Source: https://www.revisor.mn.gov/statutes/2009/cite/120B/full
Timestamp: 2019-06-16 13:24:02
Document Index: 292460779

Matched Legal Cases: ['art 1', 'art 1', 'art 2', 'art 2', 'art 1', 'art 2', 'art 2', 'art 2', 'art 1', 'art 1', 'art 1', 'art 2', 'art 1', 'art 2', 'art 2', 'art 2', 'art 7', 'art 13', 'art 7', 'art 16', 'art 2', 'art 6', 'art 2', 'art 3', 'art 2', 'art 2', 'art 2', 'art 4', 'art 8', 'art 6', 'art 2', 'art 2', 'art 4', 'art 11', 'art 5', 'art 9', 'art 6', 'art 2', 'art 1', 'art 6', 'art 2', 'art 2', 'art 2', 'art 9', 'art 9', 'art 2', 'art 5', 'art 8', 'art 2', 'art 1']

120B.019 REPEALING PROFILE OF LEARNING STATUTES AND RULES.
120B.12 READING INTERVENTION.
120B.125 INVOLUNTARY CAREER TRACKING PROHIBITED.
120B.128 EDUCATIONAL PLANNING AND ASSESSMENT SYSTEM (EPAS) PROGRAM.
120B.19 CHINESE LANGUAGE PROGRAMS; CURRICULUM DEVELOPMENT PROJECT.
120B.24 ENDOWED CHAIR.
Notwithstanding sections 120B.02, 120B.30, 120B.31, and 120B.35, or other law to the contrary, the commissioner of education must not implement the profile of learning portion of the state's results-oriented graduation rule.
2003 c 129 art 1 s 1; 2003 c 130 s 12
2003 c 129 art 1 s 5; 2006 c 263 art 2 s 3; 2009 c 96 art 2 s 5
(c) A career and technical education course may fulfill a science, mathematics, or arts credit requirement in addition to the specified science, mathematics, or arts credits under paragraph (a), clause (2), (3), or (5).
2003 c 129 art 1 s 6; 2004 c 294 art 2 s 4; 2006 c 263 art 2 s 4; 2007 c 146 art 2 s 5
Notwithstanding any law to the contrary, any secondary school student who has completed all required courses or standards may, with the approval of the student, the student's parent or guardian, and local school officials, graduate before the completion of the school year. General education revenue attributable to the student must be paid as though the student was in attendance for the entire year.
1974 c 521 s 7; 1975 c 432 s 12; 1979 c 334 art 1 s 1; 1983 c 216 art 1 s 24; 1983 c 314 art 1 s 22; 1985 c 248 s 70; 1986 c 444; 1988 c 486 s 7; 1998 c 397 art 2 s 73,164; 1Sp2001 c 6 art 1 s 4
The legislature seeks to have Minnesota's children able to read no later than the end of second grade.
For the 2002-2003 school year and later, each school district shall identify before the end of first grade students who are at risk of not learning to read before the end of second grade. The district must use a locally adopted assessment method. The district must annually report the results of the assessment to the commissioner by June 1.
For each student identified under subdivision 2, the district shall provide a reading intervention method or program to assist the student in reaching the goal of learning to read no later than the end of second grade. District intervention methods shall encourage parental involvement and, where possible, collaboration with appropriate school and community programs. Intervention methods may include, but are not limited to, requiring attendance in summer school and intensified reading instruction that may require that the student be removed from the regular classroom for part of the school day.
Each district shall identify the staff development needs to ensure that:
(1) elementary teachers are able to implement comprehensive, scientifically based, and balanced reading instruction programs that have resulted in improved student performance;
(2) elementary teachers who are instructing students identified under subdivision 2 are prepared to teach using the intervention methods or programs selected by the district for the identified students; and
(3) all licensed teachers employed by the district have regular opportunities to improve reading instruction.
The commissioner shall recommend to districts multiple assessment tools that will assist districts and teachers with identifying students under subdivision 2. The commissioner shall also make available to districts examples of nationally recognized and research-based instructional methods or programs that districts may use to provide reading intervention according to this section.
1Sp2001 c 13 s 12; 2007 c 146 art 2 s 6
A school district may develop grade-level curricula or provide instruction that introduces students to various careers, but must not require any curriculum, instruction, or employment-related activity that obligates an elementary or secondary student to involuntarily select a career, career interest, employment goals, or related job training.
1Sp2001 c 6 art 2 s 3
(a) School districts and charter schools may elect to participate in the Educational Planning and Assessment System (EPAS) program offered by ACT, Inc. to provide a longitudinal, systematic approach to student educational and career planning, assessment, instructional support, and evaluation. The EPAS achievement tests include English, reading, mathematics, science, and components on planning for high school and postsecondary education, interest inventory, needs assessments, and student education plans. These tests are linked to the ACT assessment for college admission and allow students, parents, teachers, and schools to determine the student's college readiness before grades 11 and 12.
