HF 3580

as introduced - 84th Legislature (2005 - 2006) Posted on 12/15/2009 12:00am

A bill for an act
relating to education; providing for financing of prekindergarten through grade
12 education; raising academic achievement; establishing an alternative teacher
training program for qualified professionals; expanding alternative teacher
compensation program; expanding early childhood Part C services; providing
intensive English instruction for adult refugees; providing for Chinese language
programs; providing for a district and high school redesign pilot project;
authorizing Waseca to levy for health and safety revenue; appropriating money;
amending Minnesota Statutes 2004, sections 122A.18, subdivision 2; 124D.11,
subdivision 9; 125A.27, subdivisions 3, 7, 8, 15, 18; 127A.41, subdivision 2;
Minnesota Statutes 2005 Supplement, sections 121A.19; 122A.415, subdivisions
1, 3; 125A.11, subdivision 1; 125A.79, subdivision 1; 126C.10, subdivisions 31,
34; Laws 2005, First Special Session chapter 5, article 1, section 47; proposing
coding for new law in Minnesota Statutes, chapters 120B; 122A; repealing
Minnesota Statutes 2004, section 122A.24.

BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:

Section 1.

new text begin [120B.132] RAISED ACADEMIC ACHIEVEMENT; ADVANCED
PLACEMENT AND INTERNATIONAL BACCALAUREATE PROGRAMS.
new text end

new text begin Subdivision 1. new text end

new text begin Establishment; eligibility. new text end

new text begin A program is established to raise K-12
academic achievement through increased student participation in advanced placement
and international baccalaureate programs, consistent with section 120B.13. Schools and
charter schools eligible to participate under this section must:
new text end

new text begin (1) be authorized by the international baccalaureate organization to teach the
international baccalaureate curriculum; or
new text end

new text begin (2) be a site approved by the college board to offer advanced placement courses
and exams or must participate in the college board-sponsored preadvanced placement
initiative; and
new text end

new text begin (3) propose to further raise students' academic achievement by:
new text end

new text begin (i) increasing the availability of and all students' access to advanced placement or
international baccalaureate courses or programs;
new text end

new text begin (ii) expanding the breadth of advanced placement or international baccalaureate
courses or programs that are available to students;
new text end

new text begin (iii) increasing the number and the diversity of the students who participate in
advanced placement or international baccalaureate courses or programs and succeed;
new text end

new text begin (iv) providing low-income and other disadvantaged students with increased access
to advanced placement or international baccalaureate courses or programs; or
new text end

new text begin (v) increasing the number of high school students, including low-income and other
disadvantaged students, who receive college credit by successfully completing advanced
placement or international baccalaureate courses or programs and achieving satisfactory
scores on related exams.
new text end

new text begin Subd. 2. new text end

new text begin Application and review process; funding priority. new text end

new text begin (a) Charter schools
and school districts in which eligible schools under subdivision 1 are located may apply to
the commissioner, in the form and manner the commissioner determines, for competitive
funding to further raise students' academic achievement. The application must detail the
specific efforts the applicant intends to undertake in further raising students' academic
achievement consistent with subdivision 1, and a proposed budget detailing the district or
charter school's current and proposed expenditures for advanced placement, preadvanced
placement, and international baccalaureate courses and programs. The proposed
budget must demonstrate that the applicant's efforts will supplement but not supplant
any expenditures for advanced placement, preadvanced placement, and international
baccalaureate courses and programs the applicant currently makes available to students.
Expenditures for administration must not exceed five percent of the proposed budget. The
commissioner may require an applicant to provide additional information.
new text end

new text begin (b) When reviewing applications, the commissioner must determine whether
the applicant satisfied all the requirements in this subdivision and subdivision 1.
The commissioner may give funding priority to an otherwise qualified applicant that
demonstrates:
new text end

new text begin (1) a focus on developing or expanding advanced placement or international
baccalaureate courses or programs or increasing students' participation in, access to, or
success with the courses or programs, including the participation, access, or success of
low-income and other disadvantaged students;
new text end

new text begin (2) a compelling need for access to advanced placement or international
baccalaureate courses or programs;
new text end

new text begin (3) an effective ability to actively involve local business and community
organizations in student activities that are integral to advanced placement or international
baccalaureate courses or programs;
new text end

new text begin (4) access to additional public or nonpublic funds or in-kind contributions that are
available for advanced placement or international baccalaureate courses or programs; or
new text end

new text begin (5) an intent to implement activities that target low-income and other disadvantaged
students.
new text end

new text begin Subd. 3. new text end

new text begin Funding; permissible funding uses. new text end

new text begin (a) The commissioner shall award
grants to applicant school districts and charter schools that meet the requirements of
subdivisions 1 and 2. The commissioner must award grants on an equitable geographical
basis to the extent feasible and consistent with this section. Grant awards must not exceed
the lesser of: (1) $85 times the number of pupils enrolled at the participating sites on
October 1 of the previous fiscal year, or (2) the approved supplemental expenditures
based on the budget submitted under subdivision 2. For charter schools in their first
year of operation, the maximum grant award must be calculated using the number of
pupils enrolled on October 1 of the current fiscal year. The commissioner may adjust
the maximum grant award computed using prior year data for changes in enrollment
attributable to school closings, school openings, grade level reconfigurations, or school
district reorganizations between the prior fiscal year and the current fiscal year.
new text end

new text begin (b) School districts and charter schools that submit an application and receive
funding under this section must use the funding, consistent with the application, to:
new text end

new text begin (1) provide teacher training and instruction to more effectively serve students,
including low-income and other disadvantaged students, who participate in advanced
placement or international baccalaureate courses or programs;
new text end

new text begin (2) further develop advanced placement or international baccalaureate courses or
programs;
new text end

new text begin (3) improve the transition between grade levels to better prepare students, including
low-income and other disadvantaged students, for succeeding in advanced placement or
international baccalaureate courses or programs;
new text end

new text begin (4) purchase books and supplies;
new text end

new text begin (5) pay course or program application fees;
new text end

new text begin (6) increase students??a??a?? participation in and success with advanced placement or
international baccalaureate courses or programs;
new text end

new text begin (7) expand students' access to advanced placement or international baccalaureate
courses or programs through online learning;
new text end

new text begin (8) hire appropriately licensed personnel to teach additional advanced placement or
international baccalaureate courses or programs; or
new text end

