken against the student if the student chooses not to provide the Social Security number;
48.8(2) the request is made under section 124D.52, subdivision 7;
48.9(3) if the student provides the Social Security number, it will be used to assess the
48.10effectiveness of the program by tracking the student's subsequent career; and
48.11(4) the Social Security number will be shared with the Department of Education;
48.12Minnesota State Colleges and Universities; Office of Higher Education; Department of
48.13Human Services; and Department of Employment and Economic Development in order
48.14to accomplish the purposes described in paragraph (a) and will not be used for any other
48.15purpose or reported to any other governmental entities.
48.16(d) Annually a district, group of districts, state agency, or private nonprofit
48.17organization providing programs under this section must forward the tracking data
48.18collected to the Department of Education. For the purposes of longitudinal studies on the
48.19employment status of former students under this section, the Department of Education
48.20must forward the Social Security numbers to the Department of Employment and
48.21Economic Development to electronically match the Social Security numbers of former
48.22students with wage detail reports filed under section 268.044. The results of data matches
48.23must, for purposes of this section and consistent with the requirements of the United
48.24States Code, title 29, section 2871, of the Workforce Investment Act of 1998, be compiled
48.25in a longitudinal form by the Department of Employment and Economic Development
48.26and released to the Department of Education in the form of summary data that does not
48.27identify the individual students. The Department of Education may release this summary
48.28data. State funding for adult basic education programs must not be based on the number or
48.29percentage of students who decline to provide their Social Security numbers or on whether
48.30the program is evaluated by means of a follow-up survey instead of data matching.
48.31    Subd. 8. Standard high school diploma for adults. (a) The commissioner shall
48.32adopt rules for providing a standard adult high school diploma to persons who:
48.33(1) are not eligible for kindergarten through grade 12 services;
48.34(2) do not have a high school diploma; and
48.35(3) successfully complete an adult basic education program of instruction approved
48.36by the commissioner of education necessary to earn an adult high school diploma.
49.1(b) Persons participating in an approved adult basic education program of instruction
49.2must demonstrate the competencies, knowledge, and skills and, where appropriate,
49.3English language proficiency, sufficient to ensure that postsecondary programs and
49.4institutions and potential employers regard persons with a standard high school diploma
49.5and persons with a standard adult high school diploma as equally well prepared and
49.6qualified graduates. Approved adult basic education programs of instruction under this
49.7subdivision must issue a standard adult high school diploma to persons who successfully
49.8demonstrate the competencies, knowledge, and skills required by the program.

49.9    Sec. 34. Minnesota Statutes 2012, section 124D.522, is amended to read:
49.10124D.522 ADULT BASIC EDUCATION SUPPLEMENTAL SERVICE
49.11GRANTS.
49.12(a) The commissioner, in consultation with the policy review task force under
49.13section 124D.521, may make grants to nonprofit organizations to provide services that are
49.14not offered by a district adult basic education program or that are supplemental to either
49.15the statewide adult basic education program, or a district's adult basic education program.
49.16The commissioner may make grants for: staff development for adult basic education
49.17teachers and administrators; training for volunteer tutors; training, services, and materials
49.18for serving disabled students through adult basic education programs; statewide promotion
49.19of adult basic education services and programs; development and dissemination of
49.20instructional and administrative technology for adult basic education programs; programs
49.21which primarily serve communities of color; adult basic education distance learning
49.22projects, including television instruction programs; initiatives to accelerate English
49.23language acquisition and the achievement of career- and college-ready skills among
49.24English learners; and other supplemental services to support the mission of adult basic
49.25education and innovative delivery of adult basic education services.
49.26(b) The commissioner must establish eligibility criteria and grant application
49.27procedures. Grants under this section must support services throughout the state, focus
49.28on educational results for adult learners, and promote outcome-based achievement
49.29through adult basic education programs. Beginning in fiscal year 2002, the commissioner
49.30may make grants under this section from the state total adult basic education aid set
49.31aside for supplemental service grants under section 124D.531. Up to one-fourth of the
49.32appropriation for supplemental service grants must be used for grants for adult basic
49.33education programs to encourage and support innovations in adult basic education
49.34instruction and service delivery. A grant to a single organization cannot exceed 20 percent
50.1of the total supplemental services aid. Nothing in this section prevents an approved adult
50.2basic education program from using state or federal aid to purchase supplemental services.

