Homeschooling in Minnesota (MN): Requirements, Law & Standards

MN ·

None specified.

Minnesota regulates home instruction primarily under MN Stat. 120A.22 (compulsory instruction, required subjects, instructor qualifications, annual testing) and 120A.24 (reporting to the superintendent and recordkeeping). Parents must file an initial report by Oct 1 of the first homeschool year and an annual letter of intent each Oct 1 thereafter. The instructor must meet one of several qualification options (hold a MN teaching license, be supervised by a licensed teacher, teach in an accredited school, hold a baccalaureate degree, pass a teacher competency exam, OR be a parent of a child whose performance is assessed annually per subd. 11). Each non-accredited homeschooled student ages 7-16 must take a nationally norm-referenced standardized achievement test each year; the parent/instructor and superintendent must agree on the specific test, its administration, and location. A score at or below the 30th percentile triggers a requirement that the parent obtain additional evaluation to identify any learning problems. Accredited homeschools are exempt from the testing requirement. Minnesota's public-school academic standards and graduation/credit requirements do NOT apply to homeschools; the parent sets graduation standards and issues the diploma.

A parent/instructor must report to the local resident district superintendent by October 1 of the first school year the child receives home instruction after reaching age 7 (or within 15 days of withdrawing a child from public school after age 7, or within 15 days of moving into a district). The initial report (MN Stat. 120A.24, subd. 1) must include each child's name, birth date, and address; the name of each instructor; the annual standardized test intended to be used (if required); and evidence of compliance with curriculum/instructor requirements. By October 1 of each subsequent year, a letter of intent to continue providing instruction plus any changes to the required information must be filed.

Instructor must maintain documentation that the required subjects (120A.22 subd. 9) are being taught and proof that the required standardized tests (120A.22 subd. 11) have been administered, including class schedules, copies of instructional materials used, and descriptions of methods used to assess student achievement (MN Stat. 120A.24, subd. 2).

Basic communication skills including reading and writing
Literature
Fine arts
Mathematics
Science
Social studies including history, geography, economics, government and citizenship
Health
Physical education


Math	Minnesota K-12 Academic Standards in Mathematics (state-specific; NOT Common Core / CCSS-M)
ELA	2020 Minnesota K-12 Academic Standards in English Language Arts (state-specific; NOT CCSS-ELA)
Science	2019 Minnesota K-12 Academic Standards in Science (state-specific; based on the same 'A Framework for K-12 Science Education' as NGSS but NOT verbatim NGSS adoption)
Social Studies	Minnesota K-12 Academic Standards in Social Studies (state-specific; not a national framework - broader than the C3 Framework, includes an Ethnic Studies strand)

· Minnesota K-12 Academic Standards in Mathematics (state-specific; NOT Common Core / CCSS-M) · 81


K	0.1.1.1	Notice and describe patterns in data-rich situations.
K	0.2.3.1	Compare objects with a measurable attribute in common to see which has more of, less of, or the same as the attribute.
K	0.2.4.2	Identify and compare two- and three-dimensional shapes (squares, circles, triangles, rectangles, cubes, cones, cylinders, spheres).
K	0.3.5.3	Read, write, compare, order, and represent whole numbers from 0 to at least 31.
K	0.3.5.8	Fluently add and subtract within 5.
K	0.3.6.2	Recognize that the equal sign (=) is a comparison symbol of two math expressions of equal value.
K	0.3.7.1	Recognize, create, complete, and extend simple patterns using shape, color, size, number, sounds, and movements.
1	1.1.2.1	Describe outcomes of events as impossible, possible or certain.
1	1.2.3.3	Identify pennies, nickels and dimes; find the value of a group of these coins, up to one dollar.
1	1.2.4.2	Compose two-dimensional shapes to create a composite shape; decompose composite shapes.
1	1.3.5.2	Read, write, compare, order and represent whole numbers.
1	1.3.5.9	Add and subtract within 20, demonstrating fluency for certain sums and differences.
1	1.3.6.3	Determine the unknown whole number in an addition or subtraction equation.
1	1.3.7.2	Recognize patterns in counting; skip count by 2s, 5s and 10s.
2	2.1.1.4	Make predictions using patterns from data.
2	2.2.3.4	Represent whole numbers as lengths from 0 on a number line.
2	2.2.3.7	Identify pennies, nickels, dimes and quarters; find the value of a group of coins.
2	2.2.4.1	Classify two- and three-dimensional figures by their attributes.
2	2.3.5.4	Recognize and describe the place value of numbers in a three-digit number.
2	2.3.5.8	Fluently add and subtract within 20 using mental strategies.
2	2.3.6.2	Use number sentences involving addition, subtraction and unknowns to represent and solve situations.
2	2.3.7.2	Recognize patterns in counting; skip count by 2s, 5s, 10s and 100s.
3	3.1.1.5	Critically analyze data visualizations, including scaled picture graphs and bar graphs.
3	3.2.3.3	Calculate the perimeter of a polygon with given side lengths.
3	3.2.4.1	Create representations of regular and irregular polygons and describe their attributes.
3	3.3.5.12	Compare and order unit fractions using models and reasoning.
3	3.3.5.7	Multiply and divide within 144, using strategies and properties of operations.
3	3.3.5.9	Partition a whole into halves, thirds, fourths and other equal parts.
3	3.3.6.1	Use relational thinking to find a missing value in an equation.
3	3.3.7.1	Create, describe and apply single-operation input-output rules.
4	4.1.2.1	Classify probability events involving dice, coins, spinners as more, less or equally likely.
4	4.2.3.3	Measure angles with a protractor.
4	4.2.4.1	Draw points, lines, line segments, rays, angles and identify them in figures.
4	4.3.5.11	Explain why a fraction is equivalent to another fraction using visual models.
4	4.3.5.15	Compare and order decimal values to the hundredths.
4	4.3.5.5	Fluently multiply two numbers from 0 to 12.
4	4.3.6.1	Use relational thinking to find a missing value in an equation.
4	4.3.7.1	Develop an explicit rule that generalizes a visual or numeric pattern.
5	5.1.1.4	Critically analyze data visualizations using measures of center and spread.
5	5.2.3.5	Find the volume of a right rectangular prism with whole-number edge lengths.
5	5.2.4.1	Classify and describe prisms and pyramids by their attributes.
5	5.3.5.1	Multiply two multi-digit numbers using an efficient algorithm.
5	5.3.5.11	Fluently add and subtract fractions with unlike denominators.
5	5.3.7.1	Use a rule or table to represent ordered pairs of whole numbers and graph them.
5	5.3.7.4	Use ratio tables with whole numbers to solve problems.
6	6.1.1.1	Recognize a statistical question as one that anticipates variability in the data.
6	6.1.2.2	Determine the theoretical probability of an event.
6	6.2.3.2	Calculate the volume of prisms in various contexts.
6	6.2.4.1	Determine missing angle measures in a triangle using angle-sum relationships.
6	6.3.5.1	Use positive and negative numbers to describe quantities in real-world contexts.
6	6.3.5.8	Multiply and divide fractions and mixed numbers.
6	6.3.6.4	Solve one-step equations, including equations of the form x + p = q and px = q.
6	6.3.6.5	Identify and use ratios to compare quantities.
7	7.1.1.1	Formulate statistical investigative questions with data collection and analysis.
7	7.1.2.6	Find probabilities of compound events using organized lists, tables and tree diagrams.
7	7.2.3.2	Calculate the circumference and area of circles.
7	7.2.4.1	Graph and describe translations and reflections of figures on a coordinate plane.
7	7.3.5.1	Know that every rational number can be written as a terminating or repeating decimal.
7	7.3.6.4	Solve multi-step situations involving proportional relationships.
7	7.3.7.1	Represent proportional relationships with tables, graphs and equations.
8	8.1.1.2	Construct and interpret scatter plots for bivariate measurement data.
8	8.2.3.1	Informally justify the Pythagorean Theorem and its converse.
8	8.2.4.1	Use similar triangles to explain why the slope m is the same between any two points on a line.
8	8.3.5.1	Classify real numbers as rational or irrational.
8	8.3.5.5	Multiply and divide numbers expressed in scientific notation.
8	8.3.6.3	Solve multi-step equations in one variable.
8	8.3.7.3	Recognize that a function is a rule that assigns each input exactly one output.
8	8.3.7.7	Recognize that an arithmetic sequence is a linear function.
High School (9-11)	9.1.1.7	Use the mean and standard deviation of a data set to fit it to a normal distribution.
High School (9-11)	9.1.2.1	Select and apply counting procedures such as the multiplication and addition principles.
High School (9-11)	9.1.2.7	Calculate and make decisions based on expected value.
High School (9-11)	9.2.3.1	Apply the Pythagorean Theorem and distance formula to solve problems.
High School (9-11)	9.2.3.3	Use trigonometric ratios and the Pythagorean Theorem to solve right-triangle problems.
High School (9-11)	9.2.4.11	Show that two triangles are similar using the AA, SAS, and SSS criteria.
High School (9-11)	9.2.4.12	Make geometric constructions with a variety of tools and methods.
High School (9-11)	9.3.5.1	Add, subtract, multiply and divide numbers in various forms, including radicals and complex numbers.
High School (9-11)	9.3.6.5	Solve quadratic equations by appropriate methods.
High School (9-11)	9.3.6.8	Apply the properties of rational exponents and radicals.
High School (9-11)	9.3.7.10	Use the concept of a function as a connection between inputs and outputs to find function values and use function notation.
High School (9-11)	9.3.7.6	Find the domain and range of functions defined symbolically, graphically or in context.
High School (9-11)	9.3.7.7	Describe the graph of a function using key features.