new text begin (9) engage in other activity directly related to expanding students' access to,
participation in, and success with advanced placement or international baccalaureate
courses or programs, including low-income and other disadvantaged students.
new text end

new text begin Subd. 4. new text end

new text begin Annual reports. new text end

new text begin (a) Each school district and charter school that receives
a grant under this section annually must collect demographic and other student data to
demonstrate and measure the extent to which the district or charter school raised students'
academic achievement under this program and must report the data to the commissioner
in the form and manner the commissioner determines. The commissioner annually, by
February 15, must make summary data about this program available to the education
policy and finance committees of the legislature.
new text end

new text begin (b) Each school district and charter school that receives a grant under this section
annually must report to the commissioner, consistent with the uniform financial accounting
and reporting standards, its actual expenditures for advanced placement, preadvanced
placement, and international baccalaureate courses and programs. The report must
demonstrate that the school district or charter school has maintained its effort from other
sources for advanced placement, preadvanced placement, and international baccalaureate
courses and programs compared with the previous fiscal year, and the district or charter
school has expended all grant funds, consistent with its approved budget.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment
and applies to the 2006-2007 school year and later.
new text end

Sec. 2.

Minnesota Statutes 2005 Supplement, section 121A.19, is amended to read:

121A.19 DEVELOPMENTAL SCREENING AID.

Each school year, the state must pay a district deleted text begin $50 deleted text end for each deleted text begin three-year-old child
screened; $40 for each four-year-old child screened; and $30 for each five-year-old deleted text end child new text begin
or student new text end screened by the district deleted text begin prior to kindergarten deleted text end according to the requirements of
section 121A.17. new text begin The amount of state aid for each child or student screened shall be: (1)
$50 for a child screened at age three; (2) $40 for a child screened at age four; (3) $30
for a child screened at age five or six prior to kindergarten; and (4) $30 for a student
screened within 30 days after first enrolling in a public school kindergarten if the student
has not previously been screened according to the requirements of section 121A.17. new text end If this
amount of aid is insufficient, the district may permanently transfer from the general fund
an amount that, when added to the aid, is sufficient. new text begin Developmental screening aid shall not
be paid for any student who is screened more than 30 days after the first day of attendance
at a public school kindergarten, except if a student transfers to another public school
kindergarten within 30 days after first enrolling in a Minnesota public school kindergarten
program. In this case, if the student has not been screened, the district to which the student
transfers may receive developmental screening aid for screening that student when the
screening is performed within 30 days of the transfer date.
new text end

Sec. 3.

Minnesota Statutes 2004, section 122A.18, subdivision 2, is amended to read:

Subd. 2.

Teacher and support personnel qualifications.

(a) The Board of
Teaching must issue licenses under its jurisdiction to persons the board finds to be
qualified and competent for their respective positions.

(b) The board must require a person to successfully complete an examination of
skills in reading, writing, and mathematics before being granted an initial teaching license
to provide direct instruction to pupils in prekindergarten, elementary, secondary, or special
education programs. The board must require colleges and universities offering a board
approved teacher preparation program to provide remedial assistance that includes a
formal diagnostic component to persons enrolled in their institution who did not achieve a
qualifying score on the skills examination, including those for whom English is a second
language. The colleges and universities must provide assistance in the specific academic
areas of deficiency in which the person did not achieve a qualifying score. School
districts must provide similar, appropriate, and timely remedial assistance that includes a
formal diagnostic component and mentoring to those persons employed by the district
who completed their teacher education program outside the state of Minnesota, received
a one-year license to teach in Minnesota and did not achieve a qualifying score on the
skills examination, including those persons for whom English is a second language. The
Board of Teaching shall report annually to the education committees of the legislature
on the total number of teacher candidates during the most recent school year taking the
skills examination, the number who achieve a qualifying score on the examination, the
number who do not achieve a qualifying score on the examination, the distribution of all
candidates' scores, the number of candidates who have taken the examination at least once
before, and the number of candidates who have taken the examination at least once before
and achieve a qualifying score.

(c) A person who has completed an approved teacher preparation program and
obtained a one-year license to teach, but has not successfully completed the skills
examination, may renew the one-year license for two additional one-year periods. Each
renewal of the one-year license is contingent upon the licensee:

(1) providing evidence of participating in an approved remedial assistance program
provided by a school district or postsecondary institution that includes a formal diagnostic
component in the specific areas in which the licensee did not obtain qualifying scores; and

(2) attempting to successfully complete the skills examination during the period
of each one-year license.

(d) The Board of Teaching must grant continuing licenses only to those persons who
have met board criteria for granting a continuing license, which includes successfully
completing the skills examination in reading, writing, and mathematics.

(e) All colleges and universities approved by the board of teaching to prepare persons
for teacher licensure must include in their teacher preparation programs a common core
of teaching knowledge and skills to be acquired by all persons recommended for teacher
licensure. This common core shall meet the standards developed by the interstate new
teacher assessment and support consortium in its 1992 "model standards for beginning
teacher licensing and development deleted text begin . deleted text end new text begin , new text end " new text begin and must include technology and information
literacy standards that are consistent with recommendations from the department's
educator licensing and teacher quality division. The board must develop and implement a
system for reviewing on a seven-year cycle all standards of effective practice for teachers
beginning in the 2007-2008 school year. new text end Amendments to standards adopted under this
paragraph are covered by chapter 14. The board of teaching shall report annually to
the education committees of the legislature on the performance of teacher candidates
on common core assessments of knowledge and skills under this paragraph during the
most recent school year.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment.
new text end

Sec. 4.