50.3    Sec. 35. Minnesota Statutes 2012, section 124D.59, subdivision 2, is amended to read:
50.4    Subd. 2. English learner. (a) "English learner" means a pupil in kindergarten through
50.5grade 12 who meets the requirements under subdivision 2a or the following requirements:
50.6(1) the pupil, as declared by a parent or guardian first learned a language other than
50.7English, comes from a home where the language usually spoken is other than English, or
50.8usually speaks a language other than English; and
50.9(2) the pupil is determined by a valid assessment measuring the pupil's English
50.10language proficiency and by developmentally appropriate measures, which might include
50.11observations, teacher judgment, parent recommendations, or developmentally appropriate
50.12assessment instruments, to lack the necessary English skills to participate fully in
50.13academic classes taught in English.
50.14(b) Notwithstanding paragraph (a), A pupil enrolled in a Minnesota public school
50.15in grades any grade 4 through 12 who was enrolled in a Minnesota public school on
50.16the dates during in the previous school year when a commissioner provided took a
50.17commissioner-provided assessment that measures measuring the pupil's emerging
50.18academic English was administered, shall not be counted as an English learner in
50.19calculating English learner pupil units under section 126C.05, subdivision 17, and shall
50.20not generate state English learner aid under section 124D.65, subdivision 5, unless if
50.21 the pupil scored below the state cutoff score or is otherwise counted as a nonproficient
50.22participant on an the assessment measuring the pupil's emerging academic English
50.23provided by the commissioner during the previous school year.
50.24(c) Notwithstanding paragraphs (a) and (b), a pupil in kindergarten through grade
50.2512 shall not be counted as an English learner in calculating English learner pupil units
50.26under section 126C.05, subdivision 17, and shall not generate state English learner aid
50.27under section 124D.65, subdivision 5, if:
50.28(1) the pupil is not enrolled during the current fiscal year in an educational program
50.29for English learners in accordance with under sections 124D.58 to 124D.64; or
50.30(2) the pupil has generated five or more years of average daily membership in
50.31Minnesota public schools since July 1, 1996.
50.32EFFECTIVE DATE.This section is effective for the 2015-2016 school year and
50.33later.

51.1    Sec. 36. Minnesota Statutes 2012, section 124D.59, is amended by adding a
51.2subdivision to read:
51.3    Subd. 2a. English learner; interrupted formal education. Consistent with
51.4subdivision 2, an English learner includes an English learner with an interrupted formal
51.5education who:
51.6(1) comes from a home where the language usually spoken is other than English, or
51.7usually speaks a language other than English;
51.8(2) enters school in the United States after grade 6;
51.9(3) has at least two years less schooling than the English learner's peers;
51.10(4) functions at least two years below expected grade level in reading and
51.11mathematics; and
51.12(5) may be preliterate in the English learner's native language.
51.13EFFECTIVE DATE.This section is effective for the 2015-2016 school year and
51.14later.

51.15    Sec. 37. Minnesota Statutes 2013 Supplement, section 124D.861, subdivision 3,
51.16is amended to read:
51.17    Subd. 3. Public engagement; progress report and budget process. (a) To
51.18receive revenue under section 124D.862, the school board of an eligible district must
51.19incorporate school and district plan components under section 120B.11 into the district's
51.20comprehensive integration plan.
51.21(b) A school board must hold at least one formal annual hearing to publicly report its
51.22progress in realizing the goals identified in its plan. At the hearing, the board must provide
51.23the public with longitudinal data demonstrating district and school progress in reducing
51.24the disparities in student academic performance among the specified categories of students
51.25and in realizing racial and economic integration, consistent with the district plan and the
51.26measures in paragraph (a). At least 30 days before the formal hearing under this paragraph,
51.27the board must post its plan, its preliminary analysis, relevant student performance data,
51.28and other longitudinal data on the district's Web site. A district must hold one hearing to
51.29meet the hearing requirements of both this section and section 120B.11.
51.30(c) The district must submit a detailed budget to the commissioner by March 15 in
51.31the year before it implements its plan. The commissioner must review, and approve or
51.32disapprove the district's budget by June 1 of that year.
51.33(d) The longitudinal data required under paragraph (a) must be based on student
51.34growth and progress in reading and mathematics, as defined under section 120B.30,
51.35subdivision 1, and student performance data and achievement reports from fully adaptive
52.1reading and mathematics assessments for grades 3 through 7 beginning in the 2015-2016
52.2school year under section 120B.30, subdivision 1a, and either (i) school enrollment
52.3choices, (ii) the number of world language proficiency or high achievement certificates
52.4awarded under section 120B.022, subdivision 1, paragraphs (b) and (c) 1a, or the number
52.5of state bilingual and multilingual seals issued under section 120B.022, subdivision 1b,
52.6or (iii) school safety and students' engagement and connection at school under section
52.7120B.35, subdivision 3 , paragraph (d). Additional longitudinal data may be based on:
52.8students' progress toward career and college readiness under section 120B.30, subdivision
52.91 ; or rigorous coursework completed under section 120B.35, subdivision 3, paragraph
52.10(c), clause (2).
52.11EFFECTIVE DATE.This section is effective for the 2014-2015 school year and
52.12later.