· 2020 Minnesota K-12 Academic Standards in English Language Arts (state-specific; NOT CCSS-ELA) · 125


K	0.1.1.0	Demonstrate understanding of the basic features of print (left-to-right tracking, naming uppercase/lowercase letters, words separated by spaces).
K	0.1.1.1	Demonstrate understanding of spoken words, syllables and sounds/phonemes (rhyming, blending, segmenting, manipulating).
K	0.1.1.2	Know and apply grade-level phonics and word analysis skills in decoding words (CVC words, high-frequency words).
K	0.1.2.2	Choose and read texts that explore personal identity and interests, with prompting and support.
K	0.1.4.1	Ask and answer questions about key details in a text, with prompting and support.
K	0.1.5.1	Recognize orientation (front cover, back cover, title) of print text and navigation of digital text.
K	0.1.5.2	Recognize the difference between literary and informational text, through listening or reading.
K	0.1.6.1	Define the role of an author and illustrator in telling the story.
K	0.1.8.1	Recognize rhythm, alliteration and repeated lines in a story, poem or song read aloud.
K	0.2.1.0	Print many uppercase and lowercase letters.
K	0.2.2.1	Write routinely (may include drawing, dictating and writing), with support and guidance.
K	0.2.4.1	State a personal opinion for the purpose of sharing, verbally, visually or in written form, with support and guidance.
K	0.2.5.1	Make a statement about a topic and offer one or two details, verbally, visually or in written form, with support.
K	0.2.6.1	Tell a story about a personal experience or that of a character, verbally, visually or in written form.
K	0.2.7.1	Ask questions to participate in shared research and writing projects.
K	0.3.1.1	Exchange ideas in storytelling, discussion and collaboration, with intentional inclusion of voices of Dakota and Anishinaabe people and other perspectives.
K	0.3.2.1	Speak audibly and express thoughts, feelings and ideas clearly.
K	0.3.3.1	Create written, oral and digital content that communicates knowledge and ideas in a variety of presentation styles, with prompting and support.
1	1.1.1.0	Recognize the distinguishing features of a sentence in print (first word, capitalization, ending punctuation).
1	1.1.1.2	Know and apply grade-level phonics and word analysis skills (consonant digraphs/blends, regularly spelled one-syllable words, high-frequency words).
1	1.1.2.1	Read independently and monitor understanding of grade-level text; self-correct using decoding, context and connections.
1	1.1.2.1	Read independently and monitor understanding of grade-level text; self-correct using decoding, context and connections.
1	1.3.3.1	Create written, oral and digital content that communicates knowledge and ideas in a variety of presentation styles.
2	2.1.1.1	Demonstrate understanding of spoken words, syllables and sounds (blend/segment/manipulate sounds in five-phoneme words including consonant blends).
2	2.1.2.2	At grade 2 text complexity, select and proficiently read and comprehend texts that address academic tasks.
2	2.1.4.2	Identify the central idea, message, or moral of a text and one or two supporting details.
2	2.1.5.2	Identify informational text features (captions, bold print, subheadings, glossaries, indexes and hyperlinks).
2	2.1.6.1	Identify the author or story teller, including Dakota and Anishinaabe authors, and tell what is possible to know about their perspective and identity.
2	2.1.9.1	Collect information from two or more sources on a topic of personal interest or academic focus.
2	2.2.1.1	Use correct end punctuation, spelling of high-frequency words, and capitalization authentically in writing.
2	2.2.4.1	Write to state a personal opinion, provide several reasons, and include introductory and concluding statements.
2	2.2.6.1	Write to tell a story, introducing conflict to a character and setting.
2	2.2.8.1	Demonstrate basic understanding of and respect for the rights/obligations of using and sharing intellectual property and avoiding plagiarism.
2	2.3.2.1	Demonstrate basic understanding and use of descriptive language and features of spoken language (volume, intonation, phrasing, speed, pausing, stress, rhythm, gestures).
3	3.1.1.2	Know and apply grade-level phonics/word analysis skills (prefixes/suffixes, multi-syllabic words, irregularly spelled words).
3	3.1.2.2	At grade 3 text complexity, select and proficiently read and comprehend texts that address academic tasks.
3	3.1.4.2	Identify the central idea or argument in fables, folktales, and myths; explain how supported by key details and describe connections.
3	3.1.5.1	Use literary text features (nonliteral language, narrative point of view, verse, rhythm, meter) to understand stories, dramas and poems.
3	3.1.7.1	Identify an author's argument and support with details from the text.
3	3.1.8.2	Determine the meaning of general academic and domain-specific vocabulary and phrases in informational text.
3	3.2.1.1	Use correct punctuation (commas in series and apostrophes), spelling, capitalization and grammar authentically in writing.
3	3.2.4.1	Write to argue, providing and organizing evidence for supporting points and using linking words and phrases.
3	3.2.6.1	Write to tell a story, describing thoughts and feelings to develop characters as they interact with conflict.
3	3.2.8.1	Use and cite two or more sources on a topic, both quoting and summarizing sources, avoiding plagiarism.
3	3.3.1.2	Ask and answer questions to check understanding of content and viewpoints, as well as for clarification, in a discussion.
3	3.3.2.1	Use vocabulary for effect and attend to features of spoken language in social and academic situations (volume, intonation, phrasing, speed, pausing, stress, rhythm, gestures).
4	4.1.1.3	Read grade-level texts fluently with sufficient accuracy, rate and expression to support comprehension.
4	4.1.4.1	Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences; summarize the text.
4	4.1.6.3	Identify fact and fiction/opinion in a text and place on a continuum of fact to fiction (informational, memoir, historical fiction, fantasy).
4	4.1.8.2	Demonstrate understanding of word origins (morphology and etymology) in academic vocabulary.
4	4.1.9.2	Question and assess validity and credibility of information related to task and purpose (e.g., CRAAP test).
4	4.2.1.3	Demonstrate subject-verb and pronoun-antecedent agreement in simple, compound, and complex sentences authentically in writing.
4	4.2.5.1	Write to inform or explain, organizing/presenting ideas clearly using precise domain-specific vocabulary and varied text structures, with introduction and conclusion.
4	4.2.6.1	Write to create, developing literary elements (character, setting, conflict, resolution) with detail in a variety of literary forms.
4	4.2.7.2	Plan and conduct independent research using sources to build understanding of topic; evaluate perspective, credibility and relevance of information, avoiding plagiarism, and share findings.
4	4.3.3.1	Create written, oral and digital content communicating knowledge and ideas in an organized manner with relevant/credible facts and details.
5	5.1.1.2	Know and apply grade-level phonics/word analysis skills using letter-sound correspondences, syllabication patterns and word origin (French and Latin) to decode unfamiliar multi-syllabic words.
5	5.1.1.3	Read grade-level texts fluently with sufficient accuracy, rate and expression to support comprehension.
5	5.1.2.2	At grade 5 text complexity, select and proficiently read and comprehend texts that address academic tasks.
5	5.1.2.3	Locate, select and read texts representing various perspectives and identities, using various methods of searching (literary award lists, curated book lists, book reviews).
5	5.1.3.1	Choose and read texts addressing a purpose, representing perspectives and identities of historical and contemporary Dakota and Anishinaabe people.
6	6.3.3.2	Create and share, individually or in a collaborative group, an informative multi-media work or digital communication, demonstrating understanding of digital footprint.
6	6.3.3.2	LSVEI3: Create and share an informative multi-media work or digital communication, choosing tools to meet task/purpose/audience, demonstrating digital footprint understanding.
7	7.1.2.1	Read independently and self-monitor understanding of grade-level text; independently annotate learning, applying strategies when meaning breaks down.
7	7.1.4.1	Cite several pieces of textual evidence to support conclusions of what a text says explicitly as well as inferences; objectively summarize the text.
7	7.1.5.2	Analyze informational text structure (compare/contrast, cause/effect, problem/solution) and how major sections contribute to the whole and development of ideas.
7	7.1.6.2	Compare and contrast a fictional portrayal (including about Dakota and Anishinaabe people) of a time/place/character and a historical account of the same period.
7	7.1.7.1	Determine the argument and specific claims in a text, assessing whether the evidence is sufficient to support the claims.
7	7.1.8.1	Determine the meaning of words and phrases as used in a literary text, including figurative and connotative meanings.