new text begin [122A.245] TEACHER TRAINING PROGRAM FOR QUALIFIED
PROFESSIONALS.
new text end

new text begin Subdivision 1. new text end

new text begin Scope and requirements. new text end

new text begin (a) As an alternative to postsecondary
teacher preparation programs, a teacher training program is established for qualified
professionals to acquire an entrance license. Program providers, approved by the Board of
Teaching under subdivision 3, may offer the program in the instructional fields of science,
mathematics, world languages, English as a second language, and special education.
new text end

new text begin (b) To participate in the teacher training program, the teacher applicant must:
new text end

new text begin (1) have, at a minimum, a bachelor's degree from an accredited four-year
postsecondary institution;
new text end

new text begin (2) have an undergraduate major or postbaccalaureate degree in the subject to be
taught or in an equivalent or related subject area in which the applicant is seeking licensure;
new text end

new text begin (3) pass a skills examination in reading, writing, and mathematics required under
section 122A.18;
new text end

new text begin (4) pass the Praxis II subject assessment for each subject area to be taught;
new text end

new text begin (5) have a cumulative grade point average of 2.75 or higher on a 4.0 scale for a
bachelor's degree;
new text end

new text begin (6) show employment related to the subject to be taught; and
new text end

new text begin (7) show a district offer for employment as a teacher contingent on participating in
an approved program described in subdivision 2.
new text end

new text begin Subd. 2. new text end

new text begin Program. new text end

new text begin A teacher training program under this section is one year in
duration and must include:
new text end

new text begin (1) a nine-credit summer or preinduction preparation program that includes
classroom management techniques and on-site classroom observation that are completed
before the candidate is employed in the classroom;
new text end

new text begin (2) 200 clock hours of instruction in standards of effective practice and essential
skills that include curriculum, instructional strategies, and classroom management
presented after school or on Saturdays throughout the year leading to a teaching license
and up to 15 graduate credits toward a master's degree in education;
new text end

new text begin (3) on-the-job mentoring, supervision, and evaluation arranged by the employing
district that includes mentoring provided by an experienced teacher licensed in the subject
taught by the applicant, and three evaluations by an evaluation team composed of the
mentor, the principal, and a training program member that include at least three classroom
observations where the third evaluation contains the team's recommendation for licensure
and where a written report of each evaluation is prepared; and
new text end

new text begin (4) a one-week intensive workshop that includes analysis and reflection of the first
year of teaching after completing the school year, which may be counted as part of 200
clock hours required in clause (2).
new text end

new text begin Subd. 3. new text end

new text begin Program approval. new text end

new text begin An interested Minnesota public or private
postsecondary institution must submit program proposals to the Board of Teaching for
approval.
new text end

new text begin Notwithstanding any law to the contrary, the Board of Teaching must develop
criteria for approving teacher training programs under this section after considering the
recommendations of an advisory group appointed by the Board of Teaching composed of,
at a minimum, the commissioner of education or designee, and representatives of school
superintendents, principals, teachers, and postsecondary institutions, including those
offering degrees in teaching preparation.
new text end

new text begin Subd. 4. new text end

new text begin Eligibility license. new text end

new text begin Notwithstanding any law to the contrary, the Board of
Teaching must issue to an applicant who successfully meets the criteria under subdivision
1, paragraph (b), a one-year eligibility license to teach at the employing district under
subdivision 1, paragraph (b), clause (7). During the one-year eligibility period, the
employing district must assign a mentor under subdivision 2, clause (3). The applicant
teacher and teacher mentor must meet at least weekly throughout the school year on
classroom and instructional issues.
new text end

new text begin The hiring district may deduct from the participant's salary the cost of providing the
mentor for the participant during the training year.
new text end

new text begin Subd. 5. new text end

new text begin Standard entrance license. new text end

new text begin Notwithstanding any law to the contrary, the
Board of Teaching must issue a standard entrance license to a training program licensee
who successfully completes the program under subdivision 2, successfully teaches in
a classroom for one complete school year, successfully passes the Praxis II principles
of learning and teaching, and receives a positive recommendation from the applicant's
evaluation team.
new text end

new text begin Subd. 6. new text end

new text begin Qualified teacher. new text end

new text begin A person with a valid eligibility license under
subdivision 5 is a qualified teacher under section 122A.16.
new text end

Sec. 5.

new text begin [122A.246] TEACH FOR MINNESOTA.
new text end

new text begin new text end

new text begin Subdivision 1. new text end

new text begin Establishment; requirements. new text end

new text begin The teach for Minnesota program is
a teacher training program established to encourage college graduates to acquire a license
to teach in high-needs schools and hard-to-staff schools. To participate in the program,
an applicant must:
new text end

new text begin (1) have received a bachelor's degree from an accredited four-year postsecondary
institution received within one year prior to the date of the application;
new text end

new text begin (2) have an undergraduate major in the subject to be taught or in an equivalent or
related subject area in which the applicant is seeking licensure;
new text end

new text begin (3) pass a skills examination in reading, writing, and mathematics required under
section 122A.18;
new text end

new text begin (4) pass the Praxis II subject assessment for each subject area to be taught;
new text end

new text begin (5) have a cumulative grade point average of 3.0 or higher on a 4.0 scale; and
new text end

new text begin (6) show new text end new text begin a district offer for employment in a high-needs or hard-to-staff school
contingent on participating in the program under this section.
new text end

new text begin Subd. 2. new text end

new text begin Program. new text end

new text begin A teacher training program must include the requirements
under section 122A.245, subdivision 2. A teacher preparation program provider must be
approved by the Board of Teaching and may offer the program in the instructional fields of
science, mathematics, English as a second language, and special education. A Minnesota
public or private postsecondary institution must submit program proposals to the Board of
Teaching for approval. Notwithstanding any law to the contrary, the Board of Teaching, in
consultation with the commissioner of education, postsecondary institutions, and school
district administrators and teachers in districts with high-needs and hard-to-staff schools,
must develop criteria for approving teacher training programs under this section.
new text end

new text begin Subd. 3. new text end

new text begin License. new text end

new text begin Notwithstanding any law to the contrary, the Board of Teaching
must issue a standard entrance license to an applicant who successfully completes
a training program under this section and successfully passes the Praxis II principles
of learning and teaching.
new text end

Sec. 6.

Minnesota Statutes 2005 Supplement, section 122A.415, subdivision 1, is
amended to read:

Subdivision 1.

Revenue amount.

(a) A school district, intermediate school district,
school site, or charter school that meets the conditions of section 122A.414 and submits an
application approved by the commissioner is eligible for alternative teacher compensation
revenue.

(b) For school district and intermediate school district applications, the commissioner
must consider only those applications to participate that are submitted jointly by a
district and the exclusive representative of the teachers. The application must contain an
alternative teacher professional pay system agreement that:

(1) implements an alternative teacher professional pay system consistent with
section 122A.414; and

(2) is negotiated and adopted according to the Public Employment Labor Relations
Act under chapter 179A, except that notwithstanding section 179A.20, subdivision 3, a
district may enter into a contract for a term of two or four years.

Alternative teacher compensation revenue for a qualifying school district or site in
which the school board and the exclusive representative of the teachers agree to place
teachers in the district or at the site on the alternative teacher professional pay system
equals $260 new text begin times the ratio of the formula allowance for the current fiscal year to the
formula allowance for fiscal year 2007 new text end times the number of pupils enrolled at the district
or site on October 1 of the previous fiscal year. Alternative teacher compensation revenue
for a qualifying intermediate school district must be calculated under section 126C.10,
subdivision 34, paragraphs (a) and (b).

