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Article 1 - General Education
Section 1. Providing Transportation. Clarifies that districts must transport a child with a disability to an early care and education program provided by the district, contracted for by the district, or for Head Start when the grantee does not otherwise provide transportation.
Section 2. Continued Enrollment for Students Placed in Foster Care. Allows a foster home student to return to the school they last attended without the approval needed under the enrollment options program.
Article 2 - Education Excellence
Section 1. Admission Forms; Remedial Instruction. Directs public postsecondary systems to provide data as part of their participation in the Statewide Longitudinal Education Data System (SLEDS)on remedial instruction received by individual students who graduated from a Minnesota school district within two years before receiving the remedial instruction. Directs the Office of Higher Education, in collaboration with the Department of Education, to evaluate and report findings to the legislature.
Section 2. Revisions and Reviews Required. Establishes a 10-year review cycle for the academic standards and related benchmarks beginning after the existing timeline in statute.
Section 3. Elective Standards.
Subdivision 1b. State Bilingual and Multilingual Seals. (a) Establishes voluntary state bilingual and multilingual seals to recognize high school graduates who demonstrate level 5 functional native proficiency in speaking and reading on the Foreign Services Institute language proficiency tests or another valid reliable assessment in one or more languages in addition to English.
(b) To receive a seal a student must satisfactorily complete all required English language arts credits; and for students whose primary language is other than English must demonstrate master of Minnesota’s English language proficiency standards.
(c) A high school graduate who demonstrates functional native proficiency in one language in addition to English is eligible to receive the bilingual seal. A high school graduate who demonstrates functional native proficiency in more than one language in addition to English is eligible to receive the multilingual seal.
(d) Directs school districts and charter schools to give students opportunities to demonstrate their level of proficiency in speaking and reading in a language in addition to English. The school district or charter school must affix the seal to the student’s transcript free of charge to the student.
(e) Allows the school district or charter school to award elective course credits to a student under this section.
(f) Allows the school district or charter school to award community service credit to student who demonstrates proficiency in a language other than English and participates in community service activities integrated into the curriculum, involve teacher participation, and support biliteracy.
(g) Requires the Commissioner to develop a Web page for electronic delivery of the seal and listing equivalent assessments.
(h) Requires the colleges and universities of the Minnesota State Colleges and Universities (MnSCU) system to award foreign language credits to a student who receives a seal under this section and may award credits to a student who receives a certificate under this section.
Effective Date: Makes the section effective for the 2014-2015 school year and later, except subdivision 1b, paragraph (h) is effective for students enrolling in a MnSCU college or university in the 2015-2016 school year or later.
Section 4. District Advisory Committee. Requires the school district advisory committee under the World’s Best Workforce to recommend to the school board rigorous academic standards, student achievement goal and measures consistent with the foreign language proficiency certificates and the state bilingual and multilingual seals.
Effective Date: Makes the section effective for the 2014-2015 school year and later.
Section 5. Regional Centers of Excellence. Allows center support to schools to include defining measureable education goals consistent with the foreign language proficiency certificates and the state bilingual and multilingual seals.
Effective Date: Makes the section effective for the 2014-2015 school year and later.
Section 6. Granting a Diploma. Allows a pupil completing an area learning center program to receive a diploma from an intermediate district or educational cooperative.
Section 7. Pupil Application Procedures. Strikes the requirement for a pupil and parent meeting with their resident district’s staff member before submitting an open enrollment application. Clarifies that a student changing resident districts does not lose their open enrollment seat, but they must submit a new form to update their information.
Section 8. Achievement and Integration District Transfers. Updates the references to desegregation plans to achievement and integration plans.
Section 9. Nonresident District Procedures. Requires a district to give written notice to parents within 90 days of when their achievement and integration district transfer is submitted. Adds a 45-day deadline for parents to notify the nonresident district that their pupil intends to enroll in the district.
Section 10. Lotteries. Requires a district to hold an impartial lottery if there are more open enrollment applications than there are open nonresident seats. Allows siblings of currently enrolled students and applications related to an achievement and integration plan to receive priority in the lottery. Requires the lottery process to be approved by the school board and posted on the district Web site.
Section 11. Basis for Decisions. Prohibits districts from using capacity of special education services as a basis for rejecting an enrollment options application.
Section 12. Career and Technical Revenue. Gives districts flexibility to use career and technical education revenue for equipment purchases and eliminates a related report.
