Minnesota 2025-2026 Regular Session

Minnesota House Bill HF1515 Compare Versions

Only one version of the bill is available at this time.

Old	New	Differences
1	1	1.1 A bill for an act
2	2	1.2 relating to education; requiring personal learning plans to include interventions;
3	3	1.3 amending Minnesota Statutes 2024, section 120B.125.
4	4	1.4BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
5	5	1.5 Section 1. Minnesota Statutes 2024, section 120B.125, is amended to read:
6	6	1.6 120B.125 PLANNING FOR STUDENTS' SUCCESSFUL TRANSITION TO
7	7	1.7POSTSECONDAR Y EDUCATION AND EMPLOYMENT; PERSONAL LEARNING
8	8	1.8PLANS.
9	9	1.9 Subdivision 1.Plan requirements.(a) Consistent with sections 120B.13, 120B.131,
10	10	1.10120B.132, 120B.14, 120B.15, 120B.303, subdivision 1, 125A.08, and other related sections,
11	11	1.11school districts, beginning in the 2013-2014 school year, must assist all students by no later
12	12	1.12than grade 9 to explore their educational, college, and career interests, aptitudes, and
13	13	1.13aspirations and develop a plan for a smooth and successful transition to postsecondary
14	14	1.14education or employment. All students' plans must:
15	15	1.15 (1) provide a comprehensive plan to prepare for and complete a career and college ready
16	16	1.16curriculum by meeting state and local academic standards and developing career and
17	17	1.17employment-related skills such as team work, collaboration, creativity, communication,
18	18	1.18critical thinking, and good work habits;
19	19	1.19 (2) emphasize academic rigor and high expectations and inform the student, and the
20	20	1.20student's parent or guardian if the student is a minor, of the student's achievement level
21	21	1.21score on the Minnesota Comprehensive Assessments that are administered during high
22	22	1.22school;
23	23	1Section 1.
24	24	REVISOR CR/DG 25-0374202/13/25
25	25	State of Minnesota
26	26	This Document can be made available
27	27	in alternative formats upon request
28	28	HOUSE OF REPRESENTATIVES
29	29	H. F. No. 1515
30	30	NINETY-FOURTH SESSION 2.1 (3) help students identify interests, aptitudes, aspirations, and personal learning styles
31	31	2.2that may affect their career and college ready goals and postsecondary education and
32	32	2.3employment choices;
33	33	2.4 (4) set appropriate career and college ready goals with timelines that identify effective
34	34	2.5means for achieving those goals;
35	35	2.6 (5) help students access education and career options;
36	36	2.7 (6) integrate strong academic content into career-focused courses and applied and
37	37	2.8experiential learning opportunities and integrate relevant career-focused courses and applied
38	38	2.9and experiential learning opportunities into strong academic content;
39	39	2.10 (7) help identify and access appropriate counseling and other supports and assistance
40	40	2.11that enable students to complete required coursework, prepare for postsecondary education
41	41	2.12and careers, and obtain information about postsecondary education costs and eligibility for
42	42	2.13financial aid and scholarship;
43	43	2.14 (8) help identify collaborative partnerships among prekindergarten through grade 12
44	44	2.15schools, postsecondary institutions, economic development agencies, and local and regional
45	45	2.16employers that support students' transition to postsecondary education and employment and
46	46	2.17provide students with applied and experiential learning opportunities; and
47	47	2.18 (9) be reviewed and revised at least annually by the student, the student's parent or
48	48	2.19guardian, and the school or district to ensure that the student's course-taking schedule keeps
49	49	2.20the student on track for graduation, making adequate progress to meet state and local
50	50	2.21academic standards and high school graduation requirements and with a reasonable chance
51	51	2.22to succeed with employment or postsecondary education without the need to first complete
52	52	2.23remedial coursework.
53	53	2.24 (b) If a student in grade 9 or later receives one or more failing grades in a semester or
54	54	2.25other academic term in a course in language arts, math, science, or social studies, the student's
55	55	2.26personal learning plan must include targeted interventions and supports to help the student
56	56	2.27make progress toward graduation.
57	57	2.28 Subd. 2.District requirements.(b) (a) A school district may develop grade-level
58	58	2.29curricula or provide instruction that introduces students to various careers, but must not
59	59	2.30require any curriculum, instruction, or employment-related activity that obligates an
60	60	2.31elementary or secondary student to involuntarily select or pursue a career, career interest,
61	61	2.32employment goals, or related job training.
62	62	2Section 1.
63	63	REVISOR CR/DG 25-0374202/13/25 3.1 (b) When assisting a student in developing a personal learning plan for a smooth and
64	64	3.2successful transition to postsecondary education and employment, a school district must
65	65	3.3recognize the unique possibilities of each student and ensure that the contents of each
66	66	3.4student's personal learning plan reflect the student's unique talents, skills, and abilities as
67	67	3.5the student grows, develops, and learns.
68	68	3.6 Subd. 3.English learners.(c) Educators must possess the knowledge and skills to
69	69	3.7effectively teach all English learners in their classrooms. School districts must provide
70	70	3.8appropriate curriculum, targeted materials, professional development opportunities for
71	71	3.9educators, and sufficient resources to enable English learners to become career and college
72	72	3.10ready.
73	73	3.11 (d) When assisting students in developing a plan for a smooth and successful transition
74	74	3.12to postsecondary education and employment, districts must recognize the unique possibilities
75	75	3.13of each student and ensure that the contents of each student's plan reflect the student's unique
76	76	3.14talents, skills, and abilities as the student grows, develops, and learns.
77	77	3.15 Subd. 4.Students with disabilities.(e) If a student with a disability has an individualized
78	78	3.16education program (IEP) or standardized written plan that meets the plan components of
79	79	3.17this section, the IEP satisfies the requirement and no additional transition plan is needed.
80	80	3.18 Subd. 5.Students not meeting standards.(f) Students who do not meet or exceed
81	81	3.19Minnesota academic standards, as measured by the Minnesota Comprehensive Assessments
82	82	3.20that are administered during high school, shall be informed that admission to a public school
83	83	3.21is free and available to any resident under 21 years of age or who meets the requirements
84	84	3.22of section 120A.20, subdivision 1, paragraph (c). A student's plan under this section shall
85	85	3.23continue while the student is enrolled.
86	86	3.24 EFFECTIVE DATE.This section is effective July 1, 2025.
87	87	3Section 1.
88	88	REVISOR CR/DG 25-0374202/13/25