(b) The commissioner of education shall provide ACT Explore tests for students in grade 8 and the ACT Plan test for students in grade 10 to assess individual student academic strengths and weaknesses, academic achievement and progress, higher order thinking skills, and college readiness. The state shall pay the test costs for school districts and charter schools that choose to participate in the EPAS program. The commissioner shall establish an application procedure and a process for state payment of costs.
1Sp2005 c 5 art 2 s 12
The commissioner shall submit the following information to the education committees of the legislature each year by February 1:
(1) the number of pupils enrolled in advanced placement and international baccalaureate courses in each school district;
(2) the number of teachers in each district attending training programs offered by the college board or International Baccalaureate North America, Inc.;
(4) recent trends in the field of advanced placement and international baccalaureate programs;
(5) expenditures for each category in this section; and
(6) other recommendations for the state program.
1992 c 499 art 7 s 10; 1993 c 224 art 13 s 46; 1994 c 647 art 7 s 9; 1Sp1995 c 3 art 16 s 13; 1998 c 397 art 2 s 129,164; 2000 c 489 art 6 s 1; 1Sp2001 c 6 art 2 s 2; 2002 c 220 art 3 s 1; 1Sp2005 c 5 art 2 s 13-15
(a) School districts may identify students, locally develop programs, provide staff development, and evaluate programs to provide gifted and talented students with challenging educational programs.
(b) School districts may adopt guidelines for assessing and identifying students for participation in gifted and talented programs. The guidelines should include the use of:
(2) assessments and procedures that are valid and reliable, fair, and based on current theory and research.
1Sp2005 c 5 art 2 s 17; 2007 c 146 art 2 s 8
Subdivision 1.Project parameters.
(a) Notwithstanding other law to the contrary, the commissioner of education may contract with the Board of Regents of the University of Minnesota or other Minnesota public entity the commissioner determines is qualified to undertake the development of an articulated K-12 Chinese curriculum for Minnesota schools that involves:
(1) creating a network of Chinese teachers and educators able to develop new and modify or expand existing world languages K-12 curricula, materials, assessments, and best practices needed to provide Chinese language instruction to students; and
(2) coordinating statewide efforts to develop and expand Chinese language instruction so that it is uniformly available to students throughout the state, and making innovative use of media and technology, including television, distance learning, and online courses to broaden students' access to the instruction.
(b) The entity with which the commissioner contracts under paragraph (a) must have sufficient knowledge and expertise to ensure the professional development of appropriate, high-quality curricula, supplementary materials, aligned assessments, and best practices that accommodate different levels of student ability and types of programs.
(c) Project participants must:
(1) work throughout the project to develop curriculum, supplementary materials, aligned assessments, and best practices; and
(2) make curriculum, supplementary materials, aligned assessments, and best practices equitably available to Minnesota schools and students.
Subd. 2.Project participants.
The entity with which the commissioner contracts must work with the network of Chinese teachers and educators to:
(1) conduct an inventory of Chinese language curricula, supplementary materials, and professional development initiatives currently used in Minnesota or other states;
(2) develop Chinese language curricula and benchmarks aligned to local world language standards and classroom-based assessments; and
(3) review and recommend to the commissioner how best to build an educational infrastructure to provide more students with Chinese language instruction, including how to develop and provide: (i) an adequate supply of Chinese language teachers; (ii) an adequate number of high-quality school programs; (iii) appropriate curriculum, instructional materials, and aligned assessments that include technology-based delivery systems; (iv) teacher preparation programs to train Chinese language teachers; (v) expedited licensing of Chinese language teachers; (vi) best practices in existing educational programs that can be used to establish K-12 Chinese language programs; and (vii) technical assistance resources.
2006 c 282 art 4 s 4
School districts are encouraged to include cardiopulmonary resuscitation and automatic external defibrillator instruction as part of their curriculum. Schools offering cardiopulmonary resuscitation or automatic external defibrillator instruction must use cardiopulmonary resuscitation or automatic external defibrillator training that has been developed:
2009 c 107 s 1
The purpose of the endowed chair program is to increase curriculum offerings and learning experiences available to students.
A school site, represented by the school site council or, if no site council exists, the principal or lead teacher, and the party interested in endowing a chair may enter into an agreement for an endowed chair for no longer than one year in length. The party endowing the chair and the school site may, at their discretion, renew annually.
An endowed chair program may be for a semester, a summer session, or a full school year. Curriculum developed or provided under the endowed chair program must supplement the existing curriculum offerings available at the school in the particular subject chosen.