Sections 13 and 14. Revenue Guarantee. Correct cross references.
Section 15. Public Engagement; Progress Report and Budget Process. Allows a district for the purposes of achievement and integration revenue to include the number of world language proficiency or high achievement certificates or the number of bilingual or multilingual seals awarded in the longitudinal data demonstrating progress in reducing the disparities in student academic performance.
Section 16. Powers and Duties; Report. Directs the P-20 partnership to make recommendations to the Governor and legislature on realigning the governance and administrative structures of early education, kindergarten through grade 12, and postsecondary systems in Minnesota.
Section 17. MNSCU Review of World Language Competencies. Directs the MnSCU chancellor to review the specific competencies a kindergarten through grade 12 student masters in attaining a bilingual seal, multilingual seal, world language proficiency certificate, or world language proficiency high achievement certificate and determine the course and credit equivalencies for each certificate or seal.
Effective Date: Makes the section effective immediately.
Section 18. Repealer. Repeals sections 120B.35, subdivision 4 (Student Academic Achievement and Growth; Improving Schools) and 122A.61, subdivision 2 (Career Teacher Staff Development.)
Article 3 - Special Programs
Section 1. Reasonable Force Standard. Corrects an obsolete cross-reference.
Section 2. Definitions. Strikes outdated language relating to individual interagency intervention plans.
Section 3. State Interagency Committee. Updates the committee membership.
Section 4. Additional Duties. Removes language no longer relevant to the interagency early intervention committees.
Section 5. Responsibilities of School and County Boards. Updates language relating to school and county board responsibilities for coordinating services for eligible children ages 3 to 21.
Section 6. Special Instruction for Children with a Disability. Defines free appropriate public education to mean special education and related services that: are provided at public expense; meet the standards of the state, including requirements of the Individuals with Disabilities Education Act; include an appropriate preschool, elementary school, or secondary school education; and are provided to children ages 3 to 21 in conformity with an individualized education program or an individualized family service plan.
Section 7. Individualized Education Programs. Clarifies that student eligibility and needs under an individualized education program are determined at the time of initial evaluation and re-evaluation.
Section 8. Restrictive Procedures. Corrects an incorrect cross-reference.
Section 9. Community Transition Interagency Committee. Makes the committee permissive and eliminates a report to the department.
Section 10. Interagency Early Intervention Committees. Clarifies the duties of interagency early intervention committees.
Section 11. Cross-subsidy Report. Changes the annual due date of the cross-subsidy report.
Section 12. Agency Report to Court; Court Review. Corrects an incorrect term and cross reference.
Section 13. Definitions. Corrects an incorrect cross-reference related reporting the maltreatment of minors.
Section 14. Rulemaking Authority; Special Education Task Force Recommendations. Directs the Commissioner of Education to use the expedited rulemaking process to make the rule changes recommended by the Special Education Case Load and Rule Alignment Task Force in its February 2014 report.
Section 15. Repealer. Repeals obsolete language relating to implementation timelines for interagency early intervention committees.
Article 4 - Nutrition
Section 1. School Food Service Fund. Corrects a term to conform with school district fund accounting requirements.
Section 2. Donations to Food Shelf Programs. Authorizes participants in any federal child nutrition program to donate unused food to qualifying food shelf programs.
Article 5 - Early Childhood Education, Self-Sufficiency, and Lifelong Learning.
Section 1. People to be Served. Clarifies that funding is no longer provided for adults through alternative programs.
Sections 2 and 3. Family Eligibility. Replaces the term “early childhood education scholarship” with “early learning scholarship.” Adds participation in the federal food distribution program on Indian reservations as automatic eligibility for an early learning scholarship. Clarifies that the sibling preference and continuing scholarships are provided as long as funds are available.
Section 4. Report Required. Requires the Commissioner to include student outcomes by program setting, the number of scholarship recipients in each program setting, and a geographic summary of recipients by county, in the evaluation of the early learning scholarship program. Directs the Commissioner to submit the report to the legislature by January 15, 2016.
Article 6 - Libraries
Section 1. Eligibility. Allows the Commissioner to grant exceptions to the minimum open hours requirement of regional public library systems to accommodate closings due to emergency maintenance and repairs, exceptional economic circumstances, or seasonal use patterns.