52.13    Sec. 38. Minnesota Statutes 2012, section 124D.895, is amended to read:
52.14124D.895 PARENTAL INVOLVEMENT PROGRAMS.
52.15    Subdivision 1. Program goals. The department, in consultation with the state
52.16curriculum advisory committee, must develop guidelines and model plans for parental
52.17involvement programs that will:
52.18(1) engage the interests and talents of parents or guardians in recognizing and
52.19meeting the emotional, intellectual, native and English language development, and
52.20physical needs of their school-age children;
52.21(2) promote healthy self-concepts among parents or guardians and other family
52.22members;
52.23(3) offer parents or guardians a chance to share and learn about educational skills,
52.24techniques, and ideas;
52.25(4) provide creative learning experiences for parents or guardians and their
52.26school-age children, including involvement from parents or guardians of color;
52.27(5) encourage parents to actively participate in their district's curriculum advisory
52.28committee under section 120B.11 in order to assist the school board in improving
52.29children's education programs; and
52.30(6) encourage parents to help in promoting school desegregation/integration under
52.31sections 124D.861 and 124D.862.
52.32    Subd. 2. Plan contents. Model plans for a parental involvement program must
52.33include at least the following:
52.34(1) program goals;
53.1(2) means for achieving program goals;
53.2(3) methods for informing parents or guardians, in a timely way, about the program;
53.3(4) strategies for ensuring the full participation of parents or guardians, including
53.4those parents or guardians who lack literacy skills or whose native language is not English,
53.5including the involvement from of parents or guardians of color;
53.6(5) procedures for coordinating the program with kindergarten through grade 12
53.7curriculum, with parental involvement programs currently available in the community,
53.8with the process under sections 120B.10 to world's best workforce under section 120B.11,
53.9and with other education facilities located in the community;
53.10(6) strategies for training teachers and other school staff to work effectively with
53.11parents and guardians;
53.12(7) procedures for parents or guardians and educators to evaluate and report progress
53.13toward program goals; and
53.14(8) a mechanism for convening a local community advisory committee composed
53.15primarily of parents or guardians to advise a district on implementing a parental
53.16involvement program.
53.17    Subd. 3. Plan activities. Activities contained in the model plans must include:
53.18(1) educational opportunities for families that enhance children's learning and native
53.19and English language development;
53.20(2) educational programs for parents or guardians on families' educational
53.21responsibilities and resources;
53.22(3) the hiring, training, and use of parental involvement liaison workers to
53.23coordinate family involvement activities and to foster linguistic and culturally competent
53.24communication among families, educators, and students, consistent with the definition of
53.25culturally competent under section 120B.30, subdivision 1, paragraph (l);
53.26(4) curriculum materials and assistance in implementing home and community-based
53.27learning activities that reinforce and extend classroom instruction and student motivation;
53.28(5) technical assistance, including training to design and carry out family
53.29involvement programs;
53.30(6) parent resource centers;
53.31(7) parent training programs and reasonable and necessary expenditures associated
53.32with parents' attendance at training sessions;
53.33(8) reports to parents on children's progress;
53.34(9) use of parents as classroom volunteers, or as volunteers in before and after
53.35school programs for school-age children, tutors, and aides;
54.1(10) soliciting parents' suggestions in planning, developing, and implementing
54.2school programs;
54.3(11) educational programs and opportunities for parents or guardians that are
54.4multicultural, multilingual, gender fair, and disability sensitive;
54.5(12) involvement in a district's curriculum advisory committee or a school building
54.6team under section 120B.11; and
54.7(13) opportunities for parent involvement in developing, implementing, or evaluating
54.8school and district desegregation/integration plans under sections 124D.861 and 124D.862.