(c) For a newly combined or consolidated district, the revenue shall be computed
using the sum of pupils enrolled on October 1 of the previous year in the districts entering
into the combination or consolidation. The commissioner may adjust the revenue
computed for a site using prior year data to reflect changes attributable to school closings,
school openings, or grade level reconfigurations between the prior year and the current
year.

(d) The revenue is available only to school districts, intermediate school districts,
school sites, and charter schools that fully implement an alternative teacher professional
pay system by October 1 of the current school year.

Sec. 7.

Minnesota Statutes 2005 Supplement, section 122A.415, subdivision 3, is
amended to read:

Subd. 3.

Revenue timing.

(a) Districts, intermediate school districts, school sites,
or charter schools with approved applications must receive alternative compensation
revenue for each school year that the district, intermediate school district, school site,
or charter school implements an alternative teacher professional pay system under this
subdivision and section 122A.414. For fiscal year 2007 and later, a qualifying district,
intermediate school district, school site, or charter school that received alternative teacher
compensation aid for the previous fiscal year must receive at least an amount of alternative
teacher compensation revenue equal to the lesser of the amount it received for the previous
fiscal year or the amount it qualifies for under subdivision 1 for the current fiscal year if
the district, intermediate school district, school site, or charter school submits a timely
application and the commissioner determines that the district, intermediate school district,
school site, or charter school continues to implement an alternative teacher professional
pay system, consistent with its application under this section.

(b) The commissioner shall approve applications that comply with subdivision 1,
and section 122A.414, subdivisions 2, paragraph (b), and 2a, if the applicant is a charter
school, in the order in which they are received, select applicants that qualify for this
program, notify school districts, intermediate school districts, school sites, and charter
schools about the program, develop and disseminate application materials, and carry out
other activities needed to implement this section.

(c) For applications approved under this section before August 1 of the fiscal year for
which the aid is paid, the portion of the state total basic alternative teacher compensation
aid entitlement allocated to charter schools must not exceed $522,000 for fiscal year
2006 and $3,374,000 for fiscal year 2007. For fiscal year 2008 and later, the portion of
the state total basic alternative teacher compensation aid entitlement allocated to charter
schools must not exceed the product of $3,374,000 times the ratio of the state total charter
school enrollment for the previous fiscal year to the state total charter school enrollment
for deleted text begin the second previous year deleted text end new text begin fiscal year 2006 times the ratio of the formula allowance for
the current fiscal year to the formula allowance for fiscal year 2007 new text end . Additional basic
alternative teacher compensation aid may be approved for charter schools after August 1,
not to exceed the charter school limit for the following fiscal year, if the basic alternative
teacher compensation aid entitlement for school districts based on applications approved
by August 1 does not expend the remaining amount under the limit.

Sec. 8.

new text begin [122A.416] ALTERNATIVE TEACHER COMPENSATION REVENUE
FOR PERPICH CENTER FOR ARTS EDUCATION AND MULTIDISTRICT
INTEGRATION COLLABORATIVES.
new text end

new text begin Notwithstanding sections 122A.413, 122A.414, 122A.415, and 126C.10,
multidistrict integration collaboratives and the Perpich Center for Arts Education are
eligible to receive alternative teacher compensation revenue as if they were intermediate
school districts. To qualify for alternative teacher compensation revenue, a multidistrict
integration collaborative or the Perpich Center for Arts Education must meet all of the
requirements of sections 122A.413, 122A.414, and 122A.415 that apply to intermediate
school districts, must report its enrollment as of October 1 of each year to the department,
and must annually report its expenditures for the alternative teacher professional pay
system consistent with the uniform financial accounting and reporting standards to the
department by November 30 of each year.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2007.
new text end

Sec. 9.

Minnesota Statutes 2004, section 124D.11, subdivision 9, is amended to read:

Subd. 9.

Payment of aids to charter schools.

(a) Notwithstanding section 127A.45,
subdivision 3, aid payments for the current fiscal year to a charter school not in its first
year of operation shall be of an equal amount on each of the 23 payment dates. A charter
school in its first year of operation shall receive, on its first payment date, ten percent of its
cumulative amount guaranteed for the year and 22 payments of an equal amount thereafter
the sum of which shall deleted text begin be 90 percent of deleted text end new text begin equal the current year aid payment percentage
multiplied by new text end the cumulative amount guaranteed.

(b) Notwithstanding paragraph (a), for a charter school ceasing operation prior to the
end of a school year, deleted text begin 80 percent of deleted text end new text begin the current year aid payment percentage multiplied by
new text end the amount due for the school year may be paid to the school after audit of prior fiscal year
and current fiscal year pupil counts. new text begin For a charter school ceasing operations prior to, or
at the end of a school year, notwithstanding section 127A.45, subdivision 3, preliminary
final payments may be made after audit of pupil counts, monitoring of special education
expenditures, and documentation of lease expenditures for the final year of operation.
Final payment may be made upon receipt of audited financial statements under section
123B.77, subdivision 3.
new text end

(c) Notwithstanding section 127A.45, subdivision 3, and paragraph (a), 80 percent
of the start-up cost aid under subdivision 8 shall be paid within 45 days after the first day
of student attendance for that school year.

(d) In order to receive state aid payments under this subdivision, a charter school in
its first three years of operation must submit a school calendar in the form and manner
requested by the department and a quarterly report to the Department of Education. The
report must list each student by grade, show the student's start and end dates, if any,
with the charter school, and for any student participating in a learning year program,
the report must list the hours and times of learning year activities. The report must be
submitted not more than two weeks after the end of the calendar quarter to the department.
The department must develop a Web-based reporting form for charter schools to use
when submitting enrollment reports. A charter school in its fourth and subsequent year of
operation must submit a school calendar and enrollment information to the department in
the form and manner requested by the department.

new text begin (e) Notwithstanding sections 317A.701 to 317A.791, upon closure of a charter
school and satisfaction of creditors, cash and investment balances remaining shall be
returned to the state.
new text end

Sec. 10.

Minnesota Statutes 2005 Supplement, section 125A.11, subdivision 1, is
amended to read:

Subdivision 1.

Nonresident tuition rate; other costs.