Article 7 - English Learners
Section 1. Early Childhood Literacy Program. (a) Requires Head Start literacy program providers to: use a culturally relevant integrated approach to early literacy; and provide oral and written information to parents of English learners to know how their children are progressing in developing their English proficiency and, where practicable their native language proficiency, and engage with their children in developing that language proficiency.
(b) Requires Head Start literacy programs to collect literacy data to monitor the progress and provide reading instruction specific to the needs of English learners.
Section 2. School District Process for Reviewing Curriculum, Instruction, and Student Achievement; Striving for the World’s Best Workforce.
Subdivision 1. Definitions. (a) Amends the definition of “instruction” to include providing English learners with appropriate, full, and effective access to regular classroom instruction in core curriculum.
(c) Amends the definition of “world’s best workforce” to ensure that all English learners have appropriate English learner instruction and content area support to achieve academic language proficiency and are taught the same state and local academic standards as native English speakers.
(d) Defines “cultural competence,” “cultural competency,” or “culturally competent” as the ability and will to interact effectively with people of different cultures, native languages, and socioeconomic backgrounds.
Subdivision 1a. Performance Measures. (a) Amends the measurers of district progress to include the size of the gap in students’ access to rigorous coursework and enrichment experiences and the English language development and academic progress of English learners and their native language development if the native language is used as a language of instruction.
(b) Requires schools to ensure the formative and summative assessments administered to English learners are accessible and the student have the modifications and supports they need to sufficiently understand the assessments.
Subdivision 2. Adopting Plans and Budgets. Requires a school district’s long-term strategic plan to include strategies for improving instruction, curriculum, and student achievement, including the English and the native language development and the academic achievement of English learners.
Subdivision 3. District Advisory Committee. Requires the district advisory committee to: provide translation; and pursue community support to accelerate the academic and native literacy and achievement of English learners with varied needs.
Subdivision 4. Site Team. Allows the site team to develop and implement practices and strategies to improve cultural competencies, including cultural awareness and cross-cultural communication.
Subdivision 5. Report. Directs a school board to hold an annual public meeting to review and revise the strategies and practices for improving curriculum and instruction and cultural responsiveness, including cultural awareness and cross-cultural communication.
Subdivision 7. Periodic Report. Directs school districts to periodically survey affected constituencies in their native language where appropriate.
Subdivision 9. Annual Evaluation. Directs the Commissioner to identify school districts not making sufficient progress toward improving teaching and learning for all students, including English learners with varied needs.
Section 3. Regional Centers of Excellence. Directs the regional centers to assist districts and schools with the following: supporting culturally responsive teaching and learning aligning the development of academic English proficiency, state and local academic standards, and career and college readiness benchmarks; engaging parents, families, youth, and the community in programs and activities that foster collaboration and shared accountability for the achievement of all students; and translating district forms and other information such as a multi-lingual glossary of commonly used education terms and phrases. Directs the centers to work with site leadership teams to provide effective and differentiated programs and instruction for different types of English learners.
Section 4. Reading Proficiently No Later than the End of Third Grade.
Subdivision 1. Literacy Goal. Includes English learners in the legislature’s literacy goal.
Subdivision 2. Identification; report. Requires reading assessments in English and, in the predominate native languages of district students, to identify and evaluate students’ areas of academic need related to literacy. Requires schools to monitor the progress and provide reading instruction appropriate to the specific needs of English learners. Requires the district’s locally adopted reading assessment to be developmentally appropriate and culturally responsive.
Subdivision 2a. Parent Notification and involvement. Requires schools annually to give parents of children not reading at grade level timely information about strategies the parents may use at home to help their children succeed in becoming proficient in reading in English and in their native language.
Subdivision 3. Intervention. Adds programs that strengthen students’ cultural connections to the list of suggested intervention methods.
Subdivision 4. Staff Development. Directs school districts to use data to identify staff development needs to enable teachers to: provide reading and oral language instruction that meets students’ developmental, linguistic, and literacy needs, including writing; maximize the oral language and linguistic strengths of English learners in their native language in order to cultivate the students’ English language development, including oral academic language, and build academic literacy; provide training in culturally responsive pedagogy that enables students to master content, develop skills to access content; and build relationships.
Subdivision 4a. Local Literacy Plan. Directs school districts to adopt a local literacy plan to have every child reading at or above grade level by the end of third grade, including English learners.