7	7.2.1.1	Consistently write and edit work for correct punctuation, spelling, capitalization and grammar.
7	7.2.4.1	Write to argue, providing and organizing evidence of both an argument and a counter-argument, building on skills from previous years.
7	7.2.7.2	Plan and conduct independent research, synthesizing information from a variety of sources, and share findings in writing.
7	7.3.2.1	Use vocabulary, language, structure and features of spoken language to establish personal voice, style and tone, considering audience and context.
8	8.1.2.1	Read independently and self-monitor understanding of grade-level text; independently annotate learning, consulting resources for more information, with guidance and support.
8	8.1.4.1	Cite textual evidence that most strongly supports conclusions of what a text says explicitly and inferences, including analysis of dialogue/quotations; objectively summarize.
8	8.1.5.1	Evaluate the differing structures (including narrative point of view) of two or more literary texts with similar themes/topics and how structures contribute to meaning and style.
8	8.1.6.2	Analyze how a modern work of fiction draws on themes, patterns of events or character types from myths and traditional stories; describe how rendered new.
8	8.1.7.1	Evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant/irrelevant and sufficient.
8	8.1.9.2	Evaluate perspective, bias, credibility, relevancy and sufficiency of sources related to task and purpose (e.g., purpose/motive of author or source).
8	8.2.1.1	Consistently write and edit work for correct punctuation, spelling, capitalization and grammar.
8	8.2.2.2	Write to reflect how personal perspective and identity have developed in relation to social or cultural groups.
8	8.3.1.2	Ask questions that connect the ideas of several speakers and respond to questions/comments with relevant evidence, observations and ideas, demonstrating preparation.
8	8.3.3.2	Create and share, individually or in a collaborative group, a persuasive multi-media work or digital communication, demonstrating understanding of digital footprint.
9 (9-10 band)	9.1.2.1	Read independently and self-monitor understanding of grade-level text; independently annotate learning, consulting resources for more information.
9 (9-10 band)	9.1.2.2	At grade 9 text complexity, select and proficiently read and comprehend texts that address academic tasks.
9 (9-10 band)	9.1.4.1	Cite strong and thorough textual evidence to support conclusions and inferences, including connections to other texts; objectively summarize the text.
9 (9-10 band)	9.1.5.1	Evaluate the impact of author's use of literary elements on the structure of a text (narrator point of view, foreshadowing, pacing, flashbacks).
9 (9-10 band)	9.1.6.3	Delineate the argument and specific claims in a text; identify false statements and fallacious reasoning.
9 (9-10 band)	9.1.8.1	Analyze the impact of specific word choices, rhythm, meter or other style choices on meaning and tone in literary text (e.g., allusions to culture, time period, geography).
9 (9-10 band)	9.2.1.1	Write and edit work so that it follows the guidelines in a style manual appropriate for the discipline and purpose, with guidance.
9 (9-10 band)	9.2.2.2	Write to reflect how personal identities and the intersection of identities inform perspective.
9 (9-10 band)	9.2.3.1	Plan and draft multiple pieces and engage with readers to solicit feedback; incorporate feedback to develop/strengthen writing through revision, editing and publication.
9 (9-10 band)	9.2.4.1	Write to argue, basing argument and counter-argument with evidence on personally relevant and authentic issues, building on skills from previous years.
9 (9-10 band)	9.2.7.2	Plan and conduct independent research, synthesizing information from a wide variety of sources, demonstrating understanding of subject of investigation, and share findings.
9 (9-10 band)	9.3.2.1	Adapt speech, writing or communications to a variety of contexts, audiences and tasks, demonstrating command of formal English when indicated or appropriate.
9 (9-10 band)	9.3.3.1	Integrate multiple sources of information presented in diverse media or formats (visually, quantitatively, orally), evaluating the credibility and accuracy of each source.
10 (9-10 band)	10.1.2.1	Read independently and synthesize understanding from multiple texts in order to make meaning about a topic, with guidance and support, and annotate learning.
10 (9-10 band)	10.1.4.3	Analyze how events, ideas and complex characters develop over the course of a text and advance the plot in a literary text.
10 (9-10 band)	10.1.5.1	Evaluate the impact of the author's choices concerning order of events within a text (parallel, linear and nonlinear plots).
10 (9-10 band)	10.1.6.3	Delineate and evaluate the argument and specific claims in a text, assessing reasoning and evidence; identify false statements and fallacious reasoning.
10 (9-10 band)	10.1.9.2	Make critical choices about information sources to use based on perspective, biases, credibility and relevancy.
10 (9-10 band)	10.2.1.3	Write with command of grammar and mechanics to influence voice and style.
10 (9-10 band)	10.2.4.2	Write to persuade, demonstrating an understanding of the relevant and authentic issues connected to the position, building on skills from previous years.
10 (9-10 band)	10.2.6.1	Write to create, applying basic and advanced literary techniques and a variety of creative skills to various tasks and purposes in various literary forms.
10 (9-10 band)	10.3.1.1	Exchange ideas through storytelling, discussion and collaboration, both as facilitator and participant, intentionally considering Dakota and Anishinaabe and other perspectives.
10 (9-10 band)	10.3.3.2	Create, share and present a piece of digital work or communication, which may include ethical remixing/transformation of work; publish work, demonstrating digital footprint understanding.
11-12	11.1.2.1	Read independently and synthesize understanding from multiple texts in order to make meaning or deepen understanding of a topic, and annotate learning.
11-12	11.1.2.2	At grade 11-12 text complexity, select and proficiently read and comprehend texts that address academic tasks.
11-12	11.1.3.1	Choose and read texts addressing a purpose, representing perspectives and identities of Dakota and Anishinaabe people, to examine concepts, issues or histories.
11-12	11.1.4.1	Cite strong and thorough textual evidence to support conclusions/inferences, including determining where the text leaves matter uncertain; objectively summarize.
11-12	11.1.4.2	Determine two or more themes or central ideas of a text and synthesize their development, including how they interact and build on one another for a complex synthesis.
11-12	11.1.5.1	Evaluate the impacts on meaning and appeal of the author's choices concerning structuring the text, including how parts interact and contribute to the whole.
11-12	11.1.9.2	Make critical choices about information sources and create an annotated bibliography, using summary or critical annotations.
11-12	11.2.1.1	Write and edit work so that it follows the guidelines in a style manual appropriate for the discipline and purpose.
11-12	11.2.2.2	Write to reflect how personal perspective, identity and voice have developed and changed over time in relation to the global community.
11-12	11.2.3.1	Generate and carry out a publishing plan to share written work with a wider audience; plan, draft, revise and edit work, considering the publishing plan.
11-12	11.2.4.1	Write to argue, supporting both argument and counter-argument with evidence and making strong, logical appeals, building on skills from previous years.
11-12	11.2.5.1	Write to inform or explain, comparing/integrating/evaluating factual information to convey complex ideas accurately, choosing the best text structure for the audience.
11-12	11.2.6.1	Write to create, engaging and orienting the reader, establishing context and narrative point of view, applying basic and advanced literary techniques (e.g., personal/autobiographical essays).
11-12	11.2.7.2	Plan and conduct independent research from a wide variety of sources including academic journals and peer-reviewed sources, and share findings in writing.
11-12	11.2.8.1	Use and cite a wide variety of print and digital sources, quoting, paraphrasing and summarizing, avoiding plagiarism and following a style manual appropriate for the discipline.
11-12	11.3.1.1	Exchange ideas through storytelling, discussion and collaboration, both as facilitator and participant, intentionally considering Dakota and Anishinaabe and other perspectives.
11-12	11.3.2.1	Make effective choices regarding vocabulary, language, structure and advanced application of features of spoken language in a variety of forms, including digital and face-to-face.
11-12	11.3.3.1	Select and deliver the most applicable style of presentation to communicate knowledge and ideas appropriate to task, purpose, audience and discipline.
11-12	11.3.3.2	Create and present a piece of digital work or communication, which may include ethical remixing/transformation of work, for a specific/current/relevant purpose; publish work.