(a) For fiscal year 2006,
when a school district provides instruction and services outside the district of residence,
board and lodging, and any tuition to be paid, shall be paid by the district of residence. The
tuition rate to be charged for any child with a disability, excluding a pupil for whom tuition
is calculated according to section 127A.47, subdivision 7, paragraph (d), must be the sum
of (1) the actual cost of providing special instruction and services to the child including
a proportionate amount for special transportation and unreimbursed building lease and
debt service costs for facilities used primarily for special education, plus (2) the amount
of general education revenue and referendum aid attributable to the pupil, minus (3) the
amount of special education aid for children with a disability received on behalf of that
child, minus (4) if the pupil receives special instruction and services outside the regular
classroom for more than 60 percent of the school day, the amount of general education
revenue and referendum aid, excluding portions attributable to district and school
administration, district support services, operations and maintenance, capital expenditures,
and pupil transportation, attributable to that pupil for the portion of time the pupil receives
new text begin special new text end instruction deleted text begin in deleted text end new text begin and services outside of new text end the regular classroom. If the boards involved
do not agree upon the tuition rate, either board may apply to the commissioner to fix the
rate. Notwithstanding chapter 14, the commissioner must then set a date for a hearing or
request a written statement from each board, giving each board at least ten days' notice,
and after the hearing or review of the written statements the commissioner must make an
order fixing the tuition rate, which is binding on both school districts. General education
revenue and referendum aid attributable to a pupil must be calculated using the resident
district's average general education and referendum revenue per adjusted pupil unit.

(b) For fiscal year 2007 and later, when a school district provides special instruction
and services for a pupil with a disability as defined in section 125A.02 outside the district
of residence, excluding a pupil for whom an adjustment to special education aid is
calculated according to section 127A.47, subdivision 7, paragraph (e), special education
aid paid to the resident district must be reduced by an amount equal to (1) the actual
cost of providing special instruction and services to the pupil, including a proportionate
amount for special transportation and unreimbursed building lease and debt service costs
for facilities used primarily for special education, plus (2) the amount of general education
revenue and referendum aid attributable to that pupil, minus (3) the amount of special
education aid for children with a disability received on behalf of that child, minus (4) if the
pupil receives special instruction and services outside the regular classroom for more than
60 percent of the school day, the amount of general education revenue and referendum
aid, excluding portions attributable to district and school administration, district support
services, operations and maintenance, capital expenditures, and pupil transportation,
attributable to that pupil for the portion of time the pupil receives new text begin special new text end instruction deleted text begin in deleted text end new text begin
and services outside of new text end the regular classroom. General education revenue and referendum
aid attributable to a pupil must be calculated using the resident district's average general
education revenue and referendum aid per adjusted pupil unit. Special education aid
paid to the district or cooperative providing special instruction and services for the pupil
must be increased by the amount of the reduction in the aid paid to the resident district.
Amounts paid to cooperatives under this subdivision and section 127A.47, subdivision
7, shall be recognized and reported as revenues and expenditures on the resident school
district's books of account under sections 123B.75 and 123B.76. If the resident district's
special education aid is insufficient to make the full adjustment, the remaining adjustment
shall be made to other state aid due to the district.

(c) Notwithstanding paragraphs (a) and (b) and section 127A.47, subdivision 7,
paragraphs (d) and (e), a charter school where more than 30 percent of enrolled students
receive special education and related services, an intermediate district, or a special
education cooperative may apply to the commissioner for authority to charge the resident
district an additional amount to recover any remaining unreimbursed costs of serving
pupils with a disability. The application must include a description of the costs and the
calculations used to determine the unreimbursed portion to be charged to the resident
district. Amounts approved by the commissioner under this paragraph must be included
in the tuition billings or aid adjustments under paragraph (a) or (b), or section 127A.47,
subdivision 7, paragraph (d) or (e), as applicable.

new text begin (d) For purposes of this subdivision and section 127A.47, subdivision 7, paragraphs
(d) and (e), "general education revenue and referendum aid" means the sum of the general
education revenue according to section 126C.10, subdivision 1, excluding alternative
teacher compensation revenue, plus the referendum aid according to section 126C.17,
subdivision 7, as adjusted according to section 127A.47, subdivision 7, paragraphs (a),
(b), and (c).
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for fiscal year 2006.
new text end

Sec. 11.

Minnesota Statutes 2004, section 125A.27, subdivision 3, is amended to read:

Subd. 3.

Core early intervention services.

"Core early intervention services"
means services that are available at no cost to children and families. These services
include:

(1) identification and referral;

(2) screening;

(3) evaluation;

(4) assessment;

(5) service coordination;

(6) special education and related services deleted text begin provided under section 125A.08, and
United States Code, title 20, section 1401 deleted text end new text begin for children who qualify for these services
under Minnesota Rules new text end ; and

(7) protection of parent and child rights by means of procedural safeguards.

Sec. 12.

Minnesota Statutes 2004, section 125A.27, subdivision 7, is amended to read:

Subd. 7.

Early intervention system.

"Early intervention system" means the total
effort in the state to meet the needs of eligible children and their families deleted text begin , including,
but not limited to:
deleted text end

deleted text begin (1) any public agency in the state that receives funds under the Individuals with
Disabilities Education Act, United States Code, title 20, sections 1471 to 1485 (Part
C, Public Law 102-119);
deleted text end

deleted text begin (2) other state and local agencies administering programs involved in the provision
of early intervention services, including, but not limited to:
deleted text end

deleted text begin (i) the Maternal and Child Health program under title V of the Social Security Act,
United States Code, title 42, sections 701 to 709;
deleted text end

deleted text begin (ii) the Individuals with Disabilities Education Act, United States Code, title 20,
sections 1411 to 1420 (Part B);
deleted text end

deleted text begin (iii) medical assistance under the Social Security Act, United States Code, title
42, section 1396 et seq.;
deleted text end

deleted text begin (iv) the Developmental Disabilities Assistance and Bill of Rights Act, United States
Code, title 42, sections 6021 to 6030 (Part B); and
deleted text end

deleted text begin (v) the Head Start Act, United States Code, title 42, sections 9831 to 9852; and
deleted text end

deleted text begin (3) services provided by private groups or third-party payers in conformity with an
individualized family service plan deleted text end .

Sec. 13.

Minnesota Statutes 2004, section 125A.27, subdivision 8, is amended to read:

Subd. 8.

Eligibility for Part C.