Section 5. Planning for Students’ Successful Transition to Postsecondary Education and Employment; Involuntary Career Tracking Prohibited. (a) Requires student plans to be designed to help students and their families identify collaborative partnerships of prekindergarten through grade 12 schools, postsecondary institutions, economic development agencies, and employers. Requires student plans to be premised on developing 21st century skills including creativity, communication, and critical thinking.
(c) Requires educators to possess the knowledge and skills to effectively teach all English learners in their classroom. Requires school districts to provide appropriate curriculum, targeted materials, professional development opportunities for educators, and sufficient resources to enable English learners to become career and college ready.
Section 6. State Growth Target; Other State Measures. (b) Adds experts in culturally responsive teaching to the stakeholder group of assessment and evaluation experts consulting with the Commissioner on the state’s educational assessment system.
(f) Directs the Commissioner, in consultation with experts in assessing the language proficiency and academic performance of English learners, to identify and report appropriate and effective measure to improve current categories of language difficulty and assessments, monitor and report data on students’ English.
Section 7. School Performance Reports. Adds the acquisition of English, native language academic literacy, and the academic progress of English learners to the school performance measures the Commissioner and school districts must report.
Section 8. Comprehensive, Scientifically based Reading Instruction. (a) For English learners developing literacy skills, encourages districts to use strategies that teach reading and writing in the students’ native language and English at the same time.
Section 9. License and Rules. (g) Requires all teacher candidates to be prepared in English language development and content instruction for English learners in order to be able to effectively instruct English learners in their classroom.
(i) Directs the Board of Teaching to required licensed teachers who are renewing their continuing license to include in their renewal requirements further preparation in English language development and specially designed content instruction in English for English learners.
Effective Date: Makes the section effective August 1, 2015, and applicable to individuals entering a teacher preparation program after that date.
Section 10. Preparation Programs. Requires school administrator preparation programs to include instruction on meeting the varied needs of English learners in English and in students’ native language.
Effective Date: Makes the section effective August 1, 2015 and applicable to individuals entering a school administrator preparation program after that date.
Section 11. Rule for Continuing Education Requirements. Requires continuing education programs for administrators to provide information and training about building coherent and effective English learner strategies that include relevant professional development, accountability for student progress, students’ access to the general curriculum, and sufficient staff capacity to effect these strategies.
Effective Date: Makes the section effective August 1, 2015and applicable to school administrators renewing their administrator’s license after that date.
Section 12. Teacher and Support Personnel Qualifications. (d) Requires teacher candidates to demonstrate the knowledge and skills needed to provide appropriate instruction to English learners o support and accelerate their academic literacy and achievement in content areas in the regular classroom.
Effective Date: Makes the section effective August 1, 2015 and applicable to individuals entering a teacher preparation program after that date.
Section 13. Reading Strategies. Requires teacher candidates to be instructed in using students’ native languages as a resource in creating effective differentiated instructional strategies for English learners developing literacy skills.
Effective Date: Makes the section effective August 1, 2015 and applicable to individuals entering a teacher preparation program after that date.
Section 14. Expiration and Renewal. (b) Requires licensed teachers who are renewing their license to demonstrate reflection and growth in best teaching practices including practices in meeting the varied needs of English learners.
Effective Date: Makes the section effective August 1, 2015 and applicable to licensed teachers renewing their license after that date.
Section 15. Bilingual and English as a Second Language Teachers; Licenses.
Subdivision 3. Employment of Teachers. Strikes a subdivision prohibiting teachers employed in a bilingual education or English as a second language program from being employed to replace any presently employed teacher who otherwise would not be replaced.
Subdivision 4. Teacher Preparation Programs. Requires teacher preparation programs to provide instruction in implementing research-based practices designed specifically for English learners. Requires programs to focus on developing English learners’ academic language proficiency in English, including oral academic language, giving English learners access to the full school curriculum, developing culturally relevant teaching practices appropriate for immigrant students, and providing more intensive instruction and resources to English learners with lower levels of academic English proficiency and varied needs.
Subdivision 6. Affirmative Efforts in Hiring. Directs districts to give preference to native speakers who share a native language with the majority of their students.
Effective Date: Makes subdivisions 1, 2, 5 and 6 effective August 1, 2015. Makes subdivision 3 effective immediately. Makes subdivision 4 effective August 1, 2015 and applicable to individuals entering a teacher preparation program after that date.