· 2019 Minnesota K-12 Academic Standards in Science (state-specific; based on the same 'A Framework for K-12 Science Education' as NGSS but NOT verbatim NGSS adoption) · 138


K	0E.1.1.1.1	Ask questions to obtain information from weather forecasts to prepare for and respond to severe weather.
K	0E.1.1.1.2	Ask questions about how a person may reduce human impact on the local environment.
K	0E.2.1.1.2	Make daily and seasonal observations of local weather conditions.
K	0L.1.2.1.2	Make observations of plants and animals to compare the diversity of life in different habitats.
K	0L.2.1.1.3	Record and use observations to describe patterns of what plants and animals need to survive.
K	0L.3.1.1.1	Develop a simple model to represent the relationship between organisms and their environment.
K	0P.1.2.1.1	Collect and organize observational data to determine the effect of sunlight on Earth's surface.
K	0P.2.1.1.1	Sort objects in terms of natural/human-made and other properties.
K	0P.2.2.1.1	Identify and describe patterns that emerge from data about objects.
K	0P.3.2.2.1	Design and build a structure to reduce the warming effect of sunlight on an area.
K	0P.4.1.1.1	Construct an argument supported by evidence for how plants and animals change their environment.
K	0P.4.2.1.1	Communicate design ideas for a structure that meets a need.
1	1E.2.2.1.1	Use quantitative data to identify and describe patterns of the sun, moon and stars.
1	1E.4.1.1.1	Construct an argument based on observational evidence about seasonal patterns of sunlight.
1	1E.4.1.2.1	Construct an argument with evidence to evaluate patterns of the natural world.
1	1E.4.2.1.1	Communicate solutions that will reduce the impact of humans on the environment.
1	1L.1.1.1.1	Ask questions based on observations about the similarities and differences between young plants/animals and their parents.
1	1L.3.1.1.1	Develop a simple model based on evidence to represent how plants/animals use external parts to survive.
1	1L.3.2.2.2	Plan and design a solution to a human problem by mimicking how plants/animals use parts to survive.
1	1P.1.2.1.1	Plan and conduct investigations to provide evidence that vibrating materials can make sound and sound can make materials vibrate.
1	1P.2.1.1.1	Identify and describe patterns obtained from observations of objects in light and darkness.
1	1P.3.2.2.1	Design and build a device that uses light or sound to solve a communication problem.
1	1P.4.2.2.1	Communicate solutions that use materials to solve a problem.
2	2E.2.1.1.1	Represent data to describe typical weather conditions expected during a season.
2	2E.2.1.1.2	Analyze data from tests of objects designed to slow or prevent land/water change.
2	2E.4.2.1.1	Obtain and use information from multiple sources about Earth's surface materials.
2	2L.3.2.2.1	Engineer a device that mimics the structures and functions of a plant or animal.
2	2L.4.1.1.1	Construct an argument with evidence that some changes to land/water are slow and some are fast.
2	2P.1.1.1.1	Ask questions about an object's motion based on observation that can be answered by an investigation.
2	2P.1.2.1.1	Plan and conduct an investigation to describe how an object's motion changes.
2	2P.2.2.1.1	Identify and predict quantitative patterns of the motion of objects.
2	2P.3.1.1.1	Develop a simple diagram or physical model to describe properties of materials.
2	2P.4.2.2.1	Obtain information and communicate how objects can be built from a small set of pieces.
3	3E.2.1.1.1	Record observations of the sun, moon and stars to describe patterns.
3	3E.2.2.1.1	Organize and electronically present collected data on typical weather conditions.
3	3E.4.2.2.1	Gather information and communicate how weather hazard impacts can be reduced.
3	3L.1.2.1.2	Plan and conduct an investigation to determine the effects of environment on organisms.
3	3L.3.1.1.2	Develop multiple models to describe how organisms have unique and diverse life cycles.
3	3L.3.2.1.1	Construct an explanation using evidence for how variations in traits provide advantages.
3	3L.4.1.1.1	Construct an argument about strategies animals use in groups to survive.
3	3L.4.2.1.1	Obtain information from various types of media to describe environments organisms live in.
3	3P.1.1.1.1	Ask questions based on observations about why objects in darkness can be seen only when illuminated.
3	3P.3.1.1.1	Develop a model to describe that light reflecting off objects allows them to be seen.
4	4E.1.1.1.2	Ask questions about how water moves through the environment.
4	4E.1.2.1.1	Make observations and measurements to provide evidence of the effects of weathering/erosion.
4	4E.1.2.1.2	Plan and carry out fair tests in which variables are controlled.
4	4E.2.2.1.1	Interpret charts, maps and/or graphs of the patterns of Earth's features.
4	4E.3.1.1.1	Develop a model based in part on student-generated evidence of patterns of Earth's features.
4	4E.3.2.2.1	Generate and compare multiple solutions to reduce natural hazard impacts.
4	4E.4.2.1.1	Read and comprehend grade-appropriate complex texts about Earth's processes.
4	4E.4.2.2.1	Obtain and combine multiple sources of information about energy resources.
4	4L.4.1.1.1	Construct or support an argument that traits can be influenced by the environment.
4	4L.4.2.1.2	Obtain information from various media sources about how animals receive/respond to information.
4	4P.1.1.1.1	Ask questions to determine cause and effect relationships of electric/magnetic interactions.
4	4P.1.1.2.1	Define a simple design problem that can be solved by applying ideas about magnets.
5	5E.2.2.1.2	Use data to describe patterns in the daily changes in shadows, day/night and seasons.
5	5E.4.1.1.1	Use evidence to support an argument that the gravitational force exerted by Earth is directed down.
5	5L.1.2.1.3	Plan and conduct an investigation to obtain evidence that plants get the materials they need for growth from air and water.
5	5L.3.1.1.3	Create an electronic visualization of the movement of matter among organisms and the environment.
5	5L.4.1.2.1	Evaluate the merit of a solution to a problem caused by changing an ecosystem.
5	5P.1.1.1.1	Ask investigatable questions and predict reasonable outcomes about changes in energy.
5	5P.1.2.1.1	Conduct an investigation to determine whether the mixing of two substances results in a new substance.
5	5P.1.2.1.2	Evaluate appropriate methods and tools to identify materials based on properties.
5	5P.2.1.1.1	Analyze and interpret data to show that energy can be transferred between objects.
5	5P.2.2.1.1	Measure and graph quantities to provide evidence about the conservation of matter.
5	5P.3.1.1.2	Use models to describe that energy in animals' food was once energy from the sun.
5	5P.3.2.1.1	Construct an explanation based on evidence about properties of matter.
6	6E.1.1.1.1	Ask questions that arise from observations of patterns in the movement of night sky objects.
6	6E.1.1.1.3	Ask questions to clarify evidence of the factors that cause climate variability.
6	6E.1.2.1.1	Collect data and use digital data analysis tools to investigate Earth's systems.
6	6E.2.1.1.1	Analyze and interpret data to determine scale properties of objects in the solar system.
6	6E.2.1.1.3	Analyze and interpret data on natural hazards to forecast future events.