"Eligibility for Part C" means eligibility for early
childhood special education under section 125A.02 and Minnesota Rules deleted text begin , part 3525.2335,
subpart 1, items A and B deleted text end .

Sec. 14.

Minnesota Statutes 2004, section 125A.27, subdivision 15, is amended to read:

Subd. 15.

Part C state plan.

"Part C state plan" means the annual state plan
application approved by the federal government deleted text begin under the Individuals with Disabilities
Education Act, United States Code, title 20, section 1471 et seq. (Part C, Public Law
105-117) deleted text end .

Sec. 15.

Minnesota Statutes 2004, section 125A.27, subdivision 18, is amended to read:

Subd. 18.

State lead agency.

"State lead agency" means the state agency receiving
federal funds deleted text begin under the Individuals with Disabilities Education Act, United States Code,
title 20, section 1471 et seq. (Part H, Public Law 102-119) deleted text end new text begin for the purposes of providing
early intervention services new text end .

Sec. 16.

Minnesota Statutes 2005 Supplement, section 125A.79, subdivision 1, is
amended to read:

Subdivision 1.

Definitions.

For the purposes of this section, the definitions in this
subdivision apply.

(a) "Unreimbursed special education cost" means the sum of the following:

(1) expenditures for teachers' salaries, contracted services, supplies, equipment, and
transportation services eligible for revenue under section 125A.76; plus

(2) expenditures for tuition bills received under sections 125A.03 to 125A.24 and
125A.65 for services eligible for revenue under section 125A.76, subdivision 2; minus

(3) revenue for teachers' salaries, contracted services, supplies, and equipment under
section 125A.76; minus

(4) tuition receipts under sections 125A.03 to 125A.24 and 125A.65 for services
eligible for revenue under section 125A.76, subdivision 2.

(b) "General revenue" means the sum of the general education revenue according to
section 126C.10, subdivision 1, deleted text begin as adjusted according to section 127A.47, subdivisions
7 and 8 new text begin new text end deleted text end new text begin excluding alternative teacher compensation revenue new text end , plus the total qualifying
referendum revenue specified in paragraph (e) minus transportation sparsity revenue
minus total operating capital revenue.

(c) "Average daily membership" has the meaning given it in section 126C.05.

(d) "Program growth factor" means 1.02 for fiscal year 2003, and 1.0 for fiscal
year 2004 and later.

(e) "Total qualifying referendum revenue" means two-thirds of the district's total
referendum revenue new text begin as adjusted according to section 127A.47, subdivision 7, paragraphs
(a), (b), and (c), new text end for fiscal year 2006, one-third of the district's total referendum revenue
for fiscal year 2007, and none of the district's total referendum revenue for fiscal year
2008 and later.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2006.
new text end

Sec. 17.

Minnesota Statutes 2005 Supplement, section 126C.10, subdivision 31,
is amended to read:

Subd. 31.

Transition revenue.

(a) A district's transition allowance equals the
greater of zero or the product of the ratio of the number of adjusted marginal cost pupil
units the district would have counted for fiscal year 2004 under Minnesota Statutes 2002
to the district's adjusted marginal cost pupil units for fiscal year 2004, times the difference
between: (1) the lesser of the district's general education revenue per adjusted marginal
cost pupil unit for fiscal year 2003 or the amount of general education revenue the district
would have received per adjusted marginal cost pupil unit for fiscal year 2004 according
to Minnesota Statutes 2002, and (2) the district's general education revenue for fiscal year
2004 excluding transition revenue divided by the number of adjusted marginal cost pupil
units the district would have counted for fiscal year 2004 under Minnesota Statutes 2002.

(b) A district's transition revenue for fiscal year 2006 and later equals the sum of (1)
the product of the district's transition allowance times the district's adjusted marginal cost
pupil units plus (2) the amount of referendum revenue under section 126C.17 and general
education revenue, excluding transition revenue, for fiscal year 2004 attributable to pupils
four or five years of age on September 1, 2003, enrolled in a prekindergarten program
implemented by the district before July 1, 2003, and reported as kindergarten pupils under
section 126C.05, subdivision 1, for fiscal year 2004, plus (3) the amount of compensatory
education revenue under subdivision 3 for fiscal year 2005 attributable to pupils four years
of age on September 1, 2003, enrolled in a prekindergarten program implemented by the
district before July 1, 2003, and reported as kindergarten pupils under section 126C.05,
subdivision 1, for fiscal year 2004 deleted text begin multiplied by .04 deleted text end .

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2006.
new text end

Sec. 18.

Minnesota Statutes 2005 Supplement, section 126C.10, subdivision 34,
is amended to read:

Subd. 34.

Basic alternative teacher compensation aid.

(a) For fiscal year 2006,
the basic alternative teacher compensation aid for a school district or an intermediate
school district with a plan approved under section 122A.414, subdivision 2b, equals the
alternative teacher compensation revenue under section 122A.415, subdivision 1. The
basic alternative teacher compensation aid for a charter school with an approved plan
under section 122A.414, subdivision 2b, equals $260 times the number of pupils enrolled
in the school on October 1 of the previous school year, or on October 1 of the current
fiscal year for a charter school in the first year of operation.

(b) For fiscal year 2007 deleted text begin and later deleted text end , the basic alternative teacher compensation aid
for a school district with a plan approved under section 122A.414, subdivision 2b, equals
73.1 percent of the alternative teacher compensation revenue under section 122A.415,
subdivision 1. The basic alternative teacher compensation aid for an intermediate school
district or charter school with a plan approved under section 122A.414, subdivisions 2a
and 2b, if the recipient is a charter school, equals $260 times the number of pupils enrolled
in the school on October 1 of the previous fiscal year, or on October 1 of the current fiscal
year for a charter school in the first year of operation, times the ratio of the sum of the
alternative teacher compensation aid and alternative teacher compensation levy for all
participating school districts to the maximum alternative teacher compensation revenue
for those districts under section 122A.415, subdivision 1.