Section 16. Development, Evaluation, and Peer Coaching for Continuing Contract Teachers. (b) Requires teachers’ annual evaluation process to include longitudinal data on the academic literacy, including oral academic language, and achievement of content areas of English learners.
Section 17. Development, Evaluation, and Peer Coaching for Continuing Contract Teachers. (b) Requires teachers’ annual evaluation process to include longitudinal data on the academic literacy, including oral academic language, and achievement of content areas of English learners.
Section 18. Plan Components. Requires the Q-Comp educational improvement plan to: include assessment and evaluation tools to measure student performance and progress, including the academic literacy and achievement of English learners; and be based on national and state standards of effective teaching practice applicable to all students including English learners.
Effective Date: Makes the section effective August 1, 2014 and applicable to plans approved after that date.
Section 19. Alternative Teacher Professional Pay System. Requires the alternative teacher professional pay system agreement to use measure of student achievement including academic literacy, oral academic language, and achievement of English learners.
Effective Date: Makes this section applicable to agreements approved after August 1, 2014.
Section 20. Effective Staff Development Activities. Requires staff development activities to provide teachers of English learners differentiated instructional strategies critical for ensuring students’ long-term academic success, the means to effectively use assessment data on the academic literacy, oral academic language, and English language development of English learners, and skills to support native and English language development across the curriculum.
Section 21. Contents of Plan. Requires a staff development plan to address issues related to teaching English learners and students with special needs by focusing on long-term systemic efforts to improve educational services and opportunities and raise student achievement.
Section 22. Staff Development Outcomes. Requires staff development activities to use research-based best practices, meet the needs of a diverse student population including English learners, and provide an inclusive curriculum for a linguistically diverse student population.
Section 23. Program Components. Requires a school district’s teacher residency program to include differentiated instructional strategies, effective use of student achievement data, and support for native and English language development across curriculum and grades.
Section 24. Principals’ Leadership Institute. Requires the institute to provide professional development to school principals by providing training to analyze data using culturally competent tools.
Section 25. People to Be Served. Requires state-approved alternative programs, when serving English learners and their families, to take into account the variations in students’ backgrounds and needs and the amount of time and the staff resources needed for students to overcome gaps in their education and to develop English proficiency and work-related skills.
Section 26. Achievement Contract. Allows site-based achievement contracts to include site-based strategies for English language instruction targeting the teachers of English learners and all teachers and administrators.
Section 27. Duties; Evaluation. Makes principals responsible for supporting and improving teaching practices, school performance, and student achievement for diverse student populations, including at-risk students, children with disabilities, English learners, and gifted students.
Section 28. Program Requirements. Encourages early childhood family education (ECFE) programs to provide parents of English learners with translate information to monitor the program’s impact on their children’s English language development, to know whether their children are progressing in developing their English and native language proficiency, and to actively engage with and support their children in developing their English and native language proficiency. Requires ECFE programs to include learning experiences that promote children’s early literacy and their native language skills.
Section 29. Program Requirements. Requires school readiness program providers to: assess children’s language skills to improve program planning and implementation, communicate with parents, and promote kindergarten readiness; and have teachers knowledgeable in native and English language development programs.
Section 30. Local Education and Employment Transitions Systems. Requires a local education and employment transitions systems plan to: increase instruction in English language proficiency; provide staff training in methods of instruction that incorporate English language proficiency; identify current and emerging native and English language development needs of the area or region; and make continuing to work with learners who need English language development part of the program warranty.
Section 31. Adult Basic Education.
Subdivision 1. Program Requirements. Requires an adult basic education program to offer English language instruction. Requires a program to include measures of student progress toward work-based competency and English language proficiency requirements.
Subdivision 2. Program Approval. Requires the Commissioner to approve programs based on how English language proficiency will be met. Requires the Commissioner to approve a program for up to five years that demonstrates capacity to: offer learning opportunities and support the service choices of adults at all basic skill and English language levels of need; and address the needs adults have for English language learning support services.
Subdivision 5. Basic Service Level. Requires the basic service level for a program to describe minimum levels of academic and English language instruction and support services provided at each site.
Subdivision 7. Performance Tracking System. Requires the tracking system for a program to collect data on core outcomes for learners, including English learners.
Subdivision 8. Standard High School Diploma for Adults. Requires individuals participating in an adult basic education program of instruction, where appropriate, to demonstrate English language proficiency.