6	6E.3.1.1.1	Develop and use scale models of solar system objects.
6	6E.3.2.1.1	Construct a scientific explanation based on evidence for Earth's geoscience processes.
6	6E.3.2.1.3	Apply scientific principles to design a method for monitoring/minimizing human impact.
6	6E.4.1.1.1	Construct an argument supported by evidence for how increases in human population affect Earth's systems.
6	6E.4.2.2.1	Communicate how a series of models represent the cycling of water through Earth's systems.
7	7L.1.1.1.1	Ask questions about the processes and outcomes of various methods of communication between cells.
7	7L.1.2.1.1	Conduct an investigation to provide evidence that living things are made of cells.
7	7L.2.1.1.2	Analyze and interpret data for patterns in the fossil record.
7	7L.2.2.1.1	Use an algorithm to explain how natural selection may lead to changes in populations.
7	7L.3.1.1.1	Develop and use a model to describe the function of a cell as part of the whole organism.
7	7L.3.1.1.3	Develop and use a model to describe the cycling of matter and flow of energy among organisms.
7	7L.3.1.1.4	Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information.
7	7L.3.2.1.1	Construct an explanation based on evidence for how organisms obtain and use matter and energy.
7	7L.3.2.1.3	Apply scientific ideas to construct an explanation for anatomical similarities/differences among organisms.
7	7L.4.1.1.1	Support or refute an explanation by arguing from evidence about cell function.
7	7L.4.1.2.1	Construct an argument supported by empirical evidence about resource availability in ecosystems.
7	7L.4.2.2.1	Gather multiple sources of information and communicate about biodiversity/ecosystem services.
8	8P.1.1.1.1	Ask questions about locations of common elements on the periodic table to note patterns.
8	8P.1.1.1.2	Ask questions about data to determine the factors that affect the strength of forces.
8	8P.1.2.1.1	Plan and conduct an investigation of changes in properties when substances interact.
8	8P.1.2.1.4	Plan and conduct an investigation to determine the relationship between energy transfer and temperature.
8	8P.2.1.1.1	Analyze and interpret data on the properties of substances before and after they interact.
8	8P.2.2.1.1	Use mathematical representations to describe a simple model of waves.
8	8P.2.2.1.2	Create a computer program to illustrate the relationship between kinetic energy, mass and speed.
8	8P.3.1.1.1	Develop models to describe the atomic composition of simple molecules and extended structures.
8	8P.3.1.1.3	Develop and revise a model to describe that when energy is transferred matter changes.
8	8P.3.2.2.1	Construct, test and modify a device that releases or absorbs thermal energy by chemical processes.
8	8P.3.2.2.2	Design a solution to a problem involving the motion of two colliding objects.
8	8P.4.1.1.1	Construct and present arguments using evidence about Newton's third law of motion.
8	8P.4.2.1.2	Integrate qualitative scientific and technical information about wave technologies.
HS Chemistry	9C.1.1.1.1	Ask questions about the impact of greenhouse gases on Earth's climate by analyzing their molecular structure and energy absorption.
HS Chemistry	9C.1.2.1.1	Plan and conduct an investigation to gather evidence about chemical reactions.
HS Chemistry	9C.1.2.1.2	Plan and conduct an investigation of acid-base reactions.
HS Chemistry	9C.2.1.1.1	Analyze patterns in air or water quality data to support a claim.
HS Chemistry	9C.2.2.1.2	Use mathematical representations to support the claim that atoms are conserved in chemical reactions.
HS Chemistry	9C.3.1.1.1	Use the periodic table as a model to predict the relative properties of elements.
HS Chemistry	9C.3.2.1.1	Construct and revise an explanation for the outcome of a simple chemical reaction.
HS Chemistry	9C.3.2.2.1	Evaluate the design and function of products and processes that minimize environmental impact.
HS Chemistry	9C.4.2.1.1	Communicate scientific and technical information about chemical processes.
HS Chemistry	9C.4.2.2.1	Communicate and evaluate claims by various sources about chemical phenomena.
HS Earth and Space Science	9E.1.1.1.1	Ask questions to clarify how seismic energy traveling through Earth's interior provides evidence for Earth's internal structure.
HS Earth and Space Science	9E.1.2.1.1	Plan and conduct an investigation of the properties of Earth materials.
HS Earth and Space Science	9E.2.1.1.1	Analyze data to make a valid scientific claim about Earth's systems.
HS Earth and Space Science	9E.2.2.1.1	Use mathematical and computational representations to model Earth's systems.
HS Earth and Space Science	9E.3.1.1.1	Develop and use a model based on evidence of Earth's interior processes.
HS Earth and Space Science	9E.3.2.1.1	Construct an explanation that links astronomical evidence to Earth/solar-system formation.
HS Earth and Space Science	9E.4.1.1.1	Evaluate the evidence of past and current changes in Earth's systems.
HS Earth and Space Science	9E.4.2.2.1	Apply place-based evidence, including Indigenous knowledge, about Earth's resources/hazards.
HS Life Science	9L.1.1.1.1	Ask questions to clarify the role of DNA and chromosomes in coding instructions for traits passed from parents to offspring.
HS Life Science	9L.1.2.1.1	Plan and conduct an investigation to provide evidence about cellular structures/processes.
HS Life Science	9L.2.1.1.1	Apply concepts of probability to explain and predict the variation/distribution of traits.
HS Life Science	9L.3.1.1.1	Develop and use a model to illustrate the levels of organization in living systems.
HS Life Science	9L.3.1.1.3	Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
HS Life Science	9L.3.2.1.1	Construct an explanation based on evidence for how organisms maintain homeostasis.
HS Life Science	9L.3.2.1.4	Construct an explanation based on evidence that natural selection leads to adaptation of populations.
HS Life Science	9L.4.1.1.1	Evaluate evidence for the role of group behavior on individual and species' chances to survive/reproduce.
HS Life Science	9L.4.1.1.2	Make and defend a claim based on evidence that inheritable genetic variations may result from mutations/recombination.
HS Life Science	9L.4.2.1.1	Communicate scientific information that common ancestry and biological evolution are supported by evidence.
HS Physics	9P.1.1.1.1	Evaluate questions about the advantages and disadvantages of using digital transmission and storage of information.
HS Physics	9P.1.2.1.1	Plan and conduct an investigation to provide evidence about forces and motion.
HS Physics	9P.2.1.1.1	Analyze data to support the claim that Newton's second law describes the relationship among force, mass and acceleration.
HS Physics	9P.2.2.1.2	Apply mathematical representations of Newton's law of gravitation and Coulomb's law.
HS Physics	9P.3.1.1.1	Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as motions and interactions.
HS Physics	9P.3.2.2.1	Develop a computer simulation to demonstrate energy transfer/conservation.
HS Physics	9P.4.1.1.1	Evaluate the claims, evidence and reasoning behind wave/electromagnetic phenomena.
HS Physics	9P.4.2.1.1	Evaluate the validity and reliability of claims in published materials about physics phenomena.