54.9    Sec. 39. Minnesota Statutes 2012, section 124D.8955, is amended to read:
54.10124D.8955 PARENT AND FAMILY INVOLVEMENT POLICY.
54.11    (a) In order to promote and support student achievement, a local school board is
54.12encouraged to formally adopt and implement a parent and family involvement policy that
54.13promotes and supports:
54.14    (1) oral and written communication between home and school that is regular,
54.15two-way, and meaningful, and in families' native language;
54.16    (2) parenting skills;
54.17    (3) parents and caregivers who play an integral role in assisting student learning and
54.18learn about fostering students' academic success and learning at home and school;
54.19    (4) welcoming parents in the school and using networks that support families'
54.20cultural connections, seeking their support and assistance;
54.21    (5) partnerships with parents in the decisions that affect children and families
54.22in the schools; and
54.23    (6) providing community resources to strengthen schools, families, and student
54.24learning.
54.25    (b) A school board that implements a parent and family involvement policy under
54.26paragraph (a) must convene an advisory committee composed of an equal number of
54.27resident parents who are not district employees and school staff to make recommendations
54.28to the board on developing and evaluating the board's parent and family involvement
54.29policy. If possible, the advisory committee must represent the diversity of the district. The
54.30advisory committee must consider the district's demographic diversity and barriers to
54.31parent involvement when developing its recommendations. The advisory committee must
54.32present its recommendations to the board for board consideration.
54.33    (c) The board must consider research-based best practices when implementing
54.34this policy.
55.1    (d) The board periodically must review this policy to determine whether it is aligned
55.2with the most current research findings on parent involvement policies and practices and
55.3how effective the policy is in supporting increased student achievement.
55.4    (e) Nothing in this section obligates a school district to exceed any parent or family
55.5involvement requirement under federal law.

55.6    Sec. 40. Minnesota Statutes 2013 Supplement, section 127A.70, subdivision 2, is
55.7amended to read:
55.8    Subd. 2. Powers and duties; report. (a) The partnership shall develop
55.9recommendations to the governor and the legislature designed to maximize the achievement
55.10of all P-20 students while promoting the efficient use of state resources, thereby helping
55.11the state realize the maximum value for its investment. These recommendations may
55.12include, but are not limited to, strategies, policies, or other actions focused on:
55.13    (1) improving the quality of and access to education at all points from preschool
55.14through graduate education;
55.15    (2) improving preparation for, and transitions to, postsecondary education and
55.16work; and
55.17    (3) ensuring educator quality by creating rigorous standards for teacher recruitment,
55.18teacher preparation, induction and mentoring of beginning teachers, and continuous
55.19professional development for career teachers.
55.20    (b) Under the direction of the P-20 Education Partnership Statewide Longitudinal
55.21Education Data System Governance Committee, the Office of Higher Education and the
55.22Departments of Education and Employment and Economic Development shall improve
55.23and expand the Statewide Longitudinal Education Data System (SLEDS) to provide
55.24policymakers, education and workforce leaders, researchers, and members of the public
55.25with data, research, and reports to:
55.26(1) expand reporting on students' educational outcomes for diverse student
55.27populations including at-risk students, children with disabilities, English learners, and
55.28gifted students, among others, and include formative and summative evaluations based on
55.29multiple measures of student progress toward career and college readiness;
55.30(2) evaluate the effectiveness of educational and workforce programs; and
55.31(3) evaluate the relationship between education and workforce outcomes, consistent
55.32with section 124D.49.
55.33To the extent possible under federal and state law, research and reports should be
55.34accessible to the public on the Internet, and disaggregated by demographic characteristics,
55.35organization or organization characteristics, and geography.
56.1It is the intent of the legislature that the Statewide Longitudinal Education Data
56.2System inform public policy and decision-making. The SLEDS governance committee,
56.3with assistance from staff of the Office of Higher Education, the Department of Education,
56.4and the Department of Employment and Economic Development, shall respond to
56.5legislative committee and agency requests on topics utilizing data made available through
56.6the Statewide Longitudinal Education Data System as resources permit. Any analysis of
56.7or report on the data must contain only summary data.
56.8    (c) By January 15 of each year, the partnership shall submit a report to the governor
56.9and to the chairs and ranking minority members of the legislative committees and
56.10divisions with jurisdiction over P-20 education policy and finance that summarizes the
56.11partnership's progress in meeting its goals and identifies the need for any draft legislation
56.12when necessary to further the goals of the partnership to maximize student achievement
56.13while promoting efficient use of resources.

56.14    Sec. 41. REVIEW OF WORLD LANGUAGE COMPETENCIES.
56.15The commissioner of education and the Minnesota State Colleges and Universities
56.16(MNSCU) chancellor, after consulting with the world language faculty at the University
56.17of Minnesota and MNSCU, must review the specific competencies a K-12 student masters
56.18in attaining a state bilingual seal, multilingual seal, Minnesota world language proficiency
56.19certificate or Minnesota world language proficiency high achievement certificate under
56.20Minnesota Statutes, section 120B.022, subdivisions 1a and 1b, and determine credit and
56.21course equivalencies for each seal or certificate. The commissioner and the chancellor, or
56.22their designees, must report findings, determinations, and any recommendations to the
56.23education policy and finance committees of the legislature by February 15, 2015.
56.24EFFECTIVE DATE.This section is effective the day following final enactment.

56.25    Sec. 42. REPEALER.
56.26Minnesota Statutes 2012, section 122A.19, subdivision 3, is repealed effective the
56.27day following final enactment."
56.28Amend the title accordingly