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Senate File 639: View the "Profile Clone" for Yourself

March 9, 2003

S.F. 639


3.30 (a) Minnesota's high educational standards encompass the
3.31 following five learning areas:

3.32 (1) English, which is composed of reading English that
3.33 includes, among other topics, comprehension of materials such as
3.34 graphs and charts, and writing English that includes, among
3.35 other topics, public speaking, and incorporates the standards
3.36 for English language arts developed by the National Council of
4.1 Teachers of English
and the International Reading Association;

4.2 (2) mathematics, which emphasizes applied problem solving
4.3 but includes, among other topics, estimation, calculation, and
4.4 calculator use, and incorporates the principles and standards of
4.5 the National Council of Teachers of Mathematics;

4.6 (3) science, which includes environmental, physical, and
4.7 life sciences, and incorporates the National Science Education
4.8 Standards;

4.9 (4) social studies, which includes history, geography,
4.10 government and civics, economics and world cultures, and
4.11 incorporates the standards developed by the National Council for
4.12 Social Studies, the National Center for History in the Schools,
4.13 the National Council on Economic Education, the National Council
4.14 for Geographic Education, and the Center for Civic Education;

4.15 and

4.16 (5) arts and literature, which includes, among other
4.17 topics, music, graphic arts, and drama, and incorporates the
4.18 standards of the music educators' national conference and the
4.19 National Art Education Association.

4.20 (b) For purposes of aligning state standards and
4.21 assessments and complying with applicable federal law, at least
4.22 the reading, mathematics, and science standards established
4.23 under this section must specify what students are expected to
4.24 know and be able to do by the end of each grade level for which
4.25 a statewide assessment is administered.

4.26 (c) The state standards must incorporate, as a district
4.27 option, the coursework preparation requirements of the state's
4.28 public four-year higher education institutions and the
4.29 preparation requirements that enable students to forgo remedial
4.30 and developmental education courses in the state's two-year
4.31 higher education institutions.

4.32 (d) The state standards must include, as a district option,
4.33 a foreign language component that encompasses both oral and
4.34 written fluency and incorporates the standards of the American
4.35 council on the teaching of foreign languages.

4.36 (e) The state standards must include, as a district option,
5.1 a technical applications area for intermediate and secondary
5.2 students that incorporates the standards of the National
5.3 Research Center for Career and Technical Education
and the
5.4 standards for technological literacy of the International
5.5 Technology Education Association.

5.6 (f) The state standards must include, as a district option,
5.7 a physical education component.

5.8 (g) The state standards must be supplemented by curriculum
5.9 framework and test specification documents useful to state and
5.10 local decision makers charged with determining appropriate
5.11 curriculum, staff development activities, and assessment
5.12 programs.

5.16 RESULTS.]


6.15 (d) Schools, school districts, and charter schools must
6.16 administer statewide assessments under this section that use
6.17 student performance
to evaluate student progress in achieving
6.18 high standards in reading, mathematics, and science. Schools,
6.19 school districts, and charter schools may base grade promotions
6.20 and the awarding of high school course credits on students'
6.21 success in achieving high standards.


23.26 (a) The commissioner of children, families, and learning,
23.27 after consulting with stakeholders under paragraph (b), must
23.28 provide written recommendations to the legislature by February
23.29 1, 2004, that indicate:

23.30 (1) whether to include high school assessment results on
23.31 student transcripts;

23.32 (2) what cut-scores on high school reading and mathematics
23.33 assessments indicate that remedial instruction in the state's
23.34 two-year higher education institutions is unneeded;

23.35 (3) the extent to which successful district programs
23.36 developed under the profile of learning may be incorporated
24.1 state standards developed under this act;

24.2 (4) how best to integrate content with application,
24.3 critical reasoning, and higher-order thinking into state
24.4 standards developed under this act;

24.5 (5) how to effectively assist teachers in formulating
24.6 curriculum for classroom instruction consistent with state
24.7 standards developed under this act; and

24.8 (6) what local assessments might best measure student
24.9 learning consistent with teachers' classroom instruction and
24.10 state standards developed under this act.


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