The agreement must make available funds sufficient for the salary and benefit costs of the instructor, and necessary supplies for the course. The participating site must provide the classroom space and administer the program. The parties, in consultation with the school district and the exclusive representative of the teachers, jointly select the instructor for the endowed chair.
1996 c 412 art 8 s 9; 1998 c 397 art 6 s 124
(c) Each time before the assessment scale changes, a stakeholder group that includes assessment and evaluation directors and staff and researchers must recommend a new state growth target that the commissioner must consider when revising standards under section 120B.023, subdivision 2.
2009 c 96 art 2 s 7
(a) The commissioner, with advice from experts with appropriate technical qualifications and experience and stakeholders, consistent with subdivision 1a, shall include in the comprehensive assessment system, for each grade level to be tested, state-constructed tests developed from and aligned with the state's required academic standards under section 120B.021, include multiple choice questions, and be administered annually to all students in grades 3 through 8. State-developed high school tests aligned with the state's required academic standards under section 120B.021 and administered to all high school students in a subject other than writing must include multiple choice questions. The commissioner shall establish one or more months during which schools shall administer the tests to students each school year. For students enrolled in grade 8 before the 2005-2006 school year, Minnesota basic skills tests in reading, mathematics, and writing shall fulfill students' basic skills testing requirements for a passing state notation. The passing scores of basic skills tests in reading and mathematics are the equivalent of 75 percent correct for students entering grade 9 based on the first uniform test administered in February 1998. Students who have not successfully passed a Minnesota basic skills test by the end of the 2011-2012 school year must pass the graduation-required assessments for diploma under paragraph (b).
(d) Students enrolled in grade 8 in any school year from the 2005-2006 school year to the 2009-2010 school year who do not pass the mathematics graduation-required assessment for diploma under paragraph (b) are eligible to receive a high school diploma with a passing state notation if they:
The Department of Education shall contract for professional and technical services according to competitive bidding procedures under chapter 16C for purposes of this section.
The commissioner shall report test data publicly and to stakeholders, including the performance achievement levels developed from students' unweighted test scores in each tested subject and a listing of demographic factors that strongly correlate with student performance. The commissioner shall also report data that compares performance results among school sites, school districts, Minnesota and other states, and Minnesota and other nations. The commissioner shall disseminate to schools and school districts a more comprehensive report containing testing information that meets local needs for evaluating instruction and curriculum.
The commissioner must adopt and publish a policy to provide public and parental access for review of basic skills tests, Minnesota Comprehensive Assessments, or any other such statewide test and assessment. Upon receiving a written request, the commissioner must make available to parents or guardians a copy of their student's actual responses to the test questions for their review.
1997 c 138 s 1; 1998 c 386 art 2 s 38; 1998 c 397 art 4 s 2,51; art 11 s 3; 1998 c 398 art 5 s 8; 1999 c 241 art 9 s 3; 2000 c 489 art 6 s 2; 2000 c 500 s 15; 1Sp2001 c 6 art 2 s 4; 2003 c 129 art 1 s 7,8; 2003 c 130 s 12; 2004 c 294 art 6 s 2; 1Sp2005 c 5 art 2 s 21-23; 2007 c 146 art 2 s 9; 2009 c 96 art 2 s 8
NOTE: Subdivision 1, paragraph (b), clause (1), item (ii), as added by Laws 2009, chapter 96, article 2, section 8, is not effective until July 1, 2010, and the legislature specifically authorizes the number, subject area, grade level, and consequence of a high school mathematics assessment program. If the legislature does not authorize the assessment program by July 1, 2010, the graduation-required assessment for diploma in grade 11 for mathematics under subdivision 1, paragraph (c), remains in effect. Laws 2009, chapter 96, article 2, section 8, the effective date.
The commissioner must report separate measures of student growth and proficiency, consistent with this paragraph.
1998 c 398 art 9 s 1; 1999 c 241 art 9 s 4; 2000 c 500 s 16; 1Sp2001 c 6 art 2 s 5; 2003 c 130 s 12; 2004 c 294 art 5 s 2; 2007 c 147 art 8 s 38; 2009 c 96 art 2 s 12
NOTE: The amendment to subdivision 3, paragraph (c), applies to students in the 2010-2011 school year and later. Laws 2009, chapter 96, article 2, section 12, the effective date.
NOTE: The amendment to subdivision 4 by Laws 2009, chapter 96, article 2, section 12, applies in the 2011-2012 school year and later. Laws 2009, chapter 96, article 2, section 12, the effective date.
Notwithstanding section 15.059, subdivision 5, the committee expires on June 30, 2014.
2003 c 129 art 1 s 11