· Minnesota K-12 Academic Standards in Social Studies (state-specific; not a national framework - broader than the C3 Framework, includes an Ethnic Studies strand) · 96


K	K.1.1.1	Demonstrate civic skills in a classroom that reflect an understanding of civic values by identifying a classroom goal and ways students work together to address a need or goal.
K	K.1.3.1	Consider and describe ways group members show they belong to the group.
K	K.1.4.1	Identify examples of rules in the school and neighborhood community and explain why they exist; describe incentives for following rules and consequences for breaking them.
K	K.2.12.1	Explain why people agree to trade.
K	K.2.7.1	Use cost-benefit analysis as a group to solve a problem.
K	K.2.9.1	Distinguish between individual needs (conditions necessary to survive) and individual wants (conditions desired to be happy).
K	K.3.13.1	Explain or show routes between locations using both fixed and dynamic maps from local to global scales.
K	K.3.14.1	Identify physical and human characteristics and find examples in the local community and within stories.
K	K.4.19.1	Ask historical questions about a past event in an individual's family, school or local community.
K	K.4.20.1	Describe how people learn about the past by identifying different types of historical sources and asking what can be learned from those sources.
K	K.5.23.1	Create a personal representation of themselves, including family and/or ancestors; discuss the choices made, describing strengths and assets.
K	K.5.24.1	Retell a story about an unfair experience that conveys a power imbalance and share what can be learned from it.
K	K.5.25.1	Describe the importance of first peoples'/Indigenous peoples' relationships to land, water and the nonhuman world.
1	1.1.1.1	Participate in the civic life of the community by demonstrating civic skills that reflect an understanding of civic values.
1	1.1.4.1	Identify a symbol, song, pledge or tradition that is important to patriotism.
1	1.1.6.1	Identify a Tribal Nation in Minnesota and list what unites the members as a nation.
1	1.2.11.1	Define scarcity as not having enough of something to satisfy wants.
1	1.3.14.1	Create sketch maps and describe the location of items and places using positional words or addresses; ask spatial questions about the map.
1	1.4.20.1	Identify a historical source about a particular time in the past and identify who created the source.
1	1.4.21.1	Create a timeline to identify a sequence of events in a student's life or community.
1	1.5.24.1	Identify examples of how people care for each other as they resist unfairness.
2	2.1.1.1	Demonstrate voting skills by participating in a vote and identifying the rules that keep the voting process fair.
2	2.1.3.1	Describe how voting and elections exemplify democratic principles such as equality, freedom and majority rule.
2	2.2.9.1	Provide an example of an opportunity cost, which is the next best alternative given up when a choice is made.
2	2.3.13.1	Use maps to locate places; describe locations on these maps.
2	2.4.18.1	Ask historical questions about context, change and continuity in the local community over time.
2	2.5.23.1	Analyze ways social identities are constructed and apply these understandings to one's own identities and other groups.
2	2.5.25.1	Use ethnic and Indigenous studies methods to understand contemporary systems and apply lessons from the past.
3	3.1.4.1	Describe how governmental institutions and political processes operate at local, state and federal levels.
3	3.1.6.1	Identify the unique political status and governing structures of sovereign Tribal Nations.
3	3.2.10.1	Explain how resources are used and how goods and services are distributed within an economic system.
3	3.3.13.1	Apply geographic tools and inquiry to solve spatial problems in the ancient world.
3	3.4.18.1	Ask historical questions about context, change and continuity in ancient civilizations.
3	3.4.21.1	Integrate evidence from multiple historical sources into a reasoned argument about the ancient past.
3	3.5.24.1	Describe how individuals and communities have resisted systemic exercises of power.
4	4.1.1.1	Apply civic skills for the purpose of informed and engaged civic participation in the contemporary world.
4	4.2.7.1	Use economic models and reasoning to construct an argument related to an economic question.
4	4.3.13.1	Apply geographic tools, including geospatial technologies, and inquiry to solve spatial problems about the contemporary world.
4	4.3.16.1	Evaluate the relationship between humans and the environment, including climate change.
4	4.4.18.1	Ask historical questions to identify and analyze dominant and non-dominant narratives about the past.
4	4.5.23.1	Analyze the ways power and language construct social identities of race, religion, ethnicity and gender.
5	5.1.2.1	Identify a democratic principle in the Declaration of Independence and the preamble to the U.S. Constitution and describe how it impacts government, society or communities.
5	5.1.3.1	Explain specific protections that the Bill of Rights provides to individuals and the importance of these amendments to ratification of the U.S. Constitution.
5	5.1.4.1	Describe how the U.S. Constitution establishes the three branches of government and limits power through federalism, separation of powers, and checks and balances.
5	5.1.6.1	Describe a U.S. Federal Indian policy and explain how it impacts tribal nation self-determination and agency.
5	5.2.10.1	Calculate profit as the difference between revenue (from selling goods and services) and cost (payments for resources used).
5	5.2.9.1	Apply a decision-making process to identify alternative options, the decision made, and the opportunity cost in a historical setting.
5	5.3.13.1	Create and interpret both fixed and dynamic maps representing early America from different perspectives and times.
5	5.3.14.1	Explain how physical and human characteristics and power structures are used to create regions on the land.