Section 32. Adult Basic Education Supplemental Service Grants. Allows the Commissioner to make grants for initiatives to accelerate English language acquisition and the achievement of career and college ready skills among English Learners.
Section 33. English Learner. (a) Amends the definition of English learner as a pupil who is determined to lack the necessary English skills to fully participate in academic classes taught in English based on a valid assessment measuring the pupil’s English language proficiency and by developmentally appropriate measures.
(b) Declares that a pupil enrolled in any grade 4 through 12 who in the previous school years took a Commissioner-provided assessment measuring the pupil’s emerging academic English shall be counted as an English learner in calculating English learner pupil units and generate English learner aid if the pupil scored below the state cut-off score or is otherwise counted as a nonproficient participant on the Commissioner-provided assessment and, in the judgment of the pupil’s classroom teachers, the pupil is unable to demonstrate academic language proficiency in English sufficiently to successfully and fully participate in the general core curriculum in the regular classroom.
Section 34. English Learner; Interrupted Formal Education. Defines an English learner with an interrupted formal education as an English learner who: comes from a home where the language usually spoken is other than English; enters school in the United States after grade 6; has at least two years less schooling than their peers; functions at least two years below expected grade level in reading and mathematics; and may be preliterate in their native language.
Section 35. Parental Involvement Programs.
Subdivision 1. Program Goals. Requires parental involvement programs to help parents recognize and meet the native and English language development needs of their children.
Subdivision 2. Plan Contents. Requires model parental involvement program plans to include procedures for coordinating the program with the world’s best workforce.
Subdivision 3. Plan Activities. Requires activities included in a model parental involvement program plan to include: engaging liaison workers to foster linguistic and culturally competent communications; and multilingual programs and opportunities for parents.
Section 36. Parent and Family Involvement Policy. Encourages local school boards to adopt and implement a parent and family involvement policy that promotes and supports oral and written communications in families’ native language and welcomes parents in the school using networks that support families’ cultural connections.
Section 37. Powers and Duties; Report. Requires the Statewide Longitudinal Education Data System (SLEDS) to: report educational outcomes for diverse student populations including at-risk students, children with disabilities, English learners, and gifted students, and include formative and summative evaluations based on multiple measures of student progress toward career and college readiness; and evaluate the relationship between education and workforce outcomes.
Section 38. Repealer. Repeals section 122A.19, subd. 3 (Bilingual and English as a Second Language Teachers; Employment of Teachers.)
Article 8 - Interstate Compact on Educational Opportunity for Military Children
Section 1. Establishment; Membership. Requires the P-20 Education Partnership to be the state council for the Interstate Compact and that the chair serves as the compact commissioner on behalf of the state. Directs the partnership to include a representative from a military installation when conducting business required under the compact.
Section 2. Interstate Compact on Educational Opportunity for Military Children. Restates the compact.
Section 3. Military-Connected Youth Identifier. Requires school districts to include a box on the enrollment form to allow students to self-identify as military-connected youth. Classifies the data collected as private data, but allows the Commissioner to publish summary data.
Article 9 - Unsession Changes
Section 1. Motorcycle Safety Education Program. Transfers responsibility for the program to the Commissioner of Public Safety.
Section 2. Additional Duties. Removes state level duties of the Early Learning Council that have already been completed and the due dates have passed.
Section 3. Administration. Repeals an obsolete provision relating to funding for the Early Learning Council which was effective for fiscal year 2009 only.
Section 4. Revisor’s Instruction. Directs the Revisor to renumber the Motorcycle Safety Education Program section.
Section 5. Repealer. Repeals sections 119A.04, subdivision 3 (Transfer of Duties from Office of Strategic and Long-Range Planning); 120A.30 (Attendance Officers); 120B.19 (Chinese Language Programs; Curriculum Development Project); 120B.24 (Endowed Chair); 121A.17, subdivision 9 (Developmental Screening Program Information); 122A.52; 122A.53 (Teacher Registers); 122A.61, subdivision 2 (Career Teacher Staff Development); 122A.71 (Research on Program Effectiveness); and 124D.24 to 124D.31 (Minnesota Family Connections Act.)
Article 10 - Unsession Conforming Changes
Sections 1 to 4. Conforming Changes. Removes cross-references to the statutes repealed in Article 9, section 5.
AMB/BA/syl
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