(c) new text begin For fiscal year 2008 and later, the basic alternative teacher compensation aid for
a school district with a plan approved under section 122A.414, subdivision 2b, equals the
alternative teacher compensation revenue under section 122A.415, subdivision 1, minus
$69.94 times the number of pupils enrolled at participating sites on October 1 of the
previous fiscal year. The basic alternative teacher compensation aid for an intermediate
school district or charter school with a plan approved under section 122A.414, subdivisions
2a and 2b, if the recipient is a charter school, equals $260 times the ratio of the formula
allowance for the current fiscal year to the formula allowance for fiscal year 2007 times
the number of pupils enrolled in the school on October 1 of the previous fiscal year, or on
October 1 of the current fiscal year for a charter school in the first year of operation, times
the ratio of the sum of the alternative teacher compensation aid and alternative teacher
compensation levy for all participating school districts to the maximum alternative teacher
compensation revenue for those districts under section 122A.415, subdivision 1.
new text end

new text begin (d) new text end Notwithstanding paragraphs (a) deleted text begin and deleted text end new text begin , new text end (b) new text begin , and (c) new text end and section 122A.415,
subdivision 1, the state total basic alternative teacher compensation aid entitlement must
not exceed $19,329,000 for fiscal year 2006 deleted text begin and deleted text end new text begin , new text end $75,636,000 for fiscal year 2007 new text begin , and
$75,636,000 times the ratio of the formula allowance for the current fiscal year to the
formula allowance for fiscal year 2008 new text end and later. The commissioner must limit the amount
of alternative teacher compensation aid approved under deleted text begin section deleted text end new text begin sections new text end 122A.415 new text begin and
122A.416 new text end so as not to exceed these limits.

Sec. 19.

Minnesota Statutes 2004, section 127A.41, subdivision 2, is amended to read:

Subd. 2.

Errors in distribution.

On determining that the amount of state aid
distributed to a school district is in error, the commissioner is authorized to adjust the
amount of aid consistent with this subdivision. On determining that the amount of aid is
in excess of the school district's entitlement, the commissioner is authorized to recover
the amount of the excess by any appropriate means. Notwithstanding the fiscal years
designated by the appropriation, the excess may be recovered by reducing future aid
payments to the district. Notwithstanding any law to the contrary, if the aid reduced is not
of the same type as that overpaid, the district must adjust all necessary financial accounts
to properly reflect all revenues earned in accordance with the uniform financial accounting
and reporting standards pursuant to sections 123B.75 to 123B.83. Notwithstanding the
fiscal years designated by the appropriation, on determining that the amount of an aid paid
is less than the school district's entitlement, the commissioner is authorized to increase
such aid from the current appropriation. new text begin If the aid program has been discontinued and has
no appropriation, the appropriation for general education shall be used for recovery or
payment of the aid decrease or increase. Any excess of aid recovery over aid payment
shall be cancelled to the state general fund. new text end

Sec. 20.

Laws 2005, First Special Session chapter 5, article 1, section 47, is amended
to read:

Sec. 47. ALTERNATIVE TEACHER COMPENSATION REVENUE
GUARANTEE.

Notwithstanding Minnesota Statutes, sections 122A.415, subdivision 1, and
126C.10, subdivision 34, paragraphs (a) and (b), a school district that received alternative
teacher compensation aid for fiscal year 2005, but does not qualify for alternative
teacher compensation revenue for all sites in the district for fiscal year 2006 deleted text begin or deleted text end new text begin , new text end 2007,
new text begin 2008, or 2009, new text end shall receive additional basic alternative teacher compensation aid for
that fiscal year equal to the lesser of the amount of alternative teacher compensation
aid it received for fiscal year 2005 or the amount it would have received for that fiscal
year under Minnesota Statutes 2004, section 122A.415, subdivision 1, for teachers at
sites not qualifying for alternative teacher compensation revenue for that fiscal year, if
the district submits a timely application and the commissioner determines that the district
continues to implement an alternative teacher compensation system, consistent with its
application under Minnesota Statutes 2004, section 122A.415, for fiscal year 2005. The
additional basic alternative teacher compensation aid under this section must not be used
in calculating the alternative teacher compensation levy under Minnesota Statutes, section
126C.10, subdivision 35. This section applies only to fiscal years 2006 deleted text begin and 2007 deleted text end new text begin through
2009 new text end and does not apply to later fiscal years.

Sec. 21. new text begin GRANTS FOR INTENSIVE ENGLISH INSTRUCTION FOR ADULT
REFUGEES.
new text end

new text begin The commissioner of education shall establish a reimbursement grant program
to fund intensive English as a second language (ESL) programs for adult refugees.
Intensive ESL programming must provide intensive instruction for adult refugees who
are making inadequate literacy progress as measured by a standard assessment test. The
intensive instruction must be focused on participants gaining sufficient literacy to achieve
self-sufficiency through employment. Organizations eligible for grants under this section
include adult basic education programs, school districts, postsecondary institutions,
and nonprofit or community-based organizations or other private organizations with
experience in providing English language instruction to non-English speaking immigrants
and refugees. Grant applications must be in the form and manner determined by the
commissioner. At a minimum, the application must document experience in literacy
programs serving immigrants and refugees, describe fiscal accounting systems and
reporting capacity, ensure that administrative expenses are limited to five percent of grant
funds, and provide a description of the proposed instructional services and training plans.
Funds must be paid to programs on a reimbursement basis.
new text end

Sec. 22. new text begin CHINESE LANGUAGE PROGRAMS; CURRICULUM
DEVELOPMENT PROJECT.
new text end

new text begin Subdivision 1. new text end

new text begin Project parameters. new text end

new text begin (a) Notwithstanding other law to the contrary,
the commissioner of education may contract with the Board of Regents of the University
of Minnesota, the Center for Advanced Research on Language Acquisition (CARLA) or
other entity the commissioner determines is qualified to undertake the development of an
articulated K-12 Chinese curriculum for Minnesota schools that involves:
new text end

new text begin (1) creating a network of Chinese teachers and educators able to develop new and
modify or expand existing world languages K-12 curricula, materials, assessments, and
best practices needed to provide Chinese language instruction to students; and
new text end

new text begin (2) coordinating statewide efforts to develop and expand Chinese language
instruction so that it is uniformly available to students throughout the state, and making
innovative use of media and technology, including television, distance learning, and online
courses to broaden students' access to the instruction.
new text end

new text begin (b) The entity with which the commissioner contracts under paragraph (a) must have
sufficient knowledge and expertise to ensure the professional development of appropriate,
high quality curricula, supplementary materials, aligned assessments, and best practices
that accommodate different levels of student ability and types of programs.
new text end

new text begin (c) Project participants must:
new text end

new text begin (1) work throughout the project to develop curriculum, supplementary materials,
aligned assessments, and best practices; and
new text end

new text begin (2) make curriculum, supplementary materials, aligned assessments, and best
practices equitably available to Minnesota schools and students.
new text end