5	5.4.18.1	Ask historical questions about context, change and continuity in early American history.
5	5.5.23.1	Analyze how power and language construct social identities in early American contexts.
6	6.1.1.1	Apply civic skills for informed and engaged civic participation in the context of Minnesota studies.
6	6.1.6.1	Evaluate the unique political status, trust relationships and governing structures of sovereign Tribal Nations in Minnesota.
6	6.2.10.1	Explain and evaluate how resources are used and goods and services are distributed within Minnesota's economy.
6	6.3.13.1	Apply geographic tools and inquiry to solve spatial problems related to Minnesota.
6	6.3.14.1	Describe places and regions of Minnesota, explaining how they are influenced by power structures.
6	6.4.18.1	Ask historical questions about context, change and continuity in Minnesota history, analyzing dominant and non-dominant narratives.
6	6.4.21.1	Integrate evidence from multiple historical sources into a reasoned argument about Minnesota's past.
6	6.5.23.1	Analyze how power and language construct social identities, centering marginalized stories in Minnesota.
7	7.1.1.1	Apply civic skills for informed and engaged civic participation in the context of United States studies.
7	7.1.4.1	Explain and evaluate processes, rules and laws of United States governmental institutions at local, state and federal levels.
7	7.2.8.1	Analyze how scarcity forces individuals, communities and governments to make choices and incur opportunity costs.
7	7.3.13.1	Apply geographic tools, including geospatial technologies, and inquiry to solve spatial problems in U.S. studies.
7	7.4.18.1	Ask historical questions about context, change and continuity in United States history.
7	7.4.21.1	Integrate evidence from multiple sources into a reasoned argument about the United States past.
7	7.5.23.1	Analyze how power and language construct the social identities of race, ethnicity and gender in U.S. history.
8	8.1.1.1	Apply civic skills for informed and engaged civic participation in the context of global studies.
8	8.2.12.1	Explain why people trade and analyze the costs and benefits of international trade and globalization.
8	8.3.13.1	Apply geographic tools and inquiry to solve spatial problems on a global scale.
8	8.3.16.1	Evaluate the relationship between humans and the global environment, including climate change.
8	8.4.18.1	Ask historical questions about context, change and continuity in global history, analyzing dominant and non-dominant narratives.
8	8.5.23.1	Analyze how power and language construct social identities of groups globally and apply to one's own identities.
8	8.5.24.1	Describe how individuals and communities have fought for freedom and liberation against systemic exercises of power globally.
9-12	9.1.1.1	Demonstrate civic skills that enable people to be informed on current issues in order to monitor and influence state, local, tribal, national or international affairs.
9-12	9.1.2.2	Explain the significance of democratic values and principles to the U.S. constitutional government.
9-12	9.1.3.5	Compare rights in the U.S. Constitution and the Bill of Rights with rights protected at the state level.
9-12	9.1.4.5	Analyze the purposes, organization, functions and processes of the judicial branch as enumerated in Article 3 of the U.S. Constitution.
9-12	9.1.4.9	Compare and contrast the budgets of the United States and Minnesota governments, describing major sources of revenue and categories of spending.
9-12	9.1.5.3	Examine a public policy issue by defining the problem, weighing consequences of alternatives, selecting a course of action, and designing a plan to implement it.
9-12	9.2.10.2	Graph market demand and explain that market demand depends on the number of buyers; analyze the effect of factors that shift demand.
9-12	9.2.10.5	Explain how shifts in the demand and supply of a good lead to changes in prices and quantities in a market.
9-12	9.2.7.1	Use economic analysis to explore an economic question.
9-12	9.2.8.1	Describe the opportunity cost of a choice and analyze intended and unintended consequences.
9-12	9.2.8.3	Compare and contrast the characteristics of traditional, command and market economic systems; demonstrate how most economies are mixed.
9-12	9.2.9.1	Analyze how individual or household income is determined by a variety of factors.
9-12	9.2.9.4	Evaluate the benefits and costs of credit and explain how credit affects one's ability to borrow, rent, and get a job.
9-12	9.3.13.1	Apply geographic tools, including geospatial technologies, and geographic inquiry to solve spatial problems.
9-12	9.3.16.1	Evaluate the relationship between humans and the environment, including climate change, at multiple scales.
9-12	9.4.18.1	Ask historical questions about context, change and continuity in world history; analyze dominant and non-dominant narratives about the past.
9-12	9.4.19.1	Identify diverse points of view and describe how one's frame of reference influences historical perspective in U.S. history.
9-12	9.4.20.1	Investigate a variety of historical sources by analyzing primary and secondary sources and identifying perspectives absent from the available sources.
9-12	9.4.21.1	Integrate evidence from multiple historical sources and interpretations into a reasoned argument or compelling narrative about the past.
9-12	9.4.22.1	Use historical methods and sources to identify and analyze the roots of a contemporary issue and design a plan to address it.
9-12	9.5.23.1	Analyze the ways power and language construct the social identities of race, religion, geography, ethnicity and gender.
9-12	9.5.24.1	Describe how individuals and communities have fought for freedom and liberation against systemic and coordinated exercises of power locally and globally.
9-12	9.5.25.1	Use ethnic and Indigenous studies methods and sources to understand the roots of contemporary systems of oppression and apply lessons from the past.

