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A. “Academic standard” means a summary description of student learning in a required content area or elective content area.

B. “Antiracist” means actively working to identify and eliminate racism in all forms in order to change policies, behaviors, and beliefs that perpetuate racist ideas and actions. Minn. Stat., section 120B.11

C. “Benchmark” means specific knowledge or skill that a student must master to complete part of an academic standard by the end of the grade level or grade band.

D. “Comprehensive Achievement and Civic Readiness” means striving to:  meet school readiness goals; close the academic achievement gap among all racial and ethnic groups of students and between students living in poverty and students not living in poverty; have all students attain career and college readiness before graduating from high school; have all students graduate from high school; and prepare students to be lifelong learners. 

E. “Culturally sustaining” means integrating content and practices that infuse the culture and language of Black, Indigenous, and People of Color communities who have been and continue to be harmed and erased through the education system. Minn. Stat., section 120B.11

F. “Curriculum” means district or school adopted programs and written plans for providing students with learning experiences that lead to expected knowledge, skills, and career and college readiness.

G. “Ethnic studies” as defined in Minnesota Statutes, section 120B.25, has the same meaning for purposes of this section.  Ethnic studies curriculum may be integrated in existing curricular opportunities or provided through additional curricular offerings. Minn. Stat., section 120B.11

H. “Experiential learning” means learning for students that includes career exploration through a specific class or course or through work-based experiences such as job shadowing, mentoring, entrepreneurship, service learning, volunteering, internships, other cooperative work experience, youth apprenticeship, or employment.

I. "Institutional racism" means structures, policies, and practices within and across institutions that produce outcomes that disadvantage those who are Black, Indigenous, and People of Color. Minn. Stat., section 120B.11

J. “Instruction” means methods of providing learning experiences that enable students to meet state and district academic standards and graduation requirements.

K. “Performance measures” are measures to determine school district and school site progress in striving to create the world’s best workforce and must include at least the following:

2. student performance on the Minnesota Comprehensive Assessments;

3. high school graduation rates; and

4. career and college readiness under Minnesota Statutes 120B.30, subdivision 1.

A. The school board, at a public meeting, shall adopt a comprehensive, long-term strategic plan to support and improve teaching and learning that is aligned with creating the world’s best workforce and includes the following:

1.  clearly defined school district and school site goals and benchmarks for instruction and student achievement for all; student categories identified in state and federal law Minnesota Statutes, section 120B.35, subdivision 3, paragraph (b)(2);
2.  a process for assessing and evaluating each student’s progress toward meeting state and local academic standards and identifying the strengths and weaknesses of instruction in pursuit of student and school success and curriculum affecting students’ progress and growth toward career and college readiness and leading to the world’s best workforce;
3. a system to periodically review and evaluate the effectiveness of all instruction and curriculum, taking into account strategies and best practices, student outcomes, and principal evaluations under Minnesota Statutes, section 123B.147, subdivision 3, and teacher evaluations under Minnesota Statutes, section 122A.40, subdivision 8, or 122A.41, subdivision 5;
4. strategies for improving instruction, curriculum, and student achievement, including English and, where practicable, the native language development and the academic achievement of English learners;
5. a process to examine the equitable distribution of teachers and strategies to ensure low-income and minority children are not taught at higher rates than other children by inexperienced, ineffective, or out-of-field teachers;
6. education effectiveness practices that
   1.  integrate high-quality instruction, technology, and curriculum that is rigorous, accurate, antiracist, and culturally sustaining;
   2. ensure learning and work environments validate affirm, embrace, and integrate cultural and community strengths for all students, families, and employees;
   3. provide a collaborative professional culture that seeks to retain qualified, racially and ethnically diverse staff effective at working with diverse students while developing and supporting teacher quality, performance, and effectiveness; and
7. an annual budget for continuing to implement the school district plan.
8.  identifying a list of suggested and required materials, resources, sample curricula, and pedagogical skills for use in kindergarten through grade 12 that accurately reflect the diversity of the state of Minnesota.

B. School district site and school site goals shall include the following:

1. All students will be required to demonstrate essential skills to effectively participate in lifelong learning. These skills include the following:
   1. reading, writing, speaking, listening, and viewing in the English language;
   2. mathematical and scientific concepts;
   3. locating, organizing, communicating, and evaluating information and developing methods of inquiry (i.e., problem-solving);
   4. creative and critical thinking, decision making, and study skills;
   5. work readiness skills;
   6. global and cultural understanding.

     2. Each student will have the opportunity and will be expected to develop and apply essential knowledge that enables that student to:

1. 1. live as a responsible, productive citizen and consumer within local, state, national, and global political, social, and economic systems;
   2. bring many perspectives, including historical, to contemporary issues;
   3. develop an appreciation and respect for democratic institutions;
   4. communicate and relate effectively in languages and with cultures other than the student’s own;
   5. practice stewardship of the land, natural resources, and environment;
   6. use a variety of tools and technology to gather and use information, enhance learning, solve problems, and increase human productivity.     

     3. Students will have the opportunity to develop creativity and self-expression through visual and verbal images, music, literature, world languages, movement, and the performing arts.

     4. School practices and instruction will be directed toward developing within each student a positive self-image and a sense of personal responsibility for:

1. 1. establishing and achieving personal and career goals;
   2. adapting to change;
   3. leading a healthy and fulfilling life, both physically and mentally;
   4. living a life that will contribute to the well-being of society;
   5. becoming a self-directed learner;
   6. exercising socially accepted ethical behavior.

     5. Students will be given the opportunity to acquire human relations skills necessary to:

1. 1. appreciate, understand, and accept human diversity and interdependence;
   2. address human problems through team effort;
   3. resolve conflicts with and among others;
   4. function constructively within a family unit;
   5. promote a multicultural, gender-fair, disability-sensitive society.

V. RESPONSIBILITY