new text begin Subd. 2. new text end

new text begin Project participants. new text end

new text begin The entity with which the commissioner contracts
must work with the network of Chinese teachers and educators to:
new text end

new text begin (1) conduct an inventory of Chinese language curricula, supplementary materials,
and professional development initiatives currently used in Minnesota or other states;
new text end

new text begin (2) develop Chinese language curricula and benchmarks aligned to local world
language standards and classroom-based assessments; and
new text end

new text begin (3) review and recommend to the commissioner how best to build an educational
infrastructure to provide more students with Chinese language instruction, including
how to develop and provide: an adequate supply of Chinese language teachers; an
adequate number of high quality school programs; appropriate curriculum, instructional
materials, and aligned assessments that include technology-based delivery systems;
teacher preparation programs to train Chinese language teachers; expedited licensing of
Chinese language teachers; best practices in existing educational programs that can be
used to establish K-12 Chinese language programs; and technical assistance resources.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment.
new text end

Sec. 23. new text begin DISTRICT AND HIGH SCHOOL REDESIGN PILOT PROJECT.
new text end

new text begin (a) The commissioner of education shall establish a pilot project to provide grants
to school districts to examine ways to redesign school districts and high schools to
increase student academic achievement and promote innovation to more effectively serve
students. A school district shall apply for a grant in the form and manner determined by
the commissioner.
new text end

new text begin (b) The commissioner shall award at least five grants to school districts to develop
redesign models to accomplish systemic changes and promote innovation in education
that may include:
new text end

new text begin (1) redesigning mathematics and science courses and curriculum;
new text end

new text begin (2) increasing the availability of and student access to rigorous curriculum and
courses;
new text end

new text begin (3) redesigning instruction including the use of best practices, district and school
curriculum, and achievement for all students;
new text end

new text begin (4) redesigning teacher training and professional development in the science,
technology, engineering, and mathematics disciplines;
new text end

new text begin (5) redesigning the delivery of instruction for career and technical education
programs;
new text end

new text begin (6) providing innovative year-round school attendance options;
new text end

new text begin (7) providing a variety of online learning and technologically enhanced learning
opportunities; and
new text end

new text begin (8) other innovative ways to redesign how services are organized and provided in
school districts and high schools to maximize student academic achievement.
new text end

new text begin (c) To the extent practicable, the commissioner shall use geographic balance
to award grants. At least two grant recipients must be from school districts in the
seven-county metropolitan area, including one urban and one suburban district, and three
grants from outside the metropolitan area.
new text end

new text begin (d) A grant recipient must submit a model redesign plan to the commissioner in a
manner determined by the commissioner.
new text end

Sec. 24. new text begin WASECA LEVY; APPROPRIATION.
new text end

new text begin Independent School District No. 829, Waseca, may levy up to $343,550 beginning
in 2006 over five years for health and safety revenue lost due to miscalculation. $316,000
is appropriated to the commissioner of education for payment of the aid portion of lost
revenue. If the district does not levy the full amount authorized within the five year period,
other state aid due to the district shall be reduced proportionately.
new text end

Sec. 25. new text begin APPROPRIATIONS.
new text end

new text begin Subdivision 1. new text end

new text begin Department of Education. new text end

new text begin The sums indicated in this section are
appropriated from the general fund to the Department of Education for the fiscal years
designated.
new text end

new text begin Subd. 2. new text end

new text begin AP and IB increased student participation. new text end

new text begin For the increased
participation of students in advanced placement and international baccalaureate programs
under Minnesota Statutes, section 120B.132:
new text end

new text begin $ new text end

new text begin 7,319,000 new text end

new text begin ..... new text end

new text begin 2007 new text end

new text begin Subd. 3. new text end

new text begin District and high school redesign pilot project. new text end

new text begin For the district and high
school redesign pilot project under section 23:
new text end

new text begin $ new text end

new text begin 5,000,000 new text end

new text begin ..... new text end

new text begin 2007 new text end

new text begin Subd. 4. new text end

new text begin Teach for Minnesota and alternative teacher training. new text end

new text begin For the teach for
Minnesota program under Minnesota Statutes, section 122A.246, and alternative teacher
training program for qualified professionals under Minnesota Statutes, section 122A.245:
new text end

new text begin $ new text end

new text begin 500,000 new text end

new text begin ..... new text end

new text begin 2007 new text end

new text begin Subd. 5. new text end

new text begin Intensive English instruction for refugees. new text end

new text begin For a grant program for
intensive English instruction for adult refugees under section 21:
new text end

new text begin $ new text end

new text begin 1,000,000 new text end

new text begin ..... new text end

new text begin 2007 new text end

new text begin This appropriation does not cancel but is available to June 30, 2009. The base for
this program in fiscal year 2009 and later is $0.
new text end

new text begin Subd. 6. new text end

new text begin Chinese language. new text end

new text begin For the Chinese language curriculum project under
section 22:
new text end

new text begin $ new text end

new text begin 250,000 new text end

new text begin ..... new text end

new text begin 2007 new text end

new text begin Subd. 7. new text end

new text begin Early childhood Part C. new text end

new text begin For the expansion of early childhood Part C
services:
new text end

new text begin $ new text end

new text begin 1,049,000 new text end

new text begin ..... new text end

new text begin 2007 new text end

new text begin Subd. 8. new text end

new text begin Early childhood screening. new text end

new text begin For aid to districts screening kindergarten
children:
new text end

	new text begin $ new text end	new text begin 89,000 new text end	new text begin ..... new text end	new text begin 2006 new text end
	new text begin $ new text end	new text begin 54,000 new text end	new text begin ..... new text end	new text begin 2007 new text end

new text begin This appropriation is to provide aid to school districts for children screened after
entering kindergarten under Minnesota Statutes, section 121A.17, subdivision 2.
new text end

new text begin Subd. 9. new text end

new text begin Prekindergarten program transition revenue. new text end

new text begin For transition revenue for
modifications to prekindergarten programs:
new text end

	new text begin $ new text end	new text begin $968,000 new text end	new text begin ..... new text end	new text begin 2006 new text end
	new text begin $ new text end	new text begin 851,000 new text end	new text begin ..... new text end	new text begin 2007 new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment.
new text end

Sec. 26. new text begin REPEALER.
new text end

new text begin Minnesota Statutes 2004, section 122A.24, new text end new text begin is repealed.
new text end