Is homeschooling legal in Minnesota?

Yes. Minnesota regulates home instruction primarily under MN Stat.

Do I have to notify anyone to homeschool in Minnesota?

Is standardized testing required for homeschoolers in Minnesota?

Yes. Instructor must maintain documentation that the required subjects (120A.22 subd. 9) are being taught and proof that the required standardized tests (120A.22 subd. 11) have been administered, including class schedules, copies of instructional materials used, and descriptions of methods used to assess student achievement (MN Stat. 120A.24, subd. 2).

What subjects are required for homeschooling in Minnesota?

Minnesota requires instruction in: Basic communication skills including reading and writing; Literature; Fine arts; Mathematics; Science; Social studies including history, geography, economics, government and citizenship; Health; Physical education.

Does Minnesota have its own learning standards?

Math: Minnesota K-12 Academic Standards in Mathematics (state-specific; NOT Common Core / CCSS-M). ELA: 2020 Minnesota K-12 Academic Standards in English Language Arts (state-specific; NOT CCSS-ELA). Science: 2019 Minnesota K-12 Academic Standards in Science (state-specific; based on the same 'A Framework for K-12 Science Education' as NGSS but NOT verbatim NGSS adoption). Social studies: Minnesota K-12 Academic Standards in Social Studies (state-specific; not a national framework - broader than the C3 Framework, includes an Ethnic Studies strand).

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